Welcome to the Advanced Teaching

and Learning Program!

Active Participation

EPR Cooperative Learning

Structures

Manipulatives Discussion

Jenna Kuder, IRT Christy Farr, IRTDr. Ann Addison

Every Pupil Response

Educator Standard #2: Educators know their subject matter and how to teach it.

2.8 Implements instructional

practices which ACTIVELY

ENGAGE students.

Educator Standard #2 Other standards Active Participation involves:

Why Active Participation?Confucius Says…

What I hear, I forget.

What I see, I remember.

What I do, I understand.

Setting the

Stage for

Active Learning

Routines: Use 10 Steps to Improve

Muscle Memory From The Daily 5, Boushey & Moser

1. Identify what is to be taught.

2. Set a purpose and a sense of urgency.

3. Brainstorm desired behaviors on a T chart.

4. Teacher models most-desirable behaviors.

5. A student models least desirable behaviors, then models most-desirable behaviors.

6. Everyone practice and build stamina.

7. Teacher stays out of the way.

8. Quiet signal-Come back to group.

9. Group check in- “How did you do?”

10. Repeat 1-9.

Don’t let behavior derail your

plan!Reasons Kids Misbehave

• Kids don’t know what

teachers expect

• Unaware they are

exhibiting inappropriate

behavior

• Don’t know how to exhibit

appropriate behavior

• Starved for adult behavior

• Power

• Avoidance of academic

deficit

Listen Right

Directions:• Teacher gives information in

small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas.

• Teacher stops. Students write key points.

• Students share with a partner and make corrections on their papers.

• Teacher announces key points.

• Students celebrate and make corrections.

• Students put pencils down and the process is repeated from Step 1.

Listen Right!

What does the Brain Research Say?• Students tend to remember BEST

what comes FIRST, and second

best, what comes LAST.

• Students have a 15% greater retention of new learning when standing.

• Students need sufficient feedback at least once every 30 minutes.

• The amount of time engaged in learning is the most potent predictor of literacy learning.

Listen Right

The Active Brain• The brain works as a processor vs.

a recorder

• The brain likes both internal and external processing

• The brain craves interaction

• Without the opportunity to discuss, ask questions, do, and perhaps even teach, real learning will not occur.

Listen Right

Active Participation

EPRCooperative Learning

Structures

Manipulatives Discussion

Jenna Kuder, IRT Christy Farr, IRTDr. Ann Addison

Every Pupil Response

Objective:

• We will hear ideas for using “Every Pupil Response” strategies with our students to keep engagement and participation high.

Sort• Using the highlighters at your table,

complete the sort of active participation strategies.

• Green – Strategies I’ve Used

• Yellow – Strategies I know and would like to try

• Pink – Strategy I don’t know well and would like to learn

Beam to all

Wait time

Making It Work…Signaling The Response

Clear and specific directions, modeling, and time to practice

Signal

Every Pupil ResponseCovert

Covert behaviors are those

which go on inside the skin.

Overt

Overt behaviors are those

which are directly

observable.

Overt or Covert?• Visualize what the pioneers might have experienced as

they traveled Westward

• Take a minute and think to yourself about the best gift

you ever received.

• Show me the # of brothers and sisters you have

• Raise your hand if you read 15 minutes last night

• Give me a thumbs up if you like pizza

• If you know the governor of KS, clap 3 times

• Calculate the following mentally

• Show me in sign language your lunch choice – A or B.

• Summarize this idea to yourself.

Venn Diagram

EPREvery Pupil Response

EPR is used in all content areas to engage learners, check for understanding and informally assess students.

In order to ensure kids are actively engaged, it is always best to pair an overt task with a covert task.

Notetaking

• Using the colored paper on your table,

create a tri-fold.

• Label 1/3 – Manipulative

• Label1/3 – Hand/Body/Choral

• Label 1/3 - Technology

Hand/Body/Choral Responses

• Stand up / Sit down

• Cross laterals/jumping jacks/toe touches

• Air Write It, Mouth It

• Hands- Thumbs up/down, sign language

• Human Graphs

• Choral – Class, Class / Yes, Yes

Manipulatives

• White boards• Cat/Dog Coke/Fry Cards• Agree/Disagree • Smile/Frown• ABCD/1234/plickers

• www.plickers.com

Technology/Apps

• Plickers

• Kahoot

• Whiteboard Apps

• Nearpod

• Socrative

Check out OPS EdTechhttp://departments.olatheschools.com/OPSEdTech/

There are tutorials for ALL of these awesome apps!!

Exit Slips for EPR

Ways to Implement This Structure

1. Hand signals/Choral Responses

Thumbs up

Sign language

Human Graph

Poll Everywhere

2. Manipulatives

Cat/Dog or Coke/Fry

Solo plates

Agree/Disagree

Plickers

Management Ideas

1. Always teach the procedure or routine for

using manipulatives first.

