Total Participation Techniques
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Transcript Total Participation Techniques
Total Participation
Techniques
By Persida Himmele and William Himmele
Characteristics of Successful and Unsuccessful Students
Number 3 is the scribe
A: 90-100%
B 80-90%
C: 70-80%
D: Below 70%
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)
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
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
Chapter 2: Higher Order Thinking
Higher-Order Thinking
3
High Cognition/Low
Participation
High order thinking for SOME
4
High Cognition/High
Participation
All students are participating in higher
order thinking
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
Chapter 3:
Tools and Supplies
Having supplies ready, makes
the use of TPT’s easier to
manage. See pages 28-29
for a complete list of
suggestions.
Suggestions:
Make a supply box with tools
Scissors
Glue
Laminated paper for a
quick whiteboard
Flannel square for eraser
Dry-erase pen
Appointment clock
Processing card
Pencils
~supply box for the whole class
TPT folder having materials
suggested
Multiple choice cards
Hundred charts
A-Z letter strip
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
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.
Chapter 5: Examples of Hold-ups
Fact /
Opinion
Yes/No
Picture
cards
Example video
Chapter 5: Examples of Hold-ups
Video example
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
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
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.
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.
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.
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
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
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
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
Picture Notes
Picture Pause 1
Picture Pause 2
Picture Pause 3
Topic
Topic
Topic
The Big Picture
Explanation:
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
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.
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.
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
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
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
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.
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
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
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
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
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