1
ProtocolsForCulturallyResponsiveLearningandIncreasedStudentEngagement
AdaptedfromtheworkofAmyCoventryattheCenterforCulturallyResponsiveTeachingandLearning
2
EssentialQuestions:HowoftenshouldIusetheseprotocols?Whatactivitiesortasksareeachoftheseprotocolsbestsuitedto?HowcanImatchtheseprotocolstothelearningstylesandstrengthsofmystudents?HowdoIintroducethemtomyclass?
Incorporatingprotocolsforrespondingalongwithcooperativelearningstructuresfordiscussionhelpstomakeinstructionculturallyresponsiveonadailybasis.Theprotocolsaredividedintotwocategories:respondinganddiscussing.Respondingprotocolsaredesignedforwholegroupinstructionanddiscussionprotocolsaredesignedforsmallgroupinstruction.Whatisthepurposeoftheprotocols?
Respondingprotocolsareusedtoexplicitlycommunicatetostudentshowthefacilitatororteacherwantsthestudentstorespondortoquestionasawholegroup.Inotherwords,thefacilitatorknowsthepurposeofthequestionbeingasked(checkingforunderstanding,assessingpriorknowledge,checkingforengagement,volunteeringofpersonalexperiences,etc.)andclearlycommunicateshows/hewantsthestudentstorespondtothequestion.Thisnon‐voluntaryformofrespondingalsoencouragesaccountabilityandengagementonthepartofthelearner,aswellasprovidingmoreaccuratefeedbacktotheteacheraboutstudentunderstandingasawholegroup.
Discussingprotocolsprovidestructured,engaging,consistentlyusedforumsforstudentstodiscusstheirlearning.Theycanbeusedtointroduce,clarify,support,andreinforcebothlearningcontentandprocess.Theconsistentuseofaselectsetofdiscussionprotocolsestablishesanefficientclassroomlearningcommunityinwhichideasandopinionsaresharedfrequentlyandinanorderly,timelymanner.Itissuggestedthat5‐7ofthediscussionprotocolsbecamea“staple”oftheclassroom,providingconsistencyinordertosupportquick,smooth,andorderlydiscussions.However,avarietyofotherdiscussingprotocolscan,ofcourse,beutilizedwhendesired.
Whyaretheprotocolsculturallyresponsivetoourtraditionallyunderservedlearners?
Incorporatingnon‐mainstreamProtocolsforRespondingbothvalidatesandbuildsuponthelikelyrepertoiresofpractice(learningstyles)thatstudentsbringtoschoolwhich,whensuppressedordiscouragedleadtodisengagementandclassroommanagementissues.
Theseunderservedyouthsoftenhaveapropensityforinterdependentsettingsinwhichallmembersplayavaluablepart.Therefore,theimportanceofnon‐volunteerRespondingProtocolscannotbeoverstated.TheuseofsuchRespondingProtocols,suchasRoll‘EmorTrain,communicatestostudentsthattheirattentionandparticipationduringwholegroupinstructionandquestioningisnotonlyrequiredforthemaslearnersbutthattheyareallintegralmembersoftheclassroomcommunity,andeverybody’sthoughtsandideasarenecessaryforaneffectivelearningenvironment.Inotherwords,itestablishesalearningenvironmentinwhichEVERYONEplaysacriticalroleandisvalidated.
Inaddition,whenteachersuseavarietyofexplicitRespondingProtocols,thisfurtherenablesstudentstobemoreawareoftheneedtocodeswitch,oruseavarietyofcommunicationstylesthatcorrelatewiththegivenneedsforaparticularsetting,i.e.tobesituationallyappropriate.TheuseofanassortmentofRespondingProtocolsalsoaddressesthisgroup’saffinityforspontaneityandvariety.
3
Discussionprotocolsaccentuatethestrengthsthatmanyunderservedstudentsalreadybringtotheclassroom,namelyapreferenceforsociocentric,cooperative,highmovement(insomecases),variation,accepting,interpersonal,student‐centered,andhumanisticlearningenvironments.ItismorelikelythatSELstudentshaveafamiliaritywiththeculturalpracticetorespondimmediatelyandverballywitheachotherastheymakeanalyticalandemotionalconnections,wonder,postulate,andquestionthingsthatengagethem.TheDiscussionProtocolssupplyavarietyofengagingformatswhichcanbeusedwitheaseandincorporatedintonearlyeverylessonthatwillenhance,ratherthanstifle,theseinherentlearningstrengths.
Whenshouldtheprotocolsbeused?
Protocolsshouldbeusedthroughouttheentireday.Thinkabouthowmanytimesadaythewholeclassisengagedwithyou,oranotherdesignatedspeaker,orrespondingtoyourpromptsorquestions.Duringallofthesetimes,youalreadyhaveanexpectationofhowyouwantthemtoparticipatewithyou,whetheritissimplylistening,silentlytakinganassessment,answeringquestionsone‐at‐time,shoutingoutananswer,etc.Thereisnevertrulyatimewhenstudentsarenotparticipatingintheclassroom,whetherasawholegroup(RespondingProtocols)orinsmallgroups(DiscussionProtocols).Therefore,studentsshouldalwaysbeawareoftheProtocol.
DiscussionProtocolsshouldbeincorporatedregularlyandconsistentlythroughoutthedaytointroduce,clarify,support,andreviewlearning.Theycanbeusedduringengagement/accessingpriorknowledgeactivities,immediatelyfollowingdirectinstruction,duringguidedinstruction,reviewforassessmentsorscaffolding,andcanoftenaccompany“independent”practice.Essentially,theyshouldbeemployedbeforeputting“understanding”into“action”.Typically,anysignificant“teachertalk”timeshouldbepartneredwithatleastoneDiscussionProtocol.Insomecases,DiscussionProtocolscanbeusedtoreplaceteacher‐ledreview,aswell.DiscussionProtocolscanalsobepartneredtobuildascaffoldofincreasedinputbeforewholegroupdiscussions,i.e.Think‐Pair‐ShareaboutthemeaningofanAfricanproverbbeforesharingduringPutYourTwoCentsIn.DoingT‐P‐SpriortoPutYourTwoCentsInallowsstudentswhoareunsureorhesitanttoanswerinaslightlylargergrouptheopportunitytohearsomeoneelse’sthoughtsbeforesharingwiththeteam.
RespondingProtocols(WholeGroup)
(Howshouldstudentsbeparticipatingwiththefacilitatorduringawholegrouplesson,activity,ordiscussion?)
Call and Response
CRREElement(s):Callandresponse,rhythmic,interpersonal/interdependentpreferenceforlearning
Description:Studentsactivelyrespondinunisontospeakereitherverballyorwithmovement(orboth)toaneitherimprovisedorpre‐taught“call”.
