Paraphrasing and Extending Discourse: Early in the year, as Patty Ferrant’s students discuss whether they agree with Student A or Student B, one student shares her thinking, and then Patty asks her students to work with their partner to “restate what she [the student] just said.”
In so doing, Patty builds the expectation that students will be attending to their peers during whole-group sharing, as well as the expectation that students will become able to turn what they hear into their own statements.
How do you encourage students to offer their ideas and make connections?
These videos are discussed in the Inside Mathematics guide "Engaging in Mathematical Discourse, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.
The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "engaging in mathematical discourse."
Reflection: Setting and supporting high expectations for student discourse [Paraphrasing and Extending Discourse]
Day 2: Establishing expectations for attentive listening [Modeling and Encouraging Active Listening]
Day 3: Group collaborative task for precise communication and structured talk [Using Structured Talk]
Day 19: Persisting in encouraging students to participate and make their thinking clear [Paraphrasing and Extending Discourse]