Core Practices of Teaching: A Primer1,2

Gettingstudentstotalktooneanotherabouttheirmathematical,literary,historical,orscientific
ideasisoneofthemostrewardingthingsateachercando.Thereisnothingbetterthanseeing
studentssharetheirepiphanies,buildoneachothersinsights,ordebatetheories,solutions,
andinterpretations.Whentalkflows,itlookseffortless,butgettingthiskindoftalkstartedisa
challenge.Thefirststepiseasyyouaskarichquestionandastudentthrowsanideaonto
thetable.Thisisanexcitingmomentforateacheronethatsfullofpromisebutthenwhat?
Whatdoyoudothemomentafterastudentsharestheiridea?Howdoyouturnthatpromising
sparkintomeaningfuldiscourseaboutcontentrichideas?
Developedoutofeducationalresearchfromsomeofthenationstopcollegesofeducation
includingtheUniversityofWashington,theUniversityofMichigan,andUCLA,thefollowing
corepracticesofteachingsitattheheartoforchestratingproductiveclassroomtalk.3
Teachersdevelopingtheirskillatfacilitatingmeaningfultalkcanusethesepracticesasalens
throughwhichtoprepareforandanalyzetheirplansandtheirinstruction.

Creatingandmaintainingaproductivelearningenvironment
Elicitingandrespondingtostudentthinking
Teachingtowardsaninstructionalgoal
Positioningstudentsascompetentsensemakers
Orientingstudentstothecontent
Orientingstudentstoeachothersideas
Teachingwithyourstudentsinmind
Teachingwithsocietyinmind
Assessingstudentsunderstanding

Intherichestmomentsofclassroominstruction,ateacherenactsallofthesecorepracticesina
seamlessway,makingthemseemindistinguishablefromoneanotheronecorepractice
morphingintothenext,threepracticessuddenlyhappeningsimultaneously.Inthehandsofa
skilledteacher,thisdancecanlookeffortless.
Tounderstandtheroleofcorepracticesintheworkofteaching,ithelpstocompareteachingto
playingmusic.Musiciansbeginbypullingouttheirsheetmusicjustlikeagoodlessonplan,
thequalityofthesheetmusicmattersapoorlycomposedpiecewillneversoundasgoodas
BeethovenorBach.But,thequalityofaperformancedoesntbeginandendwiththequalityof
Authors:SarahSchneiderKavanagh(StanfordUniversity),EmilyShahan(UniversityofWashington),
andDebMorrison(UniversityofColorado)
2
Whiletherearemanywaystousethesecorepractices,thisprimerisdesignedforteacherswhoare
usingvideotoimprovetheirpracticeasfacilitatorsofclassroomtalk.
3
ThesecorepracticesaredrawnfromTEDD.org,theUniversityofWashingtonsTeacherEducationby
Designproject(McDonald,Kazemi,&Kavanagh,2013).Theyweredevelopedoutofearlierworkin
mathematicseducationundertakenatthemanycollegesofeducationthatengagedintheLearningin,
from,andForTeachingPracticeproject(Kazemi,Franke,&Lampert,2009).
1

thecomposition.Whetherthemusicmovestheaudienceornotdependsonwhatthemusician
isabletodowiththesheetmusic.Tobringsheetmusictolife,amusicianenactsanunderlying
setofpractices:
Manipulatingthevolumeofsound
Findingandmaintaininganaccuratepitch
Manipulatingasongstempoorspeed
Articulatingnotes(makenotesstopshortorslurthemtogether)
Varyingthelengthofnotesandphrases
Manipulatingthetimbre(thecolorortexture)ofsound
Toimproveatthesepractices,musicianssometimesworkontheminisolation(onewaytodo
thisisbyplayingscales).Theyalsoworkonthembyputtingthemtogetherinamoreauthentic
context(perhapsbypracticingaparticularsong).Alongwithpracticing,musicianslistentoalot
ofmusic.Whenlistening,theygetideasaboutnewwaystousetempoorvolumetoconvey
particularemotions.Theylearnfromwhattheyhearandtheyincorporateitintotheirown
music.Inthesamewaythatamusiciansabilitytoenactthesepracticesshapesthewaythat
hepracticesandanalyzeshiscraft,thecorepracticesofteachingcanactasaprimarylens
throughwhichyou,asateacher,prepareforandexamineyourwork.
Whatfollowsisashortdescriptionofeachofthecorepractices,howeachcanhelpyou
facilitatemeaningfullearninginyourclassroom,howyoumightworkonthatcorepractice
throughwatchinganddiscussingvideoofteaching,andchallengesnoviceteachersoften
encounterwhenworkingoneachcorepractice.
CreatingandMaintainingaProductiveLearningEnvironment
Theworkofcreatingandmaintainingaproductivelearningenvironmentisthebedrock
undereverythingyoudoasateacher.Itincludesthecountlessinvisiblethingsyoudo
everydaytomakeitpossibleforstudentsparticipateinmeaningfulactivity.Whenyou
holdthereadaloudbooksothateveryonecanseethepictures,orwhenyoupassout
copiesoftheshortstorysothatstudentscanpointtotextualevidenceindiscussion,
youremakingsurethatstudentshavetheresourcestheyneedtoparticipate.
Whenyousaywitharaisedhand,whocanbuildonwhatMarcusjustsaid,orwhenI
saythemagicword,turnandtalktoyourpartnerkneestoknees,eyestoeyesabout
patternsthatyounoticeinthenumbers,youreensuringthateveryoneknowshowto
sharetheirideas.Whenyoumovethedeskssothateveryonecanseeeachother
(and,whileyoureatit,putBenontheothersideoftheroomfromDustin),youre
organizingyourclassroomandyourstudentsinwaysthatfacilitatethekindof
participationthatyoureseeking.Thecorepracticeofcreatingandmaintaininga
productivelearningenvironmentalsoincludesallofthewaysthatyoumakesureyour
studentsknowthatyouandtheirclassmateswilltreattheirideaswithrespectand
allthewaysyouholdstudentsaccountabletoexpectations.
Anexampleofworkingonthiscorepracticeusingvideo

