We had the first meeting of our Number Talks Workgroup on Wednesday at the Milwaukee Succeeds office. This was a chance for teams from our pilot schools as well as teachers from other schools working with Number Talks to share how things are going as they work to embed Number Talks as a regular practice within math lessons.
The coaches at both schools put together a plan for the first 20 days of school to kick off the practice at the start of the school year. Here’s how things are going…
- Having a 20 day plan allowed teachers to know where and how to get started.
- Coaches have been able to model Number Talks in class
- Student response to the practice has been positive, with several teachers reporting that students are excited about math and look forward to Number Talks
- Teachers are able to leverage the discourse practices of Number Talks in other subjects, or when reviewing student work
- 2-3 times per week seems to be the right frequency, with Number Talks used to build understanding of topics that have already been covered in other lessons.
- Students are able to verbalize their thinking which has helped teachers better assess their progress.
What’s they are running in to…
- Some teachers are comfortable doing Number Talks with smaller groups of students, but are still struggling in whole-group settings. This is particularly true in higher grades, where there is a wider spread of abilities and some students are less willing to share their ideas.
- The 20 day plan got teachers off to a good start, but they are now at a point where they need to figure out what problems to pose given the range of understanding among their students.
- Balancing where students are in their understanding (the basis for selecting Number Talks problems) and what the pacing guide for the curriculum tells teachers they should be covering at this point in the semester.
- A few of the teachers in our pilot groups are teaching new grades this semester and are still working to recognize where students are in their understanding.
- The ability to maintain a poker face in response to incorrect answers is a new skill.
- Figuring how to draw kids who are reluctant to share their thinking into the conversation.
What teachers could use help with…
- Guidance on finding the right entry point for students given their level of understanding
- Options for professional development focused on Number Talks
- Funding for additional resource materials
- How to help other teachers move past their existing routine to be open to Number Talks
- A quick reference with sentence starters for teachers to use during Number Talks.
Our next session is coming up on Wednesday, November 14. If you’d like to join us, let us know: