Total Participation Techniques in School Library

1. Welcome To Total Participation Techniques in a School Library Andrew Gonzalez Allen Elementary Teacher – Librarian Email: agonzalez1@usd259.net Phone: 316-973-1757 Twitter: @MrGLibraryMan Website: https://www.usd259.org/domain/2448

2. Our Objectives - As Teacher Librarians We will learn some Total Participation Techniques (TPT's) and Kagan Cooperative Learning Structures to help build student engagement and build on your students' cognitive development. One of my main goals is for you to take away an idea, procedure or resource that you could make your own and immediately apply to you and your library.

3. Total Participation Techniques & Kagan Cooperative Learning Structures

4. Kagan Structures are instructional strategies designed to promote cooperation and communication in the classroom, boost students' confidence and retain their interest in classroom interaction. Having a total-participation mind-set is essential for ensuring active participation and cognitive engagement by all learners, as well as providing you with effective ongoing formative assessments.

5. Why Kagan and TPT? Because it is as easy as PIES!

6. We want our kids learning! How do we set-up our kids to learn in a safe and structured learning environment?

7. Organization is Key classroomscreen.com Purposeful Planning, Practice, and make it fun!

8. What Does it Look and Sound Like? Example of Cooperative Learning

9. Stand Up- Hand Up- Pair Up

10. Stand Up- Hand Up- Pair Up 1. Students stand and push in their chairs. 2. Students put their right hand up. 3. Teacher says, "pair up." 4. Students walk quickly and quietly to someone near them. Students are not allowed to say someone's name or skip over someone. 5. Students touch and hand turn so they are back to back. Students will stand back to back without touching. This signals that they have a partner. 6. Students stand quietly until teacher gives a direction. 7. Students complete the task and go back to back to signal they are done. 8. Finally, the teacher gives a signal to quickly and quietly return to your spot.

11. Mix - Pair - Share 1. Students stand and push in their chairs. 2. Students put their right hand up and mix around the room (mix can be the signal to go and stop). 3. Teacher says, "pair up." 4. Students walk quickly and quietly to someone near them. Students are not allowed to say someone's name or skip over someone. 5. Students touch hands and turn around so they are back to back. Students will stand back to back without touching. This signals that they have a partner. 6. Students stand quietly until teacher gives a direction. 7. Students share and complete the task. Students go back to back to signal they are done. 8. Finally, the teacher gives a signal to quickly and quietly return to your spot.

12. Rally Robin 1. Teacher poses a question. 2. Partners repeatedly take turns, answering orally.

13. Mix-Freeze-Group

14. Mix-Freeze-Group 1. Students "mix" when the music starts. 2. Teacher calls, "freeze." Students freeze, then they unfreeze and freeze again, so they can see the teacher. 3. Teacher asks a question and provides think time. 4. Students answer with the fingers at their chest and eyes only on 
the teacher. 5. Students group according to the number of the answer. 
Students signal with hand in the middle that a group is formed. If 
you need more in your group students, signal with other hand. 6. When all members are present, students signal with a thumbs up 
in the middle. Remaining students go to "Lost and Found." 7. Finally, complete the teacher task and signal when finished.

15. Name That Genre practice Read each selection. Then choose the genre that matches the selection. Caroline and the Castle Caroline lived deep in the forest. In the forest there were enchanted fairies, 
ancient trees with arms, and talking woodland animals. Everything was magical in the 
forest, and Caroline was always happy there. Caroline's family lived in a tree house, 
high in the air, in this magical forest. The enchanted creatures of the forest all 
became friends with Caroline. 1 = Realistic Fiction 2 = Science Fiction 3 = Historical Fiction 4 = Fantasy 5 = Mystery http://www.superteacherworksheets.com/reading-comp/4th-readingcomprehension-CarolineCastle.pdf

16. Name That Genre practice I am going to ask you a question/give an example and you will have think time to think of an answer. The answer will match a number below. Show me the answer with your hand. Stand with your bodies facing me. When I say "Show Me" use your hand to show a number at your chest. Only look at me. Caroline and the Castle Caroline lived deep in the forest. In the forest there were enchanted fairies, 
ancient trees with arms, and talking woodland animals. Everything was magical in the 
forest, and Caroline was always happy there. Caroline's family lived in a tree house, 
high in the air, in this magical forest. The enchanted creatures of the forest all 
became friends with Caroline. 1 = Realistic Fiction 2 = Science Fiction 3 = Historical Fiction 4 = Fantasy 5 = Mystery http://www.superteacherworksheets.com/reading-comp/4th-readingcomprehension-CarolineCastle.pdf

17. Showdown

18. Showdown 1. Question cards placed in center 2. Showdown Captain reads a question 3. Students work alone and write answers. 4. Teams signal when ready 5. Showdown Captain calls "Showdown" 6. Teammates show and discuss answers 7. Teammates celebrate or coach 8. New Showdown Captain leads next round.

