Introduction and Rationale
Talk moves are strategies that are used to promote, guide, and enhance discussion between a teacher and students and amongst the students themselves and also to hold students more accountable for their own learning and participation in the classroom. The talk move strategy that I choose to analyze from my own teaching was revoicing. Revoicing is where the teacher restates a question or statement that a student asks or says. The main purpose for revoicing what a student says is twofold. First, it allows all students to hear the question if they could not hear what was initially said. Revoicing also allows the student to rehear his or her own question or statement again to make sure that the teacher understood precisely what was said.
When making the decision which talk move I wanted to analyze, I looked across all of my classes and the nature of the discussions within them. Some classes are better than others at holding discussions but in the classes that I would rank as having the lowest discussion and participatory skills, revoicing made the most sense. I picture one class. Pre-Calculus, where I have some real talkative students who always want their questions answered immediately while other students in the class completely ignore everything that is going around them. I thought that by focusing on revoicing, I would be able to slow down the very talkative students by giving them more time to process while trying to give the inattentive students another way to refocus without putting them on the spot in the middle of class and forcing them into the conversation.
Unfortunately, based on the schedule which included a unit assessment, conferences, and spring break, there were not three consecutive days to record that class nor three nonconsecutive days that were applicable that also worked within the timeframe of this assignment. I therefore, choose to record another class, Probability and Statistics, that generally has good discussions but there are a few students are generally much quieter than most that I have difficulty hearing myself sometimes. I recorded three consecutive days of Probability and Statistics which included two days of primarily explaining new concepts and a third day that included time to work on the practice assignment. The data that I looked for within the recordings was how often a student asked a question or made a comment and how often I restated what the student had said.
Class Period Topic Number of Student Questions or Statements Number of Occurrences of Revoicing Ratio of Occurrences of Revoicing to the Number of Student Questions or Statements
March 11 Introduce hypothesis testing as a formal way of testing statistical claims 29 15 0.517
March 12 Classifying and interpreting the types of error in hypothesis testing 19 11 0.579
March 13 Hypothesis testing and selecting samples
Assignment workday 10 5 0.500
Summary of Data
While watching the videos and...