Identify a learning goal and find a task: Where do you already have students talking? How can we shift the task to become an argumentation task?

Reflect and collect data: How much am I really talking? Have a colleague or coach observe a class and collect data on student vs. teacher talk. Use that data to inform instructional shifts you might make

Change classroom structures: Want students working in collaborative groups? Use a high engaging task to teach and set expectations for your collaborative groups and then duplicate the structure with a deeper learning task

Create a scaffold: Argumentation can be a scaffold itself. Consider adding a class discussion in your talk to think process

Create a scaffold for the class discussion: Have student complete a graphic organizer before engaging in conversations, generate teacher prompts reference sheet for yourself, craft sentence starters for students

Lesson Study: Use formative assessment data to see if your instructional shifts are impacting student outcomes