Richardson, K., (2011) what is the distinction between a Lesson and a Number Talk. Retrieved
In this article Richardson (2011) addresses a question that teachers often face when thinking about number talks: “What is the distinction between a lesson and a number talk” (2011, para. 1). She argues that lessons are goal oriented and often relationships that the teacher wants students to see are made obvious. A number talks, on the other hand, Richardson sees as “an opportunity for children to learn that they can figure things out for themselves in the way that makes sense to them” (2011, para 3). Although I appreciate Richardson’s distinction I am wondering if providing students time to grapple with problems, invent strategies and construct solutions are solely aspects of a number talk. Shouldn’t students be doing this type of thinking in their daily lessons as well? I am interested in thinking about and discussing the difference and similarities between daily lessons and number talks with teachers. I to support teachers to transfer the rich thinking and problem solving involved in number talks to their regular instruction?
Morgan, despite the fact that I need to rethink the way I’m assigning the literature review process, your lit reviews are integrally linked to your research and your coaching. You write about what you’re reading with an authentic and clear voice and I can already hear how your literature is informing your work. I am interested in learning how to support other action researchers in creating an authentic connection from the literature to the research. Perhaps it’s the resources you’ve chosen; perhaps it’s your ability to make meaning of what you’re reading and use only the aspects of the literature that speak to your question. Whatever it is, I need to redesign the literature review so it’s a more authentic process. I’m looking forward to your thoughts on this…
ReplyDeleteI agree with your point about the constructivist nature of number talks making its way into lessons as well. I absolutely agree that students should be doing this type of thinking in their lessons as well. Perhaps the distinction is the laser focus of a specific computation problem and a lesson is larger than this. Perhaps a number talk is closer to a Do Now or an Exit Ticket rather than a complete lesson in terms of time…I do think, though, that teachers who have trouble integrating conversation and student-centered learning into lessons can learn to nurture conversations in lessons by starting with number talks. What do you think?