Seminar+6

=Seminar 6 -- October 15, 2009=

Topics: Implementing classroom talk into the lessons

Readings: Chapin, et al. 1st Edition: Chapter 9 – Getting Started 2nd Edition: Chapter 8 – Getting Started

Summary: "Talk is productive..." (p. 143). Through a discussion of five principles, Chapin, O'Connor, and Anderson look at how talk can be productive in the elementary mathematics classroom. They begin by establishing and maintaining a respectful, supportive environment. This principle states that the students are more likely to participate in a classroom where their thoughts are respected and supported. The second principle, focusing the talk on mathematics, looks at how the discussion should maintain the focus of the mathematics in the discussions instead of diverging into other topics. Providing for equitable participation looks at not only establishing a discussion culture but maintain equality in the discussions. The final two principles as teachers to explain their expectations and not to try too many new things at a time. The chapter concludes with five steps to implementing discussions in the elementary classroom.

Chapin, et al. 1st Edition: Chapter 11 – Troubleshooting 2nd Edition: Chapter 10 – Troubleshooting

Summary: This chapter lists a set of common problems that teachers may experience as they try to change to a discussion classroom. Common problems may include: students that won't speak, the same students do all the talking, what about students that do not raise their hands, did the students understand the response of a fellow classmate, and what if the students are wrong. The authors address these and other concerns and how teachers can adapt and change to overcome these problems.

Assignments Due: Unit Planning Parts 4, 5, & 6 by **12:00 noon Friday, October 16, 2009**