Withcolleagues,youcouldwatchvideoofaproductivelearningenvironmentinwhich
theteacherissettingaparticularexpectationforparticipation.Asagroup,youcould
decideinadvancetotakenotesonhowtheteachersetsuptheexpectation,gives
studentsresourcestomeetthatexpectation,andreinforcesthatexpectationthroughout
thelesson.Forexample,letssayyouhaveaclipofanelementaryclassroominwhicha
teacherisexplicitlyteachingstudentstolistentoeachotherscontributions.Asyou
watch,youmighttakenotethattheteacherbeginsbyaskingstudentswhyitsimportant
tolistentoeachother.Thenyoudnotethatsheprovidesstudentswithasilentsignal
theycanusetoshowthattheycanthearanotherstudentasawaytomakesure
studentsaretalkingloudlyenoughtobeheard.Next,youmightnotethatsheasks
studentstorestateeachothersthinkingandconnectstheabilitytorestatetohaving
listenedcarefully.Attheendofthelesson,youmightjotdownthatsheasksstudentsto
selfassesshowwelltheylistenedtoeachotherandtosharehowitfelttoknowthat
theirclassmateswerelisteningcarefullytothem.Whenthevideoisover,youandyour
colleaguesmightsharewithoneanotherallofthewaysthatyousawtheteachercreate
andmaintainaproductivelearningenvironmentandthenstrategizeabouthowtotake
thesemovesintoyourownclassroom.
Somechallengesyoumayencounterwhenworkingonthispractice
Youmightrealizethatyoudontactuallyknowwhatyourexpectationsfor
participationinaparticularactivityare.
Youmaynotbeabletoarticulatetherationaleforyourexpectationsinwaysthat
aremeaningfultostudents.
Onceyouknowwhatyourexpectationsare,youmaynothavestrategiesfor
engagingstudentsinparticipationinthisway.
Youmaynotknowexpectationstoteachstudentsfirst.
Youdonthaveanappropriaterepertoireofconsequencesthatarematchedto
particularbehaviors.
Yourexpectationsaredevelopmentallyinappropriate(e.g.,havinghighschool
studentslineuptowalkdownthehall).
Yourroomisntorganizedtosupportthelearningandparticipationyouexpect
(e.g.,somekidscannotseethescreenorkidswhoareaskedtoturnandtalkto
aneighborhavenoclearneighbor).
Youdontgivestudentsappropriatetimetocompletetasksoryourexpectations
areinappropriateforamountoftimeyouhaveallottedforatask(e.g.,being
silentforthewholeclass).
Youmayfinditchallengingtogivestudentspositivefeedback,theresultofwhich
isthatyourfeedbackmaydismantlerelationshipswithstudentsorinhibit
instruction.
Youhavecreatedanoverlyteachercenteredenvironment,sothatalthough
studentsarefollowingdirections,youarentleavinganyspaceforthemtoshare
theirthinking.
Youhavetoomanyexpectationsinplaceforstudentstounderstandthe
expectedactionsorhowtheserelatetotheirlearning.

Youhaveconflictingexpectations.
Yourexpectationsareoutofalignmentwithschoolbuildingexpectationscausing
studentstobeconfusedaboutexpectationswhenmovingfromonespaceto
anotherinagivenday.
Youmayfindthatithardtomakestudentsfeelsafeintheclassroom.Theymay
staysilentbecausetheyareafraidthatyouortheirpeerswillmakefunofor
judgethem.Theymayalsofeelunsafebecausetheyfeelphysicallydisrespected
(e.g.,otherstudentstouchthemwhentheydontwanttobetouched).

