Welcome to the ACTIVE

participation workshop at

L.E.S.!

"I hear and I forget. I see and I

remember. I do and I understand."

Teton Lakota (Indian saying)

ACTIVE PARTICIPATION is:

The consistent engagement of the minds of all learners

with that which is to be learned

To occupy the attention or efforts of a person or

persons.

Why do we need active participation?

Teacher benefits:› 21st Century Skills are

a must!› More effective

teaching› Less behavior

problems because students are actively engaged

› Promotes problem-solving skills

› Easier to immediately assess during lessons

Student benefits:› Focus, Rate & degree

More involvement of the brain

› Retention› Ownership of more

meaningful learning› Students are

validated› Communication› Cooperation› Support from others

and reinforcement of ideas

These practices actually DISCOURAGE active participation…

Lecture Calling on volunteers Individual responses

OLD SCHOOL

Raise your hand if you grew up in Alabama.

Raise your hand if you love to eat chocolate.

Can anyone tell me how to get to the interstate?

Raise your hand if you are a teacher. Raise your hand… Uuggghhhh that gets OLD

How can students respond without having to constantly

raise their hands and wait to be called on?

Give One Get One

• • • • •

• • • • •

Categories That PromoteActive Participation

Speaking/Reading Aloud

WritingSignaling

Performing/Acting OutThinking

CombinationConstructing

How to set up A.P. strategies in your

classroom: Room arrangement

› Walking loop, partner proximity First 22 days… Establish your signals and teacher talk Introduce Procedures and Practice together

Make a chart Incorporate them into all subjects

› Mountain Math/Language is a great place to start and practice

Vary the responses› Unison/choral, partner, physical; writing; etc

Steps for a Choral Response

Provide the signal Ask the question (once) Allow think time (important) Give response signal

› If they do NOT respond correctly, allow them to try again with more think time or correct them

› Most questions you use this with will be the kind most/all students can answer

Partner Talk:

• Let students know, two fingers represent two people talking about their answers.

• Name your partners. Put on desk or board.• A, B or 1, 2

• Guppy, Goldfish or Rock, Roll

• Peanut Butter, Jelly or Ham, Cheese

•Tell the students who will go first each time. Explain how to take turns. It’s okay if they both don’t get to talk every time.

•Explain what good listeners do: eyes on each other, listening, waiting your turn to speak.

• Provide the signal.• Ask the question (once)• Allow think time.• Give a stem. (maybe even

write it until they get “good”) • “Start your sentence like this…”

• TTYP: Partner__________ Go first.• Drop and Listen! (CRUCIAL)

Steps for TTYP:

When you are ready….

You must have at least one signal to get your students’ attention back to you QUICKLY and quietly….› 1,2,3 eyes on me› Clap once if you hear my voice….› Back in 3…2….1› My turn› All set….you bet› Give me 5

What can I do to promote active participation? Choose your 4… Make sure students’

eyes are on the speaker

Provide students with a stem prior to partner talk

Provide think time Consistently use

established signals Drop and listen

Call on specific individuals to share (after ttyp)

Confirm responses Limit teacher talk Maintain a perky

pace (a.p. takes more time)

GIVE MORE TURNS (it’s all about this)

Harcourt Reading/Whole Group

You are 2nd grade students› Divide in families

Notice some of these strategies as I teach: TTYP FITB Touch, say three times Captions Reread chorally Half story/Comprehension Questions

Small group Green and blue family will be placed together to

partner read the rest of the story or the assigned pages for the day.

Directions should be explicit on the partner sheet. Red family will immediately come to you with their

books. Finish reading the story TO THEM while asking

questions. Incorporate TTYP and Choral responses. Depending on the rotation of your small groups, you

can allow red family to visit twice (using fluency strategies the 2nd time) or extend their time during this first visit.

BLUE and GREEN friends stay together until it’s time to rotate.

BLUE/GREEN Family

When these families come to visit you, review their sheets as you review the assigned pages. Choose how much to reread based on the need of fluency and comprehension practice.

Really focus on discussing the questions labeled with the “Focus Skill.”

After story:

Possible review strategy:

›Dueling Flipcharts Teams race to write answers to questions on

large paper. Check answers when time is up to see who

wins

Could be used for vocabulary or other concepts.

Small Group Instruction:

Monday Phonics/Decodable Book, Spelling, Vocabulary, Fluency

Tuesday & Wednesday Main selection

Thursday & Friday Leveled Readers› Use active participation with these stories

too

Plan your first lesson!1. First read the entire story yourself.2. If the story is too long for one sitting

(most are), find a good spot to divide the story for two days.1. Find the turning point in the story.2. Keep their interests.3. Make it as even as possible.

