Embedded Files
The goal of this engagement in this section is to get 100% of students engaged in answering questions and participating in class discussion. The questions should be pre-planned by teachers in advance with the goal of helping teachers decide what to do next based on student responses.
Triangle Exit Tickets Triangle - "Students are given a graphic organizer consisting of a triangle. At the three points of the triangle are individual content specific vocabulary words. Students indicate on the lines between the corners of the triangle, the relationship that the pairs of words have with each other. "
Triangle Exit Tickets Triangle - "Students are given a graphic organizer consisting of a triangle. At the three points of the triangle are individual content specific vocabulary words. Students indicate on the lines between the corners of the triangle, the relationship that the pairs of words have with each other. "
When to use it: At the end of class or chunk of instruction.
What it encourages: Identifying similarities, differences, and connections between vocabulary words.
How to use it: Students are given a graphic organizer consisting of a triangle. At the three points of the triangle are individual content specific vocabulary words. Students indicate on the lines between the corners of the triangle, the relationship that the pairs of words have with each other. As the name implies, students must give the teacher an exit ticket before leaving the room.
Resources: Article, Video
3-2-1 Exit Ticket DOK- "3-2-1 is a strategy that is typically used as an exit slip activity but can be used in other contexts. Students are asked to list three (3) things they learned, two (2) ah-ha or Eureka moments they had, and one (1) thing they would like to know more about. "
3-2-1 Exit Ticket DOK- "3-2-1 is a strategy that is typically used as an exit slip activity but can be used in other contexts. Students are asked to list three (3) things they learned, two (2) ah-ha or Eureka moments they had, and one (1) thing they would like to know more about. "
When to use it: At the end of class or chunk of instruction.
What it encourages: It encourages student thinking beyond DOK1.
How to use it: Students are asked to list three (3) things they learned, two (2) ah-ha or Eureka moments they had, and one (1) thing they would like to know more about. " As the name implies, students must give the teacher an exit ticket before leaving the room.
Resources: Article, Video, Sample 3-2-1 Exit Ticket
ABCD cards - "ABCD cards are utilized in various forms. One particular use is when either there is more than one correct answer or if there is no incorrect answer. The use of multiple correct answers allows the teacher to incorporate items that support differentiation, by including some responses that all students should be able to identify correctly but also others that only the astute will be able to identify as correct. This helps keep the highest students challenged and engaged. Another use is for cards to be used as a choice for a multiple choice exercise. Once the students have chosen a card identifying his/her answer, they are sent to the ABCD corner (see next)."
ABCD cards - "ABCD cards are utilized in various forms. One particular use is when either there is more than one correct answer or if there is no incorrect answer. The use of multiple correct answers allows the teacher to incorporate items that support differentiation, by including some responses that all students should be able to identify correctly but also others that only the astute will be able to identify as correct. This helps keep the highest students challenged and engaged. Another use is for cards to be used as a choice for a multiple choice exercise. Once the students have chosen a card identifying his/her answer, they are sent to the ABCD corner (see next)."
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
ABCD corners - "ABCD Corners are to be used as a choice for a multiple choice exercise. Once the students have chosen a card identifying his/her answer, they are sent to the ABCD corner that corresponds with their selection. Students must collaborate in order to justify their answer to the class. "
ABCD corners - "ABCD Corners are to be used as a choice for a multiple choice exercise. Once the students have chosen a card identifying his/her answer, they are sent to the ABCD corner that corresponds with their selection. Students must collaborate in order to justify their answer to the class. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Exit pass - "Exit Slips are a fast and effective way to assess students understanding of the day’s topic/target. They can be preprinted papers, index cards, or even students’ scratch paper in which students respond to questions that focus on the day’s lesson. Exit slips are an easy way to evaluate learning and provide data for differentiating further instruction."
Exit pass - "Exit Slips are a fast and effective way to assess students understanding of the day’s topic/target. They can be preprinted papers, index cards, or even students’ scratch paper in which students respond to questions that focus on the day’s lesson. Exit slips are an easy way to evaluate learning and provide data for differentiating further instruction."
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Extended wait-time (for higher order questions) - "Increasing wait time at the end of a question helps in student response as well as increasing wait time from the end of the student’s response and the teacher’s evaluation of the response. "
Extended wait-time (for higher order questions) - "Increasing wait time at the end of a question helps in student response as well as increasing wait time from the end of the student’s response and the teacher’s evaluation of the response. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Fishbowl Think Aloud - "The Fishbowl Think Aloud is a technique used to listen in on the thinking of a sampling of students in the class. Four or five students are selected to be in a “fishbowl,” sitting together in a cluster or the front of the room. The rest of the class and teacher face or surround the students who are in the “fishbowl” and listen attentively to their conversation. The conversation is a response to a prompt in which the students “think aloud”, discussing and defending their ideas as the teacher and other students listen in and reconcile their own thinking with that of their peers in the “fishbowl”. "
Fishbowl Think Aloud - "The Fishbowl Think Aloud is a technique used to listen in on the thinking of a sampling of students in the class. Four or five students are selected to be in a “fishbowl,” sitting together in a cluster or the front of the room. The rest of the class and teacher face or surround the students who are in the “fishbowl” and listen attentively to their conversation. The conversation is a response to a prompt in which the students “think aloud”, discussing and defending their ideas as the teacher and other students listen in and reconcile their own thinking with that of their peers in the “fishbowl”. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Hinge-point questions - "A hinge-point question is considered a diagnostic type question to be used by teachers in the middle of an instructional sequence to check for student understanding. Asking a hinge-point question should take no longer than 1-2 minutes and should take the teacher less than 30 seconds to make sense of student responses. "
Hinge-point questions - "A hinge-point question is considered a diagnostic type question to be used by teachers in the middle of an instructional sequence to check for student understanding. Asking a hinge-point question should take no longer than 1-2 minutes and should take the teacher less than 30 seconds to make sense of student responses. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Hot-seat questioning - "The teacher asks a student a question and then a series of follow-up questions. Other students pay close attention, because they know at any minute the teacher can turn from the student “on the hot seat” and ask them to summarize what the student is saying."
