OTR Menu

(OTR = Opportunity to Respond)

Table of Contents

The purpose of this resource is to help you facilitate response opportunities during lessons with students or trainings with adults.

Copy-and-paste these slides into your lesson or training presentation.

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ATTRIBUTION: Unless stated otherwise, these templates were all developed by staff at the St. Croix River Education District are are licensed under Creative Commons (BY-NC-SA 4.0)

• Nonverbal Responses
• Welcoming 👋
• Engaging 🧠
• Verbal Responses
• Welcoming 👋
• Engaging 🧠
• Closing ➡️
• Using Supplies
• Welcoming 👋
• Engaging 🧠
• Closing ➡️

Nonverbal Responses

👍 👎

Nonverbal: Welcoming 👋

Welcome

I’ll ask a volunteer to pick a GIF Mood Meter for a quick check-in.

Nonverbal: Engaging 🧠

(+ Multi-Purpose Activities)

Describe choice

Describe choice

Describe choice

Describe choice

Multiple Choice

[Insert your question here.]

Instruct participants to raise 1-4 fingers.

Instructor Help

(delete this box when ready)

🎥 Video: Watch a teacher explain how and why she uses this response technique.

Strongly Disagree

Strongly Agree

Agree

Neutral

Disagree

Agreement Thermometer

[insert statement related to content]

Agree

Neutral

Disagree

Agreement Thermometer

[insert statement related to content]

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

I’m lost. No grasp on this.

I could explain it to others.

I got it.

Locked in.

I mostly get it. A bit shaky.

I sort of get it. It’s fuzzy.

a lot

a little

not at all

I understand…

I understand…

a lot

a little

not at all

I understand…

a lot

a little

not at all

Mouth Out the Answer

When I say “Go,” silently use your lips to say the answer.

No sound should be coming out of your mouth.

Write Out the Answer

When I say “Go,” use your finger to write your answer in the air.

Verbal

Responses

💬

Verbal: Welcoming 👋

Welcome — Two Word Whip Around

1. Take a moment to think of two words that sum up how you’re doing this morning.
2. I need a volunteer to start and choose which direction we go. As always, it’s okay to pass by saying, “Pass.”
3. Debrief: Did you notice any themes or similar responses? If so, what does that tell us?

Welcome — Greeting Frenzy

• Move around the room and greet as many people as possible until the timer goes off.
• Invitation to: Make eye contact, share names, and make a brief connection (ex. handshake, high 5, fist or elbow bump, place a hand on your own heart).
• If you are not able to move easily, stay in place and others will come to you.
• Debrief: How’s your energy? Notice a lift in the room?

Welcome — “What’s the News?”

• Find a partner. By yourself, think of what you want to share.
• When it’s someone’s turn, you’ll say, “(Name), what’s the news?” Speakers share their news while their partner listens, without comment or questions. Decide who will take their turn first — raise your hand when you’re ready to go.
• You’ll have one minute to share. I’ll let you know when it’s time to switch roles.
• Reflect with each other or with the whole group: “How was it to share and listen to one another?” (This is NOT sharing the personal story, just thinking about the process.)

Verbal: Engaging 🧠

(+ Multi-Purpose Activities)

Think-Pair-Share

• I’ll give you [time limit] to answer this question by thinking to yourself: [insert question].
• When I tell you to, turn to your partner. I will give you [time limit] to take turns sharing your answers with each other.

Instructor Help

(delete this box when ready)

🎥 Video: Watch a teacher explain how she teaches students to engage in this response technique.

Serve & Return — 3 Options for Responding to Your Partner

Build On It

• "That reminds me of..."
• "I like that idea, and I also think..."
• “I agree, because…”
• “True. Another example is…”

Say It Back

• "So, you're saying that..."
• "If I understand correctly, you think..."
• "In other words, you believe..."
• "You're explaining that…”

Ask Away!

• "Can you tell me more about..."
• "How did you come up with that idea?"
• "Have you thought about…?"
• "I'm curious, why do you think…?"

