Engagement Strategies Engagement Strategies for ESL Studentsfor ESL Students

In the Social Studies Classroom

Check InCheck In

1) On a Post-It note, please write– Name– What you know about cooperative

learning

2) Place your Post-It on the smiley face continuum.

AgendaAgenda

• Sharing Strategies• Stand Up-Hand Up-Pair Up (SUHUPU)• Timed-Pair-Share

• What is Cooperative Learning? (Frayer model)

• Review & Assessment Strategies• Fan & Pick• Rally Coach• Quiz-Quiz-Trade

• Lesson Planning

SUHUPUSUHUPU

• Stand Up (Push chair in)

• Hand Up

• Pair Up with someone you don’t know

• Stand back-to-back and wait for further instructions

Timed-Pair-ShareTimed-Pair-Share

30 seconds each

• Name

• School

• Courses

• What you hope to get out of today

• Partner with another pair and introduce one another.– Share partner’s name, school, courses, &

hope for today

• Gather your belongings and sit in this group of 4

Stand Up-Hand Up-Pair UpStand Up-Hand Up-Pair Up

Students stand up, put their hands up, and quickly finda partner.

1) Teacher says, “_____ up, _____ up, and _____ up!”2) Students stand up and keep one _____ in the air until

they find the _______ partner who’s not a teammate.3) Teacher asks a ________ or gives an assignment.4) Teacher provides _____ _____.5) _____ share using:

• Rally Robin• Timed-Pair-Share• Rally Coach

Stand Up-Hand Up-Pair UpStand Up-Hand Up-Pair Up

Students stand up, put their hands up, and quickly finda partner.

1) Teacher says, “Stand up, hand up, and pair up!”2) Students stand up and keep one hand in the air until

they find the closest partner who’s not a teammate.3) Teacher asks a question or gives an assignment.4) Teacher provides think time.5) Pairs share using:

• Rally Robin• Timed-Pair-Share• Rally Coach

SUHUPU Management TipsSUHUPU Management Tips

• Give think time

• Use “Write-Pair-Share” before SUHUPU

• ½ students up

• Students stand back-to-back

• Discourage “magnets”

• Encourage “shadows”

Timed-Pair-ShareTimed-Pair-Share

Partners take timed turns listening and sharing.

1. Teacher announces a topic and states _____ _____ each student will have to share.

2. Teacher provides _____ _____.3. In pairs, Partner A ______; Partner B _______.4. Partner B ________.

– Thank you for sharing!– One thing I heard you say was…– One think I learned listening to you…

5. Partners switch roles.

Timed-Pair-ShareTimed-Pair-Share

Partners take timed turns listening and sharing.

1. Teacher announces a topic and states how long each student will have to share.

2. Teacher provides think time.3. In pairs, Partner A shares; Partner B listens.4. Partner B responds.

– Thank you for sharing!– One thing I heard you say was…– One think I learned listening to you…

5. Partners switch roles.

Timed-Pair-Share Management Timed-Pair-Share Management TipsTips

* Helps ESL students acquire and use language*• Provide think time/writing time• State who goes first (taller, shorter, older,

younger, most brothers, etc.)• Model response modes

– Paraphrase– Compliment– Respond (question, comment, etc.)

• Use a timer• Can be used standing in class or seated as team

What is Cooperative What is Cooperative Learning?Learning?

Definitiona teaching strategy in which teams,each with students of different levelsof ability, use a variety of learning activities toimprove theirunderstanding of asubject

Examples

Timed-Pair-ShareRally CoachFan & PickQuiz-Quiz-TradeStep-by-step structures that fulfill PIES

Non-Examples

“Talk to your neighbor about…”“Check your answers with your neighbor.”

Answer these questions at your table.Review vocabulary.

Characteristics

Positive InterdependenceIndividual Accountability

Equal ParticipationSimultaneous Interaction

CooperativeLearning

Fan & Pick (4 students)Fan & Pick (4 students)Students play a card game to respond to questions.

1. _______ __ holds question cards in a fan and says, “Pick a card, any card!”

2. _______ __ picks a card, reads the question out loud and allows five seconds of Think Time.

3. Student #3 _______ the question.4. Student #4 ________ to the answer:

• For right or wrong answers, Student #4 checks and then either praises or ______________.

• For higher-level thinking questions that have no right or wrong answer, Student #4 does not check for correctness, but _______ and paraphrases the thinking that went into the answer.

5. Students rotate roles, one person clockwise for each new round.

Fan & Pick (4 students)Fan & Pick (4 students)Students play a card game to respond to questions.

1. Student #1 holds question cards in a fan and says, “Pick a card, any card!”

2. Student #2 picks a card, reads the question out loud and allows five seconds of Think Time.

3. Student #3 answers the question.4. Student #4 responds to the answer:

• For right or wrong answers, Student #4 checks and then either praises or tutors/coaches.

• For higher-level thinking questions that have no right or wrong answer, Student #4 does not check for correctness, but praises and paraphrases the thinking that went into the answer.

5. Students rotate roles, one person clockwise for each new round.

Fan & Pick (2 students)Fan & Pick (2 students)

• Student #1 fans.

