Teaching Strategies for Promoting Active Participation Presented for Wright State University By Tracey Kramer August 23, 2016 tracey.kramer@wright.edu

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Goal  

• Participants will practice active participation teaching strategies to foster student involvement

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Processing Strategy 18: The Open House • Purpose  is  to  access  prior  knowledge  about  a  topic  before  learning  begins  

• Par5cipants  will  receive  cards  containing  key  words,  quotes,  statements,  or  ques5ons  concerning  the  lesson  topic    

•  (4  min)  Talk  with  the  other  par5cipants  near  you  to  discuss  the  text  on  the  cards  •  Offer  opinions  •  Raise  other  ques5ons  •  Make  a  connec5on  to  your  own  experiences  

• What  were  some  of  the  highlights  from  your  discussions  with  your  colleagues?  

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Involvement  Strategy  8:  Web  Based  Response  Systems  Answer  Garden  

•  On  your  device,  go  to  answergarden.ch  •  Click  on  magnifying  glass  icon  at  top  right  •  Type  in  code:  324891  

•  Choose  1  word  to  capture  the  meaning  of  ac5ve  par5cipa5on.  

•  hOps://answergarden.ch/324891  

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What  is  active  participation?  • Involving  students  in  lessons  by  talking,  wri5ng,  or  doing  something  that  is  directly  related  to  the  content  

• All  students  are  involved  • It  is  not  simply  ques5on  and  answer  5me  by  calling  on  a  few  students  

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Why  use  active  participation  strategies?  • Keeps  students  engaged,  making  them  more  likely  to  retain  and  process  the  content  

•  Students  are  more  likely  to  be  aOen5ve  (less  off  task)  

• Gives  opportuni5es  to  check  for  understanding  •  Good  forma5ve  assessment  prac5ce  

•  Students  are  more  likely  to  feel  good  about  their  competence  

•  Lessons  become  more  fun  and  interes5ng  for  all  

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Three  General  Types  of  Active  Participation  Strategies      Involvement  

•  Purpose:  to  keep  students  alert  and  aOen5ve      Rehearsal  

•  Purpose:  to  have  students  prac5ce  or  rehearse  informa5on  presented  

   Processing  •  Purpose:  to  help  increase  comprehension  by  providing  opportuni5es  to  think  about  and/or  discuss  content  

•  More  open-­‐ended  discussion  

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Take more time to plan, Take more class time

Involvement  Strategy  2:    Stand  to  Share  

•  Pose  a  ques5on  •  Ask  students  to  stand  when  they  have  an  answer    

•  Call  on  a  student  to  share  the  answer  

•  Anyone  who  has  the  same  answer  sits  down  

•  Keep  calling  on  students  un5l  all  have  been  seated  

•  A  varia5on  on  this  may  be  viewed  here:  hOps://www.teachingchannel.org/videos/stand-­‐up-­‐game  

 

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Involvement  Strategy  4:    Visual  Imagery  

 Ask  students  to  picture  something  in  their  minds  while  you  explain  it     C

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Involvement  Strategies  5-­‐7:    Hand  Signals,  Response  Cards,  Polls  and  Quick  Surveys  •  Indicate  levels  of  agreement,  comfort,  confidence    

•  Thumbs  or  hands  up/down  

• Hand  held  white  boards  

• Colored  cards  •  Sit/Stand  • Movement  in  room  

•  hOps://www.teachingchannel.org/videos/quick-­‐classroom-­‐warm-­‐up  

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Hand signal example “Instructors should wait 3-5 seconds after asking a question before getting a response.” 1 finger= true 2 fingers = false 3 fingers = unsure

Involvement  Strategy  8:    Web-­‐based  Systems  • Answergarden.ch  • Kahoot.it    • socra5ve.com  • Nearpod.com  • Kiwilive.com  • Polleverywhere.com   C

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Involvement  Strategy  9:    Quote  Minus  One  •  Provide  a  quote  relevant  to  your  topic  but  leave  out  a  crucial  word  and  ask  students  to  guess  what  it  might  be  

 •  “Student  engagement  is  the  product  of  _______________  and  ac5ve  learning.  It  is  a  product  rather  than  a  sum  because  it  will  not  occur  if  either  element  is  missing.”   ―  Elizabeth  F.  Barkley,  Student  Engagement  Techniques:  A  Handbook  for  College  Faculty    

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Involvement  Strategy  10:    Alphabet  Connection  • Draw  a  leOer  card,  roll  a  leOer  cube,  or  toss  a  ball  with  leOers  

•  Students  must  come  up  with  a  word  that  describes  the  topic  for  the  day  that  begins  with  that  leOer    

• May  do  in  a  speed  round  fashion  

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Rehearsal  Strategies  Purpose:  to  have  students  practice  or  rehearse  information  presented    

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Possible Tasks • Compare what is being learned to something

previously learned • Ask students to compare their notes • Give examples or analogies • Create a symbol • Come up with a mnemonic device • Relate to their lives/connections • Put in own words/Summarize • Most Valuable Point (MVP) • Come up with an advertisement/slogan

Rehearsal  Strategy  11:  Think,  Pair,  Share  • Think

•  Choice 1: Record one example of something you could use in your classes that was shared today

OR •  Choice 2: Create a memory device to help you

remember the three types of active participation strategies

• Pair with someone near you and share responses •  Share ideas, look for points of agreement and any

misalignment

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Rehearsal  Strategy  14:  Give  One/Get  One  •  Mingle with others •  Each time you get an answer, you must give an answer •  Initial the boxes that you answer •  Sit down when you have all boxes initialed

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One  way  to  quickly  check  understanding    

Your  favorite  web-­‐based  response  system  and  why    

List  the  3  types  of  ac5ve  par5cipa5on  strategies  

What  is  ac5ve  par5cipa5on?  

