Accountable+Talk

This article promotes the idea of students talking in class. The authors, however fdifferntiate between a noisy classroom that is talking about current events versus a talkative classroom that is on task and learning. "Accountable talk" strengthens learning. It allows students to practice questuioning, justifying their opinions, and clarifying their statements. It also provides the oprtunity for students to learn civil discourse, and to disagree with evidence to suppoprt their individual opinion, and to respectfully accept the other's point of view, even if one does not agree.

Accountable Talk leads to "accountable knowledge." This means the learners are accurate in their challenge, and can back up their statements with evidence. Their responses are grounded in knowledge.

Finally, the article describes how this process leads to rigorous thinking. Students are exposed to a variety of sources for their information. They use sequential ideas to create their arguments in a coherent manner. Students and teachers are able to assess the validity of another's argument, and to challenge it, if necessary, using reason and knowledge to support their perspective.

I recomend shared inquiry discussions, Socratic Seminars, and debates as strategies to use with our students.