Experienced Educators advice
"Everybody" & "Anybody"
I tell the students when I say "anybody" you don't have to put up your hand. You can just say the answer and the first one to correctly answer gets credit. BUT, students must wait for the magic word "anybody". I use it only occasionally, and only when it suits the lesson. If I say "everybody" then they have to say they the answer in unison. This avoids the "put up your hand to answer" way to answer a question, and gives students some freedom and control of the lesson which they like. Scaffolding Questions
Start by asking someone in the class a question:
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Think, Pair, Share
First: "I'm going to ask you a question and I want you to put the answer in your head." (For younger students, I have them put their finger on their head). Next: "Turn and Talk to a partner about your answer" Finally: "Raise your hand if you'd like to share your thoughts/ answer" Popsicle Sticks
Have all students names on popsicle sticks, and instead of having the students raise their hands you pull a popsicle stick out and the name on the stick is to answer the question. |
Engage all learners
Cold Call
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No Opt Out
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Think or Ink-Pair-Share
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Turn and Talk
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Fist-to-Five or Thumb-Ometer
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Information found: Expeditionary Learning
S. Flaherty and L. Newman (2012)
S. Flaherty and L. Newman (2012)
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university of waterloo
6 HANd signals- The power of Nonverbal
"I agree"
When a student hears a strategy or solution path that matches his thinking, he makes the "I agree" sign, acknowledging his classmate's reasoning, expressing that he had a similar idea, and communicating his understanding of what has been shared. "I disagree." When students disagree with a statement that they've just heard or need to hear more so that they can follow the speaker's reasoning, they hold up a single index finger to express that they have a "point of interest." "I have something to add." Students use this to express that they have something to say that will add to a classmate's idea. "I can repeat." Students make air quotes to express that they can paraphrase what they've just heard. "Complete the sentence." This signal can be used by teachers or students to remind a speaker that she needs to include a unit or a label, or to use a complete sentence to express her thinking. "I have a conjecture." After being introduced to conjectures: they place a fist, which represents an imaginary light bulb, on top of their heads to indicate that they have a conjecture to share. |
Support Real teachers- Interesting Strategies for asking questions
3 Questions: Ask three questions about the topic, then rank them in terms of their importance/value.
5 Whys: After a response is given, ask the student(s) "why?" Repeat the process with subsequent answers, up to 5 times. Agreement/Disagreement: When a student answers a question posed to the class, ask the remaining students "Who agrees (or disagrees) with that answer." When students raise their hand in agreement (or disagreement), ask one of them "Why do you agree (or disagree)?" Corners: Each classroom corner represents a different answer or view on a different question or theory. When a question or topic is being discussed, each student goes to the corner that best represents his or her answer. Based on classroom discussion, students can move from corner to corner adjusting their answer or opinion. Dos and Don’ts: List 3 Dos and 3 Don’ts when using, applying, or relating to the content. Jigsaw: Each student from each group picks the question they want to answer, they find other students that picked the same question and come to consensus, and then bring the answer back to the original group. Think-Pair-Share: Students think about the question, share their response with another student, and then possibly share with the class. See these alternatives to think-pair-share. Walk and Talk: Pair or group up students and have them go on a walk while they discuss the provided questions. Yes/No Chart: List what you do and don’t understand about a given topic |
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