Total Participation Techniques

1. Total Participation Techniques Making Every Student an Active Learner Persida Himmele& William Himmele

2. Total Participation Techniques(TPTs) • Implementation and Field-testing: • Manheim Central Middle School • 8 teachers: novice to experienced • from 2-16 years of teaching experience • 1 Millersville Student Teacher in 5th grade Capital Area Intermediate Unit

3. “Stand and Deliver”Professional Development Quick-Write “What implications does this type of teaching have on student learning?” Capital Area Intermediate Unit

4. SO WHY? There are No implications: The problem is that too many students sit, disengaged, giving no indication that they are thinking or learning and the teacher only knows that 2-3 students understand the concept. • If “Stand and Deliver” teaching isn't good enough for our professional development seminars, why would it be good enough for our children? Capital Area Intermediate Unit

5. Himmele & Himmele’sGOAL To provide ways to ACTIVELYand COGNITIVELY engage students in the learning process, by creating classrooms where content is relevantand deep. Capital Area Intermediate Unit

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7. WHY TPTs? Chapters 1 and 2 • People at any age need to pause and process what they are learning. • They need to think about the concepts, jot their thoughts down, compare understandings with peers, and ask questions. Learning is a Social Experience What do you need to do to learn new concepts? Capital Area Intermediate Unit

8. The High Cost of Disengagement • At least a quarter of students drop out of school. • Every 9 seconds a student drops out. (Leher, Johnson, Bremer, Cosio & Thompson, 2004). • The most at risk students are African American, Latino, and Native American; their drop out rate is twice that of their white peers (Balfanz et al., 2010). • Three-quarters of state prison inmates are dropouts (Martin & Halperin, 2006). • Illiteracy is rampant among inmates. What does this mean to us? Capital Area Intermediate Unit

9. Multiple Choice Hold-Up What do you think is the number ONE reason students give for dropping out of school? A. They were failing and the requirements were difficult B. Left for personal reasons (pregnancy, to get a job to help support family) C. Boredom, classes were not interesting D. Too many missed days and could not make up all the work Capital Area Intermediate Unit

10. Make a Difference • Number one reason Drop Outs give is BOREDOM! • Students want engagement, hands-on learning, and the opportunity to debate and discuss. • TPTs force students to be actively and cognitively engaged, they can no longer hide behind the 3-4 students who always raise their hand. • BEWARE– disengagement is a learned behavior, but effective teaching can make the difference by cognitively engaging students. (Certo, Causley, Moxley, & Fhaflin, 2008. ASCD, 2010) Capital Area Intermediate Unit

11. Total Participation Techniques • are the quickest, simplest, most effective tools that can dramatically improve teaching and learning. • ensure that students are actively, cognitively, and emotionally engaged in the content being taught. • take the focus off the teaching and place it on what, and to what extent, your students are learning. Capital Area Intermediate Unit

12. So What Can We Do? Plan for and require students to demonstrate active participation and cognitive engagement, or you have no way of knowing what students have learned until it’s too late. Capital Area Intermediate Unit

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14. Higher-Order Thinking Skills (HOTS) • Classrooms need to provide opportunities for students to develop higher-order thinking skills in order for them to become • Critical Thinkers • Problem Solvers • Innovators • Change Makers Capital Area Intermediate Unit

15. How to Ensure HOTS • Student interactions are only as powerful as the prompts. • Develop prompts and activities that require students to reflect and use analysis, synthesis, and evaluation. • Think through the big idea and know what is most important for students to walk away with. • Focus on deep meaning. • See Appendix - Bloom’s Cognitive Taxonomy Capital Area Intermediate Unit

16. The Ultimate Goal • Using HOTS teaches kids HOW TO THINK, not what to think. • When lessons are structured to ensure active participation and cognitive engagement by every learner, it makes learning lasting and meaningful. • We need to teach students how to think! Capital Area Intermediate Unit

17. HOW?Chapter 3 • Require students to “Show you” their learning, by expecting them to participate and by providing you with evidence of cognitive engagement. • Write TPTs in your lessons plans or Post directions for some TPTs around the room to prompt you to use them consistently. • Have TPT folders or envelopes to store materials they will need for TPTs (See pages 28-29) • Have “resource boxes” to hold supplies needed for TPTs. (scissors, glue sticks, highlighters, etc.) Capital Area Intermediate Unit

18. Formative AssessmentChapter 8 • The purpose is to ultimately influence learning. • Formative assessments help teachers evaluatestudents’ knowledge and understanding and then adjusttheir teaching to produce improved student learning. • Contrast with summative assessments, which are done at the end only to summarize what the students have learned. Capital Area Intermediate Unit

19. Formative Assessments • Teachers have to use their professional expertise on a daily, hourly, and minute by minute basis. • It is the informed judgments that the teacher gathers and uses within the classroom to move students along the continuum. • TPTs can be used as formative assessments by providing teachers with ongoing data about what students understand and what they need. Capital Area Intermediate Unit

20. TPTs as Assessments • TPTs are assessments because they provide an accurate picture of what the students know. • Keep Anecdotal Records of student progress, keep samples that show the child’s understanding, record notes on participation and concept development. • TPTs Inform your teaching: If you get a test grade that does not match what the child has been doing, you many need to evaluate your lesson and/or the test. Capital Area Intermediate Unit

21. Main ConceptsSimiles as a Formative Assessment • Total Participation Techniques (TPTs) are like _________ in that _________. St. Joan of Arc, Seven Sorrows, Heritage Christian • Higher Order Thinking Skills (HOTS) are like _________ in that __________. Good Shepherd, Londonderry, St. Joseph’s 3. Formative Assessments are like _________ in that _________. Holy Name of Jesus and St. Margaret Mary Capital Area Intermediate Unit

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23. Text Rendering • Chapters 4 On-the Spot TPTS (10) & 5 TPT Hold-Ups (5) • Chapter 6 TPTS Involving Movement (11) • Chapter 7: TPTs to Guide Note-Taking and Concept Analysis (11) Capital Area Intermediate Unit

24. Most TPTs include 4 Sections • When we break into groups you will read about one type of TPT. • You should be prepared to • Identify the TPT. • Describe the steps for using the technique. • Tell how to ensure Higher-Order Thinking. • Explain how it might be used as a formative assessment. • Share any interesting tips, suggestions or ways you would apply it in your classroom. Capital Area Intermediate Unit

25. Thoughts to Ponder • Which of your students would have benefitted from the consistent use of TPTs? • How can implementing Total Participation Techniques make you a better teacher? • In what ways can you see TPTs being used in your classroom? • How will you use TPTs as formative assessments? Capital Area Intermediate Unit