Read Hands Down, Speak Out: Listening and Talking Across Literacy and Math By Kassia Omohundro Wedekind,Christy Hermann Thompson
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Ebook About "I sometimes wonder how the world will survive if children do not experience the sort of teaching presented in this book." —Peter Johnston, author of Choice Words and Opening Minds Math coach, Kassia Omohundro Wedekind, and literacy coach, Christy Hermann Thompson, have spent years comparing notes on how to build effective classroom communities across the content areas. How, they wondered, can we lay the groundwork for classroom conversations that are less teacher-directed and more conducive to student-to-student dialogue?Their answers start with Hands Down Conversations, an innovative discourse structure in which students’ ideas and voices take the lead while teachers focus on listening and facilitating. In addition to classroom stories and examples, Christy and Kassia provide 28 micro-lessons designed to help K–5 students develop and exercise their speaking and listening muscles. Inside Hands Down, Speak Out you’ll learn how to:Build talk communities that are accessible to everyone, especially those whose voices are traditionally left out of classroom discourseAnalyze classroom conversations in order to plan next steps for developing the classroom talk community Plan and facilitate three types of conversation across literacy and mathChristy and Kassia believe that the development of dialogue skills is worth the investment of time not only because it has the power to deepen our understanding of literacy and mathematics, but also to deepen our understanding of ourselves, our communities, and the world.Book Hands Down, Speak Out: Listening and Talking Across Literacy and Math Review :
I’m grateful to see more books coming onto the market designed to help educators enact good and just teaching in their classrooms. Hands Down, Speak Out: Listening and Talking Across Literacy and Math will be a valuable guide for teachers who strive to use classroom discourse as a vehicle for deepening students’ understanding of academic content and disrupting patterns of inequity that are often reinforced by traditional class discussions.According to authors Wedekind and Hermann Thompson, hand-raising “encourages compliance over agency and answer-performing over constructing meaning. Too often, school discourse ignores and devalues the home and community discourse skills all kinds bring to school. In order to make a shift to a classroom discourse that is inclusive and empowering, we need some new tools” (p. 8). Wedekind (a math coach) and Hermann Thompson (a literacy coach) articulate the questions that guided the development of ideas shared in this book:• “How can we create communities in which talk is a vehicle for students to build identities as readers, writers, and mathematicians? How do we create talk communities that are accessible to everyone, especially those whose voices have traditionally been left out of classroom discourse?• How can we make space for students’ ideas to lead the conversation and also meet our instructional goals?• How can we value the interconnected roles of speaker and listener?• How can we, as teacher, facilitate classroom conversations without taking over the thinking?” (p. 2)They define hands-down conversations as “conversations that flow among students without the use of hand-raising, and in which the teacher is not the primary speaker” (p. 3). Students sit in a circle and the teacher deliberately positions herself just outside the circle where she listens, gathers data from the conversation, and occasionally makes strategic contributions.Students are taught three norms for participating in a hands-down conversation:• “No hands. Listen for the space to slide your voice into the conversation.• One voice at a time (more or less!)• Listen closely to everyone’s ideas.” (p. 3)Hands-down conversations strengthen students’ academic understandings while building their abilities to talk thoughtfully and respectfully about complex and difficult topics.Much of the book is devoted to outlining a wealth of micro-lessons, three- to five-minute lessons easily integrated into classroom discourse routines to teach students how to participate successfully in classroom discussions. These micro-lessons are presented in an easy-to-navigate format and are organized to help busy teachers find just-right lessons for the needs they notice in their students. Mini-vignettes and examples are offered for both literacy and math.:The book also provides teachers with guidance about how to take notes during hands-down conversations in the form of quick transcripts and conversation maps. These notes not only support formative assessment of students’ content-specific understandings, they also inform teachers’ selection of next micro-lessons to support students’ growth in the skills of academic discourse.Hands Down, Speak Out will be a valuable resource for classroom teachers and those who support them. It would make a wonderful choice for a book study. I’ve been using ideas, examples, and strategies with the preservice teachers in my math methods course. According to its authors, Hands Down, Speak Out “is really a book about transforming classroom communities through discourse and empowering students to transform the world beyond the classroom with their words and their actions” (p. 3). I fell in love with this book the moment I started reading. While I have read many books on the topic of student TALK, Kassia and Christy have managed to do what few authors have done. Their thoughtful blending of how to maximize the quality of classroom talk through literacy and math helps us to envision dialogue through a broader perspective. With such incredible respect for children and what they bring to the talk experience across contexts, grades and settings, they show us how to model, support and extend talk so that students can take ownership of the process - not just in the classroom but in the world. I highly recommend this book to every educator no matter what you teach. 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