19. Showdown PIES Analysis: Positive Interdependence, Individual Accountability, Equal Participation, 
and Simultaneous Interaction P Groupmates provide one another with immediate feedback to questions. This enhances 
comprehension of the reading, especially when discrepant answers are discussed. The 
group cannot celebrate until everyone agrees. I Students are accountable to their groupmates for sharing their answers to the question. E All students participate roughly equally as they write and share their answers. S After the captain says “Showdown,” one student per group speaks, so that 25 percent of 
the class is speaking simultaneously.

21. Numbered Heads Together 1. Students number off 2. Teacher ask question 3. Students have 20 seconds of think time 4. Students write answer 5. Heads together, share and discuss 6. Teams signal when ready 7. Teacher calls out a number who shares, everyone 
must all agree to an answer 8. That number answers

22. Numbered Heads Together Steps The game leads your class through a series of steps designed to promote learning through cooperation, active participation, and individual accountability. Here are the steps for each randomly-selected question: 1. Think Time. Everyone thinks how to answer the question. No talking. 2. Write Answer. Everyone privately writes his/her own answer on his/her own sheet of paper or response board. 3. Heads Together. Teammates put their heads together and share their answers. They reach consensus on a team answer and discuss and teach if necessary so every knows the answer or knows how to solve the problem. 4. Who Answers? Using the game’s Student Selector spinner, one student on each team is selected. All selected students stand, ready to answer independently. They may no longer consult with teammates. 5. Answer Question. The teacher decides how to have students answer the question. Pictures retrieved from google images on Aug. 8, 2014

23. Meet Stegosaurus practice Stegosaurus was an interesting 
looking dinosaur. It had large plates 
shaped like triangles along its back. 
However, Stegosaurus had a very 
small head. Stegosaurus also had 
weak jaws. It had no teeth in the 
front of its jaws. It could not tear 
through tough skin. Stegosaurus ate 
things it found on the ground. Which sentence is most likely true? a. Stegosaurus was a plant eating dinosaur b. Stegosaurus had teeth shaped like triangles c. Stegosaurus used its mouth for protection a. Pull Pull

24. Fan-N-Pick

25. Fan-N-Pick 1. Each team receives a Fan-N-Pick Mat and is placed in the 
center of the team with each corner pointing to a student. 2. Position #1 (Fan) holds the question cards in a fan and says, 
"Pick a card, any card!" 3. Position #2 (Pick and Read) picks a card, reads the question 
aloud, and allows time to think. 4. Student #3 (Answer) responds orally and/or shows the 
answer. 5. Student #4 (Check and Praise) responds to the answer by 
coaching or celebrating! 6. The Fan-N-Pick Mat is rotated one person clockwise for 
each new round, indicating each student's new role.

26. Talking Chips

27. Talking Chips 1. Students are asked to discuss a topic in groups. 2. As each student talks, he/she places his/her chip in the top of the team 
leader desk (that person holds the microphone from the team leader). 3. Once a student finishes talking, he/she cannot talk until every other 
“chip”has been tossed into the center. If a student doesn’t have anything 
to share on this particular topic, they can place a chip in the center at the 
end. 4. When all chips are down, students retrieve their chips and start over.

28. Line Ups A Sequence Game

29. Sequencing is putting items or events in ORDER! Students line up in order according to teacher description! 1. Teacher describes a line. 2. Teams quickly discuss. 3. Teams Line Up in ORDER. 4. Teams Signal they are in order. 5. Teams Celebrate! POINTS *1 Point for any team in correct sequence **1 Point for the first team being in correct sequence

30. Inside/Outside 
Circle

31. Inside/Outside Circle 1. Students stand in two concentric circles, facing a partner. The inside circle faces out; the outside circle faces in. 2. Students use flash cards to ask questions of their partner, or they may take turns responding to a teacher question(s). 3. Partners switch roles: outside circle students ask, listen, then praise or coach. 4. After each question or set of questions, students in the outer or inner circle rotate to the next partner. (Teacher may call rotation numbers: “Rotate three ahead.”)

32. When we read stories out loud, we can show that we understand the characters' points of view by changing the tone of our voices to match the characters' feelings. practice Read the passages on the following pages. Match your voice to the characters' feelings. Highlight the parts of the passage that lets you know how the characters feel or why they feel that way.

33. Rally Robin 1. Teacher poses a question. 2. Partners repeatedly take turns, answering orally.

34. The Witches by Roald Dahl I looked round and I saw a hideous painted and powdered witch’s face starring down at me, and the face opened its mouth and yelled triumphantly, “It’s here! It’s behind the screen! Come and get it!” The witch reached out a gloved hand and grabbed me by the hair but I twisted free and jumped away. practice If you were reading in the witch's voice, how would you say the witch's words? What did the character think of the witch? Highlight the description of the witch.

35. Find the Fiction The object of the game is to find which statement 
is fiction (not real) about our classmates. Directions  1. Students think of two things that are true about them and one thing that 
  is not true (fiction).  2. They write the two things that are true and one thing that is not true in 
  any order.  3. When it is their turn, they read all three sentences and the class has to 
  guess which one is not true. Remember- Do NOT tell anyone which sentences are true and not true. Be tricky, think of something no one else would know....not even your friends. Always be honest, if we are not honest it takes the fun out of the game and you can 
not play anymore.