ElicitingandRespondingtoStudentThinking
Meaningfullearningcannotoccurifyoudontfirstelicitstudentsthinking.Without
elicitingstudentthinking,youcannotlearnaboutyourstudentspriorexperiences,
currentunderstandings,interests,needs,andlanguage.Oftenwhenteachersbeginto
workonthiscorepractice,theyfindthatwhentheythinktheyareelicitingstudent
thinking,theyarereallyjustaskingstudentstorecallfactsortofindacorrectanswer
thatissittingsomewhererightinfrontofthem.Productivetalkcanonlybeginifyouask
studentstosharewhattheyrethinkingnotwhatyourethinking.Thisrequiresposing
openendedquestionsthataskstudentstomakesenseofasharedproblem,artifact,
text,orphenomenon.Italsorequiresrespondingtotheideasthatstudentssharein
waysthatpropelclassroomtalkinsteadofshuttingitdown.Respondingproductivelyto
studentthinkingrequirescarefullisteningandtheabilitytorecognizethemeaningin
studentscontributionsandhowthosecontributionsmightproductivelybeused(Ruiz
Primo&Furtak,2006VanEs&Sherin,2002Sherin,Jacobs,&Philipp,2011).
Someexamplesofworkingonthiscorepracticeusingvideo:
Eliciting:Whenwatchingyourownvideo,examinehowlongittakesyoutoelicit
studentthinking.Productiveconversationscannotoccuruntilstudentthinking
hasbeenelicited,soexaminingyourpracticewiththislenscanbeenormously
helpful.Whenwatchingvideowithagroupofcolleagues,youmightstopafter
everyelicitationanddiscusswhetherthequestionelicitedstudentthinkingor
whetheritaskedstudentstorecallorfindafact.
Responding:Youcanalsowatchvideopayingattentiontohowateacher
respondstostudentideas.Oftenteachersdontrealizethatbyrespondingto
studentsideaswithevaluativefeedbackexcellent!correct!yes,great!they
areshuttingdownconversationbysignalingtotherestoftheclassthattheright
answerhasalreadybeenachieved.Teacherscanpropelstudenttalkwithmuch
morefluiditywhentheyrespondtostudentsideasbypressingfurtherwhatin
thetextmakesyouthinkso?orpostingtheideafortherestoftheclassto
engagewithwhocanaddontothisidea?Youcanwatchvideotocomparethe
effectonstudenttalkofevaluativeandnonevaluativeresponsestostudent
ideas.
Somechallengesyoumayencounterwhenworkingonthispractice
Youmightnoticethatyourarelyelicitstudentsthinking.

Youmightnoticethatyouelicitverybriefcontributionsfromstudentse.g.,one
wordanswers.
Youmightnoticethatstudentsareunaccustomedtosharingtheirthinkingin
classandneedtobesupportedtoshareandtoshareclearlyandconcisely.
Youmayfinditchallengingtoelicitstudentsthinkingbecausestudentsdontfeel
safetosharetheirthinkingpubliclyinfrontofyouand/ortheirpeers.Untilyouare
abletocreatealearningcommunityinwhichtheyfeelsafe,youmayneedtofind
anonymouswaysforthemtocontribute.
Youmightnoticethatoncestudentthinkingisshared,youdonthaveavaried
repertoireforhowtouseastudentsideaproductivelytopusheveryones
thinkingforward.
Youmightnoticethatyourinstructionisfallingintoatypicalinteractionalpattern,
InitiationResponseEvaluation(IRE),inwhich(1)youposeaquestion,(2)a
studentresponds,and(3)youevaluatetheirresponseaseithercorrector
incorrectandthenthecyclebeginsagain.Thispatternisineffectiveinproducing
criticalthinking,languagedevelopmentandmeaningfultalk(Cazden,2001).
Youmightnotknowhowtorespondtostudentswhotalkforareallylongtime
and,inparticular,howtovalidatetheirthinkingwhilenotallowingthemto
dominateconversation.
Youmightstruggletorespondtounclearoremergentstudentcontributions.

