Restate
Asking students to restate someone else’s reasoning.
(“Can you repeat what he just said in your own words?”)
"[T]he teacher can...extend the move [revoicing] to students, by asking one student to repeat or rephrase what another student has said, and then immediately following up with the first student. A teacher, Ms. Davies, used this move [in a] classroom conversation.
4. Ms. D: Can anyone repeat what Philipe just said in his or her own words? Miranda?
5. Miranda: Um, I think I can. I think he said that twenty-four is odd, because it can be divided by three.
6. Ms. D: Is that right, Philipe? Is that what you said?
7. Philipe: Yes.
This move has several potential benefits. First, it gives the rest of the class another rendition of the first student’s contribution. It gives them more time to process Philipe’s statement, and adds to the likelihood that they will follow the conversation and understand his point. It thereby supports the teacher’s goal of giving all students full access to participation. This move is particular- ly valuable for students whose first language is not English. Second, this move provides evidence that the other students could and did hear what Philipe said. This is important: if students could not or did not hear what a speaker said, they cannot easily participate in further exchanges. Finally, it yet again clarifies the claim that Philipe is making and provides Philipe with evidence that his thinking is being taken seriously. Over time, as students come to real- ize that people are listening closely to what they say, they increasingly make efforts to make their contributions comprehensible."
(http://www.mathsolutions.com/documents/9780941355537_ch2.pdf)
(“Can you repeat what he just said in your own words?”)
"[T]he teacher can...extend the move [revoicing] to students, by asking one student to repeat or rephrase what another student has said, and then immediately following up with the first student. A teacher, Ms. Davies, used this move [in a] classroom conversation.
4. Ms. D: Can anyone repeat what Philipe just said in his or her own words? Miranda?
5. Miranda: Um, I think I can. I think he said that twenty-four is odd, because it can be divided by three.
6. Ms. D: Is that right, Philipe? Is that what you said?
7. Philipe: Yes.
This move has several potential benefits. First, it gives the rest of the class another rendition of the first student’s contribution. It gives them more time to process Philipe’s statement, and adds to the likelihood that they will follow the conversation and understand his point. It thereby supports the teacher’s goal of giving all students full access to participation. This move is particular- ly valuable for students whose first language is not English. Second, this move provides evidence that the other students could and did hear what Philipe said. This is important: if students could not or did not hear what a speaker said, they cannot easily participate in further exchanges. Finally, it yet again clarifies the claim that Philipe is making and provides Philipe with evidence that his thinking is being taken seriously. Over time, as students come to real- ize that people are listening closely to what they say, they increasingly make efforts to make their contributions comprehensible."
(http://www.mathsolutions.com/documents/9780941355537_ch2.pdf)