‘Talk moves’ are the tools used by teachers to support rich, meaningful classroom discussion in mathematics. Talk Moves refers to discussion strategies to promote equitable participation in a rigorous classroom learning environment. Teachers and students can both use Talk Moves to encourage participation and engagement with math content and reasoning. https://www.talkmoves.com/

• wait time
• turn and talk
• revoicing
• reasoning
• adding on
• repeating
• revise your thinking.

Reading aloud is appropriate for all students, including those who already read accurately and fluently. This teaching approach can be used effectively with both large and small groups. Students who have had limited experiences with books, or who are receptive rather than active learners, can benefit when they are read to in small groups and the teacher can encourage them to engage with the text and respond to it actively.

Reading the text

The way the teacher reads aloud is very important. Teachers may need to practise so that they know the story well and can relax and concentrate on reading expressively. Such reading provides a good model for students and conveys many implicit messages about literacy learning. Above all, it demonstrates in the best possible way that reading is important and that books are a source of delight.

Source: https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-1-4/Approaches-to-teaching-reading

In shared reading, the teacher and the students read a text together. The teacher leads the reading, and the students follow with their eyes, actively listening, and join in as they become familiar with words, phrases, or concepts. All the participants need to be able to see the text, which is usually enlarged. The teacher’s support enables the students to behave like readers and enjoy the text even though they may not yet be able to read it comfortably on their own.

Source: https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-1-4/Approaches-to-teaching-reading

During guided reading, the teacher works with a small group of students who have similar instructional needs so that they are supported in reading a text successfully by themselves. Each student has a copy of the text. It should contain some challenges, which should be at a level that the students can manage as they individually read the text in the supportive situation.

Deciding on the focus or purpose of the session

Both the teacher and the students need to be clear about the purpose for reading the text. The focus for instruction could be, for example, on:

• using word-level information to decode new words 
• using illustrations to support or extend understanding of a text 
• looking at character development in a story 
• predicting the outcome of a story 
• using a table of contents, chart, or table 
• interpreting quotation or question marks 
• introducing a new text form 
• inferring from actions or dialogue.
• Source: https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-1-4/Approaches-to-teaching-reading

During independent reading, teachers should observe the students’ reading behaviour and monitor their interest and enthusiasm, their selection of texts, their understanding of what they read, and the amount of reading they do. This will inform the teacher’s future guidance of each student’s reading.

Source: https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-1-4/Approaches-to-teaching-reading

Reciprocal teaching and literature circles are not usually thought of as approaches to reading but provide useful contexts for developing literacy learning.

Source: https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-1-4/Approaches-to-teaching-reading

Reciprocal teaching and literature circles are not usually thought of as approaches to reading but provide useful contexts for developing literacy learning.

As students develop their skills in reading and in expressing ideas, they can join in these groups. In a literature circle, the students generate the discussion, which is based on their own interpretations of the text. 

Source: https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-1-4/Approaches-to-teaching-reading

Presentation Instructional Strategies

• A tightly structured teacher-centered model designed to help students acquire & assimilate information expected to be learned
• 4 phases:
  1. 1.Presenting objectives
  2. 2.Use of advanced organizers to scaffold new information
  3. 3.Presenting information to be learned
  4. 4.Helping students extend and strengthen their thinking
• Using Presentation Lessons in the Classroom
  • Connect content and advance organizers to student’s prior knowledge
  • Be sure lesson delivery is clear by explaining links of information, providing examples with rules, and carefully planned verbal transitions
  • Help students extend and discipline their thinking by using higher order questioning and discussions

Effective teachers support students in creating connections between different ways of solving problems, between mathematical representations and topics, and between mathematics and everyday experiences. https://nzmaths.co.nz/effective-teaching-mathematics

An effective mathematics and statistics programme includes sustained daily engagement and opportunities to work both independently and collaboratively to make sense of ideas.

Through productive communication with whānau and by noticing what their students believe, think, and do, effective teachers of mathematics provide responsive learning experiences that enable students to build in their existing proficiencies, interests, and experiences.

