Using Total Participation Techniques helps to engage students in the lesson. If you haven’t already, try using one of these this week.
Think-Pair-Share
1) Ask students to reflect on a question or prompt, provide at least 30 seconds to formulate response.
2) Ask students to find a partner or turn to assigned partner.
3) Ask them to share responses with each other.
Chalkboard Splash
1) Create a sentence starter, prompt, or question for which you would like students to see all of their peers’ responses.
2) As students generate responses, ask them to copy their responses onto random or designated places on the chalkboards, whiteboards, or chart papers. Give them a word limit (like 15 words)
3) Debrief by asking students to walk around, analyze, and jot down similarities, differences, and surprises, perhaps using a form (short chart – similarities, differences, surprises)
4) Ask students to get into small groups and share what they noticed in terms of similarities, differences, and surprises, before asking for volunteers to share.
Lecture T-Chart
1) During presentation students take notes in left-hand column.
2) Periodically stop (at pause points) to allow students to read over their notes and summarize in the right-hand column.
3) Allow time for pair-share summaries and for recording questions on index cards or Chalkboard Splash.
4) Allow time to answer any questions students have.
Quick Writes
1) Select prompt you would like students to address
2) Give students a specified amount of time to collect their thoughts and jot down a response (about 3-5 minutes)
3) Follow up with pair-share, networking session, chalkboard splash, or other TPT
The Biggest ‘Aha’ Quick-Write
1.) At end of lesson ask students to think about and record their biggest “AHA” on a quick-write half sheet, index card or scrap paper.
2) Ask students to meet with someone they haven’t spoken to in over a day and share their “aha.”
3) Ask volunteers to share with whole group
4) Collect cards and review them, or a select few. Be sure to return reflections even if you didn’t get a chance to read them all. Let students know that you randomly selected a few.