TeachingTowardsanInstructionalGoal
Yourinstructionalgoalislikethenorthstar.Asyouandyourstudentslaunchinto
discussion,youwillwanderthroughavarietyofideassomeyoucananticipatein
advance,andsomeyoucannot.Astheteacher,yourjobthroughoutthatwanderingis
toalwayshaveyoureyeonthenorthstarofyourinstructionalgoal.Yourgoalwillhelp
youdecidewhatyourelisteningforinyourstudentstalk,whichideasyouwant
everyonetodelveintotogether,andwhichideasyoureokaywithleavingforanother
day.(Kazemi&Hintz,2014Smith&Stein,2011)
Anexampleofworkingonthiscorepracticeusingvideo:
Beforewatchingvideoofteaching(yourownorsomeoneelses),youmightgooverthe
instructionalgoalofthelessonyouareabouttowatch.Atstrategicmomentsinthe
video,youmightstopandandsaytoyourcolleagues:Atthispointinthevideothere
arealotofstudentideasonthetable,letsrecapthoseideasandthenremindourselves
ofthisteachersinstructionalgoal.Thenletsdiscussthevariousoptionsthatthe
teacherhasatthismomentinthelessonforteachingtowardsherinstructionalgoal.
Somechallengesyoumayencounterwhenworkingonthispractice
Ifyoucantthinkofanywaytoteachtowardsyourinstructionalgoal,itmightbe
becauseyourgoalisnotworthyordevelopmentallyappropriateinthefirstplace.
Youmightstruggletoseethepathwaybetweenastudentsemergentthought
andyourinstructionalgoalorhowtomovestudentsalongthatpathway.

Whentryingtoteachtowardsyouinstructionalgoal,youmightveertoofartoone
extremeoranother:
Youmaybeginpushingtoohardtowardsaninstructionalgoalandtake
over,tellingstudentstherightanswerinsteadofworkingwithstudent
ideastohelpthemdevelopadeeperconceptualunderstanding.
Intheinterestofhonoringstudentthinking,youmayabandonyour
instructionalgoalalltogether.

PositioningStudentsasCompetentSensemakers
Gettingstudentstoriskputtingtheirideasonthetablerequiresyoutoexpresscuriosity
aboutalloftheirideas,notjusttherightones.Teachersexpresscuriosityabout
studentsideasboththroughhowtheyaskquestionstoelicitstudentthinkingandhow
theyrespondtostudentsideas.Inorderpositionstudentsascompetentparticipantsin
discussion,youhavetoaskquestionsthatstudentscananswer.Inaddition,ifstudents
areexpectedtohaveaccurateandsophisticatedideaseverytimetheyshare,theywill
learnquicklytokeeptheirmouthsshutuntiltheyre100%sureaboutwhatitisyouwant
tohear.Thewaythatyoureacttostudentsunfinished,emergent,orinaccurateideasis
likeaneonsigntoyourstudentsindicatingwhetheryourclassroomisasafeplaceto
takeintellectualrisks(Kazemi&Hintz,2014).Inaddition,noticethatitsimpossibleto
positionstudentsascompetentsensemakersifyouarentpositioningthemas
sensemakers,whichrequiresthatwedesigntasksandaskquestionsthatengage
studentsinreasoninganddisciplinarypractices.
Someexamplesofworkingonthiscorepracticeusingvideo:
Youcanusethiscorepracticeasalensthroughwhichtoanalyzehowateacherasks
questionsandhowateacherrespondstostudentideas.
TeacherElicitations:Whenwatchingvideoofteaching(yourownorsomeoneelses),
stopaftertheteacherasksaquestionanddiscusswhetherornotyouthinkthequestion
positionsstudentsascompetentsensemakers.Somequestionsyoumightaskinclude:
Doesthequestionaskstudentstomakesenseofsomething,ordoesitask
studentstospitbackanideafromabook,ahandout,oralecture?
Isthequestionphrasedinawaythatcommunicatesauthenticcuriosityabout
studentthinkingandallowsstudentstosharetheirideas(Whatdoyouknow
aboutthecausesofearthquakes?).Or,doesthequestionsetstudentsupfor
eithersuccessorfailurebecauseitaimstoelicitaparticularanswere.g.,the
answerthattheteacherishopingtohear.(Whatisanearthquake?orHoware
earthquakesrelatedtoplatetectonics?)Thefirstexampleasksstudentsto
sharetheirownideasthesecondexampleismuchmoreabouttheirabilityto
recallfactualinformationortoguesswhattheteacherislookingfor,whichmay
ormaynotbesuccessfuldependingontheresourcestowhichtheyhaveaccess.
Ifthequestionismoreclosed,likethesecondquestionabove(Howare
earthquakesrelatedtoplatetectonics?),itonlypositionstudentsascompetentif
theyhavesufficientresources(knowledge,time,language,priorexperiences,
etc.)toanswerit.

