In my view, the second edition of Classroom Discussions: Using Math Talk to Help Students Learn (Chapin, O'Connor, and Anderson 2009) is the single best book available for learning about and implementing academically productive talk in the classroom. And now, with the companion facilitator's guide, DVDs, and CD package—Classroom Discussions: Seeing Math Discourse in Action—there is nothing comparable. With its classroom video examples from kindergarten through grade 6, this combined resource gives a description of the practices and examples of them in action in urban classrooms—a window into using talk tools to promote learning. And while the facilitator's guide, DVDs, and CD reproducibles focus on mathematics, the principles and practices discussed and illustrated therein are just as powerful in teaching English language arts, science, social studies, or history. The talk tools work extraordinarily well with English language learners and students who have struggled academically. If you need to select one resource for a study group of teachers interested in transforming their practice, this is the one to get. Sarah Michaels Professor of Education and Senior Research Scholar Jacob Hiatt Center for Urban Education Clark University, Worcester, Massachusetts I have used Classroom Discussions: Using Math Talk to Help Students Learn (Chapin, O'Connor, and Anderson 2009) for years in my work with teachers and have found it to be the most effective tool for learning to lead discussions in which students not only talk about but also learn math. Seeing what a productive mathematical discussion looks like, with all of the complexities that come with real children in a real school classroom, is the first step toward being able to lead one. Unpacking what is going on in such a discussion, understanding the routines in the teacher's actions and how they are adapted to particular content and particular students is the next step, followed by trying it out and working through the results with a group of peers. The companion facilitator's guide, enhanced with videos and reproducible lesson plans, provides an even richer support across the full spectrum of elementary mathematics. Magdalene Lampert Professor of Teaching and Teacher Education University of Michigan Author of Teaching Problems and the Problems of Teaching Classroom Discussions: Seeing Math Discourse in Action offers a well-developed, sequenced approach to orchestrating math discourse, from what it takes to establish a learning environment that supports students as sense makers to discourse as formative assessment of student understanding of mathematical concepts. The talk moves, video resources, and reproducibles make it easier to tailor the professional experience to the teachers' learning whether they are preservice, early career, or experienced teachers. Boston Teacher Residency instructors and coaches have used the resources in the companion book, Classroom Discussions (Chapin, O'Connor, and Anderson 2009), to design assignments for residents, teacher study groups and as the content for the professional learning for the community of BTR coaches. As a result of focusing on student learning and understanding as it is constructed, we are getting better at assessing effective teaching. Lynne Godfrey Induction Director Boston Teacher Residency
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