ACTIVE PARTICIPATION

ENGAGING THE MIND OF THE LEARNER ALL THE STUDENTS, ALL THE TIME

OVERARCHING QUESTIONS
Do each of us have the strongest toolkit of instructional strategies possible to maximize student learning in our classrooms? How can we continually build our capacity and our colleagues capacity to maximize student achievement?

Elements of Effective Pedagogy

Instructional Strategies

Management Techniques

Curriculum Design

Effective Pedagogy

Marzano, Pickering, and Pollock, 2001

LEARNING GOALS - ACTIVE PARTICIPATION

Participants will be able to: Explain the principle of Active Participation and how it affects student achievement Identify the forms of Active Participation and describe what they look like in the classroom Develop an extensive toolkit of effective Active Participation strategies to actively engage students in their learning
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ACTIVATOR - WORD SPLASH

Sampling

Active Participation
Say-Do
TASK: Pairs select one term and explain how it relates to Active
Participation

WHAT IS ACTIVE PARTICIPATION?

Active Participation is the consistent engagement of the learners mind with the learning.

OUR ACTIVE PARTICIPATION MANTRA

Every Student! Every Question! Every Time!

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WHAT DOES ACTIVE PARTICIPATION LOOK LIKE?

THROUGHOUT the LEARNING EXPERIENCE

LOOKS LIKE STUDENTS :
operating responding writing moving talking creating designing drawing signaling taking notes

DOES NOT LOOK LIKE STUDENTS:

sitting passively listening eventual participation

ANCIENT CHINESE PROVERB

I hear and I forget. I see and I remember. I do and I understand.

WHAT WILL I DO TO ENGAGE STUDENTS?

Teacher Action Steps :

1. Manage Questions and Response Ratesmissing information stimulates engagement 2. Use Physical Movementincreases energy, enhances engagement 3. Use Appropriate Pacingkeep focus on content knowledge 4. Use Games that Focus on Academic Content 5. Use Inconsequential Competitionmild pressure, in the spirit of fun 6. Demonstrate Intensity and Enthusiasm for Contentwords, tone, and manner communicate This is important 7. Engage Students in Friendly Controversy 8. Provide Opportunities for Students to Talk About Themselves 9. Provide Unusual Information
The Art and Science of Teaching, Marzano, 2007

The more perceptual modes we engage for studentsseeing, hearing, moving, touching---the better the learning will be. The Say-Do principle highlights the powerful effects of having learners say their learning out loud and getting involved in using it to do something.

Say-Do Principle

The Skillful Teacher, Saphier and Gower, 2001

Say-Do When learners take in information by reading it, Principle hearing it, seeing it, or some combination of those, retention is limited on average to no more than 50% of what has been presented.
Retention grows on average from 70 to 90% when the learner has to shift from receptive modes to active modes with new information.

Relative Effectiveness of Different Perceptual Modes on Retention

Perceptual Mode
Read Hear See Hear and See Read, Say 10% 20% 30% 50% 70%

THE POWER OF SAY-DO

Percent Effectiveness

Read, Say, Do

90%

The Skillful Teacher, Saphier, Haley-Speca, Gower, 2008

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Input experiencereading, listening to lecture, viewing a video or demonstration

ITS POWERFUL AND SIMPLE

Learners SAY (summarize) their learning out loud.

Learners use new learning to immediately DO something.

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THREE TYPES OF ACTIVE PARTICIPATION

Covert Participation Not Observable

Behaviors we cannot observe and cannot measure:
Think about . . . Remember . . . Summarize for yourself . . . Take a moment and formulate an answer . . . Make a mental list . . . Imagine . . . Listen . . . Visualize . . . Focus on . . . Pretend . . .

Overt Participation Observable

Behaviors we can observe and therefore measure:
Non-Verbal Responses:
Write . . . Draw . . . Solve . . . Show me . . . Signal . . . Act out . . . Demonstrate by . . . List . . . Explain . . . Tell your partner . . . Tell me . . Discuss . . Whisper . . .

Verbal responses:

Combination of Covert and Overt Participation Thinking and Doing

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COMBINATION IS THE MOST EFFECTIVE TYPE

COVERT OVERT COMBINATION

Unobservable

Observable

Engagement

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TASK . . .
Read Chapter 9, Active Participation, from Teaching makes a Difference by Carol Cummings (Tab 8) Use your own note taking system to record big ideas. One sentence summary post-it Two column note taking Your choice

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SUMMARIZER
TASK: Think-Pair-Share

THINK about your own classroom practice. Assess the degree to which you use practices that elicit covert, overt, or combination Active Participation in your classroom. PAIR: Explain your thinking to the person next to you. SHARE: Be prepared to share with the large group.

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BIG IDEA #1: PROVIDE WAIT TIME

WAIT TIME IS THINK TIME.

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WAIT TIME IS THINK TIME

WHAT? purposeful teacher pause WHEN? after asking a question after a student answers after a student asks a question HOW LONG?

Wait time should be relative to the level of difficulty of the question.

(Typically, consider 3-5 seconds.)

