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 Follows the Common Core
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 Thinking4
High Cognition/High Participation
All students are participating in higher order thinking 3
High Cognition/Low Participation
High order thinking for SOME
Low Participation
High Participation 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
Lower-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 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. video
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-video
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 Improve participation 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
Selected Response
Fact / Opinion
Yes/No
Picture
cards
Choices are prepared before hand
Example video

11. Chapter 5: Examples of Hold-ups
Whiteboard Hold-ups
Students 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 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
Hold-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) 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 1 Picture Pause 2 Picture 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. BUILDING A TPT CONDUCIVE CLASSROOM
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
GROUPS
Choose own group
Heterogeneous
Strategically
Nothing is more valuable than students talking to each other!!!
Trust them to make their own groups; more willing to share & collaborate
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
Quick draw; Quick write; etc
First ripple: when you ask them to share with peer
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
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