Haveyouaskedstudentsaquestionthattheyunderstand?Forexample,if
studentsdontunderstandthewhatthewordfigurativemeans,whenyouask
them,whatsthefigurativemeaningbehindthisstorysending?,yourenot
positioningthemcompetently,becauseyouresettingthemuptobe
unsuccessful.However,ifyouweretoaskthosesamestudentsaquestionthey
understand,Whatmessagedoyouthinktheauthorwastryingtosendwhenshe
chosetoendthestorythisway?,youresettingthemuptobesuccessfuland
aremuchmorelikelytoactuallyelicittheirideasaboutthefigurativemeaningof
thestory.
TeacherResponses:Afterdiscussinghowteacherquestionscanpositionstudentsas
competentsensemakers(ornot),youmightinvestigateteacherresponses.Stopthe
videoafterastudentsharesapartialunderstandingoranincorrectanswer.Discuss
variousoptionsthattheteacherhasforpositioningthisstudentasacompetent
sensemakerwhousedlogictoarriveataconclusion.
Somechallengesyoumayencounterwhenworkingonthispractice
Manyofthechallengesofpositioningstudentscompetentlyarealsochallenges
ofelicitingandrespondingtostudentsthinking.Forexample,youmayfindit
challengingtoaskaquestionthatelicitsstudentsideasortoorganizeyour
instructionsothatbythetimeyouaskaquestion,studentshavetheresourcesto
answerit.(Thisisachallengeofelicitingstudentsthinking.)
Youmayfindithardtorecognizethesenseinandvalueofstudentideasthatare
notclearlycommunicatedorthatareemergentinnature(partialunderstandings,
alternativeideasfromnondisciplinarycontexts).
Youmightfinditchallengingtorespondtostudentsthinkinginaconstructive
mannerwhenyoudonotrecognizestudentsideasorwhenyourecognizethata
studentsideaisinaccurateinyourcontext.
Youmaynothavesufficientinformationaboutwhatyourstudentsunderstand
andcando,andthereforemayfindithardtostructuretasksandaskquestions
thatpositionthemascompetentsensemakers.

OrientingStudentstotheContent
Itspossibletomakestudentsfeellikecompetentsensemakers,togetthemengagedin
productivetalk,andeventosteerthemtowardsaninstructionalgoalwithoutorienting
themtowardstheBIGIDEASofthedisciplineortowardsdisciplinarypracticesi.e.,
disciplinarywaysofworking,constructingknowledge,andcommunicating.Themost
basicwaythatyoucanorientstudentstothecontent,istopressyourstudentsto
engageindisciplinarypractices(e.g.,supportingtheirclaimswithevidence).Atamore
nuancedlevel,whenyouorientstudentstothecontent,youturncommentslikethis:
thatsaninterestinginsight,Destinyintocommentslikethis:Iwanttopointoutwhat
Destinyjustdidbecauseitscentraltotheworkofahistorian:shelookedforsimilar
evidenceacrosstwoprimarysourcedocumentsandshematchedthatevidenceupwe

callthatcorroboration.Whenweorientstudentstothecontent,weshinealighton
whatismostimportantinwhattheyrediscussing,namethosethingsforthem,and
connectthemtoalargerpurpose.Noticethatitisimpossibletodothatworkifwedont
askaquestionorposeataskthatengagesstudentsindisciplinarypracticeinthefirst
place.
Anexampleofworkingonthiscorepracticeusingvideo
Whenwatchingvideoofteaching(yourownorsomeoneelses)withagroupof
colleagues,youmightdecidebeforewatchingaclipthatyouaregoingtowatchfor
opportunities(missedortaken)toorientstudentstothecontent.Beforeyoubegin
watching,brieflyreviewthegoalsandstructureofthelessonanddiscussthebigideas
and/ordisciplinarypracticesyouhopetohighlightinthislesson.Ina10thgradeELA
classwherestudentsarediscussingapieceofliterature,thesepracticesmightbe:
askinginterpretivequestionsoftext,rereadingpassageswithinterpretivequestionsin
mind,lookingforliterarypuzzles,makingliteraryclaims,warrantingclaimswithtextual
evidence(Rainey&Moje,2012).Thiswillprimeyoutobeabletothinkabouthowthe
teachermightorientstudentstothecontentduringthislesson.Onceyoubegin
watchingthevideo,wheneversomeoneseesanopportunityfororientingstudentstothe
content,theycanpausethevideoandthegroupcandiscussvariouswaysthatthe
teachercouldorientstudentstothecontentinthatmoment.
Somechallengesyoumayencounterwhenworkingonthispractice
Youmightnotknowthebigideasofyourdisciplineordisciplinarypractices.
Youmightfinditchallengingtoidentifywhenstudentsareengagedindisciplinary
practicesorwhenstudentthinkingconnectstoabigidea.
Youmightfindyourselfdoingthisworkupfront,atthestartofalessonoractivity,
insteadofhighlightingwhenstudentsareengagedintheseactivitiesor
discussingthesebigideasduringalesson.
Youmayfinditdifficulttonoticewhenstudentsareengagedindisciplinary
practices,oryoumayfindthatstudentsneverdiscussabigidea.Inthese
instances,itisprobablybecauseyourlessonplandoesntsupportthatwork.
OrientingStudentstoEachOthersIdeas
Whydoyouwantstudentstotalktooneanotherinsteadoftoyou?Foramillion
reasons!First,justlikeeveryteacher,youhavehandfulofstudentswhosehandsare
alwaysintheairandifyourenotcareful,thesekidsbecometheonlyoneswhoseideas
getheard.Whenyoustartgettingstudentstoturnandtalktooneanother,itsmuch
easiertogeteveryoneengagedingeneratingandsharingideas.Second,themoreyou
pushstudentstouseoneanothersideasasresources,theeasieritisgenerate
discussionwhereoneideabuildsonthenext,insteadoftalkthatfeelslikeaseriesof
presentationsofdisconnectedideas.Third,manystudentsinyourroomarenervousto
sharetheirideas.Whenyouassigncompetencetostudentsideasbyraisinguptheir
contributionsandnamingthemasusefultotheclass,youencouragestudentstotake
intellectualrisks(Cohenetal,1999).