3. Once you have two halves, decide how much you want to do whole group for each day and how much the students will do w/partners and small group.

For whole group…

Look at your comprehension questions.› You don’t have to use all of them, or you

can ask your own in addition.› Be sure to use the ones with the focus

skill!› Some lend themselves to easy, one-word

choral responses.› Others are good for partner discussions› Don’t forget to get children to point to

answers and use captions and/or pictures

Partner Sheet You know what your students can

do! Don’t be afraid to challenge them a

little.› This needs to be a tool to guide them in

reading and thinking about reading.› Not everyone will finish; some will finish

QUICKLY› Answer in COMPLETE sentences› Can be used for assessment purposes

Partner reading: Model for students. Provide explicit instructions and set limits. Assign partners and spots in the room for

this reading. Allow them to take turns reading, echo

read, or choral read. Be sure they know what to do when they

finish. Tell them not to let spelling limit their

answers.

Small group: Read to red family, continuing

A.P. in small group.› They don’t have time to write the

answers on this sheet….just talk about the questions.

Push the blue family! Extend with green! Ask them

more about their reasoning and have extensions for them.

The key to explicit

instruction is the active

communi- cation and interaction

between teacher

and student. The Reading Teacher Vol. 60, No. 5 Feb. 2007

28

Other ways to “engage” students with Harcourt.

Do you ever see your students just staring at you or looking bored???

Sometimes, we can fix that…

Make them “OWN” more of their learning. They should have responsibilities during all

parts of class. Response sheet: make a sheet with any part

of the lesson in which they need to hold, look closely, or write on.

Student Sheet: 1 page, 1 day of Whole Group

Phrasing, Choral Read, Read to a partner

Writing is a form of active

participation!

Comprehension Strategy

Daily Proofreading: Great for WRITING!

G.O.

Can be active with partners or groups! Make it more fun for

them!

Independent Practice

WRITING! If we make grammar more actively

engaged, we can make writing the same way.

Allow students to share. Help them independently if they ask! Feedback.

Have high expectations! Use graphic organizers and plan with

them. Window Paning: horizontal paper,

four squares› First window represents idea or fact› 2nd – 4th pane other ideas› Writing based on 4 panes

Drill a

nd

Pra

ctic

e

Padd

le

Board

sTG

R C

ard

s

Use these for spelling and vocabulary!› Practice handwriting at the same time.

Kids love them!!!! Easy to check!

Total Group Response cards Students have their own set of response

cards (i.e. Proper noun, Common noun) You drill

› Give an example› 1,2,3 show me your answer› Check and repeat

Vocabulary

Make them communicate with these words!

Example: Robust Vocabulary Lesson 15 days 1, 2,

and 3.ppt

SHHHHhhhhh game!

Review:

Breaking up the story Small group Partner sheets Student Sheets FITB reading Three times TTYP

› Stems Choral Number/physical responses

Math and Science

AMSTI keeps students fully engaged in their own learning!

Keep these inquiry based strategies and students will be engaged!

Cooperative groups are a must!› Don’t forget to use partners too!

Mountain Math Use varied responses when checking

this in the morning!

I used this to really teach the procedures of physical (or numerical) and choral responses.

Hands-On!

Teambuilding/Cooperative Groups

Jigsaw puzzle› Horizontal paper› Markers› Follow my lead

How would you define “engaged time” or “time on task”?

Other team/group structures

Give one, get one Fan and pick (cards with colored groups) Number off Favorite things Stroll and stop: Songs w/themes (car

partner, Rocky partner, Hawaiian partner) Sticks Birthdays Academic Level What’s my rule? (all jeans, all tennis

shoes, white shirts, brown eyes, etc.)

Important Instructional Features associated with effective teachers:

1. Assessing students’ strengths and weaknesses

2. Structuring activities around an EXPLICIT INSTRUCTIONAL format

3. Providing students with opportunities to learn and APPLY skills and strategies in AUTHENTIC tasks

4. Ensuring that students ATTEND to the learning tasks

5. Believing in one’s teaching abilities and expecting students to be successful.

And some humorous quotations to give you a laugh...

If the #2 pencil is the most popular, why is it still #2?

When everything is coming your way, you're in the wrong lane.

Everyone has a photographic memory. Some just don't have film.

If at first you don't succeed, destroy all evidence that you tried.

Success always occurs in private, and failure in full view.

7/5th of all people do not understand fractions. Hard work pays off in the future. Laziness pays off

now.

You are wonderful!

We make a living by what we get. We make a life by what we give.

SUCCESS To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty, to find the best in others; to leave the world a little better; whether by a healthy child, a garden patch or a redeemed social condition; to know even one life has breathed easier because you have lived. This is the meaning of success.Ralph Waldo Emerson