Purpose:tocallstudents’attentionfromsmallgrouporindependentactivitiestothewholegroupforeitheracheckfor
understanding/updatewiththeteacheroratransitiontoanotheractivity/lesson;alsocanbeusedtodemonstrateappreciationduringaperformanceorpresentation
Examples:Thumbs‐uporthumbs‐downtoexpressagreementwithspeakerorunderstandingofaconcept;attention‐gettingsignals(“Boom‐shocka‐locka....BoomBoom!”);“Youtellit!”or“Go‘head”duringaPoetrySlamperformance
(poetryrecitation).
4
Pick-A-Stick (Non-volunteerism)
CRREElement(s):variety,opportunitytopracticeexplicit“turn‐taking”,interpersonal/interdependentpreferenceforlearning
Description:Afterthefacilitatorposesaquestion,studentsthinkabouttheanswersilently(studentsmayalsoputfingertoheadindicating“thinking”).Aftersufficientthoughttime,thefacilitatorpicksfromagroupofsticksthatrepresent
eachstudent.Thechosenstudentanswersthequestion.Stickselectioncancontinueuntilasufficientnumberofanswersareheard.
Purpose:randomsamplingor“groupcheck”toassesspriorknowledgeorunderstandingofconcept/process;wholegroupengagement,createdbytheanticipationofbeingchosen,inrequiredthinkingprocessesduringadirectedor
guidedlesson;topreventunconsciouspatternsintheselectionofstudentresponsesonthepartoftheteacherthatimpedetheengagementofthewholeclass
Examples:1)“Thinkbacktoyesterday’slessononirregularverbs…Let’sseewhatweremember…Whatareirregularverbs?”Facilitatorthenchoosesaboutthreesticks,onestickandoneansweratatimetoensurethatstudentscontinue
toanticipatetheirnamesbeingchosenthroughoutthereview,togetafairideaofwhattheclassremembersfromyesterday’slesson.Chosenstudentsmayrepeatapreviousanswer,elaborate,oranswerdifferently.2)”…Sothosearethefourprimaryoperationsinmath.Let’sseeifyoucannamethemwithoutlooking…Everyonethink…”Facilitatorthen
choosessticksuntilsomeonecannameallfouroperationsaseveryonecontinuesthinking.
Roll ‘Em (Non-volunteerism)
CRREElement(s):variety,opportunitytopracticeexplicit“turn‐taking”,interpersonal/interdependentpreferenceforlearning
Description:Studentsneedtobeseatedingroupsof4‐6.Studentsthinkaboutaposedquestionastheteacherrollstwo
dice.Onedierepresentsthetable/groupnumberandtheotherdierepresentstheseatnumber.Thestudentsittingintheseatrepresentedbytherolleddiceanswersthequestion.Rollingofthedicecancontinueuntilasufficientnumberofanswersareheard.
Purpose:randomsamplingor“groupcheck”toassesspriorknowledgeorunderstandingofconcept/process;whole
groupengagement,createdbytheanticipationofbeingchosen,inrequiredthinkingprocessesduringadirectedorguidedlesson;topreventunconsciouspatternsintheselectionofstudentresponsesonthepartoftheteacherthatimpedetheengagementofthewholeclass
Examples:See“Pick‐A‐Stick”
My Turn, Your Turn
CRREElement(s):opportunitytopracticeexplicit“turn‐taking”
Description:Thisturn‐takingprotocolisutilizedinseveralprotocolsforparticipationanddiscussion.Itshouldbeusedduringtimeswhenitisnecessaryforthegrouptobesilentasonepersonspeaks,withtheunderstandingthattheywill
soonbeabletoparticipateandrespondmoreactivelywithquestionsand/orcomments.Thisprotocolhelpsstudentspracticeturn‐takingwithoutjumpinginwhentheyfeelengaged.Theyhavetocontinuelisteningquietlyandwaitfor
5
“theirturns”tospeak.Thenquestionsandcommentscanfollow.Inelementaryclassrooms,thefacilitatormayremindstudentsabouttheactionsofgoodlistenerswiththephrase,“Handsfree,eyesonme,andvoicesoff.”
Purpose:directinstruction(mustbelimitedbasedonagegroup);presentations;someperformances(ifcalland
responseisnotappropriate);journalsharing;clarifyingwithstudentquestions
Examples:UsedduringPick‐A‐Stick,Roll‘Em,RaiseaRighteousHand,Train,Merry‐Go‐Round,PutYourTwoCentsIn,CircletheSage,GiveOne/GetOne,MusicalShares,ThreeStepInterview,etc.
Give a Shout Out
CRREElement(s):overlapcommunicationstyle;verbalpreferenceforlearning
Description:Studentssoftlyshoutoutresponsesatthesametime.Teachercanrecord“shoutouts”ontheboard,ifappropriate.Posedquestionscanrequireeitheronecorrectansweroravarietyofshortanswers.
Purpose:tokeepverballearnersengagedbyallowingthemtoprovideSHORT1‐2wordanswersaloud;facilitatorsshouldusethisfrequentlythroughouttheday,especiallyduringperiodsinwhichengagementisnoticeablylow
Examples:1)“Inusingthetrade‐firstmethodinsubtraction,inwhichplacevalueshouldwestart?Givemeashoutout.”
‐“TheOnes!”‐“Excellent!Okaylet’sstartintheonesthen..”(pointingtoproblemonboard).Thiscancontinuethroughoutthesubtractionproblemasthefacilitatorwalksstudentsthroughit,step‐by‐step.2)“Basedonthecontextofthissentence,whataresomesynonymsfortheword‘transitional’?...GivemeashoutoutasIrecordyouranswerson
theboard.Remember,shoutoutyouranswernomorethan3timesoruntilI’vewrittenitontheboard.Attheend,ifIstillhaven’twrittenyouranswer,I’llaskyoutoraisearighteoushandandthenyoucanshareitagain.”Thisallowsyoutodiscussinappropriateanswersattheendoftheshoutoutwhenstudentsaremoreapttoheartheexplanation.
Moment of Silence
CRREElement(s):opportunitytopracticeexplicitindependentlearningordemonstrationofknowledge
Description:Studentsaresilentandnotcommunicatingatallwithoneanother.ThefacilitatorshouldexplainandreviewfrequentlythereasonsforthenecessityofsilenceatthetimesforwhichMomentofSilenceiscalled.The
facilitatorcanalsoexplainanddemonstratedifferentwaystocommunicate,i.e.nonverbal,thatarealsoinappropriateatthistimeandtherationalebehindit.