• Student #2 picks and reads.

• Student #1 answers.

• Student # 2 tutors or praises.

• Students switch roles.

Fan & PickFan & Pick

Conduct Fan & Pick at your tables to get toknow one another.

• Youngest player starts with #1• Roles rotate clockwise.

Fan & Pick Management Fan & Pick Management TipsTips

• State who goes first

• Discourage magnets

• Encourage shadows

• Model & Post directions

• Cards prewritten or number cards matched with overhead

Round Table VariationsRound Table Variations

Pair (2) Team (3-4)

Oral Rally Robin Round Robin

Written

Rally Table Round Table

Rally CoachSimultaneous Round Table

text

text

text

text

text

text

How could you use Fan & Pick How could you use Fan & Pick in your classroom?in your classroom?

2 minutes

Conduct Round Robin at your table.

Round Robin

Rally Robin & Round RobinRally Robin & Round Robin

“I share, you share.”

• Teacher poses a problem to which there are ________ possible responses or ________.

• In pairs, students take turns ______ responses or solutions.

“I share, you share,

everyone shares.”

• Teacher assigns a topic or question with ______ possible answers.

• In teams, students respond ______, each in turn taking about the same amount of time.

Rally Robin & Round RobinRally Robin & Round Robin

“I share, you share.”

• Teacher poses a problem to which there are multiple possible responses or solutions.

• In pairs, students take turns stating responses or solutions.

“I share, you share,

everyone shares.”

• Teacher assigns a topic or question with multiple possible answers.

• In teams, students respond orally, each in turn taking about the same amount of time.

Rally CoachRally CoachPartners take turns, one solving a problem while

the other coaches.

Set-up: One set of high-consensus problems and one pencil per pair.

1) Partner A solves the first _______.2) Partner B watches and listens, ______, and

praises.3) Partner B ______ the problem.4) Partner A watches and listens, checks, and

_______.5) Repeat starting at _____ __.

Rally CoachRally CoachPartners take turns, one solving a problem

while the other coaches.

Set-up: One set of high-consensus problems and one pencil per pair.

1) Partner A solves the first problem.2) Partner B watches and listens, checks, and

praises.3) Partner B solves the problem.4) Partner A watches and listens, checks, and

praises.5) Repeat starting at step 1.

Rally CoachRally Coach

DIRECTIONS: Label each statement with a + if the vocabulary word is used correctly or a – if

the vocabulary word is used incorrectly.

Example:1. The state of Texas produces many goods,

such as oil, beef, concrete, and computer chips.

2. Many countries export these goods from Texas.

How did it go?How did it go?

Directions The Activity

Rally Coach Management Rally Coach Management TipsTips

• Model• Coaching can be hinting or teaching• 1 paper per pair• 1 pencil per pair, or different colors• Sit side-by-side• Debrief with students what worked• Use it as guided practice before independent

practice• Use it as a homework check before selecting

examples to model

2 minutes: Rally Table w/ shoulder 2 minutes: Rally Table w/ shoulder partner ways to use Rally Coachpartner ways to use Rally CoachGeneral Applications

• Vocabulary• Maps• Timelines• Fill-in-blank worksheet• T/F worksheet• Steps in a process• Charts & graphs• Practice TAKS questions

Specific Content

Quiz-Quiz-TradeQuiz-Quiz-TradeStudents quiz a partner, get quizzed by a partner, and then trade cards to repeat the

process with a new partner.

1. Stand Up- _____ __- Pair Up.2. Partner A _______.3. Partner B _______.4. Partner A ______ or ___________.5. ______ roles.6. Partners _____ cards.7. ______ steps 1-6 a number of times.

Quiz-Quiz-TradeQuiz-Quiz-TradeStudents quiz a partner, get quizzed by a partner, and then trade cards to repeat the

process with a new partner.

1. Stand Up- Hand Up- Pair Up.2. Partner A quizzes.3. Partner B answers.4. Partner A checks or paraphrases.5. Switch roles.6. Partners trade cards.7. Repeat steps 1-6 a number of times.

Principles of ConstitutionPrinciples of ConstitutionQuiz-Quiz-TradeQuiz-Quiz-Trade

Quiz-Quiz-Trade Management TipsQuiz-Quiz-Trade Management Tips

• Model movement and praise

• Decide who goes first

• ½ class up

• Students write answer before first round or provide answer on cards

• Get a pack of index cards and # 1-20

• List Qs on overhead

Lesson PlanningLesson Planning

• Where can I incorporate ONE of the engagement strategies we learned and practiced today?

• What questions will I ask/prompts will I use?

• What tools do I need to organize or create?

Check OutCheck Out

• Move your Post-It to your new level of comfort incorporating cooperative learning and engagement strategies with ESL students.

SUHUPU & Timed-Pair-ShareSUHUPU & Timed-Pair-Share

1) SUHUPU

2) Stand back-to-back

3) 1 minute: Timed-Pair-Share– What will you take back and use?– How will you use it?– (Think Time)– Shorter person goes first

Exit Ticket: 2Exit Ticket: 2 & a Wish& a Wish

On a notecardOn a notecard