Anexampleofworkingonthiscorepracticeusingvideo
Whenwatchingvideoofteaching(yourownorsomeoneelses),youcanwatchfor
evidencethatstudentsareorientedtowardsoneanothersideas.Aretheyspeakingto
oneanother?Aretheyreferringtoeachothersideaswhentheyspeak?Aftera
segmentofstudenttalkinwhichthereislittleornoevidencethatstudentsareoriented
tooneanothersideas,youmightstopthevideoanddiscusshowthatsegmentwould
havebeendifferentifstudentswereusingoneanothersideasasresources.Keep
watchingandstopthevideowheneveryouseeopportunitiesfortheteachertoorient
studentstooneanother.Whencouldshepostastudentscommenttotherestofthe
class(whocanbuildonAnthonysidea?cansomeonefindsometextevidenceto
supportRikkisargument)?Whenwouldbeagoodmomentfortheteachertoget
studentstalkingtooneanother(Turnandtalktothepersonnexttoyouuseevidence
fromthetexttodescribewhetheryouagreeordisagreewiththeclaimthatAngeljust
made)?Whencouldshehelpstudentsknowwhattolistenforwithineachothers
contributions(AsJaydenshares,listenforhowhebrokethenumbersapart).
Somechallengesyoumayencounterwhenworkingonthispractice
Youmightfindthatstudentsaretrainedtoviewtheteacherasauthorityanddont
seetheirclassmatesaspeoplefromwhomtheycanlearn.Theymightexpect,for
example,andthateverycontributionisevaluatedascorrectorincorrectbythe
teacher,andtheymightnotlistencarefullytoorrespecttheirclassmates
explanations.(Inthiscaseitcanbehelpfultonormexplicitlyforstudentto
studenttalk.)
Studentsneedtobeabletoheareachotherinordertobeabletobuildoneach
othersideas,soyoumayneedtoteachstudentstospeakloudlyenoughtobe
heardacrosstheroom.
Youmightnoticethatyouarescaredtoorientstudentstoeachothersideas
whenthoseideasareinaccurate,partiallyaccurate,orunclear.
Youhavealimitedrepertoireofmovestogetstudentstobuildoneachothers
ideas.Forexample,youoverusetheaddonandrestatemoves.
Whenyoufirststartworkingonthispractice,youmightspendtoomuchtime
askingstudentstorestateeachothersideaswhichslowsthepaceofdiscussion
andcausesstudentdisengagement.
Youmayfinditchallengingtomakestudentswrittenworkvisibletotherestof
theclassyouwillneedtoplanhowthatwrittenworkwillbeshared.
TeachingWithYourStudentsinMind
Tohaveameaningfulconversationwithanyone,youhavetopayattentiontowhothat
personis.Itsthesamewhenyoureteachingstudents.Whoyourstudentsare,what
theycareabout,whattheyknowandunderstand,howtheyexpresswhattheyknow,
andhowtheyfeelcomfortableparticipatingshouldshapethechoicesthatyoumakeas
youplanforandleaddiscussionsinyourclassroom.Forexample,ifyourstudentsare
speakersofAfricanAmericanVernacularEnglish,youmightusetextswritteninthat