Similes

SIMILES

1. With a partner, brainstorm ways to complete this sentence: “[Topic] is like a [rolling wave] because…”
2. I’ll ask that a few volunteers share whole group.

Instructor Help

(delete this box when ready)

🎥 Video: Watch a teacher explain how he leads a very similar response activity.

1-2-4 All

• Silently reflect: [discussion question] (1 minute)
• Group into random pairs that stay standing. Build on your ideas. (2 minutes)
• Regroup into standing groups of four. Share ideas, notice similarities and differences, and/or generate new ideas. (4 minutes)
• Each foursome—identify one idea that stood out in the conversation. Share it with the whole group. (5 minutes)

Maître D’

For each discussion question, I’m going to call “Table for [number]!”

Move quickly to form a group of that size, and then begin discussing the question.

1. [discussion question]

Speaker Roulette

• You’re going to count off and then form mixed groups. Every group has to have all of the numbers in it.
• When it’s time to share out with the whole group, I will pick a random number.
• The people with that number are the ones who will share out with the whole group.

Circle Discussion

• Form a circle with your chairs.
• I will hand someone the “talking piece” object. It doesn’t matter what I choose—it could be a white board marker—only the person holding the talking piece may speak (unless I need to interrupt).
• When you receive the talking piece, you can share your thoughts on the topic, pass by saying "pass," or take a moment to think before speaking. After sharing, pass the talking piece to the person on your left.
• While others hold the talking piece, listen closely without interrupting, avoid side conversations, and focus on understanding their perspective.

Partner Rotation

• I’ll tell you to form either two circles or two lines.
• Stand so that you’re facing a partner. Then follow my instructions about what to discuss.
• I’ll tell you when it’s time to rotate. One circle/line will move while the other stays put.

Fishbowl

• Find a seat in the inner circle or the outer circle.
• Inside group, discuss: [discussion question]. Outside group, quietly listen and notice your own ideas that surface during the discussion.
• When the time is up, the groups will swap places, and we’ll repeat.
• [choose A, B, or C to debrief] (A) Write down a response to one comment you heard and explain why you agree/disagree. (B) Turn to a partner and discuss how it felt, both being a “listener” and a “discusser.” (C) Share one word or a short phrase with the whole group that was important about the discussion to you.

Instructor Help

(delete this box when ready)

🎥 Video: Watch a teacher explain and model this response technique.

Acting Challenge

• When I tell you to, find a partner or group.
• I will assign each group one of our [vocabulary words, concepts, themes, etc.].
• Figure out how to act it out in a creative and memorable way — work as a team. It’s like playing charades. You can use a specific gesture, a scene with talking, etc.

Jigsaw

• I’m going to divide you into groups, and each group will read [a section of the article]. When you’re ready, discuss it together.
• Then, I’ll have you number off in each group so you can divide into new, mixed groups (ex. all the 1s will form a group, the 2s will form another group, etc.)
• In your new group, you’ll take turns teaching about your section of the article. I’ll ask someone in each group to be a timekeeper.

FOUR CORNERS

1. Choose the [describe choice] and move to that corner
2. Discuss at each corner: What drew you to this choice?
3. Whole group share out

Describe choice

Describe choice

Describe choice

Describe choice

Human Bar Graph

[discussion question]

• Form a line in front of the option you most identify with.
• Whole group share out (volunteers):
• What do you notice about the lines?
• Why did you chose the row you stood in?
• What would have enabled you to stand in a different line?
• What does this means for the work ahead?

Strongly agree

Somewhat agree

Somewhat disagree

Strongly disagree

Human Bar Graph

[discussion question]

• Form a line in front of the option you most identify with.
• Whole group share out (volunteers):
• What do you notice about the lines?
• Why did you chose the row you stood in?
• What would have enabled you to stand in a different line?
• What does this means for the work ahead?

I’m rocking it!

