The consistent engagement of the minds of all learners in order to monitor student achievement.

Learn by doing.

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

-Chinese Proverb-Chinese Proverb

All of the students all of the time

Teacher benefits: More effective teaching Less behavior problems Diagnostic-Monitor student learning throughout

instruction

Student benefits: Focus, Rate & degree Retention Better review Ownership of learning Students are validated

Unison/choral response?

Turn to your partner and tell them of a time you saw an insect. Start your sentence like this…I saw a….

Partner Responses

SpeakingWritingSignalingPerformingCombination

1. Fifteen minutes during each day of “Dr. Seuss Week” was designated as Silent Reading Time. All the students in the elementary school were to read a favorite book. As you walked down the hall and through the rooms, you could hear a pin drop and see book pages turning.On-task

2. While students are working with partners on a writing assignment, Ms. Sunshine leans in to note student performance. She noticed 3 groups were not up to standard because they used, on average, a total of 6 adjectives in the entire assignment. Ms. Sunshine uses the information to plan for small group time the following day.Active participation

3. In Mr. King’s 3rd grade social studies class, students are talking in small groups about their topic selection for the upcoming project. As he walks from group to group, he jots each student’s response next to their name, and notices that on average, students have participated 5 times during the activity.Active participation

4. In physical education class, the fifth grade students were learning to play basketball. The students in the gym listened attentively as Mr. Marks discussed and demonstrated the appropriate form of shooting a foul shot.On-task

5. Mrs. Dennis has students work in partner groups and independently during the reading block. Students move about the classroom quickly and quietly. At each center students are obviously aware of the routines in place. She consistently praises her second grade students for being such “good workers” when she is not interrupted during reading group.On-task 6. Ms. Major’s 5th grade language arts class is well organized and orderly. She is using turn and talk along with equity sticks during the vocabulary review. She has 10 marks on a sticky note for accurate student responses made during the lesson. She gives immediate corrective feedback to 4 students with incorrect responses. When the group receives 20 marks, the class earns 10 extra minutes of free time.Active participation

7. In Mr. Meyer’s first grade classroom, students are sitting correctly on the carpet in the assigned spots, all eyes on the book. He has just finished the read aloud and he is calling on volunteers to respond to the questions after the story. He has 5 volunteers who respond the most and he allows these students to line up first for P.E.On-task 8. The students listened carefully as Ms. Reese gave directions at the beginning of the science activity. Students worked with partners to complete the experiment as Mrs. Reese monitored each group. At the conclusion of the lesson, she asked students to turn to their partner and share what each had learned. As she dropped to listen, she noted that 7 of 9 partner groups had met the outcome for the instruction. Active participation

Teachers are decision makers!

Goal of Active Participation