Presentation on theme: "Total Participation Techniques"— Presentation transcript:
1 Total Participation Techniques By Persida Himmele and William Himmele
2 Characteristics of Successful and Unsuccessful Students Number 3 is the scribeA: %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 scenarioBouncing aroundNot all students are engagedNot being “listening objects”Lack of engagement leads to other problemsLow academicsBehavior issuesHigh dropout rates (which leads to crime)boredom
5 Chapter 1: Easy To Use Follows the Common Core Same amount of planning timeNot dependent on experienceBecomes easier the more you use itStart off intentionallyBecomes a habitFollows the Common CoreHigher level thinking“digging deeper”Math Practice Standards
6 Chapter 2: Higher Order Thinking 4High Cognition/High ParticipationAll students are participating in higher order thinking3High Cognition/Low ParticipationHigh order thinking for SOMELow ParticipationHigh Participation1Low Cognition/Low ParticipationTeaching is occurring, but learning is not2Low Cognition/High ParticipationLearning if forgotten because it is not linked to anythingLower-Order Thinking
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 whiteboardFlannel square for eraserDry-erase penAppointment clockProcessing cardSuggestions:Make a supply box with toolsScissorsGluePencils~supply box for the whole classTPT folder having materials suggestedMultiple choice cardsHundred chartsA-Z letter strip
8 Chapter 4TPS- Quick easy way for all to share their thoughts and reasoning for an answer. videoQuick-Writes: usually a quick 3 minute reflection (students can use word banks)Quick-Draws: Select a “big idea” and ask students to reflect by drawingChalkboard Splash: Where all students get to put their quick write or draw on the board at the same time.Thumbs up/down-videoProcessing 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 HeadsThumb Up/Down Voting
9 Chapter 5: Hold-ups Improve participation Interaction based activities Essential component is student interactionStudents reflect on prompt, hold up answer, reflect on learningUses questions without easy answers to get higher level thinkingFeels like a gameImprove participationImprove on-task behaviorTeacher provides more feedbackAble to use wrong answers as teachable momentsStudent come to their own conclusions by hearing opposing views and explaining their thinking.
10 Chapter 5: Examples of Hold-ups Selected ResponseFact / OpinionYes/NoPicturecardsChoices are prepared before handExample video
11 Chapter 5: Examples of Hold-ups Whiteboard Hold-upsStudents hold up white board for analysis by peers and teacher.Video example
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 questionsTrue/Not True Hold-ups*Makes kids think because very few things are black and whiteMultiple Choice Hold-ups*Great for impromptu selected response hold-ups*Could be done with clickers as well*Use A,B,C, D cardsHold-ups are only meaningful if the students interact, analyze, debate, and defend their choices.
13 Chapter 6 TPTs Involving Movement “The mind can only absorb what the seat can endure.” –Bill Himmele’s (the author) fatherThere 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 CirclesThree 3’s in a RowNetworking SessionsCategorizing and SortingAppointment AgendasBounce CardsMouth it, Air-Write it, or Show meActing it Out, Roles Playing, and Concept CharadesSimulationsCut and PastesTPTs 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 RowThis 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 questions2. Students walk around asking peers to explain one answer3. Students summarize peers response in the box4. Students find another peer and repeat5. Go over as a classCaution- 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 = EffectiveStudents struggle (summarization skills/writing verbatim/too much/too little)Non-stop stand and deliver = badWe 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 notesClarify = students record questionsPartners become groupsContinue un-clarified questions in a Chalkboard Splash or index cards for laterAddress questions before moving on
19 Graphic Organizers and Prepared Packets In other words…Guided NotesUnit Packets with premade organizers for specific tasks as well as blank organizers to be used willy-nillyGood way to get everyone engaged very quicklyRoad map for lessons/units
20 Anticipatory Guides In other words…Advanced Organizers True/False statementsPre-instruction set; students make predictions; based on prior knowledgePair-Share responses and rationalesDebrief with Thumb Up/Down VotesPost-instruction set; students answer based on instructionCompare to pre-instruction set and see if/how their knowledge changed
21 Picture Notes Picture Pause 1 Picture Pause 2 Picture Pause 3 Topic The Big PictureExplanation:
22 Other Note-Taking Ideas 3-Sentence Wrap-UpLecture T ChartA-Z Sentence SummariesPause, Star, Rank (think and reflect on notes)Key-Word DanceDebate Team CarouselTechnology-Based TPTsBloggingClickers
23 Chapter 8 TPTs make great formative assessments. Formative assessments are informed judgments that teachers gather to help the student progressaffect 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 learningTeachers are essential because we decide what are the needs of the studentWhat does formatives have to do with TPTs?TPTs can be formatives because they affect learning by giving teachers data.
25 TPTs and ExpectationsChange the way you teach and what you expect because you will know what your student are able to accomplishTeachers can have higher academic expectationsStudents 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 responsesThis 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 conceptThe 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 ChoiceWe learned that hold-ups are only meaningful if the students interact, analyze, debate, and defend their choicesUnlike the Chalkboard Splash, the teacher can see which student did not understand the conceptWe 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 levelA teacher can also show a student’s progression through the year through one liners.
29 BUILDING A TPT CONDUCIVE CLASSROOM CHAPTER 9BUILDING A TPT CONDUCIVE CLASSROOMYou have to plan TPT in your everyday lessonsGet comfortable with the idea that students will be taking over some over the communication (teachers talk less= students talking moreBuild a classroom environment that establishes trust & acceptanceHonor student differences & promote peer acceptanceBest thing about TPT: no longer guessing game for who is learning; you observe growth as it is happeningCelebrate 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 studentsThe quite onesGreat ideas/ deep thinkersFostering Student CollaborationGROUPSChoose own groupHeterogeneousStrategicallyNothing is more valuable than students talking to each other!!!Trust them to make their own groups; more willing to share & collaborateActivity determines grouping
31 Peer Rejection & Peer Acceptance Students need to feel safe to participate & shareThey all have unique talentsUsing the ripple effect to build a safe environmentRIPPLE EFFECTQuick draw; Quick write; etcFirst ripple: when you ask them to share with peerOuter ripple: ask pairs to join; bounce ideas off each otherShared & had success with peers they feel safe to share with whole class & teachersGood for: Socially awkward group; Special Needs; ELL
32 Building Confidence/ Building Trust * Teacher is KeyUse body language and words that show them you careTrust is earned: Slow down and analyze what they needPost these:I trust You!I trust that you want to learnI trust that you have amazing things to share, and I’m going to shape opportunities so you can share themI trust that you can learn from each otherI trust that our collective differences make us all a bit smarterI 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 participationWalk aroundEngage studentsRespond to key words: content based conservationsRedirect off task students by asking on topic questionsAsk them to “Tell you more”Explain themselvesUnderstand where went wrongFollow reasoningScaffold backward: see error in thinking