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1
2

Ask the question. Provide wait time. Call on a student.

INCREASING WAIT TIME WORKS!

Effects: 300700% increase in length of student response # of volunteer appropriate student responses increases Failures to respond decrease Confidence increasesfewer inflected responses Speculative responses increase Student-student interaction increases Teacher questions change in number and kind
Divergent questioning increases Higher level thinking questions increase (Blooms Taxonomy) Probing for clarification increases

Students make and support inferences Students ask more questions Contributions by slow responders increase More students are on task; disciplinary moves decrease
The Skillful Teacher, Saphier , Haley-Speca, Gower, 2008

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GENERATE COVERT PARTICIPATION

Wait Time

Level of Concern

Covert Participation

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 . Hold all students accountable for thinking or formulating an answer. Raising the level of concerna principle of motivation--increases the probability that students will focus and think about your question.

RAISE EVERY STUDENTS LEVEL OF CONCERN

Feeling tone-too pleasing

Pleasure can take over

Level of concern-too high

Anxiety can be created

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LEVEL OF CONCERN TEACHER STATEMENTS/ACTIONS

Statements that Raise Level of Concern
Ill be calling on you to report . . . Be ready in case I call on you . . . . Each of you needs to prepare an answer . . . . In two minutes, Ill call on a group to model . . . Signal when you have more than two ideas . . . Put your pencil down and look at me when you are ready. . . ____________________________________ ________________________ ____________________________________ ________________________ ____________________________________ ________________________

Actions that Raise Level of Concern

Walk around to look or listen as students work. Pull names randomly.
__________________________________ __________________________ __________________________________ __________________________ __________________________________ __________________________ __________________________________ __________________________

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COMBINATION IS THE MOST EFFECTIVE TYPE

COVERT OVERT COMBINATION

Unobservable

Observable

Engagement

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SUMMARIZER, BIG IDEA #1: WAIT TIME

Work in triads. (Number off at your table: 1-2-3.) 1s: Define wait time 2s: Give the rationale and benefits of wait time 3s:What does wait time look like?

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BIG IDEA #2: CALL ON NON-VOLUNTEERS (COLD CALLING)

LEARNING CANNOT BE OPTIONAL IN OUR CLASSROOMS.

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CALLING ON NON-VOLUNTEERS
Call on both volunteers and non-volunteers.

Not enough wait time/thinking time can lead to I dunno.

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ENGAGEMENT STRATEGY: COLD CALL CALLING ON NON-VOLUNTEERS

Eventual participation is the opposite of Active Participation. In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands. If students see you frequently and reliably calling on classmates who dont have their hand raised, they will come to expect it and prepare for it.

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Teach Like a Champion, Lemov, 2010

BIG IDEA #3: USE A VARIETY OF STRATEGIES TO INCREASE OVERT AND COVER ENGAGEMENT.
USE THE ACTIVE PARTICIPATION TOOLKIT EVERY DAY.

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COMBINATION IS THE MOST EFFECTIVE TYPE

COVERT OVERT COMBINATION

Unobservable

Observable

Engagement

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OVERT PARTICIPATION STRATEGIES

Generate overt participation using these strategies effectively throughout the learning:

Think - Pair Share: Covert until sharing. Think Write - Pair Share: Choose this to raise the level of concern with overt participation. Great for generating discussions. Signaling: Signal your response on cue.
Teacher prompts: Thumbs up if you agree, thumbs down if you disagree, thumbs to the side if you are unsure. Teacher waits (about three seconds) Teacher calls: Signal

Signaling with Response Cards

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OVERT PARTICIPATION STRATEGIES

Sampling: Sample, Sample, Sample, answer
Teacher question: Is an obtuse angle less than, greater than, or equal to an acute angle? Teacher samples: Alexa? David? Susanna? Teacher responds: If you agree with David and Susanna, you are correct.

Sample and Signal: Sample, sample, sample, and end with a signal.
Teacher prompts: Think about the 13 colonies. In which colony was the first settlement established? Teacher waits. Teacher samples: Mike? (answers) Juan? (answers) Grace? (answers) Teacher prompts: Thumbs up if you agree with Mike and Grace. Thumbs down if you disagree.

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OVERT PARTICIPATION STRATEGIES

Choral Response: Everyone responds on cue. Teacher supplies signal word.

Teacher prompts: When I say everyone, tell me the name of the bottom number in a fraction. Teacher waits. Teacher: Wait time! Everyone. Students respond. Teacher assesses.
Odd-numbered?

Variations on Choral Response: Born in an even-numbered month? White Boards and Clickers Whip Ill say 3. Youll say 2.

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ENGAGEMENT STRATEGY: NO OPT OUT

A sequence that begins with a student unable to answer a question should end with the student answering that question as often as possible.

The sequence is complete when that student gives the correct answer, even if it is only to repeat the correct answer.

