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Total Participation Techniques By Persida Himmele and William Himmele.

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Presentation on theme: "Total Participation Techniques By Persida Himmele and William Himmele."— Presentation transcript:

1 Total Participation Techniques By Persida Himmele and William Himmele

2 Characteristics of Successful and Unsuccessful Students Number 3 is the scribe A: % B 80-90% C: 70-80% D: Below 70%

3 Chapter 1: DEFINITION OF TPT  Total Participation Techniques are teaching techniques that allow for all students to demonstrate, at the same time, active participation and cognitive engagement in the topic being studied. (pg. 7)

4 Chapter 1: The Purpose for using TPT  Beach Ball scenario  Bouncing around  Not all students are engaged  Not being “listening objects”  Lack of engagement leads to other problems  Low academics  Behavior issues  High dropout rates (which leads to crime)  boredom

5 Chapter 1: Easy To Use  Same amount of planning time  Not dependent on experience  Becomes easier the more you use it  Start off intentionally  Becomes a habit  Follows the Common Core  Higher level thinking  “digging deeper”  Math Practice Standards

6 Chapter 2: Higher Order Thinking Higher-Order Thinking Lower-Order Thinking Low ParticipationHigh Participation 3 High Cognition/Low Participation High order thinking for SOME 4 High Cognition/High Participation All students are participating in higher order thinking 1 Low Cognition/Low Participation Teaching is occurring, but learning is not 2 Low Cognition/High Participation Learning if forgotten because it is not linked to anything

7 Chapter 3: Tools and Supplies Having supplies ready, makes the use of TPT’s easier to manage. See pages for a complete list of suggestions.  Laminated paper for a quick whiteboard  Flannel square for eraser  Dry-erase pen  Appointment clock  Processing card Suggestions:  Make a supply box with tools  Scissors  Glue  Pencils ~supply box for the whole class  TPT folder having materials suggested  Multiple choice cards  Hundred charts  A-Z letter strip

8 Chapter 4  TPS- Quick easy way for all to share their thoughts and reasoning for an answer. videovideo  Quick-Writes: usually a quick 3 minute reflection (students can use word banks)  Quick-Draws: Select a “big idea” and ask students to reflect by drawing  Chalkboard Splash: Where all students get to put their quick write or draw on the board at the same time.  Thumbs up/down-videovideo  Processing Card: Paper folded in half- one side says “Ready to Share” the other side says “Still Thinking”  Similes: Needs to be modeled and scaffold a lot before implementing. Good to start with fill in the blank sentences in beginning.  Ranking: Having students rank events in order. Helps with synthesizing and analyzing.  Numbered Heads  Thumb Up/Down Voting

9 Chapter 5: Hold-ups  Interaction based activities  Essential component is student interaction  Students reflect on prompt, hold up answer, reflect on learning  Uses questions without easy answers to get higher level thinking  Feels like a game  Improve participation  Improve on-task behavior  Teacher provides more feedback  Able to use wrong answers as teachable moments  Student come to their own conclusions by hearing opposing views and explaining their thinking.

10 Chapter 5: Examples of Hold-ups Choices are prepared before hand Fact / Opinion Yes/No Picture cards Example video

11 Chapter 5: Examples of Hold-ups Video example Students hold up white board for analysis by peers and teacher.

12 Chapter 5: Examples of Hold-ups Number card Hold-ups *Variety of ways to use in math *Decks of number cards are used to answer questions True/Not True Hold-ups * Makes kids think because very few things are black and white Multiple Choice Hold-ups *Great for impromptu selected response hold-ups *Could be done with clickers as well *Use A,B,C, D cards

13 Chapter 6 TPTs Involving Movement  “The mind can only absorb what the seat can endure.” –Bill Himmele’s (the author) father  There should be some form of movement in every lesson we teach.  The need for movement is even more important for boys than girls.  Line-ups; Inside Outside Circles  Three 3’s in a Row  Networking Sessions  Categorizing and Sorting  Appointment Agendas  Bounce Cards  Mouth it, Air-Write it, or Show me  Acting it Out, Roles Playing, and Concept Charades  Simulations  Cut and Pastes  TPTs During Read Alouds

14 Line-Ups and Inside-Outside Circles  A Line-Up is a fun activity that allows students to move around the room sharing answers with different students.  Students stand in 2 parallel lines (or concentric circles) and face each other. Students respond to a prompt given by the teacher. Students talk over prompt and answer.  Ring bell and students will thank their partner and move to the next person.  Use questions and prompts that require discussion and connection-making.

15 Three 3’s in a Row  This is an activity like Bingo; students answer questions in boxes, then ask their classmates for feedback.  It can be used as a quick assessment of what students have learned.  It leads to great conversations.  Make sure your questions ensure higher-order thinking.  1. Prepare nine questions  2. Students walk around asking peers to explain one answer  3. Students summarize peers response in the box  4. Students find another peer and repeat  5. Go over as a class  Caution- Only the owner of the paper writes on the paper.

16 TPT’s during a Read-Aloud  Use movement to describe and understand new vocabulary in a read-aloud.  Students act out their prediction.  Students act out what happened in the story.

