Skip to content. Page Content. Wolf, Crossen and Resnick describe three aspects of accountable talk: Accountability to the learning community Accountability to accurate knowledge Accountability to rigorous thinking. These could include: I will nod or shrug my shoulders to show whether I understand the discussion. I will choose one question from my question cards to ask. What if …? Thanking: Thank you for … I really liked … Challenging: Have you thought about …?
Students working in same language pairs can generate their ideas and questions in a shared language. They can plan how to communicate these clearly to the class through English. For example: students help each other develop a research topic and questions and then refine their ideas with the teacher students investigate a topic they are interested in by conducting short interviews with five people they know, recording the conversation and transcribing the recordings the data which they bring to class.
Each part of accountable talk can be challenging, especially for learners not used to practicing this kind of conversation. When first starting with accountable talk it is best to give learners some scaffolding. There are two important scaffolds to begin with: modeling and talk prompts. Modeling gives them a concrete example of what the accountable talk process looks and sounds like. Talk prompts give them a concrete way to start.
Below are some examples of talk prompts for different ages and contexts. Think about the learners you work with, and which ones will work best for them. Remember scaffolding is meant to be temporary. Once learners are successful, begin to remove the scaffolds. This has changed my teaching practice by flipping the traditional discussion model on its head.
There are many ways to involve discussion into your classroom. The traditional model of posing a question to the class and having them respond only truly works for some. It is notable to mention that students must also be paying full attention; a feat that is difficult with 30 fourth graders sitting at their seat. The change of location within the room, the mode in which students respond, and using partnerships as an advantage has changed the way I look at discussion and participation.
As all teachers know, establishing community is an important aspect of quality discussion. Students need to feel safe. Reinforce again and again that this is a safe place for students. Tell them there is no silly question or answer. Your classroom is not a place for right or wrong answers but a place of learning and reflection. Model to them that you make mistakes and we are all only human.
Make your classroom a loving environment. Make sure students feel comfortable coming to you. After this, introduce the accountable talk model as seen below. Practice again and again! Both students and teachers can rely on sentence starters and stems to support accountable discourse in class. An important area to employ accountable talk is with dialogic reading. The two methods can go hand in glove. During dialogic reading, the student and teacher switch roles.
Teachers can incorporate many questions or conversation starters into the session. Students can reply by using accountable talk stems that drive the conversation and understanding forward. Accountable talk can be one of many strategies that support reading comprehension and critical thought. Both accountable discourse and dialogic reading support literacy.
Teachers can create their own countable anchor charts themselves but there are many online. Instructors can adopt these and modify them to suit their students, particularly the age level of their students.
Use the following links to find more anchor charts so you can build your own:. Accountable talk drives discussion and learning forward.
Students should get into the habit of feeling accountable to providing factual information and using critical reasoning to evaluate virtually any topic that comes up in the classroom setting.
When students are able to discuss information and opinions critically, they are developing the skills they need to in their adult lives and when engaging in higher learning. Transform your classroom by building a culture of oracy among students.
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