Total Participation Techniques

Persida Himmele & William Himmele

TPTs are teaching techniques that allow for all students to demonstrate, at the same time, active participation and cognitive engagement in the topic being studied.

Chapter 1: The High Cost of Disengagement• Question and answer techniques engage only a few

students in a classroom. •  A teacher's effectiveness has direct impact on the

quality of education students receive. • All people need to think about what they are taught,

record their thoughts, compare what they have learned, and ask questions.   .................Page 4 paragraph 2

• An effective teacher has a tremendously positive effect on students--even more than class size, race, or SES.  (SS, page 6)

 

Chapter 1: The High Cost of Disengagement• The teachers who are considered excellent teachers

engage their students actively and cognitively but also emotionally. (page 7) 

• Through Total Participation Techniques all students are demonstrating that they are learning and interacting. (page 7)

• TPTs allow students to become so actively involved in learning that they forget about all their outside issues and focus on their learning at school. ( pg 11)

•  TPTs effectively take the focus off teaching, and puts it on what, and to what extent, students are learning.

Chapter 2: A Model for Total Participation & Higher-Order Thinking

• The purpose of TPTs (Total Participation Techniques) is to aim for deeper learning and engagement.

• TPTs require the use of higher-order thinking skills to ensure that students are cognitively engaged. 

• Teachers must structure classroom content to ensure that learning will be engaging to all students and is meaningful.

Chapter 3: Total Participation Techniques Tools and Supplies• "Show me"as you place greater expectations on

student participation and on all students providing evidence of cognitive engagement opposed to question-answer session

• For "Show Me" sessions use: individual slates, laminated light colored construction paper and flannel sock could work, true/not true cards could be used for several activities, multiple choice cards, processing card (lets the teacher know where the student is in their thinking process)

Quick Write

• What do you remember from my stand and deliver mini lesson?

• Thumbs up

Chapter 2: A Model for Total Participation & Higher-Order Thinking

• A TPT Cognitive Engagement Model was created to help visualize the connection between student participation and higher order thinking.

•  Most classroom activities should fall within the 4th quadrant of high cognition and high participation to ensure maximum student learning.

Chapter 4: On-the-Spot TPTsHas this ever happened to you?• You have an amazing lesson planned. • Things are going great... or so you think. • Then you look up and realize that you were alone in this boat.• You need to get this class engaged and you need to do it NOW!• Use an On-the-Spot TPT!

  What is an On-The-Spot TPT?• Quick, 1-5 minute, activity• Engages ALL students • Virtually NO preparation required • Can be used as needed• Could be planned for during select times of your lessons

 

  

Chapter 4: On-the-Spot TPTsHere are some quick, one-the-spot TPTs that will help your class get back on board with you! • Think-Pair-Share: Ask a question, give

think time, students pair up and discuss their responses

• Quick-Write: Construct written responses to a given prompt

• Quick-Draw: Illustrate a given topic• Chalkboard Splash: A composition of

everyone's responses to a prompt• Thumbs-Up When Ready: Hand signal to

move on   

  

Chapter 4: On-the-Spot TPTs... More on-the-spot TPTs... • Processing Cards: "Still Thinking" or

"Ready to Share"• Similes: Show relationships between topics• Ranking: Sequencing items, order of

importance, etc.• Numbered Heads Together: Assign

numbers to students in a group, after project completion, call a number to have share their group's information

• Thumbs Up/Down Vote: Thumb up to vote "Yes". down to vote "No"

    

  

Chapter 5: TPT Hold-UpsWhat are hold-ups? • Hold-ups are interactive

activities that use response cards.  Students confer with a partner or small group and respond to a question by holding up a card with their answer on it. 

Why use hold-ups in my classroom?• Hold-ups improve student

participation and on-task behavior.

                   

Chapter 5: TPT Hold-Ups1.  Selected-Response Hold-Ups - Students hold up cards that may include responses such as fact/opinion, true/false, pictures, facial expressions, or yes/no. 2.  Number Card Hold-Ups - Students respond to mathematical questions with 0-9 number cards.

3.  True/Not True Hold-Ups - Students respond to questions in all content areas with true, not true, true with modifications, or unable to determine.

Chapter 5: TPT Hold-Ups4.  Multiple-Choice Hold-Ups - Students signal their response to a question by holding up A,B,C, or D. 5.  Whiteboard Hold-Ups - Students use individual whiteboards to respond with an answer.  The possibilities of choices to respond with are much wider.

• IXL.comhttp://www.ixl.com/math/kindergarten/subtract-with-pictures-numbers-up-to-5http://www.ixl.com/math/grade-1/complete-the-addition-sentencehttp://www.ixl.com/math/grade-2/perimeterhttp://www.ixl.com/math/grade-3/count-coins-and-billshttp://www.ixl.com/math/grade-4/place-values

• Brainpop.com

Chapter 6: TPT's involving movement• Movement forms links

with memory  • Boys demonstrate high

scores, better behaviors, and positive attitudes with lesson movement

  This chapter gave techniques that used object manipulation, out of seat action, and interaction among peers.

