Getting Them All Engaged:Inclusive Active Participation

in Secondary Classes

Adapted from Anita Archer workshop: Engaging and Effectively Instructing Older Students in ReadingPaTTAN –Harrisburg 7-13-09

How does this topic fit into the RtII model?

PA has defined its Secondary RtII framework around 6 major components:

1. High Quality Classroom Instruction / Standards-Aligned Core Curriculum2. Relational Support 3. Scientifically/Evidence Based Interventions, Instructional

Methodologies and Strategies4. Tiered Instructional Interventions5. Data-Based Decision-Making6. Professional Development

Active Participation –Why?• Opportunities to respond relate to:

– Increased academic achievement

– Increased on task behavior

– Decreased behavioral challenges

+ responses

+ retrieval

+ retention

Active Participation –What?All Students Respond.When possible use response procedures that engage all students

Verbal Responses

Written Responses

Action Responses

Active ParticipationThink Pair ShareWhat are ways that students can respond in a lesson?1.2.3.4.5.6.7.8.

Active Participation

Assume-i-cideJust because the students are physically bigger, does not mean they know how to participate as a student appropriately!

You must explicitly teach behaviors!

Anita Archer…in action!While watching the video clip, make a list of the

ways Anita uses verbal responses, written responses, and action responses.

Be prepared to share your observations!

Verbal Responses• Choral Responses

– Use when answers are short and the same

– Explicitly teach students when to respond• Verbal cue (ex. “Everyone”)• Visual cue (ex. Lower your hands)

– Explicitly teach how to respond

Verbal Responses• Partners

– Use when the answers are long and difficult– Assign partners; give them a number (#1 or #2)– Pair lower performing students with middle performing– Sit partners next to each other– Use triads when appropriate

• Ex. Student who has difficulty with partner work#1 average student#2 average student#2 difficult student

Verbal Responses• Partners: more helpful hints

– Teach students how to work together• LOOK, LEAN, LISTEN, WHISPER

– Explain partners are not related to ‘friendship’ but better matched to ‘work relationships’

– Change partnerships occasionally• Every 3-6 weeks

– When you wish to use cooperative teams, join two partnerships

Verbal Responses• Partners: when to use

1. Say answer to partner. Provide a sentence starter• Ex. Have students say, “The main idea of the paragraph is ____”

2. Retell content of a lesson using a graphic organizer3. Review information with a partner

• Teach-Pause or Study, Tell, Help, Check

4. Brainstorm (Think, Pair, Share)5. Explain process or strategy using examples

Verbal Responses• Partners: Study-Tell-Help-Check strategy

Study Give students an opportunity to study their notes, handout, or textbook (1 or 2 minutes).

Tell Direct one member of the partnership to tell their partner all they can remember about a topic without consulting any

materials.

Help Have their partners help them out by asking them questions, giving them hints, or telling them any missing

information.

Check When both partners have exhausted their recall, have them check their notes, handouts, or textbooks for any missing

information.

Verbal Responses• Individual Turns: Less desirable practices

– Calling on volunteers• Guidelines

– Call on volunteers when the answer is a product of personal experience

– Don’t call on volunteers when the answer is a product of instruction or reading

– Calling on Inattentive students

Verbal Responses• Individual Turns

– Option #1 –Partner First• Have students share answers with their partners.• Then call on a student.

– Option #2 –Question First• Ask a question.• Raise your hands to indicate silence.• Give thinking time.• Call on a student.

Verbal Responses• Individual Turns

– Option #3 –Whip Around or Pass strategy• Best used when there are many possible answers to a question.• Ask the question• Give students thinking time.• Start at any location in the room. Have students quickly give answers

going up and down the rows without commenting. Students are allowed to pass if they do not have a response or someone has already shared the same idea.

Written Responses• Tips to consider

– Gauge the length of the written response to avoid “voids”

• Make the response fairly short OR• Make the response “eternal”

– ex. “Write ideas until I say stop” instead of “write 3…”

– Have students write responses on paper, post-its, graphic organizers, journal pages, slates, etc.

Written Responses• Response Slates

• Give a directive• Have students write their answers on

individual whiteboards, slates, or chalkboards• When adequate response time has

been given, have students display their slates• Give feedback

Written Responses• Response Cards

– Have students write responses on cards or provide them with prepared cards• Generic responses: Yes, No, Agree, Disagree, True, False• Punctuation Marks• Vocabulary Terms

– Ask a question, students select best response– Ask students to hold up card– Carefully monitor responses and provide feedback

– Electronic “clickers” are the high tech version of response cards

Action Responses• Act out

– Story, concept, historical event, etc.• Gestures

– Indicate answer or facilitate recall.• Facial Expressions

– Ex. “This word is despondent, When you feel very low from the loss of hope, you feel despondent. If you have lost all hope and feel very low, you are ___. If you lost your job, all of your savings, and your home, you would feel ____. Show me with your body and face, how would you look if you felt despondent.”

Action Responses• Hand Signals

– Thumbs up/thumbs down– Write items on the board and number them.

• Language Arts: 1. elated 2. intention 3. reluctant– Ask a question. Have students form answers on their desks.– After adequate thinking time, have students hold up their

hands showing responses

Which of these practices could you use in your classroom?

1.2.3.4.5.