Hot-seat questioning - "The teacher asks a student a question and then a series of follow-up questions. Other students pay close attention, because they know at any minute the teacher can turn from the student “on the hot seat” and ask them to summarize what the student is saying."
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Mini whiteboards - "Mini whiteboards are the latest reincarnation of the slates used in the 19th century. A powerful tool, teachers can quickly frame a question and get an answer for a whole class, as well as a small group for a great formative assessment. "
Mini whiteboards - "Mini whiteboards are the latest reincarnation of the slates used in the 19th century. A powerful tool, teachers can quickly frame a question and get an answer for a whole class, as well as a small group for a great formative assessment. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
No Opt-Out Questioning like from the the show Who Wants to Be a Millionaire - "This technique helps the teacher to maintain student engagement by letting students know that student participation is not optional and the answer must come from the student. No student is gets off the hook with 'I don't know.' "
No Opt-Out Questioning like from the the show Who Wants to Be a Millionaire - "This technique helps the teacher to maintain student engagement by letting students know that student participation is not optional and the answer must come from the student. No student is gets off the hook with 'I don't know.' "
When to use it: Research suggests that regular and frequent questioning and testing increases learning. This technique can be used in a lesson, after a chunk of content, or for review.
What it encourages: It encourages students to retrieve information from their memory and to clear up errors and misconceptions in reasoning.
How to use it: Ask a student a question and use appropriate wait time, if the student does not know the answer allow them to:
Ask the Audience - The student can ask to take a poll of the audience based on the available choices. Students can user their fingers to show an answer choice 1-4 and then a tally can be made.
Go 50/50 (fifty/fifty) - This strategy allows a student to remove two incorrect responses if they are unsure of the answer.
Phone a Friend - A student may ask a friend for help and after their discussion, the answer must come from the original student of whom the question was initially asked.
Resources: Article, Video, PowerPoint Templates
No hands except to ask a question - "Students are called on randomly with a randomization device to answer questions, eliminating the need for students to raise their hand other than to ask a question. "
No hands except to ask a question - "Students are called on randomly with a randomization device to answer questions, eliminating the need for students to raise their hand other than to ask a question. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Page protectors - "Using whiteboards or paper/ cardstock in a page protector is a powerful tool to quickly frame a question and get an answer from the whole class. Page protectors can be even more flexible than white boards because a teacher can preprint different prompts on the inserts for specific lessons. Examples: maps, graph paper, story maps, word families, math fact triangles, etc. "
Page protectors - "Using whiteboards or paper/ cardstock in a page protector is a powerful tool to quickly frame a question and get an answer from the whole class. Page protectors can be even more flexible than white boards because a teacher can preprint different prompts on the inserts for specific lessons. Examples: maps, graph paper, story maps, word families, math fact triangles, etc. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Question shells - "Re-framing a question to reveal student thinking. Two examples: Instead of “Is a square a trapezoid?”.” Why is a square a trapezoid?”. Instead of “Is a bat a mammal?”, “Why is a bat a mammal and a penguin is not?”. "
Question shells - "Re-framing a question to reveal student thinking. Two examples: Instead of “Is a square a trapezoid?”.” Why is a square a trapezoid?”. Instead of “Is a bat a mammal?”, “Why is a bat a mammal and a penguin is not?”. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Statements rather than questions - "Making high-level statements rather than asking questions creates an atmosphere where students must provide reasons for or against the statement, rather than just providing an answer. This requires them to support their thoughts and provides students with the opportunity to understand their peers’ ways of thinking. "
Statements rather than questions - "Making high-level statements rather than asking questions creates an atmosphere where students must provide reasons for or against the statement, rather than just providing an answer. This requires them to support their thoughts and provides students with the opportunity to understand their peers’ ways of thinking. "
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Back-to-Back and Face-to-Face - This protocol provides a method for sharing information and gaining multiple perspectives on a topic.
Back-to-Back and Face-to-Face - This protocol provides a method for sharing information and gaining multiple perspectives on a topic.
When to use it: Open ended questions where students might have different answers or opinions.
What it encourages: Students opportunities to share their ideas to other students in the classroom and for the teacher to hear a variety of ideas.
How to use it:
1. Find a partner and stand back-to-back with him/her. Be respectful of space.
2. Wait for the question, opinion, etc. that you will be asked to share with your partner.
3. Think about what it is you want to share and how you might best express yourself.
4. When the facilitator says, "face-to-face", turn, face your partner, and decide who will share first if the facilitator has not indicated that a certain person should go first.
5. Listen carefully when your partner is speaking and be sure to give him/her eye contact.
6. When give the signal, find a new partner, stand back-to-back and wait for your new questions, opinion, etc.
7. This may be repeated as many rounds as needed/appropriate.
Resources: Article, Video
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