Whole Class Discussion talk moves --

Students are sharing an idea with the class, but looking at me: "Tell them, not me" ( I don't just spring this on students, I tell students on the first day I will say this, when I will say it, and why. It is a reminder, not a chastising)

A clicker question (CQ) where there's been a big shift in answers from 1st to 2ndvote: "I'd like for us to hear from someone who changed their mind. Can someone tell us what they were thinking at first and why, and then what they realized or heard that convinced them to change."

Ss have engaged with a hard question, not everyone is yet fully there; timing / energy says need to move on: "Before we move on, I'd like you decide if you'd like to practice explaining the reasoning outloud one more time, or have opportunity to hear an explanation." Ss pair up

Generic things I say constantly: "Can you say more about that?" (probing), "Can you tell us us why that makes sense to you?" (pressing), "Who would like to add on?", "What other ideas do we have?", "What else do we need to add to our list?" (prompting)

A useful variation for that can be used for CQs: "To start, I want us to share answers that we are pretty are incorrect, and tell me how you know it's wrong." --> "Do we all agree that this is a good reason to explode this answer?"

A variation for CQs that are hard to do in your head, often require diagramming. I'll say, we are gonna 1st do in our head, alone. Vote. Then, Ss can talk and gesture and point. reVote. Then we go to a whiteboard or paper. reVote. Explicitly discuss process / value of diagrams.

Other Generic things I say constantly: "Can you tell us what you mean by __ ?" (probing) "How will you convince us that is true? (pressing) "So far, we've heard [this] and [this]. Who has a different idea that we haven't hear yet?" [prompting].

Short phrases to keep things with out taking up too much air room: "What else?", "Who's next?", "Other ideas?", "Any nay-sayers?" "Who wants to disagree?", "Why that?", "Tell us your idea.",

A CQ is coming to an end: "Let's take a minute to think about what it is we want to remember from this convo. What physics idea did you better understand? What insight do you want hold onto? or What's a mistake you want to avoid next time? Share your thoughts and write it down"

Other variations to consider: "Who also answered A, but had a different way to explaining it?", "Could someone start by just stating in words what this question is even asking us?", "I'd like to hear from someone who is confused -- tell us what's confusing about this question."

S shares a complex idea, pretty sure class didn't follow: "Sometimes when we hear someone share an idea, we immediately know what is meant; other times, we need to hear it again or ask for more" Does anybody think they could state what [ ]'s idea was in their own words? Or should

S shares a complex idea, pretty sure class didn't follow: ". Understanding your idea is important and I didn't quite follow all the details. Would you be willing to share it again so we can make sure we understand?"

Ss have shifted to right answer, but you are unconvinced that the reasoning are strong / clarified. "I'd like to open up the conversation to any "hold outs" -- someone who isn't yet convinced that D is correct. Tell us about your doubts. What hasn't yet convinced you?"

Here's a good place for you to continue the thread for me, sharing talk moves, or even ask a question about a type of scenario you struggle with how to respond.