Examples:Independentassessments;journalingorquickwrites;sustainedsilentreading(SSR);meditation
Train or Pass It On (Non-volunteerism)
CRREElement(s):improvisationandvariety;student‐preference;interpersonal/sociocentric/cooperativepreferenceforlearning
Description:Studentscalloneachothertoanswerand/oraskquestions.Studentsshouldnotraisehandstobecalledonandshouldbeencouragedtocallonavarietyofpeopleintheclassroom.Studentscanalso“pass”onaquestiontheydo
notwanttoanswerbycallingonanotherstudentforhelp.Thisiscalled“PassItOn”.Thiscanalsobedonewiththeuseofasmallsoftobjectthatstudentscantosstooneanotherinorderto“passiton”.
6
Purposes:toengagestudentsintheprocessofquestioninginwhichaseriesofanswersorquestionsisrequiredoratleastcanbeapplied;todemonstratecombinedclassroomknowledge;toprovide“aid”tostudentswhoarecalledon
throughanotherprotocol,i.e.Roll‘Em,anddonotwanttosharetheiranswers;tokeepstudentsengagedwhilesharinganswerstoaseriesofquestions
Examples:1)“Let’sseehowmanystateswecannametogether.Let’susetheprotocolofTrain…Maria,youstartandI’llrecordouranswersontheboard.”Mariaeitherprovides1stateandcallsonanotherstudentorsays,“pass”andcallson
anotherstudent.2)IfastudentwaschosenthroughPick‐A‐Sticktoansweraquestionandshedoesnotfeelconfidentwithheranswer,thefacilitatormaysay,“Wouldyouliketopassiton?”Shethencancallonanotherstudenttoanswerthequestioninherplace.Thisshouldbemonitoredtopreventthesamestudentsfromalways“passingiton”.Oneway
topreventthisistoprovidemultipleopportunitiesforthesestudentstobesuccessfulwithquestionstheycananswerbycheckingprivatelywiththembeforethelessonandvalidatingtheiranswersconsistently.3)
Raise a Righteous Hand (VolunteeringinformationONLY)
CRREElement(s):Additiveteachingofsituationalappropriateness;opportunitytopracticeexplicit“turn‐taking”
Description:Studentsraiseahand/fisttovolunteerinformationthatisspecifictotheirexperiences.
Purposes:Hand‐raisingshouldonlybeusedinthecontextofvolunteerism,inwhichonlyparticularstudents,ifany,canofferinformationbasedontheirexperiencesorparticularknowledgethatisnotnecessarilyexpectedofthegroup;
cannotbeinterchangedwithanotherprotocolduetoitsneedforspecificindividualstoparticipate;studentquestions/commentsafterMyTurn,YourTurn
Examples:“OurnextpieceofliteraturetakesplaceinGuadalajara,Mexico.IsthereanyonewhohaseverlivedinortravelledtoMexicowhocansharewithusabouthisorherexperiences?Pleaseraisearighteoushand.”Ifnooneraises
ahand,thequestionscanbebroadened:“IsthereanyonewhohasseenmoviethattakesplaceinMexico?Readabook?”,etc.
Whip Around
CRREElement(s):opportunitytopracticeexplicit“turn‐taking”;affective(validationofeveryone’sanswersandprovidingpersonalresponses)
Description:EachstudentintheroomtakesaturnrespondingtoaposedquestionwithQUICKanswers.Theordershouldbeapparentbasedonseatinginorderfortheteachertoavoidhavingtoconstantlyfacilitatethedirectionofthe
studentsanswering.Afterseveralpractices,studentsshouldmostlybeabletoself‐directthisactivity.Ifstudentsarehavingdifficultywiththis,theteachercanaskstudentstopointtothenextpersoninorderaftertheyhavegiventheiranswersinordercuethem.Thisshouldgoveryquicklyaroundtheroomsothequestionneedstobeappropriately
precise,aswell.
Purpose:toprovideanopportunityforeverystudenttocontributeapersonalresponseandtobeheardandvalidated;topracticebeingpreciseandfocusedwithresponses;wholegroupquick‐check
Examples:1)Afterreadingapieceofliterature,theteacherasksstudentstoprovidetheirfirstresponsetothebook,i.e.
favoritecharacterorpart,howitmadethemfeel,whatitmadethemthinkabout,etc.Itcouldbeanythingtheywanttosayaboutthebookbutmustbesharedinunder5secondsperstudents.2)“Whichstageofthewritingprocessdoyoubest/leastunderstand?”
7
DiscussionProtocols
(SmallGroup)
(HowshouldthestudentsbelearningWITHEACHOTHER?)MostofthecooperativelearningstructuresdescribedbelowaretakenfrompublicationsbyMiguelKagan,LaurieRobertson,andSpencerKagan,however,therearemanymore.Thesecooperativelearningstructuressetthestagenotonlyforinterdependentandcollaborativelearningbutaretheprerequisitesfordevelopingacommunalclassroomenvironment‐theultimateachievementenvironmentforSELs.
1- Numbered Heads Together
Studentsareputingroupsof4‐6andnumbered.Whenaskedaquestion,studentsworktogethertofindthebestanswer.Whencalledtogetheragain,theteacherrollsadieandasksthestudentsfromeachgroupwiththenumber
rolledtostand,i.e.“All3’sfromeachgrouppleasestand.”Eachstudentthenrepresentsthegroupandreportsthegroup’sanswer.
Goal:Toformaconsensusandhaveeveryonebeaccountablefortheinformation
Uses/activities:Wholegroupgames;review
2- Think-Pair-Share
Thisinvolvesathreestepcooperativestructure.Duringthefirststep,studentsthinksilentlyaboutaquestionposedbytheteacher.Individualsthenpairupduringthesecondstepandexchangethoughts.Inthethirdstep,thepairssharetheirresponseswithotherpairsortheentiregroup.Itisausuallyagoodideatohavetheindividualsaskedtoshare
wholegrouptoexplainwhattheirpartnersaidinordertopromotegoodlisteningskills
Goal:Toquicklyclarifyorshareideasaboutatopic/concept;toprovideeveryonewithsometalktimewhenthereisastrongdesiretoshare
Uses/activities:Review;summarizing;accessingpriorknowledge;clarifying
3- Merry-Go-Round
Eachstudenttakesaveryquickturnsharingwiththeteamathoughtorreactiontosomethingposedbytheteacher.Responsesshouldbequick1‐5wordphrasesinordertokeepitgoingquicklyandkeepthoughtsconcise.
