Total Participation Techniques
Making Every Student an Active Learner
https://www.smore.com/tnfsy
Norms
Please silence your cell phones.
Be totally present, and minimize off topic conversations.
Please take an active role as an instructor to help those around you with ideas for using these strategies/concepts in their classrooms.
We will provide breaks, but if you have to leave for an emergency please do so with minimal distraction.
- EVERYONE PARTICIPATE.
Content/Language Objective
We will analyze, through interactive and cooperative activities, a variety of total participation techniques in order to begin to integrate these engagement strategies into purposeful planning.
What are Total Participation Techniques?
TPTs are teaching techniques that allow for all students to demonstrate, at the same time, active participation and cognitive engagement in the topic being studied.
Why choose Total Participation Techniques?
Take your clock and fill it with 4 appointments, one appointment for each hour designated.
Use your appointment agenda to discuss the article below.
Read the article and meet with your clock partners as instructed within the article.
After each section, move to the next section with a new clock partner.
After reading the article, what was your greatest "AHA"?
- Share with your elbow partner using the following sentence stem:
After reading the article, my greatest "AHA" was...
- Number off from 1-10 at your table.
- Write your number down on a post-it note.
- You will keep this number for the remainder of the training.
Let's Spin the Wheel!
- We are going to spin a wheel of fortune (or misfortune).
- The person with the number selected will stand up and share their response.
In what ways have you used TPTs to engage students?
Use this sentence stem:
- One way I have used TPTs to engage students is...
- In addition, ...
- Also, ...
You have one minute to write down your experiences.
We are going to couple this Quick Write with a Networking Session.
- Find someone you haven’t spoken to this morning.
- Share with each other the different types of TPTs you have used (or would like to use) in your classroom the first week of school.
You have two minutes to network and share your TPTs.
What are the Positives, Challenges, and Questions?
Use post it notes to put up responses to the PCQ.
Every participant must post at least one response and be ready to explain it.
Share something you wrote down using one of the following sentence stems:
A positive of utilizing TPTs is...
A challenge of utilizing TPTs is...
A question I still have about TPTs is...
Let's Roll the Die!
- We are going to roll a virtual die.
- The person with the number rolled will stand up and share their response.
In groups of 2 or no bigger than 3, participate in a TPT scavenger hunt.
Use a QR reader on your mobile device or one of the ipads at the stations to access information on a specific TPT.
One person in your group can use that function and share with the others.
Float from station to station until time is up, exploring as many TPTs as possible.
As you visit a station, please complete the form below (according to your grade level) for each TPT. You must visit at least 3 stations.
- It is ok if you do not finish all the stations. You can work with what they have completed.
- Additionally, you can always go back and review the stations you missed in a PLC or on your own as you integrate the strategies into their purposeful planning.
- Click here to see all of the Elementary Responses
- Click here to see all of the Middle School Responses
- Click here to see all of the High School Responses
Reflection Menu
In your groups, chose an option from the menu below to create your final reflection.
Here is a brief explanation for each of these options, but each site has a video on it’s home page which can give a better explanation.
First, go to the home pages and watch the video to help you decide which one to use.
TACKK - This is similar to a smore in some ways. It works well with popular social media sites and is easy to customize.
Piktochart - This is also similar to smore. It relies more on set templates and graphics than images, but images can be added as well.
Lucid Press (as of this summer it is not a free app) - This is a media creation tool. It allows the user to create digital newspapers, magazines, etc.
Haiku Deck - this works much like a PowerPoint presentation but is designed to work with tablets. It is very user friendly and easy to create.
Smore - most should be familiar with smore
Plickers - This is a formative assessment tool. It requires a tablet or phone to use.
These presentation will be shared with others. You will need to publish the links to your presentations here:
Your reflection must include the following:
- One TPT I can use for higher-level thinking is...
(Explain how you will use this strategy with a specific content example here.)
- One TPT I can use for formative/summative assessment is...
- One TPT I can use to build academic language is...
Be ready to share ONE of your reflections using a complete sentence.
Pick a Card, Any Card!
- We are going to pick a random card.
- The person with the number on the card will stand up and share their response.
One Word Summary
- Selects one word which best summarizes the big idea of today's learning.
- Post your word here.
- Elementary
- Middle School
- High School
- Be ready to provide a brief explanation of why that word was chosen.
Let's give away some door prizes!
- We are going to spin the wheel of fortune.
- The person at each table with the number selected will win a PRIZE! YAY!
TPTs Used in this Presentation
Appointment Agendas
- How it works:
– Provide students with a copy of an Appointment Agenda with various time-slot options.
– Ask them to walk around the room and make “appointments” with various partners.
– Both partners should select a time that is open and write each other’s name in the time slot.
– If someone remains without a partner, have that person triple up with an existing pair.
– Once the agendas are filled in, you can use this as a pairing tool.
– Partners should appear only once on an agenda.
- How to Ensure Higher-Order Thinking:
– Steps for ensuring higher-order thinking will depend on the activity that you choose to
do once partners meet.
Quick Writes
- How it works:
– Select a prompt that you would like students to address.
– Give students a specified amount of time to collect their thoughts and jot down a response (3-5 minutes).
– Follow this up with a Pair-Share, Networking Session, or Chalkboard Splash.
- How to Ensure Higher-Order Thinking
– Ask students to make connections between the concepts and their effect on the world around them. Use wide-open questions.*
*A Q-chart is helpful in formulating these types of questions.
Networking Sessions
- How it works:
– Prepare 1-4 prompts or questions. Ask students to reflect on or quick-write responses to the prompts.
– Ask students to find someone with whom they have not yet spoken that day and discuss their responses to a teacher-selected prompt.
– After a predetermined amount of time, ring a bell or signal the class to find someone else to whom they haven’t spoken that day.
– With their new partner, ask students to respond to a different teacher-selected prompt. Repeat the process until all prompts have been discussed.
- How to Ensure Higher-Order Thinking
– Use prompts and questions that require higher-order thinking. Go beyond factual questions and instead delve into the implications of the concepts for the world around us. Provide students the opportunity to personalize the responses by applying them in their own worlds.
One-Word Summaries
How it works: The student reads a text and highlights or underlines key words, also called “magnet words”. Using the identified key words, the student selects one word which best summarizes the big idea of the text. The word may be written on a whiteboard or index card along with a brief explanation of why that word was chosen. Students could collaborate in pairs or trios. For closure, the students tell their “magnet words.”
Additional ideas could include:
Students can brainstorm a list of words in a group and have discussions while they defend their words.
Rather than have students write about each of the words, have them write about one that provides a rationale for the main idea or theme of the text.
Short phrases can be used rather than one-word.
Use white boards or an ipad app to share their chosen word and rationale. Students can compare each others magnet words.
How to ensure higher order thinking: The activity requires the students to evaluate and to synthesize. The teacher can identify a word which appears repeatedly among the student choices and ask for explanation. The teacher might also look for unexpected “magnet word” outliers and ask for explanation.