2. Organize manipulatives so that they can

be easily accessed by students (box on

desks, pockets on shower curtain, folders,

baggies, etc.)

3. Distribute prior to lesson

4.

5.

6.

7.

8.

9.

10.

EPR – Every Pupil Response

Discuss other ways you can use this structure at

your grade level and add them to your card!

Active Participation

EPR Cooperative Learning

Structures

Manipulatives Discussion

Jenna Kuder, IRT Christy Farr, IRTDr. Ann Addison

Every Pupil Response

Fan and Pick

Directions

1. Student One fans cards.

2. Student Two picks, reads, gives Think Time.

3. Student Three answers.

4. Student Four praises and tutors or paraphrases.

5. Students rotate roles.

Ways to Implement This Structure

1. Response questions for Shared Reading text2. Spelling Word Practice3. Vocabulary Words and Definitions4. Math Facts5. Study Guides6.7.8.9.10.

Management Ideas

1. Precut strips2. Distribute cards prior to lesson3.4.5.6.7.8.9.10.

Discuss other ways you can use this structure at

your grade level and add them to your card!

Fan and Pick

Talking Chips

Directions

1. Teacher provides topic or question.

2. One student places a chip in center, begins discussion.

3. Students use chips to continue discussion.

4. Chips used up? Students collect chips, continue discussion.

Ways to Implement This Structure

1. Literature Response questions2. Problem Solving3. Review of New Learning4. Creating a Group Story5. Phonograms/ Word Families6. Math Facts7.8.9.10.

Management Ideas

1. Use di-cut foam to control noise2. Keep chips in a baggy or envelope3. Distribute prior to lesson4.5.6.7.8.9.10.

Talking Chips

Discuss other ways you can use this structure at

your grade level and add them to your card!

Quiz Quiz Trade

Directions1. Students receive question cards.2. Students pair up.3. Quiz: Partner A quizzes.4. Partner B answers.5. Partner A praises or tutors.6. Quiz: Partners switch roles.7. Trade: Partners trade cards.8. Students find new pairs and repeatedly

Quiz-Quiz-Trade with new partners.

Ways to Implement This Structure

1. Questions related to Shared Reading text2. Math Facts3. Spelling Words4. Vocabulary Words and Definitions5. Study Guides6.7.8.9.10.

Management Ideas

1. Precut cards2. Distribute cards prior to lesson3.4.5.6.7.8.9.10.

Quiz Quiz Trade

Discuss other ways you can use this structure at

your grade level and add them to your card!

Active Participation

EPR Cooperative Learning

Structures

Manipulatives Discussion

Jenna Kuder, IRT Christy Farr, IRTDr. Ann Addison

Every Pupil Response

Inside Outside Circle

Directions• Students make 2 circles, one inside the other.• Teacher poses a discussion question and directs the

inside or outside circle to respond. Roles can reverse for the next question.

• Teacher directs one circle to move (ex: 2 places to the left)

• A new partnership is now created and another discussion question is posed for the inside or outside circle to discuss. Repeat steps 2-3.

Ways to Implement This Structure

1. To share writing topic ideas2. “How did you solve the problem”3. “What’s your opinion on…”4. Connections to a book or story5. Review material6. 7.8.9.10.

Management Ideas

1. Use hall or wet area2. Go outside 3. 4.5.6.7.8.9.10.

Inside Outside Circle

Discuss other ways you can use this structure at

your grade level and add them to your card!

Numbered Heads

Directions1. Students number off 1-4.2. Teacher asks a question and either has all

students write a response or think of their response.

3. Students share out their answer with the group. Students discuss and coach as needed until a common answer is found.

4. Teacher calls a number 1-4; that student answers for the group. Repeat

Ways to Implement This Structure

1. Questions related to Shared Reading text2. Colors/Letters/Shapes/#s3. Science/Social Studies ?s4. Daily Common Core Review grading5. 6. 7.8.9.10.

Management Ideas

1. Have #s already on desks2. Use colors instead of #s3. Use deck of cards ace-four to determine who shares out4.5.6.7.8.9.

Discuss other ways you can use this structure at

your grade level and add them to your card!

Numbered Heads

Graffiti BoardDirections1. Place a piece of construction/chart paper in

middle of table group.2. Teacher reads a story or content area material

aloud to students.3. Students each take a “corner” of the paper and

they begin writing and/or drawing their thoughts about the book or topic being read in a graffiti fashion. The responses, ideas, comments, sketches, quotes, and connections do not have to be organized in any way – they are brainstorms.

4. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did.

Ways to Implement This Structure

1. Use with any read aloud2. Science/Social Studies material3. Listening Center4. 5. 6. 7.8.9.10.

Management Ideas

1. Allow 4 different colors 2. Have paper and markers ready3.4.5.6.7.8.9.10.

Graffiti Board

Discuss other ways you can use this structure at

your grade level and add them to your card!