Goal:Tosharepersonalresponsesinshorttimeperiodwithoutrecordingonpaper
Uses/activities:Responsestobooks;expressstrengthsandneedswithcontentinordertobeabletoprovideandreceivehelpinasmallgroup
8
4- Put Your Two Cents In
Eachstudenthastwotokenstouseastalkingpieces.Ingroupsoffour,eachstudenttakesaturnbyputtingonetokeninthecenterofthetableandsharinghis/heridea.Onceeveryonehassharedonce,eachstudentthenputsonemoretokeninatatimeandrespondstowhatsomeoneelseinthegrouphasshared,i.e“Iagreewith____because…”,or“I
don’tagreewith_____because…”,etc.
Goal:Toshare,question,andsupportopinions
Uses/activities:Discusscurrentevents,opinionsaboutcharacters,proverb/affirmationstudy,etc.
5- Circle the Sage
First,theteacherpollstheclasstoseewhichstudentshaveaspecialknowledgetoshare,i.ehomework,understanding
oflongdivision,etc.Then,thosestudents(thesages)standandspreadoutintheroom.Theteacherthenhastherestoftheclassmatesgotooneofthesages,withnotwomembersofthesameteamgoingtothesamesage.Thesageexplainswhattheyknowwhiletheclassmateslisten,askquestions,andtakenotes.Allstudentsthenreturntotheir
teams.Each,inturn,explainswhattheylearned.Becausemosthavegonetodifferentsages,theycomparenotes.Ifthereisadisagreement,theystandupasateam.Finally,thedisagreementsareairedandresolved.
Goal:Utilizetheexpertiseofclassmemberstoshare/teachothers
Uses/activities:Sharingculturaltraditions;havingstudentswhounderstoodaparticularproblemexplainittoasmallgroup
6- Give One, Get One
Afterthinkingorjournalingaboutatopic,studentsareaskedtogetupandfindsomeoneacrosstheroomwithwhomtosharetheirthoughtsoranswers.Studentsarethenreceivinganideainexchangeforgivingone.
Goal:Tohavestudentschoosewithwhomtheywouldliketoshare;toprovidemovement
Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying,etc.
7- Three Step Interview
Eachmemberofateamchoosesanothermembertobeapartner.Duringthefirststep,individualsinterviewtheirpartnersbyaskingclarifyingorinterviewquestions.Duringthesecondstep,partnersreversetheroles.Forthefinal
step,memberssharetheirpartner’sresponsewiththeteam.
Goal:Askingandansweringstudent‐createdquestions
Uses/activities:Anicebreakerforteammemberstogettoknowoneanother;togettoknowconceptsindepthbyassigningrolestostudents;characterinterviews
9
8- J igsaw Groupsof4‐5studentsareestablished.Eachgroupmemberisassignedsomeuniquematerialtolearnandthenteachtohisgroupmembers.Tohelpinthelearning,studentsacrosstheclassfocusingonthesamematerialgettogethertodecidewhatisimportantandhowtoteachit.Afterpracticeinthese“expert”groups,theoriginalgroupsreformandstudentsteacheachother.Testsorassessmentscanfollow.Goal:InterdependencyandaccountabilitywithinasmallgroupUses/activities:Dividingalargeportionofcontentintosmallermoremanageableparts,i.e.sciencechapterorresearch
9- Team–Pair–Solo Studentsdoproblemsfirstasateam,thenwithapartner,andfinallyontheirown.Itisdesignedtomotivatestudentstotackleandsucceedatproblemswhichareinitiallyarebeyondtheirability.Itisbasedonasimplenotionofmediatedlearning,orscaffolding.Studentscandomorethingswithhelp(mediation)thantheycandoalone.Byallowingthemtoworkonproblemstheycouldnotdoalone,firstasateam,andthenwithapartner,theyprogresstoapointtheycandoalonethatwhichatfirsttheycoulddoonlywithhelp.Goal:ScaffoldingUses/activities:Especiallyusefulwithcomputationpractice;review
10- Partners
Theclassisdividedintoteamsoffour.Halfofeachteamisgivenanassignmenttomastertobeabletoteachtheotherhalf.Partnersstudyingthesamematerialgotoonesideoftheroomandconsultwithoneanotheraboutthematerialandhowtobestteachittotheotherhalfoftheirteam.Teamsthengobacktogetherwitheachsetofpartnersteaching
theotherset.Partnersquizandtutortheirteammates.Theteamreviewshowwelltheylearnedandtaughtandhowtheymightimprovetheprocess.
Goal:Interdependencyandaccountabilitywithinsmallgroups
Uses/activities:Review;research
11- Corners
Eachstudentmovestoacorneroftheroomrepresentingateacher‐determinedalternativeorpointonascale.Studentsdiscusstheirchoicesintheirowncornersthenlistentoandparaphraseordebateideasandopinionsfromothercorners.
Goal:Developstudentchoiceinterestgroups;establishandsupportopinions
Uses/activities:Charactertheymostassociatewith;hobbies;bookpreferences;“TakeaStand”issues
10
12- Send-a-Problem
Eachstudentwritesareviewproblemonaflashcardandasksteammatestoanswerorsolveit.Reviewquestionsarepassedtoanothergrouptobeanswered.
Goal:Askandanswerstudent‐createdquestions
Uses/activities:Discussandreviewmaterial,orpotentialsolutionstoproblems,relatedtocontentinformation
13- Silent Appointment
Aftertheteacherposesaproblem/questiontobediscussed,theteachersays,“Makeyourfirstappointment.”Eachstudent“makesanappointment”withanotherstudentbymakingeyecontact,noddingandholdingup1fingertoindicatetheywillbetalkingwiththatstudentfirst.Theteacherthencontinuesthisprocessuntilstudentshavemadethe
numberofappointmentsdesired.Whenallappointmentshavebeenmade,theteachercalls,“Gotoyourfirstappointment”,andstudentsgotothepersonwithwhomtheymadetheirfirstappointmentsandshare.Theteacherthencalls,“Gotoyoursecondappointment”,andsoon.Theteachershouldthenreviewwholeclassbyaskingwhat
studentsheardsharedbyothers.
Goal:Tohavestudentschoosewithwhomtheywouldliketoshare;toprovidemovement
Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying
14- Musical Shares
ThisissimilartoGiveOne,GetOne.Teacherposesquestionandturnsonmusic.Studentsmove/dancearoundthe
classroomuntilthemusicisturnedoff.Studentsdiscussthequestionwithwhomevertheyareclosesttowhenthemusicisturnedoff.Teacherresumesmusicandtheprocesscontinuesuntiltheyhavehadenoughopportunitiestoshare.