1. An ethic of care
2. Arranging for learning
3. Building on students’ thinking
4. Worthwhile mathematical tasks
5. Making connections (Tūhono)
6. Assessment for learning
7. Mathematical communication
8. Mathematical language
9. Tools and representations
10. Teacher knowledge

creates environments where teams work interdependently toward common goals and are given explicit instruction and practice in teamwork. https://cfrps.unistra.fr/fileadmin/uploads/websites/cfrps/Analyse_d_articles/mark.pdf

Source: https://seniorsecondary.tki.org.nz/Social-sciences/Classical-studies/Pedagogy/Four-mechanisms-learning-in-the-social-sciences

Encouragement involves reassuring and supporting a child when they are having difficulties. The best types of encouragement and praise are very specific.

Use encouragement intentionally to:

• motivate children’s learning
• transform a frustrating or disappointing learning activity or outcome into a satisfying and enjoyable one
• increase the likelihood that children will behave in pro-social ways, persist with a task, and extend their ideas

Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

When you facilitate children’s learning, you make the learning process easier for children through the thoughtful use of equipment, time, materials, space, people and interactions.

Use teacher facilitation intentionally to:

• encourage children to be independent learners and to learn through self-discovery
• increase children’s social and co-operative play
• increase the confidence of children learning English as a second language

Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Describing as a teaching strategy is about using words to help children notice or picture how something or someone looks, feels, sounds, tastes or moves, and can support children to see increasingly more complex and detailed distinctions between people, places and things.

Use description intentionally to:

• heighten children’s awareness of the properties of materials and characteristics of objects and events
• extend children’s vocabulary
• give children skills to share knowledge and understanding with others

Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Demonstrating involves modelling a task, breaking it down into steps and using clear, unambiguous language to describe your actions. Demonstration is most successful when it is brief and children are provided with plenty of opportunities to practise.

Use demonstration intentionally to:

• show children how to use materials and special tools, or how to achieve a particular task, particularly when exploring a new activity or equipment
• extend or enrich children’s play, for example, by demonstrating using a recipe book in the family corner

Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Modelling involves presenting children with examples (models) of the dispositions, actions, attitudes and values which are valued in the setting and community.

Use modelling intentionally to:

• help children learn to play co-operatively
• help children learn to solve problems
• build children’s interest in, for example, eating healthily, or literacy practices

Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

You might intentionally work with children to try to solve a problem together. This will involve shared attention and shared understanding, or intersubjectivity.

Use shared problem-solving intentionally to:

• develop children’s initiative, creativity, and thinking skills
• enable leadership and develop confidence
• encourage collaboration

Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

…the whole class team assembles in a ‘helping circle’, usually at
the beginning or end of a writing session, so that writers can share their work and
consider the effect of the writing and what might improve it. After receiving an initial
response, the writer will expect some specific feedback about the effect of the
writing and the choices made.

Loane, G., & Muir, S. A. (2017). Developing young writers in the classroom: I’ve got something to say. Routledge, Taylor & Francis Group.

Positioning yourself can also be highly intentional. You can place yourself near individuals, groups or objects in ways that support children’s learning and enable active engagement and interactions that involve listening, describing, and questioning.

Position yourself intentionally to:

• promote an atmosphere of warmth and caring through eye-to-eye contact, cuddles and smiles
• encourage children’s participation or concentration on particular experiences
• enrich children’s planned and spontaneous experiences by, for example, modelling language
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

You might intentionally think about grouping children, deciding how and when to bring children together to assist their learning, for activities such as group discussion and collaboration.

Use grouping intentionally to:

• develop children’s cooperative skills
• enhance children’s cognitive development and understanding of concepts through the exchange of ideas
• enable scaffolding between more capable and less capable peers
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Genuine listening means paying attention to children, concentrating on and thinking about what they are saying as well as what they are showing you through their non-verbal communication. When conversing with children, it helps to wait a few seconds before responding, as this helps children realise their comments are taken seriously and enables you to really think about and understand their words.

Use listening intentionally to:

• encourage children to share a thought or experience, or explain their ideas
• help you decide if and when to intervene in children’s play
• help you learn about children and develop curriculum based on their interest and inquiries
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Questions are used to seek information or an increased understanding about something or someone. Open questions find out what children are thinking about and how they make sense of the social and natural world.

