Download Total Participation Techniques: Making Every Student an by Persida Himmele, William Himmele PDF

By Persida Himmele, William Himmele

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Rarely is anything black or white. Allow students to put thumbs at an angle or sideways to take the middle road. Practice creating statements that can be either true or false depending on the rationale. The key is that students be able to justify why they selected the response that they selected, even if it was a neutral response. Pause to Apply We use this technique regularly in the university setting. We will often present two sides of an argument and ask students to vote on whether they agree or disagree with each side.

In these activities, students interactively reflect on a prompt and hold up a card, paper, or whiteboard in response. Studies indicate that response cards are useful for improving participation and on-task behavior (Wood, Mabry, Kretlow, Lo, & Galloway, 2009); improving students’ performance and participation in K–12 settings (Christle & Schuster, 2003; Lambert, Cartledge, Heward, & Lo, 2006); and improving participation, performance, and positive feelings toward their class at the university level (Clayton & Woodard, 2007; Musti-Rao, Kroeger, & Schumacher-Dyke, 2008).

Meghan Babcock noticed this in her TPT-infused unit: It’s been neat to see, because the students in learning support [with mild disabilities] will usually wait for all of the other kids to talk. And through using TPTs, I can see what they’re thinking, through their Quick-Writes and just knowing that they have a thought, through Thumbs-Up When Ready. ] Keely Potter and Meghan Babcock’s reading class began as a mandatory class for the first few weeks of school. But because of a mix-up in scheduling, the two teachers made arrangements with several of the 6th grade teachers to take the students on a voluntary basis for the final week of the teaching unit.

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