I’m okay

I’m confused

Verbal: Closing ➡️

Closing — Time-Limit Relay

• I’m going to set the timer and see how many people we can hear from.
• Take a moment to think of: [something you appreciated about today, something you learned, something you want to thank someone for, or something that went very well, something you are grateful for, etc.]. Raise your hand when you have an idea of what you’d like to share.
• I’ll pick someone to start sharing and then start the timer. Once that person finishes, then anyone can share, whenever they’re ready.

Closing — Two Word Whip Around

• Take a moment to think of two words [that sum up your learning for today; describes how you feel after our time together today].
• I need a volunteer to start and choose which direction we go. As always, it’s okay to pass by saying, “Pass.”
• Debrief: Did you notice any themes or similar responses? If so, what does that tell us?

Using

Supplies

📝

Using Supplies: Welcoming 👋

“Ask Me About…”

1. Take out a piece of paper. Write down 3 topics that you’d be happy to talk about. Make sure your topics are school appropriate.
2. When I tell you to, find a partner who’s wearing similar colored clothing.
3. Exchange papers with your partner. Read over your partner’s list of 3 topics, and then pick one to ask them about (ex. “Please tell me about _____”). Be a good listener and ask follow up questions.
4. When I tell you to, you’ll switch roles and your partner will share.
5. Take your piece of paper with you. If there’s time, we’ll repeat with new partners.

Using Supplies: Engaging 🧠

(+ Multi-Purpose Activities)

Whiteboard Hold Up

When I tell you to begin, write your answer on your whiteboard.

When I tell you to hold them up, everyone will hold up their whiteboards so I can see them.

Instructor Help

(delete this box when ready)

🎥 Video: Watch a teacher model how to use this response technique.

True/False Cards

After every statement I read: Turn and talk with a partner. Decide which card to raise (true or false).

Statements:

• …

true

false

Instructor Help

(delete this box when ready)

• 🎥 Video: Watch a teacher model how to use this response technique.
• Response cards printable template

Number Cards

After every problem I read: Turn and talk with a partner. Decide which number card to raise.

Problems:

• …

6

5

Instructor Help

(delete this box when ready)

Response cards printable template

Multiple Choice Cards

After every problem I read: Turn and talk with a partner. Decide which option to choose with your A, B, C, or D card.

Instructor, use the next slide as a template.

C

B

A

Instructor Help

(delete this box when ready)

Response cards printable template

Describe choice

Describe choice

Describe choice

Describe choice

Multiple Choice

[Insert your question here.]

Quick Write

[discussion question]

• Take out a piece of paper.
• I’ll give you a time limit. When I tell you to begin, think through the question and jot down your answer.
• When the time limit is up, we’ll [share with a partner, with a group, gallery walk, etc.].

Quick Draw

• Take out a piece of paper.
• I’ll give you a time limit. When I tell you to begin, think about what [concept] means and draw it. Remember, it’s not an art contest!
• When the time limit is up, we’ll [share with a partner/group, gallery walk and take notes, etc.].

Bucket Ball

1. When I tell you to, take out a piece of paper, write an answer to my question, and then crumple it up.
2. When we’re ready, I’ll move the bucket around and you’ll all try to make a basket. I will only read papers that make it into the bucket.
3. Competition rules: Keep your seat on your seat and your feet on the floor.

Instructor Help

(delete this box when ready)

• This is a great warm-up that raises the energy in the classroom and gets students talking.
• If you get blank or inappropriate pieces of paper, skip them. You could say something like, “Better luck next time.”
• When you do this again, students will likely ask to volunteer. Stand next to them as they read responses to ensure they skip any inappropriate answers.
• For clean up, you can either time students to see how quickly they can clean up as a class -OR- do a staggered release (ex. "Oh, I noticed you cleaned up around your space well, you can go from class a few seconds early today.")

Ranking

• Take out a piece of paper and number it 1-[#].
• Take these [strategies, concepts, quotes, events, etc.] and rank them by [criteria]. Explain your reasoning.
• …
• When the time limit is up, we’ll [share with a partner/group, gallery walk and take notes, etc.].