Goal:Incorporatemusicandmovementwithopportunitiestoshareideas
Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying
15- Roundtable
Eachteamusesasinglesheetofpaperandpencil,and,inturn,respondstoaquestionorproblembystatingtheirideasaloudastheywritethemonthepaper.Thepaperisthenpassedaroundthetableuntiltimeiscalled.Itisimportantthattheideasbevocalizedforseveralreasons:(a)silenceinasettinglikethisisboring,ratherthangolden;(b)otherteam
membersneedtobereflectingontheprofferedthoughts;(c)varietyresultsbecauseteammateslearnimmediatelythatsomeonehascomeupwithanideatheyknownownottorepeat;and(d)hearingtheresponsessaidaloudmeansthatstudentsdonothavetowastevaluablebrainstormingtimebyreadingthepreviousideasonthepage.Teammembers
areencouragednottoskipturns,butiftheirthoughtsareatastandstill,theyareallowedtosay"Pass"ratherthantoturnthebrainstormintoabraindrizzle.Thus,thereisalmostuniversalparticipationinRoundtable.
Goal:Allstudentswriteandcontributetogroup’sideas
Uses/activities:Tobrainstormideasandtogeneratealargenumberofresponsestoasinglequestionoragroupofquestions
11
16- Round Robin Brainstorming
Onepersonineachteamisappointedastherecorder.Aquestionisposedwithmanyanswersandstudentsaregiventimetothinkaboutanswers.Afterthe"thinktime,"membersoftheteamshareresponseswithoneanotherroundrobinstyle.Therecorderwritesdowntheanswersofthegroupmembers.Thepersonnexttotherecorderstartsand
eachpersoninthegroupinordergivesanansweruntiltimeiscalled.Apersonmay“pass”,ifneeded,andprovideinputonthenextrotationaftershehashadtimetothink.
Goal:Allowsaproficientwritertodoallthewritingwhileothersshareverbally
Uses/activities:Tobrainstormideasandtogeneratealargenumberofresponsestoasinglequestionoragroupofquestions
17- Inner Outer Circle
Havestudentsstandinabigcircle.Everyotherpersonshouldtakeonegiantstepinsidethecircleandturnaroundfacingthoseintheoutercircle.Inotherwords,thereshouldbetwocircleswiththeoutercirclepeoplefacinginwardand
theinnercirclepeoplefacingoutward,andeveryoneshouldbeface‐to‐face.Studentsintheoutercirclebeginbyaskingthestudentfacingthemontheinnercircleaquestion.Thisquestionmaybepreparedbyeitherthestudentsthemselvesortheteacher.Oncetheinnercirclestudenthashadanopportunitytoanswer,eithertheouterorinnercirclerotates
andtheprocessisrepeateduntilafullrotationismade.Then,theinnercirclehastheopportunitytoaskquestionsastheoutercircleresponds,andsoforth.
Goal:Allowsavarietyofquestionsandinteractionsinashorttimespanwhileincludingtheuseofmovement
Uses/activities:Toreviewforanassessment,practicequestioningandresponding(Question‐Answer‐Relationshipsorinferential/literal),orcheckforcomprehensionofapassage
18- Greet and Respond/Tea Party
Provideeachstudentwithaunfinishedsentence,question,orprompttowhicharesponsecanbemade.Asyoucalloutordisplayparticularsettings/situations,studentswalkaroundandusesituationallyappropriategreetingstogreeteach
other,readtheirprompts,andrespondtoeachother,inturn.
Goal:Allowsavarietyofquestionsandinteractionsinashorttimespanwhileincludingtheuseofmovement
Uses/activities:Topreviewliteratureorothercontentbyaccessingorintroducingpriorknowledge,review,checkforcomprehension,practicequestioningandresponding,andpracticeexplicitsituationalappropriateness
12
RespondingProtocolsQuickCheckDIRECTIONS:UsingNumberedHeadsTogether,identifytheRespondingProtocol(s)thatcorrelateswiththequestionsoractivitiesbelow.TheremaybemorethanoneProtocolthatwouldbeappropriateforeachlistedsituation.Bepreparedtoexplainyourgroup’srationale,however.Discussthemwithyourgroupandcometoaconsensusabouteach.Youcanusetheabbreviationsbelow.
P‐Pick‐A‐Stick RO‐Roll‘Em C‐CallandResponseRH‐RaiseaRighteousHand
T‐TrainMS‐MomentofSilence MT‐MyTurn,YourTurn G‐GiveaShoutOutW–WhipAround
1. __________A3rdgradeclassistakinganindependentassessment.
2. __________A7thgradeScienceteacherisreviewingyesterday’slessonontheperiodictableandwantstoseewhatherclassremembers:“Howdoscientistsusetheperiodictable?”
3. __________Athirdgradeteacherisreviewingthenamesofthestagesofthewritingprocessbyaccessingstudents’priorknowledge.
4. __________“ThisbooktakesplaceinAlabama.HasanyoneeverbeentoAlabama?DoesanyonehavefamilyinAlabama?”
5. __________Analgebraclassisworkinginpairstosolvebinomialequationsandtheteacherneedstheirattentiontoclarifyoneoftheproblemswithwhichmanyofthepairsarehavingdifficulty.
6. __________AKindergartenclassjustfinishedillustratingtheirfavoritepartofareadaloudandtheteacherwantsafewstudentstoshare.
7. __________Afifthgradeteacherwantstocheckinwithherwholeclassonanat‐homescienceprojectinwhichtheyhavetodemonstrateallofthestagesofthescientificmethod.“Whichstageofthescientificmethoddoyouunderstandtheleast,orarehavingthemostproblemswith?”
8. __________AHistoryteacherisbeginninganintroductorylectureabouttheGreatDepressionandexpectshisstudentstotakeCornellNotesandaskquestionsafterwards.
9. __________Astudentisperformingapoemfortheclassinwhichaudienceengagementisasignificantpartofthegrade.
10. __________AnEnglishclassispracticingidentifyingfigurativelanguage,sotheteacherisreadingexamplesandwantstheclasstoidentifythemasshegoes.
11. __________“Whatcharactertraitwouldyouusetodescribethemaincharacterafterreadingchapter5?”
