The move
After a student answers, a second student restates it in their own words, then a third builds on it or challenges it.
See how it works
- Say itStudent A answers
- EchoStudent B restates it
- ElevateStudent C adds or disagrees
- Keep the chainEcho, then elevate
↺ Repeat
At a glance
- Time in class
- 3–5 minutes
- Prep
- None. Post the two sentence starters below.
- Materials
- None
- Grouping
- Whole class
- Use it when
- Any class discussion
Why it works
When only one student talks, the rest can tune out. Asking students to restate a classmate’s idea makes everyone listen, and building on it turns separate answers into a real discussion. These “talk moves” come from research on productive classroom discussion.
Step by step
In class: about 3–5 min
- 2Ask an open question10 seconds
- 3Echo30 seconds
- 4Elevate30 seconds
- 5Keep the chain2–3 minutes
Before class: Post the starters
- Post the startersOnce“So you’re saying…” and “I’d add… / I disagree because…”
- Ask an open question10 secondsTake one answer.
- Echo30 seconds“Who can say what Maya said, in your own words?”Check with Maya: “Is that what you meant?”
- Elevate30 seconds“Who can add to that, or disagree?”
- Keep the chain2–3 minutesRepeat: echo, then elevate.
See it in action
“Why did the character lie?” Echo, then add a reason.
“Is this a fair trade?” Echo, then challenge with evidence.
“Was the treaty a success?” Echo, then build with a second source.
Watch out for
- Word-for-word repeating: the echo must be in the student’s own words. That’s the thinking.
- The same three voices: use name sticks (see Every Hand Up) to choose who echoes.
- Challenges that feel personal: model “I disagree with the idea because…”
Level up
- Keep the chain going five students deep without you saying a word.
- The original speaker gets the last word: “What changed in your thinking?”
Make it work for everyone
- Multilingual learners: starters on the board in English and home languages.
- IEP and 504 supports: let a student echo to a partner first, then to the class.
Resources
Printables
Optional: a poster of the two starters.
Pairs well with
Reflect
How many students spoke, and how many built on someone else’s idea?
Evidence
ModerateMichaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297. Describes “accountable talk” moves like revoicing and building on others’ ideas, and how they support reasoning.
Find the research: Michaels (2008)