17 Chapter 7: Note-Taking and Concept Analysis  Note-Taking = Effective  Students struggle (summarization skills/writing verbatim/too much/too little)  Non-stop stand and deliver = bad  We want to transition our students from “listening objects” to students that understand and analyze content

18 Confer, Compare, and Clarify  Confer = 1 sentence summary (TPS)  Compare = Students read each other’s notes  Clarify = students record questions  Partners become groups  Continue un-clarified questions in a Chalkboard Splash or index cards for later  Address questions before moving on

19 Graphic Organizers and Prepared Packets  In other words…Guided Notes  Unit Packets with premade organizers for specific tasks as well as blank organizers to be used willy-nilly  Good way to get everyone engaged very quickly  Road map for lessons/units

20 Anticipatory Guides  In other words…Advanced Organizers  True/False statements  Pre-instruction set; students make predictions; based on prior knowledge  Pair-Share responses and rationales  Debrief with Thumb Up/Down Votes  Post-instruction set; students answer based on instruction  Compare to pre-instruction set and see if/how their knowledge changed

21 Picture Notes Picture Pause 1Picture Pause 2Picture Pause 3 Topic The Big Picture Explanation:

22 Other Note-Taking Ideas  3-Sentence Wrap-Up  Lecture T Chart  A-Z Sentence Summaries  Pause, Star, Rank (think and reflect on notes)  Key-Word Dance  Debate Team Carousel  Technology-Based TPTs  Blogging  Clickers

23 Chapter 8  TPTs make great formative assessments.  Formative assessments are informed judgments that teachers gather to help the student progress  affect learning because they help evaluate students’ knowledge then teachers adjust their teaching.  Formatives effect teaching, but they result in the formation of new learning.  Formatives cause new learning to take shape.  This types of assessment can have powerful positive results on student learning because teacher behavior becomes informed and instruction becomes targeted.

24 More facts about Formatives  Engages students in taking ownership of their own learning  Teachers are essential because we decide what are the needs of the student  What does formatives have to do with TPTs? TPTs can be formatives because they affect learning by giving teachers data.

25 TPTs and Expectations  Change the way you teach and what you expect because you will know what your student are able to accomplish  Teachers can have higher academic expectations  Students will rise to the challenge

26 Application of TPTs as Formatives  Chalkboard Splash: All students write their answers to a prompt then analyze similarities and differences of everyone’s responses  This technique can be a formative because the teacher can determine from each student’s response if the class can move on or they need more time with the concept  The teacher can also see any misunderstandings of the class any point in the lesson

27 Application of TPTs as Formatives  Hold ups: Number card, True/False/Multiple Choice  We learned that hold-ups are only meaningful if the students interact, analyze, debate, and defend their choices  Unlike the Chalkboard Splash, the teacher can see which student did not understand the concept  We could get the same information from the independent practice. This is a way to get evaluative information through student participation

28 Last Two TPTs and Formatives  Quick writes/Quick Draws lets the teacher know the level of each student (literal/concrete, inferential, abstract)  One Liner wall is a wall of one sentence each student has written. This is a good formative just like the quick write/quick draws because the level of each student is apparent in the one sentence.  Can guide students to more higher order thinking because the students are learning from peers who are at that level  A teacher can also show a student’s progression through the year through one liners.

29 CHAPTER 9 BUILDING A TPT CONDUCIVE CLASSROOM You have to plan TPT in your everyday lessons Get comfortable with the idea that students will be taking over some over the communication (teachers talk less= students talking more Build a classroom environment that establishes trust & acceptance Honor student differences & promote peer acceptance Best thing about TPT: no longer guessing game for who is learning; you observe growth as it is happening Celebrate learning along side your students as it is happening

30 Appreciating Student Differences * To get the very best from students they need to know they are free to think & try!!! * Using TPT we get to see the differences in our students -The quite ones -Great ideas/ deep thinkers Fostering Student Collaboration Nothing is more valuable than students talking to each other!!!  GROUPS  Choose own group  Heterogeneous  Strategically o Trust them to make their own groups; more willing to share & collaborate o Activity determines grouping

31 Peer Rejection & Peer Acceptance  Students need to feel safe to participate & share  They all have unique talents  Using the ripple effect to build a safe environment RIPPLE EFFECT 1.Quick draw; Quick write; etc 2.First ripple: when you ask them to share with peer 3.Outer ripple: ask pairs to join; bounce ideas off each other  Shared & had success with peers they feel safe to share with whole class & teachers  Good for: Socially awkward group; Special Needs; ELL

32 Building Confidence/ Building Trust * Teacher is Key  Use body language and words that show them you care o Trust is earned: Slow down and analyze what they need Post these: I trust You! I trust that you want to learn I trust that you have amazing things to share, and I’m going to shape opportunities so you can share them I trust that you can learn from each other I trust that our collective differences make us all a bit smarter I trust that if you trust yourself, the best in you will come out

33 Walking around & Follow through TPT emphasizes that you get evidence of active participation Walk around Engage students Respond to key words: content based conservations Redirect off task students by asking on topic questions Ask them to “Tell you more” Explain themselves Understand where went wrong Follow reasoning Scaffold backward: see error in thinking

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