vernaculartoteachthemaboutparticularliterarydevices(Lee,2007).Ifintheirscience
classroomyourstudentsarestudyingsustainability,inyourmathclassyoumightyou
mightconstructaproblemabouttrackingfoodwasteovertimetoteachlinear
regression.KnowingthatahandfulofyourELstudentsareworkingonlearningto
expressideasusingthepassivevoiceshouldinformtheconstructionofsentencestems
tosupporttheirwriting.Ifthereisaselectivelymutestudentinyourclassroom,youll
wanttoincludeopportunitiesfornonverbalcontributionssothatstudentcanparticipate
inthediscussion.Whoyourstudentsarematterstohowyouengagethem.
Anexampleofworkingonthiscorepracticeusingvideo
Youmightprecedewatchingavideobyaskingtheteacherwhosevideoitistodescribe
astudentwhoappearsreluctanttoparticipate.Watchthevideowiththatstudentin
mind.Inthediscussion,pressonhowtheteacherismakingsenseofthechilds
participationandofferalternativeexplanations.Forexample,ifachildhashereyes
closed,isthatchilddisengagedoristhatchildtryingtolimithersensoryinputinorderto
focusonwhatisbeingsaid?Inthediscussion,considerhowtheteachersinstructional
decisionsmaybeshapingthechildsparticipation,whichmayincludehowtheteacheris
settingclassroomnormsofparticipationandrespect.
Alternately,youmightprecedewatchingavideobyaskingtheteacherwhosevideoitis
todescribeaparticularchildslearningneedsandthenwatchthevideotoidentifyhow
theteacherisorisnotadaptinginstructioninwaysthatwillfacilitatethatchilds
participationandlearning.
Somechallengesyoumayencounterwhenworkingonthispractice
Youmaynothavetheinformationyouneedaboutyourstudents.eg.ELLor
SPEDinformation.
Youmayfindthatyouhavedifficultyinidentifyingyourownbiasesor
assumptionsaboutstudents,whichmightcauseyoutomisinterpretstudent
participationormisattributetheirsuccessorfailure.
Yourmayknowsomethingaboutyourkidsneedsbutmaynothaveasufficient
instructionalrepertoiretomeetthoseneeds.
Youmaytryanewpracticewithoutenoughexpertisetomakethatpractice
successfulinitially,andmayattributeyourchallengestothepracticeinsteadof
yourenactmentofthepractice.
Youmayloweryourexpectationsforsomestudents.
TeachingwithSocietyinMind
Alltalk,evenclassroomtalk,reflectslargersocietalassumptions,andsomeofthese
assumptionsaredamagingtoourstudentsandtheircommunities.Becomingawareof
thewaysthatmarginalizingsocialassumptionsslipintoourdailyconversationswith
studentsisanimportantpartofbreakingdownsocialnarrativesthatcanbe
marginalizingandoppressive.Whenyouteachwithsocietyinmind,younoticethe
manysmallwaysthatcertainpeopleandgroupsgetleftout,putdown,orerasedand

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youpushbackagainstthesetendencies.Youreawareofwaysthatracialandgendered
dynamicsinyourschoolandlargercommunityinfluencethewaysthatyourstudentstalk
tooneanotherandworktogether.Inaddition,youtakeexplicitandintentionalactionto
interruptsocialdynamicsthatareharmful.Forexample,whenyouteachwithsocietyin
mindyoureawareofhowoftenyoucallonboysandhowoftenyoucallongirls,andyou
worktowardsequitableparticipation.Whendiscussingtextsthattouchonloveand
relationships,youworkhardnottotalkinwaysthatassumethatyourstudentsandtheir
familiesareheterosexual.ThismightmeanturningthiscommentaboutTheHunger
Games,Idontknowgirls,wouldyougoforPeetaorGaleandwhy?intoIfyouwere
Katniss,wouldyougoforPeetaorGaleandwhy?Bymakingthesechanges,youdont
makeassumptionsaboutyourstudentssexuality.Whenyouteachwithsocietyinmind,
youbecomeawareofhowyouuseusandthemlanguage.Forexampleyoumight
turnthiscomment,whatdoesthisdocumenttellyouabouthowwethoughtabout
NativeAmericansin1768?intothiscomment,whatdoesthisdocumenttellyouabout
thecolonistsperspectiveonNativeAmericansin1768?Bymakingthesechanges,you
dontunintentionallyalignyourstudentswiththecolonialperspective.Asyoubeginto
payattentiontothiscorepractices,youmaybesurprisedatallofthesmallwaysyou
canstarttochallengeinequity.
Anexampleofworkingonthiscorepracticeusingvideo
Therearemanydifferentwaystoworkonthiscorepracticewhenwatchingvideo.For
example,onewayistowatchavideoofinstructionandtrackhowoftenandinwhich
waysstudentsofdifferentgender,race,languageability,orothersocialcategorizations
participate.Ifyounoticeproblematicdifferences,youmightdiscusswhythese
differencesmightexistandbrainstormstepsforcreatingaclassroomwhereequitable
participationoccurs.
Somechallengesyoumayencounterwhenworkingonthispractice
Youmayfindthatinyourthinkingordiscussionswithpeers,youessentialize
socialgroups,eg.sincegirlsare...orallmyELstudentslike
Youmaynotnoticewhenyouremakingmarginalizingassumptionsaboutsocial
groups
Youmaynotknowhowtoframethingsinwaysthatdontrelyonmarginalizing
assumptions
Youmaybefearfulofengagingindiscussionsaboutsocietalpowerdifferences
asyoudonothaveappropriatelanguageorareworriedaboutbeingperceivedin
aparticularway.
Youmaybetryingtostrugglewithyourownassumptionsandbiasesthatappear
inyourlanguageandpracticebutyousometimessaythingsordothingsyou
wishyouhadnt.
Youdonthaveaninstructionalrepertoiretoremedyanissueyouidentify.
Youareonlyoneinfluenceamongmanytowhichyourstudentsareexposed.
Youmaynotfeelyouareinapositiontochallengeanissueduetopower
dynamicsinyourgroupofpeers.