Chapter 6: TPT techniques        

1. line-ups & inside-outside circles:

 2. Three 3's in a row:

  3. Networking Sessions:

  4. Categorizing and sorting:

  5. Appointment Agendas:   

Students line up in 2 lines & take turns asking questions & answering questions.

Bingo activity in which peers explain answers generated by teacher.

Students find different kids to partner with to answer each question.

Students sort objects into different piles

Teacher provides sign up sheets for students to sign up answer questions each hour with different partners 

Chapter 6: TPT techniques        6. Bounce Cards:   

 7. Mouth it, air write it, show me using your fingers:

 8. Acting it out, role-plays, and charades:

9. Simulations:

10. Cut-and-pates:

 Card that gives prompts like:"I agree, because...""True, another example is when...""So, if I understand you...""I see your point, but what ....?" 

have all the students share their answers at the same time.

 physical movement to present idea or vocabulary word

experiencing life through someone else's eyes

using scissors to cut paper and glue it to another paper in a different order to organizer information

Chapter 7: TPTs to Guide Notetaking

• Note-taking is a skill that should be taught to students

• TPTs allow students to stop and process newly acquired information presented to them

• TPTs should be used every 8-10 minutes during a lesson

• TPTs should not be used just as a closing activity but throughout to help students comprehension 

Chapter 7: TPTs to Guide Notetaking• Confer, Compare, and Clarify: allows students to

see others notes, reflect on lesson content and ask questions to aid in comprehension

• Graphic Organizers and Prepared Packets: helps students with the most important information within the lesson using visual supports• www.readingquest.org• www.readwritethink.org

• Anticipatory Guides: allows students to make predictions, connections, and/or create interest about new learning and follow-up after new learning

• Picture Notes: helps students process newly acquired information by drawing pictures at preselected times during the lesson (accompanies written notes)  

Chapter 7: TPTs to Guide Notetaking

• Lecture T-Chart: students take written notes during lecture and at preselected times are allowed to summarize using words/drawings

• 3-Sentence Wrap Up: students summarize notes in 3 sentences using the most important information 

• A-Z Sentence Summaries: each student is given a letter of the alphabet and writes a summary sentence using their letter; creates whole class summary

• Pause, Star, Rank: students review notes to clarify information and rank the 3 most important points

Chapter 7: TPTs to Guide Notetaking

• Key-Word Dance: students select most important words associated with topic in notes and create a poem for understanding

• Debate Team Carousel: students group up in teams of four and complete graphic organizer creating supporting and opposing arguments

•Frequent assessments are beneficial to the educational process to identify and improve student achievement.

Chapter 7: TPTs to Guide Notetaking

• Technology-Based TPTs: creates total engagement of all studentso blogging: student reply to prompts and are

allowed to leave others feedbacko classroom clickers: fun way to review content in a

variety of formso Websiteso SMART Exchange

o http://exchange.smarttech.com/search.html

o Envision Matho http://pearsonsuccessnetlogin.net/

Chapter 8: TPTs as Formative Assessment ToolsWhat are Formative Assessments?• Assessments that let the teacher know if students

understand the topic.• Results are used by the teacher to guide lessons

plans and pacing.  • "Formative assessments can have powerful positive

results on student learning because teacher behavior becomes informed and instruction becomes targeted toward specific needs (pg. 103)."

 

Chapter 8: TPTs as Formative Assessment ToolsFormative Assessment Activities: Chalkboard Splashes: After a reading students take turns writing ideas on the board and visiting with their peers.  Then students look for similarities, differences and surprises.  Teachers will see terms that students find confusing.  Hold-Up: Is a quick assessment to let teachers know if students understand a concept.  This activity can be followed up with chalkboard splash.                       

Chapter 8: TPTs as Formative Assessment ToolsFormative Assessment Activities:  Reading Your Students: Teachers can view student journals or quick-writes to assess student's understanding of concepts. The One-Liner Wall:  Teacher selects a sentence from student work and displays it on a wall for all to see and talk about.  This can help struggling students and encourage others.                                                       

Chapter 8: TPTs as Formative Assessment ToolsTPTs and Student Grades• These assessments

through TPT are important and should be documented as a grade. 

• Keep records of student progress and checklists. 

• Keep student portfolios.

                                        Simon

Chapter 9: Building a TPT-Conducive Classroom• In order for TPT to work, teachers must become

comfortable with losing some of their "talking time" and letting children take the reigns.

 • Students must have confidence in their teacher, in

their peers and in themselves, while teachers need to build confidence in their students. RESPECT and TRUST

 • "What have you done today to build trust?"

                                                                     

Chapter 9: Building a TPT-Conducive Classroom• Rippling Questions

o Pair students up and have them discuss the topic. o Pair up pairs of students, so it is a group of four, to

discuss their ideas.o Keep adding groups until you have whole group

participation.o Students will feel more comfortable sharing

answers if they have had time to discuss them with their peers before sharing out in a whole group setting.

                                                                           

Chapter 9: Building a TPT-Conducive Classroom • Walk around and provide feedback while students

are discussing the topic.o Instead of looking for a right or wrong answer, ask

students to justify their answer.o Ask "Tell me more" to understand their thinking.