Active Participation Through Student Responses facilitated by April Kelley

Popsicle Sticks

Anita Archer Video Active Participation Procedures

Student Responses Anita Archer What good instructional practices did you observe?

Partners - A’s & B’s

Choral Responses (use when answers are short & the same) When students are looking at the teacher… Ask a question Put up your hands to indicate silence Give thinking time Lower your hand as you say, “Everyone.”

Choral Responses (use when answers are short & the same) When students are looking at a common stimulus… Point to the stimulus Ask a question Give thinking time Tap for a response

Choral Responses (use when answers are short & the same) When students are looking at their own book/paper… Ask a question Use and auditory signal (“Everyone.”)

Choral Responses (use when answers are short & the same) Hints for choral responses: Give adequate thinking time Have students put up their thumbs to indicate enough thinking time If students don’t respond or blurt out an answer, repeat

Choral Response Review Choral responses work best when answers are short and the _______. An alternative to lower your hand is to say “_____________”. Don’t forget to give adequate __________.

How do I plan to use this in my classroom?

Partner Responses (use when answers are long or different) Assign partners Lower performing students with middle performing students Give the partners a number or letter Sit partners next to each other Utilize triads when appropriate

Partner Responses (use when answers are long or different) Other Hints LOOK, LEAN, AND WHISPER Have students come to the “rug area” with their desk partner. To facilitate partners at small group tables, tape cards on the table. Change the partnerships occasionally

Partner Responses (use when answers are long or different) Uses of Partners Say answers to partner Retell content of lesson Review content (Tell, Help, Check) Brainstorm (Think, Pair, Share) Explain process, strategy, or algorithm Read to or with a partner Monitor partner Share materials Assist partners during independent work Collect papers, handouts, assignments for absent partners

Partner Response Review A’s – When is it best to use partner responses? B’s – Why would we pair lower performing students with middle performing students? A’s – What do we do if we have an odd # of students in the room? B’s – How will we train the students to respond to a partner?

How do I plan to use this in my classroom?

Individual Response Used when answer is personal experience. Tips Don’t call on volunteers when the answer is a product of instruction or reading. Instead expect that all students could answer your question. Don’t call on inattentive students

Individual Response Used when answer is personal experience. Option #1 Have students share answers with their partners Call on student

Individual Response Used when answer is personal experience. Option #2 Ask a question Raise your hand to indicate silence Give thinking time Call on a student

Individual Response Used when answer is personal experience. Procedures for calling on students to insure that all students are involved Different parts of room Cards or sticks

Individual Response Used when answer is personal experience. Student says, “I don’t know.” Consult with his/her partner and say “I’ll be back” Refer to his/her book Tell the “best” of previous answers Tell student an answer

Individual Response Review We call on individual students when the answer is a product of a ____________? Why isn’t the question above a good question for calling on individuals? When calling on individual students, we want to ask a question, give think time, raise your hand to indicate silence and then call on an individual. What is going to be the most challenging part of that process for you?

How do I plan to use this in my classroom?

Other Response Options Think Pair Share Written Responses Fingers or Thumbs Up Manipulatives

Other Response Options Act it Out Answer Sticks Response cards Cloze Technique

Partners - A’s & B’s

Choral Response Think Don’t Blurt Answer

Quick Attention

Reluctant

Not sure you want to do something.

Draw Something you might be reluctant to do.

I would be reluctant to…

Draw Something you’re willing to do.

I would not be reluctant to…

A cat might be reluctant to…

Reluctant Not sure you want to do something.

How did you feel as a learner?

As Teachers… What did you like about that lesson? What concerns do you have about teaching lessons like this?

April Kelley’s Video Explicit Vocabulary Instruction w/ Response Techniques

Student Responses Anita Archer What active participation procedures did you observe? What good instructional practices did you observe?

How do I plan to use these techniques in my classroom?