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AssessingStudentUnderstanding4
Productivediscussionsarepowerfulsitesforlearningaboutyourstudents.Onereasons
youwantstudentssharingtheirideasissoyoucanlearnabouthowtheyrethinking
aboutthecontentunderstudy,whichinturnwillinformyourinstructionalnextsteps.
Meaningfulinstructionalwaysbuildsonstudentscurrentunderstanding(Bransford,
Brown,&Cocking,2000).Withoutknowingwhatandhowourstudentsarethinking,we
cannotaskproductivequestionsorpresstheminmeaningfulways.Teachersassess
theirstudentsoutsideofwholeclassdiscussionsusingwrittenworkorthrough
strategiessuchasconferencing,butassessmentalsohappensduringandthrough
classroomtalkasteachersaskproductivequestionstoelicitstudentsideas,askfollow
upquestionstomakesuretheyunderstandhowthestudentisthinking,andrespondin
waysthatprovidethestudentwithfeedbackeitherfromtheteacherorfromother
studentsastheirthinkingisopeneduptootherpeoplefordiscussion.Teachersassess
bothindividualstudentsandtogetamoregeneralsenseofpatternsofthinkinginthe
class,andtheyassessintentionallyinordertoprovidefeedbacktostudentsandto
informinstructionalnextsteps.Forexample,herearesomequestionsyoumightask
yourselfduringadiscussionthatmightdriveyourassessmentinthemoment:

Domystudentshavesufficientunderstandingofthistaskorconceptinorderto
bereleasedtoindependentwork?
HavemystudentsdemonstratedsufficientunderstandingthatIfeelcomfortable
movingontothenextstageoftheactivity?
Domystudentsrequireadditionalchallenge?
Domystudentshavethelanguagetheywillneedinordertocommunicatetheir
thinkingaboutthisconcepttoeachotherduringthenextstageofthelesson?
Isthereabigmisconceptionintheroomthatweneedtoaddress?

Someexamplesofworkingonthiscorepracticeusingvideo
Youmightwatchavideo(yourownorofanotherteacher)withafocusonstudent
thinkingaboutaparticularconcept.Beforewatchingthevideo,posethetaskorakey
question,anticipatehowstudentsmightrespond,anddiscusswhatevidenceof
understandingmightlooklikeorsoundlikeinastudentsresponse.Thenwatchthe
video,pausingafterstudentscontributionstofigureoutwhattheydemonstratesabout
thestudentsunderstandings.Youmightdiscusswhatpotentialfollowupquestionsor
tasksmightuncoverevenmoreevidenceofthestudentsthinkingorverifyyour
assessmentoftheirunderstanding.Youmightalsopairthisanalysiswithsomestudent
workanalysis,comparingwhatyousaworheardfromspecificstudentsinavideoand
whatyouseeintheirwrittenwork.
Somechallengesyoumayencounterwhenworkingonthispractice

AssessmentPrimerbyDebMorrison

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Youmayfindthelimitationsofassessmentinwholegroupdiscussionfrustrating
andstruggletodeterminewhatyoucanandshouldassessduringdiscussions
andwhatyoucanandshouldassessatothertimes,inotherways.
Youmayinterpretastudentsresponseinawaydifferentthanwasintendedby
thestudent.
Youmayhavedifficultyinvaryingyourquestioningtogetatstudentthinking.
Youmayfindthatyouaretakingafewstudentsresponsesasrepresentativeof
theentireclassunderstanding.
Youmayfindthatyouareonlygettingevidenceofafewstudentsthinking
becauseofthenatureofthequestionsyouareaskingorhowyouarestructuring
thediscussion.

References
Cazden,C.B.(2001).Thelanguageofteachingandlearning.Thelanguageofteaching
andlearning.
RuizPrimo,M.A.,&Furtak,E.M.(2006).InformalformativeAssessmentandscientific
Inquiry:Exploringteachers'practicesandstudentlearning.EducationalAssessment,
11(34),237263.
Sherin,M.,Jacobs,V.,&Philipp,R.(Eds.).(2011).Mathematicsteachernoticing:
Seeingthroughteachers'eyes.Routledge.
VanEs,E.A.,&Sherin,M.G.(2002).Learningtonotice:Scaffoldingnewteachers
interpretationsofclassroominteractions.JournalofTechnologyandTeacherEducation,
10(4),571596.

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