EPIC Innovations: Talk Tickets & Talk Moves

Instructor Name: Shane Crosby

Course Title: English Composition 2 – Approaches to University Writing
Department: Writing Programs
Enrollment: 19
Level: Undergraduate

General Category of Innovation: Improving Class Discussions

Prior to a whole-group discussion, each student writes their name on two or three slips of paper; these are their Talk Tickets. During the discussion, students submit a Talk Ticket each time they contribute. They are expected to submit all their tickets prior to the end of the discussion, and to refrain from contributing if they have no tickets left (until everyone has used all their tickets). To facilitate discussion, the instructor provides students with a list of Talk Moves: example language for engaging with others’ ideas during an academic conversation.

Rationale for Innovation

I noticed that a lot of the whole-group discussions in my undergraduate classes followed the same pattern: I would pose a question, a student (either a volunteer or someone I called on) would answer the question, and the cycle would repeat. Furthermore, it tended to be the same handful of students who contributed to every discussion. I saw very little crosstalk, where students respond to each other’s ideas or pose questions to each other. One of my goals as an instructor is to hear from all my students, not just the naturally talkative ones; Talk Tickets are a way to encourage everyone to contribute. Another of my goals is for my students to become better at having “teacherless” academic conversations with each other, and that’s where the Talk Moves come in. They support students who might not know how to engage with each other’s ideas.

Intended Effect of Innovation

One goal was to see more than just a handful of students engaging in whole-group discussions. Another goal was to see more crosstalk by the end of the quarter, compared to the beginning. I wanted them to have these skills and this agency so they could take more initiative in their learning process. Although difficult to track, I also hoped the skills would transfer to their other classes, as well. And my long-term goal was to give students a graduate-level drive (and ability) to participate in academic discussions.

Resources for Faculty Considering this Innovation

• Brookfield, S. D., & Preskill, S. (2016). The discussion book: 50 great ways to get people talking (1st edition). Jossey-Bass.
• “Discussions”
  This site describes best practices and principles for setting up effective classroom discussions.
• “Examples of Active Learning Activities”
  This site presents several active-learning strategies. Select the “Large Group” option for suggestions of different ways to structure whole-group discussions.
• “Facilitating Effective Discussions”
  This site describes best practices and principles for setting up effective classroom discussions.
• “Goals for Productive Discussions and Nine Talk Moves”
  This site lists nine talk moves (that can be used by instructors or students) to enrich class discussion.
• Graff, G., Birkenstein, C., & Durst, R. (2021). “They say / I say” with readings (Fifth edition). W. W. Norton & Company.
  Chapter 12 of this book is short and can be assigned reading for undergraduates. It includes suggestions of “talk moves,” which give students example language they can use to enter academic discussions.
• “Inclusive and Equitable Discussions”
  This site includes pointers for promoting equity in class discussions.
• “The Big List of Class Discussion Strategies”
  This site describes several strategies for structuring classroom discussions.

Research That Supports this Innovation

• Mello, D & Less, C. (2013). Effectiveness of active learning in the arts and sciences. Humanities Department Faculty Publications & Research.
• Pak, A., Mangini, M., Green, C., & Sikorski, T.-R. (2018, December 31). Talk moves, argumentation, and questioning patterns in LA-supported group problem solving. 2018 Physics Education Research Conference Proceedings.