Share  one  benefit  of  using  ac5ve  par5cipa5on  strategies  in  the  classroom.  

What  is  the  10  and  2  approach?  

Rehearsal  Strategy  16:  Question  Groups  • Create a question

•  May be a “quiz” type question to check for understanding or recall

•  May be an extension question (connection, what if) •  May be seeking clarity

•  Share your question in a group of 4, pick favorite question to “move forward”

• Combine with another group of 4, share the chosen questions

•  Pick your favorite question from the group of •  Answer in group or share with class. •  Video  about  Jigsaw  Strategy  25:  hOps://vimeo.com/81534143  

 

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Rehearsal  Strategy  17:  Inner/Outer  Circles  •  Students form two circles,

one inside circle and one outside circle

•  Pair each student on the inside with a student on the outside; have them face each other

•  Pose a question to the whole group and pairs discuss their responses with each other

•  Signal students to rotate: Students on the outside circle move one space to the right so they are standing in front of a new person

•  Repeat    

•  How  do  you  encourage  students  to  par5cipate  in  discussion  in  your  classes?  

• What  do  you  do  when  a  student  monopolizes  discussion?  

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Processing  Strategies  Purpose:  to  help  increase  comprehension  by  providing  opportunities  to  think  about  and/or  discuss  content    Possible Tasks • Review major information/ evaluate it/

defend it • Explain importance of information • Agree or disagree, Support with evidence • Relate to similar information • Look for patterns and trends • Determine cause and effect • Predict future happenings • Look at the topic from a different perspective

or point of view • Brainstorm solutions to a problem

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Processing  Strategy  20:  Six  Thinking  Hats  •  Read  the  short  ar5cle  5tled,  “Eight  Guidelines  For  Keeping  Discussion  Moving”.  

•  As  you  read  the  ar5cle,  take  on  the  role  of  your  assigned  thinking  hat.  

•  Be  prepared  to  share  your  thoughts  in  a  small  group.  

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Processing  Strategy  20:  Six  Thinking  Hats  •  White  Hat:  Facts  about  the  topic  •  Red  Hat:  Feelings  about  the  topic  •  Yellow  Hat:  Posi5ve  things  about  the  topic  •  Black  Hat:  Judging  the  topic  (disadvantages/  problems)  •  Green  Hat:  Other  thoughts,  new  ideas,  crea5ve  connec5ons  spurred  from  the  topic  

•  Blue  Hat:  Summary  of  topic  

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Rehearsal Strategy 15: Class Chart •  Using the post-its, record 3 key ideas you got from

today’s session. •  Work with a group of 6 to create a grouping of your ideas

(make a line plot with the same or similar ideas in a column)

•  What appears to be most important to the group? Why?

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Video Examples of Strategies Not Modeled Today • Numbered Heads Together # 19

•  hOps://www.youtube.com/watch?v=ADmXhDuHpD4 •  Jigsaw # 25

•  hOps://www.youtube.com/watch?v=euhtXUgBEts • Gallery Walk/Chat Stations #22

•  hOps://www.youtube.com/watch?v=3IUks7G0ZU0  •  hOps://www.youtube.com/watch?v=eFUL4yP0vqo  

•  Four Corners #23 •  hOps://www.youtube.com/watch?v=M2x8imwhsM8

• Conver-Stations #26 •  hOps://www.teachingchannel.org/videos/conver-­‐sta5ons-­‐

strategy •  Socratic Seminar # 27

•  hOps://www.teachingchannel.org/videos/bring-­‐socra5c-­‐seminars-­‐to-­‐the-­‐classroom  

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References  • Billmeyer,  R.(2003).  Strategies  to  engage  the  mind  of  the  learner:  Building  strategic  learners.  Nebraska:  Dayspring  Prin5ng.  

• Doyle,  T.(2011).  Learner  centered  teaching:  Pu8ng  the  research  on  learning  into  prac:ce.  Sterling,  VA:  Stylus  Publishing.    

• Gilmore,  B.(2006).  Speaking  volumes:  How  to  get  kids  discussing  books  and  much  more.  Portsmouth,  NH:  Heinemann.  

• Harvey,  S.  &  Daniels,  H.  (2009).  Collabora:on  and  comprehension.  Portsmouth,  NH:  Heinemann.  

• Price,  K.  &  Nelson,  K.  (2007).  Planning  effec:ve  instruc:on.    Belmont,  CA:  Thomson  Wadsworth.  

   

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