13
LearningProfilesofSELs
Strategies
Sociocentric/Interpersonal ProtocolsforDiscussion,morningsong(whiletheysocializeandpreparefortheday),non‐volunteerParticipationProtocols(equityandinclusiveness)
Highmovement GiveOne/GetOne,TeaParty,SilentAppointment,MusicalShares,InnerOuterCircle
Cooperative/Interdependent NumberedHeadsTogether,PutYourTwoCentsIn,ThreeStepInterview,Jigsaw,Team‐Pair‐Solo,Partners,Send‐a‐Problem,Roundtable,RoundRobinBrainstorming,WhipAround,Train,GiveaShoutOut,CallandResponse,non‐volunteerParticipationProtocols(equityandinclusiveness)
Highlighting/Performance
Corners,Roll‘Em,Train,Pick‐a‐Stick,CircletheSage,NumberedHeadsTogether,WhipAround,roleplays,poetryslam,speeches
ChoiceActivities
GiveOne/GetOne,SilentAppointment,TeaParty,Train,multipleformsofassessment
Musical/Auditory CallandResponse,MusicalShares,GiveaShoutOut,chants,rhymes
Overlap GiveaShoutOut,NumberedHeadsTogether,Corners,TeaParty(somegreetings)
Purpose‐driven ParticipationProtocols,visualorganizersdepictingunitactivities,ThinkingMaps,explicitdirectinstruction,MorningReport/DailyAgenda,real‐worldconnectionsandapplications
Inductive Visualorganizers,ThinkingMaps,frontloading
Fielddependent Visualorganizers,ThinkingMaps,frontloading,accessingpriorknowledge,personalconnections,culturallyandlinguisticallyresponsiveliterature/text/content,PersonalThesaurus,PersonalDictionary,thematicinstruction
14
HowcanIbemoreculturallyresponsivewhenthecontentofthelessonisnotculturallyrelevant?
IntroducingRespondingProtocolsintotheClassroom
HowtoBegin
Activities:
1) A)Asyoudisplaycommontrafficsigns,studentsaretoldtoshoutoutwhattheythinkeachonemeansasyouprovideaffirmative/correctivefeedback.Askthestudentstothinkaboutwhysocietyneedsthesetrafficsignsandwhytheyaredifferentdependingonthesituation,i.e.differentspeedlimits,crosswalks,stopsignsvs.slowingsigns,parkingvs.noparkingsigns,etc.Someresponsescouldbe:sopeopleknowwhenitissafetocrossthestreetorgothroughanintersection,knowtoslowdowninplaceswherekidsmightbeplaying,whereitissafetopark,etc.StudentsthenuseMerry‐Go‐Roundtosharesomeoftheirthoughts.StudentsdoaquickwriteaboutthepromptandsharewholegroupusingTrain.B)ORforolderstudents…HavestudentsplayTrafficSignConcentrationinpairsinsteadofinitiallydisplayingthetrafficsigns.Then,havethemdiscusstheneedfortrafficsignsusingMerry‐Go‐Round,etc.
2) ExplainthatParticipationProtocolsareakintotrafficsignsbecausetheytellwhenandhowto
participatewiththeclassasawhole.Explainthatwhenstudentsshoutoutanswersorhavesideconversationsaboutthelesson,yourecognizetheirattempttoparticipateandlearn,butthatthisformofparticipationcannotbeusedallthetimebecause,aswithtrafficsigns,therearecertainexpectationsfordifferentsituations.Then,insmallgroupsusingRoundtablehavethemlistonatransparencysomesituations/scenariosintheclassroominwhichdifferenttypesofparticipationmayberequiredwhenworkingasawholegroup.Atthistime,youcouldintroducethedifferentParticipationProtocolsasexamplesofdifferentwaystoparticipateintheclassroom.Youmayhavethemusepictures,words,orbothtoexplaintheirthoughtsonthetransparency.Youcanbeginwithanexampleofyourown,ifneeded.(Wecanallshoutouttheanswerto5x2;itneedstobesilentwhiletakingatest;onepersonhastospeakatatimeiftheanswermaybelongerthanafewwordsandwecanalllearnfromit,etc.)Afterwards,amemberfromeachgroup(ortheentiresmallgroup)cansharetheirgroup’stransparencyontheoverheadprojectorwiththeclass.Acknowledgeandpraisealloftheappropriateanswers,expandingonthemasnecessary.Note:ForKindergarten,youcouldhavethemuseMerry‐Go‐Roundinsmallgroupstodiscussinsteadofwriteordraw.Then,youcanuseRoll‘Emtochoosestudentstoanswerasyourecordtheirideasonchartpaper.Makesuretogiveteamscreditfortheiranswersbywritingtheirteamname/numbernexttotheircontribution.
3) IntroduceandpracticealloftheParticipationProtocolsusingnon‐threateningandengagingcontent.Itisimportantatthistimetohavethempracticethinkingabouttheanswertoaposedquestionwithoutraisinghands,shoutingout,ortalkingwithsomeoneelse,etc.Continuetorelatewhatyouaredoingto
15
theconceptofinterdependencyintheclassroom,ofstudentsandteacheralike.Inotherwords,continuallyremindthemthateveryone’sthoughtsandideasarenecessarytothelearningenvironmentasallofthemhavesomethingvaluabletocontribute.Ifstudentsarehavingadifficulttime(asmanyofthemmight)notraisingtheirhandsormakinganimmediateverbalresponse,havethemputahandontheirhead,ordevelopanothernonverbalgesture,toindicatetoyouthattheyareparticipatingwiththeyouandtheclassbythinkingabouttheanswer.Sometimes,youmaywanttowaituntilmoststudentshaveananswerbeforehavingthemshare.Atthesetimes,youcanaskthemtogiveyouathumbs‐up,oranothernon‐verbalsignal,toindicatetheyarereadytoshare.ThegoalistohavestudentsTHINKFIRSTandwaituntilyouhavedesignatedaParticipationProtocolbeforeattemptingtoanswer.YoucouldcallouttheParticipationProtocoleitherbeforeorafterthequestionsyouask,butyoumustspecifyitEVERYTIME.However,donotchoosesomeonetosharethroughnon‐volunteerismbeforeeveryonehashadachancetothinkabouttheanswertheywillprovide.Thisisgoingtotakealotofpracticeonyourpartifyouareusedtousinghand‐raising,asmanyteachersare.BelowaresomepossibleactivitiesandquestionsyoucanusetointroducetheParticipationProtocolswithnon‐threateningbutengagingcontent.Youractivitieswillvarydependingonthegrade/subjectandinterestsofyourclass,ofcourse.
a. Pick‐A‐StickorRoll‘Em(interchangeable):Whatisyourfavoritetypeoficecream,andwhy?WhoisyourfavoriteplayerintheNFL,NBA,etc.,andwhy?Whatdothinkthecafeteriashouldserveatlunch,andwhy?
b. Train:1)Howmanyflavorsoficecreamcanwename?2)Teacherwritesaseriesofverysimplemathquestions(1foreachstudentintheclass–20students,20questions)ontheboardthatcanbeansweredwithoutanywrittencomputation.
c. MomentofSilence:SustainedSilentReading;journalentry;averysimplewrittenassessmentinwhichallofthestudentswillbesuccessful
d. RaiseaRighteousHand:WhohasevertravelledoutsideoftheUnitedStatesandwouldliketotellusaboutit?Haveyouevergottenareallybadhaircut..andwouldliketotellusaboutit?Whotravelledsomewhereonaplaneoverthebreak,andwheredidyougo?
