1. Active Participation presented by April Kelley If you can’t hold them accountable, they think it’s optional! - Anita Archer - Anita Archer

2. Introductions Name Grade Level

3. 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.

4. Interactions Partner Responses Partner Responses –#1 and #2 Choral Responses Choral Responses –Hand up = Think –Hand down/”Everyone” = Respond

5. Routines Record 1-2 times during your reading block that students struggle or seem confused Record 1-2 times during your reading block that students struggle or seem confused Partners Share - Listen Close Partners Share - Listen Close

6. Sample Lessons Which lesson did you like better? Which lesson did you like better? Why? Why?

7. Why Routines? We want student energy to go to the content not the task. When you’re teaching and your students seem confused and “don’t get it”, ask yourself if your routines are consistent. It just might be that the students are spending all their energy on figuring out the task. We want student energy to go to the content not the task. When you’re teaching and your students seem confused and “don’t get it”, ask yourself if your routines are consistent. It just might be that the students are spending all their energy on figuring out the task.

8. Active Participation What are ways that students can respond in a lesson? What are ways that students can respond in a lesson?

9. Video - Active Participation Anita Archer - Expectations What active participation procedures were directly taught? What active participation procedures were directly taught? What active participation procedures were directly taught? What active participation procedures were directly taught?

10. Video - Active Participation Anita Archer - Expectations What other good instructional practices did you observe? What other good instructional practices did you observe?

11. Active Participation-Choral Responses (use when answers are short & the same) Choral Responses Students are looking at the teacher. 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.” Students are looking at a common stimulus Students are looking at a common stimulus - Point to the stimulus - Ask a question - Give thinking time - Tap for a response

12. Active Participation-Choral Responses (use when answers are short & the same) Choral Responses Students are looking at their own book/paper. Students are looking at their own book/paper. - Ask a question - Use and auditory signal (“Everyone.”) Hints for choral responses 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

13. Active Participation - Partners (use when answers are long or different) Partners Assign partners Assign partners - Pair lower performing students with middle performing students -Give the partners a number (#1 or #2) -Sit partners next to each other -Utilize triads when appropriate

14. Active Participation - Partners (use when answers are long or different) Partners Other Hints Other Hints - Teach students how to work together. LOOK, LEAN, AND WHISPER -Have students come to the “rug area” with their desk partner so that new partners do not have to be assigned. -To facilitate partners at small group tables, tape cards on the table with the number #1 and #2 and arrows pointing to each partner -Change the partnerships occasionally (every 3-6 weeks)

15. Active Participation - Partners (use when answers are long or different) Partners Uses of Partners Uses of Partners –Say answers to partner –Retell content of lesson using a graphic organizer –Review content (Tell, Help, Check) –Brainstorm (Think, Pair, Share) –Explain process, strategy, or algorithm using examples –Read to or with a partner –Monitor partner to see if directions are followed –Share materials with partners –Assist partners during independent work –Collect papers, handouts, assignments for absent partners

16. Video - Active Participation Anita Archer – Various Student Responses What active participation procedures were used to involve more students? What active participation procedures were used to involve more students?

17. Video - Active Participation Anita Archer – Various Student Responses What other good instructional practices did you observe? What other good instructional practices did you observe? What other good instructional practices did you observe? What other good instructional practices did you observe?

18. Self-Reflection & Action Plan What is one thing you’re going to try before my next visit? What is one thing you’re going to try before my next visit? Record somewhere to remind yourself Record somewhere to remind yourself

19. Change Change has a considerable psychological impact on the human mind. Change has a considerable psychological impact on the human mind. To the fearful, change is threatening because it means that things may get worse. To the fearful, change is threatening because it means that things may get worse. To the hopeful, change is encouraging because things may get better To the hopeful, change is encouraging because things may get better To the confident, change is inspiring because the challenge exists to make things better. To the confident, change is inspiring because the challenge exists to make things better. - Kind Whitney, Jr.