36. Find the Fiction The object of the game is to find which statement 
is fiction (not real) about our classmates. Directions  1. Students think of two things that are true about them and one thing that 
  is not true (fiction).  2. They write the two things that are true and one thing that is not true in 
  any order.  3. When it is their turn, they read all three sentences and the class has to 
  guess which one is not true. Remember- Do NOT tell anyone which sentences are true and not true. Be tricky, think of something no one else would know....not even your friends. Always be honest, if we are not honest it takes the fun out of the game and you can 
not play anymore. Statement 1 Statement 3 Statement 2

37. Kagan Cooperative Learning Structures Comments, Questions, & Concerns

38. Kahoot! Kahoot is a fun game where you or your team tries to get the most points by answering questions correctly and quickly! The smarter and faster you are the better!!! click to show picture https://play.kahoot.it/#/k/809707b3-53c9-4f8d-931f-f200577b11b7

39. practice

40. Post-It Plus 1. Students use post it notes to show their answers. 2. Teacher uses Post-It Plus app to record student answers. 3. Teachers can review, sort, reflect, etc. student answers.

41. AVID APPROVED

42. Internet Safety practice Today we will learn more about how people mistreat each other while gaming in the NSTeens video - "Attitude Overdrive." How did NSTeens characters Becks and CL deal with the griefer? What are some other ways to deal with Griefers? click around to fade in Ignore them Report griefing to the gaming service or website Delete existing accounts and set up new ones Block or mute them Save the message to show a trusted adult Talk to a trusted adult Don't respond in anger and become a griefer yourself

43. Post-It Plus 1. Students use post it notes to show their answers. 2. Teacher uses Post-It Plus app to record student answers. At your table, a. take 1 Post-It Note b. Pick 1 way of how you deal with griefers. c. Using this sentence stem, write down the strategy of how you deal with griefers. d. Write your name and class on the bottom e. When the teachers prompts you, you will go the corner that matches your answer. f. When the teacher prompts you, explain why or how you would deal with a griefer using your strategy. practice One way I deal with griefers is to __________. Andrew - 3H 1. Report to Website 2. Ignore Them 3.Tell a trusted adult 4. Don't respond in anger and become a griefer

44. Total Participation Techniques Comments, Questions, & Concerns

45. Library Fun, Silly Sports, and Goofy Games

46. Library Corners

47. Directions The Object of the Game is to be the last one standing!! (This is a game like Four corners but it has to do with the library learning) One person is the caller and they sit the front of the room with their head down. You then tell the kids to stand up and move cautiously around the room. You can use the music for the movement time. Then you tell them they have 5 seconds to pick a spot the one the four corners: ______, ________, _______, or _______. When you have reached one, the caller calls out a corner and the people on that spot are out. When they are out they must sit quietly at their desk or they will not play the next game. Also, if they are talking or messing around, the can finish some extra work. Play continues until there is one person left and they are the next caller or they can be the one to pick the next caller.

48. Up, Down, Stop, Go 1. The object of the game is to be the last one standing. 2. Individuals are competing with the class trying to follow an action. If you do the wrong action, you are out until next game. 3. Leader calls out actions; a. UP = students kneel DOWN b. DOWN = students jump reach UP to sky with both hands c. STOP = students run in place d. GO = Students STOP/Freeze with arms straight out to their sides. 4. In the later rounds, students who act the slowest are out.

49. "Z" is a ordering 
game that is simple 
and very fun!!! The object of the game is to be the last student standing after playing the game. Directions: 1. Students form a circle so that they are shoulder to shoulder. 2. The teacher stands in the middle 3. The teacher explains the rules of the game and decides which direction to go. 4. The teacher than leads the game by “pointing” to the student when it is their turn. 5. The game continues until there is only one student.

50. "Z" is a simple counting came that is simple and very fun!!! The object of the game is to be the last student standing after playing the game. CHAMPS Rules: 1. The only person talking is the person whose turn it is. If a person talks out of turn they are out. 2. A player has an option to say up to three consecutive Letters. They do not have to say three, they can say only two numbers, or just one if they choose. 3. Play continues with the letter left off.  a. Example: Starting the game- the 1st player may say A or A,B or A,B,C and the next person could say D or D,E or D,E,F and so on. 4. Players can get out by-  a. Talking out of turn  b. Saying the word Z (or the special rule Letter)  c. Missing the next Letter or Letters in the sequence (or by the special rule)  d. Not saying the right Letter in sequence  e. By saying more than three Letters at a time  f. Not pronouncing the Letters (no mumbling or going to fast) 5. Players continue the sequence until someone gets an answer wrong or it lands on a player who has to say “Z.” 6. Once someone gets a wrong answer or has to say “Z” then a new round starts with the next person in order. Those who have been eliminated may not come back until the game is over. 7. When a player gets out, they must sit “criss-cross applesauce” and remain quiet until the next game.