e. GiveaShoutOut:1)Whatstatedowelivein?Whatmonthisthis?Whohastheirhairinbraidstoday?2)Playaverysimpleversionofcharadesinwhicheitheryouorthestudentsactoutverbsfromanobservablelistandstudentsshoutoutwhichverbtheythinkisbeingperformed.Itneedstobefairlyobvioustopromotefeelingsofsuccessbutchallengingenoughtobefun.3)Shoutoutadjectivestodescribetheprincipalasyourecordthemontheboard.
f. MyTurn,YourTurn:Teachergivesaverysimpledirectedlessononsomethinghighlyengaging(see“WhyDoIBurp”atwww.kidshealth.org/kid/talk/yucky/ burp.html) whilestudentspracticelistening(eyesonme,handsfree,andvoicesoff)and/ortakingnotesandwaitinginordertoaskquestionsormakecomments.Tohelpfacilitatethisforsomestudents,youcanhavethemwritequestionstheythinkofasyouaretalkingonpost‐itsinorderforthemtoaskwhenit’s“theirturn”.Thiswillenablethemtocontinuepayingattentiontothelessonwithouthavingtostaysofocusedonrememberingtheirownquestions.First,makesuretotellthemabouthowlongyouwillbetalkinginorderforthemtoknowwhattoexpectandtokeepyourselfwithinthetalk‐timelimitsappropriateforyourstudents.Youmayalsowanttosetatimertokeepyourselfontrackandaccountable.Atfirst,studentswillwanttoaskalotofquestionsandmakealotofcommentsaboutyourlesson,whichisunderstandableseeingthattheyarepracticing.Bepatient.Ifthiscontinues,youcanalwaysspecifythenumberofquestionsand/or
16
commentsyouwilltakebeforehandandthencollectthepost‐itsonwhichtheyhavewrittentheirquestionsinordertoansweratalatertime.
g. WhipAround:ExplaintothestudentshowWhipAroundworksandhavetheclassdecidethedirectionofthestudentresponses,preferablyinacircularfashion.Explainthatyouaregoingtoreadabookaloudandtheyaregoingtorespondtothebookbystatingtheirfavoritepart,anadjectiveoradjectivephrasethatdescribeshowitmadethemfeel,favoritecharacter,oressentiallyanythingtheywanttosayaboutitinlessthan5seconds.Youcancomparetheirresponsestoa“soundbite”aboutamovie,makingsuretostressthepointthattheresponsesareshortandtothepoint.Readaloudaculturallyrelevantbook,preferablywithathemesurroundingsocialjustice,andbegintheWhipAroundwithyourownreactiontothebook.Then,pointtothefirststudentinthe“circle”inordertocuethemtorespond.Studentscontinuepointing,or“sending”,theresponsesinthedirectiontheclasshadalreadydecided.IfthefirstfewWhipAroundsessionstakeanexceedinglylongtime,youcantimethemandhavethemtrytobeattheirtimewitheachsession.
h. CallandResponse:Introduceatleasttwoattention‐getterswithwhichyouarecomfortableusing.Explainthatyouwillbe“calling”forthewholeclass’attentionusingthefirstpartofthesephrasesinordertoexplainsomethingortransitiontoanewactivity,andtheywillberespondingwiththesecondhalfofthesephrases(forexample,Ago….Amay,Eyesonmein….1,2,3,etc.).Practicethemafewtimeswhileyouhavetheirattention,andthenassignthematask,sothatyoucanpracticethemwhiletheyareengagedwithsomethingelse.Remember,thegoalisthattheywillbepayingattentiontowhatyouneedtotellthemonceyouhave“called”fortheirattention,somakesuretoreiteratetheneedfor“eyesonme,handsfree,andvoicesoff”.Ofcourse,thisexpressionmaynotbesuitableformorematurechildren,somakesuretojustbeclearandconsistentwiththemaboutyourexpectations.Oncetheyarecomfortablewiththosetwoattention‐getters,asktheclasstobrainstormsomeothercallandresponsestheywouldliketobeusedintheclassroom,aswell.Givethemsomeexamplesthatcouldincludesomethingwiththeschool’sname,themascot,yourclassroomnumber,orapopularsong.Decideonatleasttwomoreandcontinuetoaddthemintoyourrepertoire.Astheyearprogresses,youcouldaddasmanyasyoulike.Thebestattention‐gettersareusuallycreatedbythestudentsthemselves.
4) HavesmallgroupsofstudentscreatepostersforeachoftheParticipationProtocols.Havethemuse
pictures,words,descriptions,etc.asareminderforhoweachoneworksandwhenitissituationallyappropriate.Postthemprominentlyallyearasareference.
17
IntroducingDiscussionProtocolsintheClassroom
HowtoBegin
Activities:
1)Telltheclassyouaregoingtodoalittleexperimentwiththem.Projecttheoverheadofthe“library”(seeattached)foroneminuteandtellthemtotrytorememberasmanydetailsastheycanaboutit.Then,askforvolunteersto
describecooperativelearning.Ifneeded,brieflyexplainthatcooperativelearninginvolvesexplainingyourthoughtsandideastoyourpeers(whichhelpsyoutolearnandrememberthings)andlearningfromyourpeers’thoughtandideastobetterunderstandsomething.Itcouldalsomeanthateachpersoninasmallgroupcontributestoanassignment.Then,
distributethe“WhatDoYouRemember?”handout–halfoftheclasswillgettheirownandtheotherhalfwillshareamongstagroupoffour(whoeveryouhandedthepapertowillbethe“Scribe”,orwriter).Tellthemthathalfoftheclassisgoingtoworkindependentlyandtheotherhalfisgoingtoworkcooperativelytoanswerthequestions.After
severalminutes,stopthemandcheckanswers.Askstudentstosharethebenefitsofworkingcooperativelyandrecordthemonchartpaperforfuturereference.
2)Thefollowingday,returntotheideaofteamworkbytellingyourstudentsthatyouhavegivenitsomethoughtand,inyourexperience,itsometimeshelpsteamsbemoresuccessfulwhenteammembershaveassignedjobsor
responsibilities.Youcanusetheanalogyofsportsteamstohelpexplainyourpoint(Whatwouldhappeniftherewasnotadesignatedquarterbackonafootballteam?Whatiftherewasnooneassignedtothecatcherpositiononabaseball/softballteam?andsoon).Oncetheyhavehadanopportunitytodiscussthisconcept,tellthemthateveryone
isgoingtoworkintheirteamsoffourtoday,buttheyaregoingtohavetoplanwiththeirteammatesandassignjobsinordertogettheirtaskaccomplished.HandeachstudenttheShapes/Colorshandoutsandthefourcorrespondinglycoloredcrayons.Explaintothemtheyneedtohavethewholeteam’spaperscoloredcorrectlyaccordingtothehandout
withinanallottedtime(variesbyagegroup),buttheywillneedtoshareonlythosefourcrayons.Givethem2minutesorsotoplanwiththeirgroupandtellthemtobegin.Whenthetimeisup,havestudentssharetheirgroup’sstrategies,successes,anddifficulties,providingmuchpraiseandaffirmationforteamworkandtheuseof“roles”withinthegroup.