Use questions intentionally to:

• excite interest in an event, information or object, provoking thought and curiosity, and initiate learning about it
• help children reflect on information, feelings and experiences
• identify children’s current knowledge and difficulties
• extend children’s communication skills and language
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Suggestion means to offer children advice, ideas and recommendations about what to do next. It is optional for children to follow the suggestion or not.

Use suggestions intentionally to:

• develop children’s persistence and reduce frustration
• direct children’s attention to salient features of a problem
• enrich children’s storylines in play
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Telling or instructing

Telling or giving instruction involves using a verbal account or description to explain to children what is happening or what should happen. This strategy allows little opportunity for children’s participation, but it can support learning in specific situations.

Use instruction intentionally to:

• support children’s safety using equipment
• reduce frustration or embarrassment
• develop independence in using a new tool or technique
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

You can ask children to recall or remember something by asking ‘What happened when you tried that?’ or ‘What do you remember about…?’ These questions are most effective when they help children to meet their own goals, or when children have a high level of interest and enjoyment in the topic or experience.

Use recall intentionally to:

• help children to solve problems
• reinforce ideas, concepts and knowledge
• support children to report on their experiments and observations
• develop concentration and memory
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Feedback involves providing information (before, during and after an experience) about that experience, which can be either verbal (a comment on how the child approached the task) or non-verbal (a smile to show appreciation of the child’s efforts). Feedback encourages children in what they are doing as well as providing pointers about what to do in the future.

Use feedback intentionally to:

• positively reinforce aspects of children’s learning behaviours
• encourage children to persist with difficulty
• develop children’s self-efficacy and confidence
• support children to understand themselves as learners
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Scaffolding involves helping a child to become more competent in a task by offering temporary guidance and support. It draws on a combination of teaching techniques including questioning, encouraging, prompting recall, describing, suggesting and modelling.

Use scaffolding intentionally to:

• develop children’s skills and capabilities, particularly those that are just emerging or are just slightly above the child’s current level of competence
• shape children’s construction of knowledge about a phenomenon or experience
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Co-construction involves forming meaning and building knowledge about the world in negotiation with children. It emphasises listening to and understanding the meaning of objects and events for children, rather than on transmitting facts about those objects and events.

Use co-construction intentionally to:

• teach children how to problem-pose and problem-solve with others
• emphasise that there are multiple ways of explaining and representing the world, or many ways to explore a problem or phenomenon
• Source: https://theeducationhub.org.nz/strategies-for-intentional-teaching-and-when-you-might-use-them/

Thinking aloud is the process of modelling the thought processes that occur during the completion of a task. It enables teacher to make explicit the thought processes that occur when a learner is approaching a task or performing a skill. It allows teachers to make explicit:

• the steps involved in completing a task or performing a skill;
• the decisions that need to be made during this process;
• checking accuracy, checking for sense and editing work.
• Source: Glazzard, Jonathan & Stones, Samuel. Evidence Based Primary Teaching. 2021; Learning Matters. SAGE Publications. California. ISBN 9781529741932

Teachers use questioning not only to check understanding, but also to promote thinking when new subject content is being introduced. In addition, teachers use explanations to help children understand the subject content. These are modelling strategies. However, the use of visual cues to support questioning and explanations is particularly helpful during the process of modelling.

• Source: Glazzard, Jonathan & Stones, Samuel. Evidence Based Primary Teaching. 2021; Learning Matters. SAGE Publications. California. ISBN 9781529741932

Inquiry-Based Learning (IBL) is a pedagogical approach that emphasizes student-driven exploration, questioning, and discovery. It involves posing open-ended questions or problems to students and allowing them to use their own interests and curiosities to investigate and find solutions through research, experimentation, and collaboration.

In IBL, the teacher acts as a facilitator, guiding students to develop their own questions, research skills, critical thinking, and problem-solving abilities. Students are encouraged to work together to share their findings and insights, and to engage in reflection and evaluation of their learning.

IBL can take many forms and can be adapted to fit different subjects, levels of education, and learning contexts. It is often used in science, technology, engineering, and mathematics (STEM) fields, but can be applied to other subjects as well. The goal of IBL is to help students become active, self-directed learners who can think critically, solve problems, and apply their learning to real-world contexts.