Teacher Educator models TBD with PSTs using an excerpt from Troublemakers: Lessons in Freedom from Young Children at School (Shalaby, 2017) and debriefs.

View and discuss video: TEDx Talks: When Teachers Listen and Learners Explain (Duckworth, 2012)

In-class simulated activity focused on eliciting (TeachingWorks, 2016b) using Nasreen’s Secret School: targeted A True Story from Afghanistan (Winter, 2009)

Field activity: PSTs try out eliciting and interpreting student thinking using the text “Our Good Day” from The House on Mango Street (Cisneros, 1984/2009) (TeachingWorks, 2016a)

Introduction to and problematizing of talk moves (Chapin, O’Connor, & Anderson, 2013)

In-class role play focused on orienting using “Our Good Day” (Cisneros, 1984/2009)

Prompted role play focused on disrupting problematic talk in response to an excerpt from “An Inclusive, Anti-Bias Framework for Teaching and Learning About Race with Young Children” (Beneke, Park, & Taitingfong, 2018)

Analyze how the text Red: A Crayon’s Story by Hall (2015) could be used to discuss “concepts for critical reading” that focus on the “political dimensions of life” (Bomer & Bomer, 2001, p. 29). Work with a small group to identify questions they might ask in a TBD.

Model TBD with an excerpt from Troublemakers: Lessons in Freedom From Young Children at School by Shalaby (2017), and then debrief with attention to TBD structure (before reading; during reading; after reading)

PSTs read and select paired “facilitative texts” from a set of preselected texts based on their students, contexts, and own understandings

Teacher educators and PSTs collaboratively unpack the planning template and highlight important considerations and tips

PSTs collaborate with field placement partner to plan TBD, and receive feedback from an instructor.