TOTAL Participation Techniques 2nd Edition

In the pages that follow, you will find a printable version of the materials from Appendix B in Total Participation Techniques: Making Every Student An Active Learner 2nd ed., by Pérsida Himmele and William Himmele.

TOTAL Participation Techniques 2nd Edition

TotalParticipationTechniques2ndEd_Himmele_0617_frontmatter.indd 1 5/18/17 3:08 PM

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Appendix B: Posters and Tools

This appendix contains tools and mini-posters that are on-the-spot reminders about adding TPTs when you are teaching and planning lessons. Some of the posters are conceptual in nature. They remind you to ripple or that the question stem, “Who can tell me . . . ?” can be improved upon by adding individual accountability.

The lists are aimed at reminding you of TPTs that take minimal preparation. Post them in places that will help you to remember to use them and refer to this book as a reminder about how each technique works.

1. The TPT Quadrants 2. The Ripple 3. Think Before You Ask, “Who can tell me . . . ?” 4. Quick TPTs for Early Childhood Classrooms 5. No-Prep and Low-Prep TPTs 6. Bounce Cards 7. Appointment Agendas 8. Hold-Up Cards 9. The Trust Poem

Readers may duplicate items in Appendix B for noncommercial use within their school. Downloadable versions of some forms are available at this URL: www.ascd.org/ASCD/pdf/books/himmele2017.pdf The password is himmele117033

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Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.

THE RIPPLEThe Ripple is a cornerstone to understanding how to create and implement Total Participation Techniques.

Volunteers or selected students share with the whole class.

Students share responses in pairs or small groups.

All students respond individually to a higher-order prompt.

The Ripple The Ripple IS a way of posing quequestions to maximizea osa way of posactual learning timimctual learnin ime.

The RT Ripple NOTIS N a traditionala traditiona traditionQ & A session.Q & A session.

The Re Ripple IS a way to engage each and every student.y to engage each and every student.a w toy to engage each an ple The Ripple IS NONONOT g on ang ocalling oidual student for the answer.udent for the individu udent for the a

The Ripple e IIS nts responding to a prompt usingding to a prompt using all students reQuick-Writes or other TPT structures.s or other TPT structures

The Ripe Ripe Ripple TTIS NOT simply ssgrgrgroup work.

The Ripple IS beneficial for ial for all students, especiallyEnglish language learners, socially tentative students, ,cially tentative students, and students with special needs.

e Ripple e RipplThe Rippl IS NOT intimidating and does not put students “on the spot.”

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Think, before you ask, “Who can tell me…?”

Remember to Ripple!Calling on someone should be the last thing that you do.

Who can tell me . . . ?

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Quick TPTs for Early Childhood Classrooms

• Mouth It• Air-Write It• Whisper It to a

Neighbor• Write It on the Carpet• Point to It• Show Me Using Your

Fingers

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No-Prep and Low-Prep TPTs• Chalkboard Splash• IQ Cards• One-Word Summary• Pause, Star, Rank• Confer, Compare, Clarify• Quick-Writes• Quick-Draws• Picture Notes• Biggest Aha!• Biggest Aha Bar Graph

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Bounce CardBounceTake what your classmate(s) said and bounce an idea off of it. For example, start your sentence with

“That reminds me of . . . ”“I agree, because . . . ”“True, another example is when . . . ”

“That’s a great point . . . ”

Sum It UpRephrase what was just said in a shorter version. For example, you can start your sentences with

“I hear you saying that . . . ”“So, if I understand you correctly . . . ”

“I like how you said . . . ”

Ask a QuestionUnderstand what your classmates mean by asking questions. For example, you can start your questions with

“Can you tell me more about that?”

“I see your point, but what about . . . ?”

“Have you thought about . . . ?”

Bounce CardBounceTake what your classmate(s) said and bounce an idea off of it. For example, start your sentence with

“That reminds me of . . . ”“I agree, because . . . ”“True, another example is when . . . ”

“That’s a great point . . . ”

Sum It UpRephrase what was just said in a shorter version. For example, you can start your sentences with

“I hear you saying that . . . ”“So, if I understand you correctly . . . ”

“I like how you said . . . ”

Ask a QuestionUnderstand what your classmates mean by asking questions. For example, you can start your questions with

“Can you tell me more about that?”

“I see your point, but what about . . . ?”

“Have you thought about . . . ?”

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Appointments for

Time You have an appointment with

8:00 am

9:00 am

10:00 am

11:00 am

12:00 pm

1:00 pm

2:00 pm

3:00 pm

4:00 pm

5:00 pm

6:00 pm

7:00 pm

8:00 pm

Appointments for

Time You have an appointment with

8:00 am

9:00 am

10:00 am

11:00 am

12:00 pm

1:00 pm

2:00 pm

3:00 pm

4:00 pm

5:00 pm

6:00 pm

7:00 pm

8:00 pm

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The Trust PoemI trust you!

I trust that you want to learn.I trust that you have

amazing things to share, and I’m going to shape

opportunities so that you can share them.

I trust that you can learn from each other.

I trust that our collective differences make us all a bit smarter.

I trust that if you trust yourself, the best in you will come out.

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TOTAL Participation Techniques 2nd Edition