Ranking Board

• Find a [partner/group of #].
• On your digital worksheet, take the terms in the blue boxes and arrange them on the line in order of their [criteria].
• In the orange boxes, explain why you ranked them the way that you did.

Instructor Help

(delete this box when ready)

• If you choose digital, make a copy of the template, prepare it for students, and then have students make their own copies.
• If you choose paper & pencil, easel pad paper will be helpful and give students writing space. Sticky notes or cards could be re-arranged.

Hexagonal Thinking (Paper)

• Find a [group of 4].
• One member of each group will come to the front and pick out their hexagon. Repeat until each member of your group has a hexagon.
• As a group, discuss all of your terms. Make sure you know what they mean.
• When it’s your turn, you’ll come up to the board and position your hexagon. You have to explain your term + explain the connection between your term and any hexagons that it’s touching.

Dreadnought

No Man's Land

League of Nations

Propaganda

Treaty of Versailles

Trenches

Zimmerman Telegram

U-boats

Central Powers

Lusitania

Allied Powers

Kaiser

Prussia

Blockade

Artillery

Bolsheviks

Hexagonal Thinking (Paper)

• Find a [partner/group of #].
• I’m going to give you a set of blank hexagons and a list of terms. Work together to write every one of the terms on its own hexagon.
• Arrange your hexagons on your chart paper. If two hexagons touch, you should be able to explain how they relate to each other. When you’re ready, tape them down.
• Pick 3 connections. Use your cards to describe each of those connections, and then place them where they belong.

Dreadnought

No Man's Land

League of Nations

Propaganda

Treaty of Versailles

Trenches

Zimmerman Telegram

U-boats

Central Powers

Lusitania

Allied Powers

Kaiser

Prussia

Blockade

Artillery

Bolsheviks

The U-boats were a big reason why the blockade happened. They attacked ships.

Artillery decimated trenches, while soldiers dug deep and zigzagged for protection.

They were both organizations of different countries working together..

Hexagonal Thinking (Digital)

• Find a [partner/group of #].
• On your digital worksheet, rearrange the hexagons to show the connections between the terms on each hexagon. If they’re touching, you should be able to explain how they connect to each other.
• Place the numbers (1-5) on connections you are ready to share. On the second slide, write out your explanations.

Instructor Help

(delete this box when ready)

Make a copy of this template and prep it for your lesson.

Interview Bingo

• Find a partner. Ask them one question on your worksheet. Summarize their answer on your sheet. Your partner will then ask you one question on their worksheet.
• Rotate around until all your questions are answered. You can only use a peer once.
• When you’re all finished, we’ll review the answers as a whole group.

Card Sort

[discussion question]

• Write one idea per index card or sticky note. Try to come up with 3-7 ideas.
• Form small groups and lay your cards out together on a table.
• Read all the cards and then decide together how you want to sort them into categories. There are no definitive right or wrong answers. Take turns grouping them, and hear different voices.
• Share with whole group: What patterns and meaningful categories did you find? What was challenging about the process and what strategies did you use to accomplish the task anyway?

Give One, Get One, Move On

• Write down 3-5 learnings or ideas about the topic. One per index card or sticky note.
• Find a partner and hand them one of your cards. Take turns explaining what you wrote on the cards. Keep their card.
• I’ll tell you when it’s time to find a new partner. With your new partner, you can share one of your own cards or a card you got from a previous partner.
• Whole group share out: What’s one valuable new learning that was shared with you? How did it feel to share someone else’s idea?

Gallery Walk

There are posters hung around the room with specific topics.

• I will divide you into groups and assign you a poster. Share, discuss, and write down your ideas with your marker.
• When I tell you, you’ll rotate clockwise. Add a √ to show you agree. Use sticky notes to add comments/questions. We’ll rotate until your group visits every poster.

