Total Participation Techniques

Making Every Student an Active Learner

Persida Himmele & William Himmele

Total Participation Techniques

(TPTs)

Implementation and Field-testing:Manheim Central Middle School

8 teachers: novice to experienced from 2-16 years of teaching

experience1 Millersville Student Teacher in 5th

grade

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“Stand and Deliver”Professional Development

“What implications does this type of teaching have on student learning?”

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Quick-Write

There are No implications: The problem is that too many students sit, disengaged, giving no indication that they are thinking or learning and the teacher only knows that 2-3 students understand the concept. If “Stand and Deliver” teaching isn't

good enough for our professional development seminars, why would it be good enough for our children?

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SO WHY?

Himmele & Himmele’s

GOAL

To provide ways to ACTIVELY and COGNITIVELY engage students in the learning

process, by creating classrooms where

content is RELEVANT and DEEP.

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WHY TPTs? Chapters 1 and 2

People at any age need to pause and process what they are learning.

They need to think about the concepts, jot their thoughts down, compare understandings with peers,

and ask questions.

Learning is a Social ExperienceWhat do you need to do to learn new

concepts?Capital Area Intermediate Unit

The High Cost of Disengagement

At least a quarter of students drop out of school. Every 9 seconds a student drops out.

(Leher, Johnson, Bremer, Cosio & Thompson, 2004).

The most at risk students are African American, Latino, and Native American; their drop out rate is twice that of their white peers (Balfanz et al., 2010).

Three-quarters of state prison inmates are dropouts (Martin & Halperin, 2006).

Illiteracy is rampant among inmates.What does this mean to us?

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Multiple Choice Hold-Up

What do you think is the number ONE reason students give for dropping out

of school?A. They were failing and the

requirements were difficultB. Left for personal reasons

(pregnancy, to get a job to help support family)

C. Boredom, classes were not interesting

D. Too many missed days and could not make up all the work

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Make a Difference

Number one reason Drop Outs give is BOREDOM!

Students want engagement, hands-on learning, and the opportunity to debate and discuss.

TPTs force students to be actively and cognitively engaged, they can no longer hide behind the 3-4 students who always raise their hand.

BEWARE – disengagement is a learned behavior, but effective teaching can make the difference by cognitively engaging students.

(Certo, Causley, Moxley, & Fhaflin, 2008. ASCD, 2010)

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Total Participation Techniques

are the quickest, simplest, most effective tools that can dramatically improve teaching and learning.

ensure that students are actively, cognitively, and emotionally engaged in the content being taught.

take the focus off the teaching and place it on what, and to what extent, your students are learning.

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So What Can We Do?

Plan for and require students to demonstrate active participation and

cognitive engagement, or you have no way of

knowing what students have learned until it’s too

late. Capital Area Intermediate Unit

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Higher-Order Thinking Skills (HOTS)

Classrooms need to provide opportunities for students to develop higher-order thinking skills in order for them to become

Critical ThinkersProblem Solvers InnovatorsChange Makers

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How to Ensure HOTS

Student interactions are only as powerful as the prompts.

Develop prompts and activities that require students to reflect and use analysis, synthesis, and evaluation.

Think through the big idea and know what is most important for students to walk away with.

Focus on deep meaning.

See Appendix - Bloom’s Cognitive Taxonomy

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The Ultimate Goal

Using HOTS teaches kids HOW TO THINK,

not what to think. When lessons are structured to ensure

active participation and cognitive engagement by every learner, it makes learning lasting and meaningful.

We need to teach students how to think!

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HOW? Chapter 3

Require students to “Show you” their learning, by expecting them to participate and by providing you with evidence of cognitive engagement.

Write TPTs in your lessons plans or Post directions for some TPTs around the room to prompt you to use them consistently.

Have TPT folders or envelopes to store materials they will need for TPTs (See pages 28-29)

Have “resource boxes” to hold supplies needed for TPTs. (scissors, glue sticks, highlighters, etc.)

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Formative AssessmentChapter 8

The purpose is to ultimately influence learning.

Formative assessments help teachers EVALUATE students’ knowledge and understanding and then ADJUST their teaching to produce improved student learning.

Contrast with summative assessments, which are done at the end only to summarize what the students have learned. Capital Area Intermediate Unit

Formative Assessments

Teachers have to use their professional expertise on a daily, hourly, and minute by minute basis.

It is the informed judgments that the teacher gathers and uses within the classroom to move students along the continuum.

TPTs can be used as formative assessments by providing teachers with ongoing data about what students understand and what they need.Capital Area Intermediate Unit

TPTs as Assessments

TPTs are assessments because they provide an accurate picture of what the students know.

Keep Anecdotal Records of student progress, keep samples that show the child’s understanding, record notes on participation and concept development.

TPTs Inform your teaching: If you get a test grade that does not match what the child has been doing, you many need to evaluate your lesson and/or the test.Capital Area Intermediate Unit

Main ConceptsSimiles as a Formative Assessment

1. Total Participation Techniques (TPTs) are like _________ in that _________.

St. Joan of Arc, Seven Sorrows, Heritage Christian

2. Higher Order Thinking Skills (HOTS) are like _________ in that __________.

Good Shepherd, Londonderry, St. Joseph’s

3. Formative Assessments are like _________ in that _________.

Holy Name of Jesus and St. Margaret Mary

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Text Rendering

Chapters 4 On-the Spot TPTS (10) & 5 TPT Hold-Ups (5)

Chapter 6 TPTS Involving Movement (11)

Chapter 7: TPTs to Guide Note-Taking and Concept Analysis (11)

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Most TPTs include 4 Sections

When we break into groups you will read about one type of TPT.

You should be prepared to 1. Identify the TPT.2. Describe the steps for using the

technique.3. Tell how to ensure Higher-Order

Thinking.4. Explain how it might be used as a

formative assessment.5. Share any interesting tips, suggestions

or ways you would apply it in your classroom.

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Thoughts to Ponder

1. Which of your students would have benefitted from the consistent use of TPTs?

2. How can implementing Total Participation Techniques make you a better teacher?

3. In what ways can you see TPTs being used in your classroom?

4. How will you use TPTs as formative assessments?

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