Active Participation presented by April Kelley We may not have all the answers, but we know enough to do better than we are currently doing…We need to begin applying what we know as we seek answers about how to do it even better… - Joseph Torgesen - Joseph Torgesen

Objective for Today We’ll learn various active participation strategies to engage more of your students all of the time. Different types of responses Different types of responses –Day 1: Choral and Partner Responses –Day 2: Think-Pair-Share, Independent, Written, Hand Signals, Manipulatives, Act It Out, Answer Sticks, Response Cards, Cloze Technique, etc.

Website Resource For access to Anita Archer’s Videos and Presentation Handouts /garf/AnitaArcher.htm

Active Participation Checklist

Share Time Tell you partner: What strategies you tried What strategies you tried How it went (successes/frustration) How it went (successes/frustration) What you learned What you learned Questions you have Questions you have

Video What active participation strategies were used? What active participation strategies were used?

Video What other good instructional practices did you observe? What other good instructional practices did you observe?

Active Participation Think Have students think and record responses Have students think and record responses As students are writing, move around the room and record their ideas and their names on an overhead transparency As students are writing, move around the room and record their ideas and their names on an overhead transparencyPair Have students share their ideas with their partners. Have them record their partner’s best ideas. Have students share their ideas with their partners. Have them record their partner’s best ideas. As students are sharing, continue to record ideas on the overhead. As students are sharing, continue to record ideas on the overhead.Share Use the transparency for sharing with the class. Use the transparency for sharing with the class.

Active Participation - Responses Choral Responses Answers are short and the same Answers are short and the same Use hand signals or verbal cues to indicate think/response time Use hand signals or verbal cues to indicate think/response timePartners Answers are long or different Answers are long or different Low performers with middle performers Low performers with middle performers Look, Lean, Whisper Look, Lean, Whisper

Active Participation – Individual Turns Less Desirable Practices Calling on volunteers Calling on volunteersGuidelines *Call on volunteers when the answer is a product of personal experience. personal experience. *Don’t call on volunteers when the answer is a product of instruction or reading. Instead expect product of instruction or reading. Instead expect that all students could answer your question that all students could answer your question Calling on inattentive students Calling on inattentive students

Active Participation – Individual Turns Individual Responses Option #1 Option #1 –Have students share answers with their partners –Call on student Option #2 Option #2 –Ask a question –Raise your hand to indicate silence –Give thinking time –Call on a student Beaming the Question

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 (not round robin) Procedure #1 – call on students in different parts of the room (not round robin) Procedure #2 – write names on cards or sticks and draw a name (some students deserve more than one stick) Procedure #2 – write names on cards or sticks and draw a name (some students deserve more than one stick)

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 and say “I’ll be back” Procedure #1 – have student consult with his/her partner and say “I’ll be back” Procedure #2 – have student refer to his/her book Procedure #2 – have student refer to his/her book Procedure #3 – have student tell the “best” of previous answers Procedure #3 – have student tell the “best” of previous answers Procedure #4 – tell student an answer Procedure #4 – tell student an answer

Active Participation – Written Response Written Responses Gauge the length of the written response to avoid “voids” Gauge the length of the written response to avoid “voids” To Keep students from “sneaking” ahead To Keep students from “sneaking” ahead –Expose limited items on the overhead –Have students put their pencils down to indicate completion or have them turn their paper over

Active Participation – Other Responses Other Responses Touch Stimulus Touch Stimulus –Increases attention –Allows monitoring of attention to stimulus Act out Act out Use hand signals Use hand signals –Useful to share categorical responses –Carefully introduce and model hand signals Display answer with response cards Display answer with response cards –Have students write possible responses on cards or paper (vocabulary words, story grammar elements, grapheme) –Ask a question and have student display card or point to response

Response Card Review When answers are short and the same, what type of responses work well? When answers are short and the same, what type of responses work well? When answers are long or different, what type or responses work well? When answers are long or different, what type or responses work well? Calling on volunteers works best when the answers are a product of __________. Calling on volunteers works best when the answers are a product of __________. It’s best not to call on _______ students. It’s best not to call on _______ students.

Response Card Review Asking a question, giving think time, and then calling on a student is called what? Asking a question, giving think time, and then calling on a student is called what? When a students is called on and says “I don’t know” you can have them consult with their partner and say “_______”. When a students is called on and says “I don’t know” you can have them consult with their partner and say “_______”. When students respond by holding up a display card or pointing to a response, the teacher is using what? When students respond by holding up a display card or pointing to a response, the teacher is using what?

Active Participation If you can’t hold them accountable, they think it’s optional! THANK YOU!!!