• When I tell you, you’ll “gallery walk” by yourself.
• When I tell you, you’ll revisit your original poster. Read the feedback and make additions or adjustments.
• Debrief as a whole group: Respond to one of the questions or comments you received and share out your favorite idea or a next step.

Gallery Walk: Problem Solving

There are posters hung around the room with different aspects of the problem.

• I will divide you into groups and assign you a poster. Discuss and write down your ideas for how to solve that aspect of the problem.
• Rotate clockwise until you have provided ideas for every aspect of the problem.
• When I tell you, find the aspect of the problem that you struggle with the most. With the group that forms, review the ideas on the poster.

Mind Mosaic

There are posters hung around the room with specific [questions, topics, sentence starters].

• Write down your responses on sticky notes. When you’re ready, attach them to the posters.
• Then, I’ll have you form groups. I’ll assign each group to review a poster. Take notes on what you similar themes you notice.
• I’ll have you rotate around the posters, taking notes. Then I’ll have you share notes and discuss.

Using Supplies: Closing ➡️

Closing — “I am curious…”

• Complete this sentence: “I am curious to learn more about …” Take a moment to think and then write a note to self.
• Share aloud with [a partner, a table group, or the whole group]. -OR- Stick it to the [whiteboard] and we’ll gallery walk. -OR- Pass it to your right three times, read it, and then keep passing right (one at a time) until you have your own card again.
• [I will collect the notes to use for future planning. Please write your name on it.]

Closing — “My next steps…”

• Complete this sentence: “My next steps are …” Take a moment to think and then write a note to self.
• Share aloud with [a partner, a table group, or the whole group]. -OR- Stick it to the [whiteboard] and we’ll gallery walk. -OR- Pass it to your right three times, read it, and then keep passing right (one at a time) until you have your own card again.
• [I will collect the notes to use for future planning. Please write your name on it.]

Closing — “One thing I learned…”

• Complete this sentence: “One thing I learned is…” Take a moment to think and then write a note to self.
• Share aloud with [a partner, a table group, or the whole group]. -OR- Stick it to the [whiteboard] and we’ll gallery walk. -OR- Pass it to your right three times, read it, and then keep passing right (one at a time) until you have your own card again.
• [I will collect the notes to use for future planning. Please write your name on it.]

Closing — A-Z Summary

• I will start with a random student and assign you each a letter from the alphabet.
• Write one sentence that starts with your letter. Your sentence should summarize something important that we learned today.

Examples: Greatly outnumbered, the English fought valiantly., Horseback archers were a key Norman advantage.

Closing — Pass It On

• Folder a piece of paper into six boxes.
• Write your name and something important you learned today in the top left box, then pass it on.
• When you get someone else’s paper, read their idea. Write your name + a new idea in another box.
• Keep passing until all six boxes are filled up, then return the paper to its owner.
• Discuss: What did you learn from reading your paper when it was filled in? Did anyone have similar ideas? Or ideas that pushed your own thinking?

Closing — Letter to Future Self

• Write a letter to future you answering this question: [select a question—ex. “What do you want to remember from today’s session?” “What message of courage do you want to send yourself?” “What reminders about how you’re feeling right now do you want to capture in writing and send to your future self?” “What have you learned that you plan to apply in the year ahead?”]
• When you’re done, I will collect the letters and put them in your mailboxes in [date/month]
• Debrief: How was that experience? What did you learn while writing the letter? What are you curious about when you receive the letter?

Closing — Suit Yourself

1. I’m going to give everyone a playing card.
2. Once you have a card, start reflecting based on the suit of your card.
3. Then I’ll ask at least one volunteer per suit to share out whole group.

Hearts: Something from the heart. How did you feel? What did it mean to you?

Clubs: Things that grew—new ideas, new thoughts, a new point of view.

Diamonds: Gems that last forever. What are some of the gems of wisdom gathered from people or content?

Spades: Used to dig in the garden. Generate conversation about planting new ideas or things dug up during our time together.