Teach Like a Champion, Lemov, 2010

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NO OPT OUT 4 EXAMPLES OF TEACHER RESPONSE

Student fails to answer or answers incorrectly. Teacher choices:
1. Teacher provides the answer; student repeats the answer. 1. Another student provides the answer; initial student repeats it. 1. Teacher provides a cue; your student uses it to find the answer. 1. A student provides a cue; initial student uses it to find the answer.

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NO OPT OUT: EXAMPLE 1

You provide the answer; student repeats the answer.

Teacher:
James:

Whats the subject . . . James?

Happy.

Teacher: James, the subject is mother. Now you tell me. Whats the subject? James: Teacher: The subject is mother. Yes, James. The subject is mother.

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NO OPT OUT: EXAMPLE 2

Another student provides the answer; initial student repeats it.

Teacher: James: Happy.

Whats the subject . . . James?

Teacher: Who can tell James what the subject of the sentence is? Teacher: On the count of two, class, tell me what the subject of the sentence is. 1, 2 Student: Mother. Class: Mother! Teacher: Now you, James. Whats the subject?

James: The subject is mother.

Teacher:

Yes, the subject is mother

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You provide a cue; student uses it to find the answer.

NO OPT OUT: EXAMPLE 3

Whats the subject . . . James?
Happy.

Teacher:
James:

Teacher: James, when I ask you for the subject, I am asking for who or what the sentence is about. Now . . . James, see if that can help you find the subject. James: Teacher: Mother. Thats right, James. The subject is mother.

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Another student provides a cue; initial student uses it to find the answer.

NO OPT OUT: EXAMPLE 4

Whats the subject . . . James?
Happy.

Teacher:
James:

Teacher: Who can tell James what I am asking for when I ask for the subject? Student: Youre asking for who or what the sentence is about.

Teacher: Yes, I am asking for who or what the sentence is about. James, whats the subject? James: Teacher:
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Mother. Yes, James. The subject is mother.

WHATS THE BOTTOM LINE?

Students are actively engaged in their learning when they are . . . .

mentally engaged!

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USING GAMES TO PROMOTE STUDENT ENGAGEMENT

. . . the research associated with student engagement suggests that game-based learning tasks

and activities can help students deepen their

understanding of core content.

A Handbook for the Art and Science of Teaching, Marzano and Brown, 2009

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LETS PLAY . . .
NAME THAT CATEGORY!

Vocabulary Terms & Phrases

Things that conduct heat

200 POINTS

Prime numbers
100 POINTS 100 POINTS

Parts of the digestive system

100 POINTS 100 POINTS

Things that
are living
50 POINTS

Liquids
50 POINTS

Adverbs
50 POINTS

Math Math 400 400

Math 400 What is radius?

Language Arts 200 Language Arts 200

Language Arts 200 Who is Charles Dickens?

Social Studies 300 Social Studies 300

Social Studies 300

What is Nagasaki and Hiroshima?

WHAT WILL I DO TO ENGAGE STUDENTS?

Teacher Action Steps :

. Manage Questions and Response Ratesmissing information stimulates engagement 2. Use Physical Movementincreases energy, enhances engagement 3. Use Appropriate Pacingkeep focus on content knowledge 4. Use Games that Focus on Academic Content 5. Use Inconsequential Competitionmild pressure, in the spirit of fun 6. Demonstrate Intensity and Enthusiasm for Contentwords, tone, and manner communicate This is important. 7. Engage Students in Friendly Controversy 8. Provide Opportunities for Students to Talk About Themselves 9. Provide Unusual Information
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The Art and Science of Teaching, Marzano, 2007

The Art and Science of Teaching, Marzano, 2007

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ENGAGEMENT - 100 PERCENT

Theres one acceptable percentage of students
engaged in the learning: 100 percent.

Less, and student learning is compromised.

Teach Like a Champion, Lemov, 2010

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HOW WILL I RESPOND TO RESISTANT LEARNERS?

Use the least invasive form of intervention. Intervene as close to the top of list as possible!
Nonverbal intervention Positive group correction Anonymous individual correction Private individual correction Lightning-quick public correction Consequence

Rely on firm, calm finesse

Achieving participation is an exercise in purpose

Emphasize participation you can see

Invent ways to maximize visibility Be seen looking Eventual participation is not Active Participation
Teach Like a Champion, Lemov, 2010

NUMBERED HEADS A MILDLY COMPETITIVE COOPERATIVE REVIEW GAME

Organize into groups of five or six; number off at your table 1 through 5 (or 6). Teacher asks a series of questions, one at a time. Students put their heads together and quietly discuss answers to the question for set time, 30-60 seconds. No further dialogue allowed. Teachers calls a number: 1, 2, 3, 4, 5 or 6, saying, 2s (or 3s, 1s, or 4s) stand up! 2s stand up.

Teacher randomly calls on 2 students who are standing to answer the question on behalf of their team.
If keeping score, correct answers score a point for their team.
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SUMMARIZER - WORD SPLASH

Active Participation
Say-Do
Eventual Participation is NOT Active Participation

TASK: Pairs generate one complete statement which states the relationship

between two terms. Then, agree on the relationship between those two terms and Active Participation. Whole Group WHIP