Tap on any of the Student Vital Actions to explore teaching moves!
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What is a Teaching Move?
ELLs produce language.
Students revise their thinking.
Students talk about each other’s thinking.
Students engage and persevere.
Students say a second sentence.
ELLs produce language.
What is a Student Vital Action?
The Common Core State Standards in mathematics are the first to articulate “practice standards:” expectations not only for what students should know, but for what they should be able to do. Teachers and administrators are now confronted with the questions: how would a classroom look if students were developing these practices? What would we expect to see students doing?
A SERP team worked with Bay Area district partners to produce an answer to this question in the form of 7 “student vital actions” organized for simplicity and ease of use on a 5x8 Card. The vital actions are intended to be catalytic rather than comprehensive. There are many other things students do to learn, but these 7 are concrete, observable, and leverage related important learning actions. Learning is active; the vital actions attempt to capture the spirit of that action. They are intended as a productive starting point for shifting the focus from teacher actions to student actions–one that will be continuously improved as we learn more. We welcome your feedback!
Please visit the 5x8 Card Website for additional information.
Student action is influenced by the classroom culture and leadership of the teacher. A teacher plans, assigns, prompts, spots trouble and responds, sees opportunities and seizes them, sees disengagement and re-engages. When a teacher acts to make a teaching episode productive, we refer to the teacher action as "a move.” Every teacher has a repertoire of moves that serve different purposes in different situations.
The 5x8 “deck" lists a selection of teacher moves that promote student vital actions. Teacher moves can make lessons flow toward the mathematics of the unit, and they keep students with a variety of dispositions and prior knowledge engaged in the discussion. Teacher moves also advance the discussion from initial ways of thinking toward grade-level ways of thinking.
Which move should a teacher use? It depends on the purpose and the circumstance. Often, more than one move is worth trying. If one doesn’t work, try another. Good teaching entails paying attention to students’ ways of thinking and responding to it. When observing, work from student actions (good and bad) back to the presence or the absence of teacher moves.