Total Participation Techniques Professors at Millersville University Persida (assistant professor) William (Associate prof) Copy righted 2011 Their hope is that this book with spark conversations among teachers and administrators around the topic of active participation and deep cognitive engagement for all students. Making Every Student an Active Learner Persida Himmele & William Himmele

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 New to experienced teachers can implement TPTs. Most of the TPTs you are going to read/learn about today will work in classrooms from preschool to college and even with adults in professional development. Capital Area Intermediate Unit

“Stand and Deliver” Professional Development Quick-Write “What implications does this type of teaching have on student learning?” Who has sat in this type of professional development – the presenter is droning on and on……….. When you look around at your peers, what do you see? Laptops open, emailing, tweeting, texting, openly chatting, getting another cup of Joe to stay away As adults we have developed activity-based coping mechanisms. Unfortunately, children have not developed these yet and instead they find ways to become actively disengaged, while others are respectful but are passively disengaged. They don’t have electronic toys to keep them busy, so they cope by looking at the teacher, but mentally they are miles away. The reality is that many students will respond to this boredom and disengagement by simply dropping out of school entirely. QUICK Write PURPOSE: To Drive in the importance of not using this technique of teaching!! Capital Area Intermediate Unit

Capital Area Intermediate Unit 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

Himmele & Himmele’s GOAL To provide ways to ACTIVELY and COGNITIVELY engage students in the learning process, by creating classrooms where content is relevant and deep. Capital Area Intermediate Unit

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Learning is a Social Experience 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

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? Before going to next slide: Poll group for why students drop out Capital Area Intermediate Unit

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

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

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

Capital Area Intermediate Unit 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. Remember the point is not to get our own agenda across, we plan everything, I can do this, then this and close with this – but that is ME centered and the point is that the students learn. These techniques allow you to gauge what they understand and don’t – if they are ready to move on or if you need to go back and reteach or if you need to speed up. It does not take much more work if any to cognitively engage students – it will add structure and confidence to your teaching – No more asking yourself if they have it or not? You will know! Implementing TPTs may require that you have to remind yourself to use them – Post a note or sign with a few of the TPTs written on. Capital Area Intermediate Unit

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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

Capital Area Intermediate Unit 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

Capital Area Intermediate Unit 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

Capital Area Intermediate Unit 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

Formative Assessment Chapter 8 The purpose is to ultimately influence learning. Formative assessments help teachers evaluate students’ knowledge and understanding and then adjust their 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

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

Capital Area Intermediate Unit 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. Ie: It is common for a test aimed at measuring math problem solving may actually be measuring reading comprehension. Capital Area Intermediate Unit

Main Concepts Similes 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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Capital Area Intermediate Unit 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

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

Capital Area Intermediate Unit 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