TLIF PLD Session 1 Creating a culture of talk

This was my first time being included in the TLIF PLD, which I am very excited about. Our focus for today was around "Talk to move". What can we do to encourage dialogue in our lessons? We created a school-wide expectation list of what will be expected to be taking place during dialogue.

What is your current understanding of dialogic teaching?
Less teacher talk and more student talk. Using correct prompts to meet one of the for goals as summarised below. With pre-teaching and correct questioning from me, the students will be able to participate in dialogue while being active participants.

What will be your next steps?
Have my prompts in my hand while doing the lesson.
Practice one goal at a time, until comfortable before giving the next one a go.
Teach Talanoa clearly to my class, reinforcing and revisiting the rules regularly.

Summary:
Talk rules for PES - prompts to encourage dialogue around a science topic. Clear pre-teaching will be needed. Each lesson will have science and dialogue objectives.

Talanoa Norms for PES
Everyone participates
Speak clearly so everyone can hear
Listen and look at the speaker
Connect your ideas to others
Ask questions

How do you include everyone?
Everyone participates is key. Practicing loud enough voice and active listening.

Talk move actions:
Goal 1: 
Wait time (Page 13 of handout)
1: Partner Talk
2: Stop and jot
3: Wait time before talking
4: Wait time after a student talks.

Say more: (page 13 of handout)
Can you say more about that?
Can you expand on that?
What do you mean? Can you say a bit more about that?
Message: I want to understand more. And gives the teacher and other students a bit more time to understand what was said.
It gives students a chance to practice expanding on their ideas.

So, are you saying...? (Page 14 of handout)
Verifying and clarifying
Is that what you are saying?
Revoicing not just repeating, teacher revoice what student said and the student then confirms if it is true.
if the teacher says "interesting idea" leaves it open to more ideas. If the teacher says "that's a good idea" - she closes it for other ideas.

Goal 2:
Getting students to listen to each other.
Who can repeat/rephrase? (Page 15 on the handout)
Students must understand and hear what others are saying.
Is that what are you are trying to say?
Okay, what is another way of saying that?
It gives everybody a chance to hear a complex idea for a second time.
Who can repeat what .... said?

Goal 3: 
Deepen their reasoning
Asking for evidence or reasoning.
Press for reasoning (page 16 of handout) Why, where, what, can you prove that to us? (use vocab such as claim, data, evidence, etc)

Challenging or counterexample or tossing their question back at them.
That's a good question, what do you think?
Can you expand?
But is it almost the same or exactly the same?

Goal 4: 
Help students think with others. (Page 17 )
Do you agree, or disagree...why? Caution - don't ask, do you all agree? Encouraged to agree or disagree. Can play around with the language to be socially acceptable e.g. I respectfully challenge her thought.

Add on. Focus the group on the single idea on the table. Increases student participation, motivation, and active listening.

Explaining what someone else means. What do you mean when he says that...?
Can somebody explain what that really means? Who can explain what .... means?