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Engaging Students w/ Response Techniques

Presented by April Kelley

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Today’s Objectives

Learn how to engage more of our students more of the time!

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Google Slides & Handout

bit.ly/AprilKelleySite

>Trainings

>Explicit Instruction

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Pretend to by my students.

After the lesson, I’m going to ask you how you felt as a learner.

Mock Lesson

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Popsicle Sticks

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Partner’s A & B

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Choral Response

Think

Don’t

Blurt

Answer

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Quick

Attention

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Ostentatious

(adjective)

intended to attract notice

or display wealth

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Ostentatious

intended to attract notice or

display wealth

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Plain

no unique quality

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Ostentatious Plain

Loud

Modest

Splashy

Grandiose

Conspicuous

Calm

Reserved

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Show me the look you’d have on your face if you were ostentatious.

Show me the look on your face if you were being modest.

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Ostentatious

(adjective)

intended to attract notice or

display wealth

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Boondoggle

(verb)

to deceive or attempt to deceive

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Boondoggle

to deceive or attempt to deceive

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Opposite of boondoggle is being honest and working hard.

“Boondoggling” or “Not Boondoggling”

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Boondoggle

Think of a time that you’ve been boondoggled. Draw a quick sketch or symbol that represents that experience.

A’s = “I was boondoggled when…”

B’s - “I was boondoggled when…”

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Boondoggle

(verb)

to deceive or attempt to deceive

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How did you feel as a learner?

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Choral Responses �(use when answers are short & the same)

When students are looking at the teacher…

Ask a question
Put up your hands to indicate silence
Give thinking time
Lower your hand as you say, “Everyone.”

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Choral Responses �(use when answers are short & the same)

When students are looking at a common stimulus…

Point to the stimulus
Ask a question
Give thinking time
Tap for a response

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Choral Responses �(use when answers are short & the same)

When students are looking at their own book/paper…

Ask a question
Use and auditory signal (“Everyone.”)

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Choral Responses �(use when answers are short & the same)

Hints for choral responses:

Give adequate thinking time
Have students put up their thumbs to indicate enough thinking time
If students don’t respond or blurt out an answer, repeat

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Choral Response Review

Choral responses work best when answers are short and the _______.
An alternative to lower your hand is to say “_____________”.
Don’t forget to give adequate __________.

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Partner Responses �(use when answers are long or different)

Assign partners

Lower performing students with middle performing students
Give the partners a number or letter
Sit partners next to each other
Utilize triads when appropriate

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Partner Responses �(use when answers are long or different)

Other Hints

LOOK, LEAN, WHISPER (and listen)
Have students come to any common area with their partner.
To facilitate partners at small group tables, tape cards on the table.
Change the partnerships occasionally

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Partner Responses �(use when answers are long or different)

Uses of Partners

Say answers to partner
Retell content of lesson
Review content (Tell, Help, Check)
Brainstorm (Think, Pair, Share)
Explain process, strategy, or algorithm
Read to or with a partner
Monitor partner
Share materials
Assist partners during independent work
Collect papers, handouts, assignments for absent partners

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Partner Responses Review

A’s – When is it best to use partner responses?

B’s – Why would we pair lower performing students with middle performing students?

A’s – What do we do if we have an odd # of students in the room?

B’s – How will we train the students to respond to a partner?

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Individual Response