3)Afterchoosingthe5‐7“staple”DiscussionProtocolsyouwouldliketoincorporateintoyourdailyactivities,introduce
1‐2ofthemeachdaywithlow‐contentdiscussionprompts.Besuretopracticeeachoneatleast3timesperdayallowingstudentstobecomecomfortableandconfidentwiththeirstructuresandnuancessothattheywillreadilybeabletoemploythemwhenevertheyarecalled.Continueintroducingandpracticingtheminthismanneruntilitseems
studentsarereadytoworkwiththemwithinthecontentareas.Then,incorporatethemintoyourdailylessonstoenhancestudentunderstandingthroughtheirareasofstrength.
4)Oncetheyhaveallbeenintroduced,havesmallgroupsofstudentscreatepostersfortheses5‐7DiscussionProtocols
youplantouseregularlythroughouttheyear.Remember,youwanttheDiscussionProtocolsyouchoosetobeeasyenoughforyourstudentsto“get”afterpracticingseveraltimesyetchallengingenoughtobeengagingthroughouttheyear.Includeamixturethatwillallowforavarietyoftypesofactivities,includingaquickshare,listingopportunities,
opinions/studentchoice,movement,etc.Then,postthemprominentlyintheroomallyearasaformofreferenceasneeded.
OncebothyouandyourstudentshavemasteredyourdesignatedDiscussionProtocols,youcanbeginaddingnewonestoyourroutinetoenhancethedynamicsofthestudents’discussion.Youmayeveninventsomeofyourown….andifso,
pleasebesuretosharewithus!IthinkImightliketousetheseDiscussionProtocolsinmyclassroom…
18
DiscussionProtocolsIplantouse Rationale/Purpose(movement,consensusbuilding,quickreview,engagingandfun,encouragesopinionsanddiscussion,etc.)
19
Stop SpeedLimit50milesperhour
Norightturnacrosstracks
Bicyclesstaytotheleftandpedestriansstaytotheright
InformationCenter
WinterRecreationArea
Hillahead
Trucksallowed
Trafficlight
Playground DeadEnd RailroadCrossing
Donotenter
Seatbeltsrequired
Curvyroad Nopedestrians
Pedestrianscrossonlyonthesignal
Wrongwayforbicycles
Taxisinthislaneonly
Donotpassothercars
Gostraightorturnright
Detourtotheright
Bicycleparking
Norightturn
Workzone
Roadworknext5miles
Pedestrianzone
Schoolbusstopahead
Speedlimitfortrucksis40milesperhour
Yieldtoothertraffic
20
21
TeamColoring
Takenfrom“Tribes”
Purpose:Toprovideopportunitiesforcooperationandcollaboration
Activity
1.Copysheetswitheightgeometricshapesonthem.Printthenamesoffourdifferentcolorsontheshapes,
onecolortotwoshapes.
2.Dividethegroupintoteamsoffour.
3.Giveeachmemberasheetofshapesandeachteamfourcrayonsoftheappropriatecolors.
4.Explainthaneachteamistocoloralltheshapesoneachteammember’ssheetbysharingthefourcrayons.
Eachshapemustbefilledinwiththecoloronthatshapes,andmostofthecrayonmarksmustbeinsidethe
shapes,Teammemberscancoloroneachother’ssheetsiftheylike.
5.Givetheteamsafewminutestodiscusswhattheirstrategiesmightbe.
6.Givethesignaltobegin.Whenateamhasfinishedcoloringalltheshapes,havetheteammembersraise
theirhands.Waituntileachteamisfinished.
7.Checkoverthesheetstomakesurethetworuleshavebeenfollowed.
8.Reflectontheactivity.
QuestionsforReflection:
Wasiteasyforyourteamtodevelopastrategy?Whyorwhynot?
Didyourteamworktogetherorindividually?Howdidyouhelpeachother?
Ifyouweregoingtodothisagain,wouldyoudoitdifferently?Ifso,how?
22
RED BLUE
GREENBLACK
BLACK GREEN
BLUE RED
23
Our Responding Protocols
Pick-a-Stick
To show what we know, only the student whose stick is picked shares his/her thoughts with the class. All of us are ready to share, and we use turn-taking.
Roll ‘Em To show what we know, only the student who is sitting in the rolled seat and table shares
his/her thoughts with the class. All of us are ready to share, and we use turn-taking.
Pass It On To show what we know, we call on each other. We can also use this when we need help answering.
All of us are ready to share and help, and we use turn-taking.
Give a Shout Out To show what we know, all of us answer aloud. Sometimes we have the same answers, and
sometimes our answers are different. We shout out our answers no more than 3 times if our Teacher is writing our answers on the board.
Raise a Righteous Hand To volunteer for something, we raise our hands silently. Not all of us may be able to volunteer
information, so only some of us will raise our hands to share.
Whip Around To show what we know, we each take a turn sharing our very quick thoughts. All of us are ready
and share our ideas aloud, and we use turn-taking.
Moment of Silence The room is completely silent because we are participating in something by ourselves. We are
showing respect to our classmates by providing them with the silence they need to concentrate.
“This is how we participate with
our Teacher”
24
Our Discussion Protocols
Numbered Heads Together
My team discusses a problem together and agrees on an answer through consensus. The student sitting in the rolled numbered seat answers for the group.
Give One, Get One
I use order to walk around the room and find a partner to discuss our learning. When we are finished listening and sharing, we return immediately to our seats
and I am ready to share what I heard from my partner.
Silent Appointment
We make an appointment with a partner using only nonverbal communication without talking. Then, we meet with our partner to discuss our learning. When we
are finished listening and sharing, we return immediately to our seats and are ready to share what we heard from our partner.
Round Robin Brainstorming
At our table group, we each take turns sharing our thoughts about our learning while the assigned Scribe takes notes about our ideas. When we are finished, we
are all ready to share with the class what we discussed.
Team-Pair-Solo 4-2-1
I work with my table TEAM of 4 to solve several problems. Then, I work just with my seat partner as a PAIR to answer several more problems. Finally, I work SOLO
to answer several more problems all by myself.
Think-Pair-Share