In this video, you can see several examples of sixth-grade students interacting with each other’s reasoning as they work to make sense of how sound travels. Note how students engage directly with each other, and consider — what kinds of norms and supports might have cultivated these ways of interacting?
Supports like talk moves (ex., “I agree and disagree”) can provide important entry points for students, especially if they are unsure how to get started or what is okay in a science classroom. Yet some supports can reflect and reify Eurocentric norms for talk, so co-developing varied talk approaches with students may help to integrate resources from multiple cultures.
Read a research study on how leveraging African-American English served as a resource for students’ talk and literacy learning: Lee, C. D. (2006). “Every good-bye ain’t gone”: analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19(3), 305-327.
https://www.youtube.com/watch?v=Pr1UMKXnJZA...
How teachers can engage their students in collaborative storytelling as a way to enact reciprocal teaching.
In this reflective writing, teacher Andrew...
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