Keeping Them All Engaged: Active Participation by Traci Blackburn, Instructional Coach

1. Keeping Them All Engaged: Active Participation by Traci Blackburn, Instructional Coach Stephanie Rountree, Reading Support Specialist (based on the work of Anita L. Archer, Ph.D.)

2. Active Participation Why? • Increased academic achievement • Increased on-task behavior • Decreased behavioral challenges What? • Verbal Responses • Action Responses • Written Responses GOAL- ALL Students Respond. When possible use response procedures that engage ALL students.

3. Active Participation • Power Teaching /Whole Brain Learning • Class! YES! • Teach! OKAY! • Switch! • http://wholebrainteaching.com (Chris Biffle)

4. Active Participation • Think • Have students think about responses. Can also be written and recorded as a quick write. • Pair • Have students share their ideas with their partners. You might have them record their partner’s best ideas or simply share orally. • As students are sharing, record ideas on charts, graphic organizers or boards. • Share • Use for sharing with the class or a “sharing wall” (post-it notes on window, door etc…).

5. Active Participation - Choral Responses (Use when answers are short & the same.) • Whole/small group • Choral ResponsesStudents are looking at the teacher. • Ask a question. • Put up your hands to indicate silence. • Give thinking time. (wait time) • Lower your hands as you say, “Everyone.” Students looking at a common stimulus. • Point to the stimulus. (words on a chart, board, poster, etc.) • Ask a question. • Give thinking time. • Tap for a response.

6. Active Participation - Choral Responses • Choral ResponsesStudents are looking at their own book/paper. • Ask a question. • Use an auditory signal. (“Everyone” , snap, tap, etc.) • Hints for Choral Responses • Give adequate thinking time. (3 second rule on average) • Have students signal to indicate enough thinking time for questions requiring longer processing time/written.(thumbs up/pencils down). • If students don’t respond or they blurt out an answer, repeat.

7. Active Participation - Partners (Use when the answers are long or different.) • Partners Assign partners. • Pair lower/middle or middle/higher performing students. • Give the partners a number (#1 or #2). • Sit partners next to each other. • Utilize triads when appropriate.

8. Active Participation - Partners • Other hints for partners • Give students a “sentence starter.” • Teach students how to work together and give appropriate feedback. • Teach LOOK, LEAN, AND WHISPER technique. • Change the partnerships occasionally (every three to six weeks).

9. Active Participation - Partners Uses of partners. 1. Say answer to partner. 2. Retell prior learning/steps . 3. Review content (Tell, Help, Check). 4. Brainstorm (Think, Pair, Share). 5. Explain process, strategy, or algorithm using examples. 6. Read to or with partner.

10. Active Participation - Partners Other Uses of partners. Monitor partner to see if directions are followed. *name, page #, all complete, etc. Share materials with partners. Assist partners during independent work. Collect papers, handouts, assignments for absent partners.

11. Video - Active Participation(Segment 1: Active Participation - 2nd/7th ) • http://vimeo.com/6771051 • http://vimeo.com/6771095

12. Video - Active Participation • S-L-A-N-T • What other good instructional practices did you observe? • Think - Pair – Share

13. Active Participation - Individual Turns • Less desirable practices #1. Calling on volunteers. Guidelines: • Call on volunteers when the answer is a product of personal experience. • Don’t call on volunteers when the answer is a product of instruction or reading. Instead expect that all students could answer your question. #2. Calling on inattentive students.

14. Active Participation - Individual Turns • Option #1 – Partner First- Have students share answers with their partners.- Call on a student or partner to share. • Option #2 – Question First - Ask a question.- Raise your hands to indicate silence.- Give thinking time. *Wait time I & Wait time 2- Call on a student. • Option #3 – Whip Around or Pass • This strategy is best used when there are many possible answers to a question.

15. Active Participation - Individual Turns • Procedures for calling on students to insure that all students are involved. Procedure #1 - Call on students in different parts of the room.Procedure #2 - Write names on cards or sticks. Draw a name. *Equity Sticks*

16. Active Participation - Individual Turns • If a student is called on and says “I don’t know.” Scaffold his/her response. Procedure #1 - Have student consult with his/her partner. Procedure #2 - Have student refer to his/her book. Procedure #3 –Have student “phone-a-friend”. Procedure #4 - Give a clue or simply tell student an answer. If answer is short have class repeat with “everyone” signal. **Go back to this same student to also hold them accountable for the answer!

17. Active Participation - Other Responses • Act out. (facial expressions, movement, etc.) • Touch Stimulus. (point to, follow along, etc.) • Keeps students engaged • Helps with monitoring • Use hand signals or gestures. • Useful to share categorical responses. • Carefully introduce and model hand signals.

18. Active Participation – Gestures (Examples) • Drawing Conclusions: When you draw a conclusion you use 2 things: What you know in your HEAD and What you’ve read in the STORY. • Literary Devices Simile- “Compares 2 things using LIKE or AS” Onomatopoeia – a word that imitates sound Crash-Boom-Pow!

19. Active Participation - Other Responses continued • Display answer with response cards. • Ask a question. Have students display card or point to response. • Pinch Cards- (e.g., vocabulary words, story grammar elements, grapheme, punctuation, numeracy, operation symbols). • A,B,C,D color-coded cards

20. Active Participation – WrittenResponses • 3-2-1 • Three-tear sheet • Quick write/Quick draw • Exit Tickets • Dry Erase Boards/Response Paddles • Think-Pair-Share • Post-it notes work GREAT!

21. 3-2-1 Reflection T-P-S • 3- ways students can respond during a lesson? • 2- ways you could use response cards? • 1-thing you learned today that you would like to try in your classroom? • Your big aha!

22. Contact Information • Traci Blackburn • tblackburn@bradleyschools.org Stephanie Rountree srountree@bradleyschools.org