Karla

Barreno
Total Participation Techniques


Techniques Ensure Higher-Order Thinking Visual Representation

Think-Pair-Share
-The children get to reflect on the
topic, pair up, and discuss their
responses.
-The teacher would need to ask
questions that require students to
explain how these components fit
together or affect one another.
-ELL and SPED students might
need extra time to write down
their thoughts before pair share.

Quick-Writes
Brief activity used at any point of
the lesson by suing prepared
prompts. Then they will stop and
reflect in writing. (3-5 min
approximately)
-Select a prompt
-Give specific amount of time
-Follow up with pair-
share/networking
session/chalkboard splash

Teacher should use wide open
questions. Ex: How does it relate
to our lives?

Quick Draws
Opportunities for students to
demonstrate their understanding
of an abstract term or concept by
representing it in a drawing.
-Select an idea/major concept
-Ask students to reflect on the
meaning of the concept
-Create a visual image that
represents that concept (3-5 min)
-Have students share and explain
to a partner/small group/chalk
board

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Chalkboard Splash
Whole class activity. All students
record their Reponses onto a
random or assigned spots on the
rooms chalkboard.
-Create a sentence
starter/prompt/question for
which you would like all students
to see all of their peers responses.
-Ask students to copy responses
on to random or designated places
on the chalkboards
-Debrief by asking students to
walk around, analyze, jot down
similarities, differences, and
surprises.
-Ask students to get into small
groups and share what they
noticed before asking for
volunteers to share.

Thumbs-Up (When
Ready) & For quality responses allow time
Processing Cards to process reflections
Thumbs-Up when ready
-Ask students to reflect on your
prompt
-Explain: When finished or when &
they have a thought, put thumbs
up
Processing Cards Still
Thinking
-Give students processing cards
-Ask students to place the card on
the edge of their desk if they are
still thinking
-Completed task flip card to
Ready to share
-Decide on an in-between activity
(for fast finishers)

Similes
Students compare 2 unrelated
things. Provide opportunities for
abstractly portraying the big
picture. Scaffold.
-Create similes using some of the
topics you are studying
-Ask students to formulate an
explanation for how the simile
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might be true
-Ask students to share
-After similes have been modeled a
dew times, ask students to create
their own similes based on the
topics they are learning about.

Ranking
Students analyze components of
the concept justify their reasons
for assigning raking. Its used to
help students synthesize and
analyze.
-Select items, concepts, steps,
events, descriptive paragraphs,
etc. that can be analyzed and
ranked within your unit or lesson
- Students rank them according to
specific criteria
-Ask students to provide a
justification for the way that they
chose to rank the concepts.
-If students are working on their
own, allow pair-share & justify
their answers.

Numbered Heads
Together Holds students accountable for
being able to relay information 1,2,3,4
that was learned during a group
activity. It is useful for randomly
assigning roles to students within
groups.
-Before beginning the activity, ask
students to count off
- Confirm student numbers by
asking all of the 1s to group
together etc.
-Inform: all group members would
need to be able to present their
groups information.
-Wait until activity is over to call
on a group to present.

Thumb Up/Down Vote
This is a yes or no vote. Provides
teachers with a quick reading of
the class.
-Ask questions that is yes/no or
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agree/disagree response
appropriate
-Thumbs up Yes
-Thumbs down No
-Thumbs in between Not sure
-Follow through

You may link votes with a quick
pair-share for students to justify
their voting.

Select response Hold-
Ups Students hold up a card to show
their opinion.

-Use a selection of relevant choices




Number Card Hold-Ups
Usually used in math
Ex: which number is greater, 3 or
9?





Multiple-Choice Hold-
Ups Teacher creates and projects
questions from an overhead onto a
screen.
Students:
-Make a choice
-Peer discussion
-Signal up their choice.
Students can also put their sticky
note on the quadrant they agree
with.

Whiteboard Hold-Ups
Used to write a response or to
solve math problems.





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Line-Ups & Inside-
Outside Circles Allow students to get out of their
seats and share responses.
-Prepare questions
-Students stand in two parallel
lines
-Refer to prompt, take turns
answering it
-Bell get everyones attention
-Ask students to interact, move
around to listen to their
interactions

Three 3s in a Row
Bingo
Students interact with peers and
receive feedback
-Sheet with 9 questions
-Student walks around the room,
looking for different students to
answer 1 question
-Summarize peers responses (x9
peers)
-Go over answers as a class

Networking Sessions Mix-it up Activity
Students will talk to students they
have not talked to.
-Teacher will prepare 1-4 Prompts
or Questions. Reflect on/quick
write responses.
-Find someone they have not
spoken to that day.
-Time-> ring a bell
-Change partner. Repeat.
Plan questions with long answers
or that require discussion and
connection making.

Categorizing & Sorting Teacher will help students
understand unique characteristics
of concepts as varied as geometric
shapes, etc.
-Give specific # of items->sort
them-> create category titles
-For sorting, determine the names
& features of the groups & provide
students with items or lists to sort
within those piles.
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Appointment Agendas Students get to interact with each
other during their scheduled time.
-Get a copy of an appointment
agenda
-Walk around and make
appointments
-If someone ends up without a
partner, triple them with another
team.
Teachers may use this as a pairing
tool.
Bounce Cards Used to enhance student
interaction. Helps to start a
conversation. It gives the students
something to say.

Teachers should model the correct
way to use bounce cards (students
should create a dialog)
-Bounce: take what peer says
bounce an idea off it (extend the
idea)
-Sum it up: Students rephrase
what their peer say and comment
on certain parts
-Inquire: Students ask a question
regarding what their peers say.

Mouth it, Air write it, Provides evidence that students
Show me using your are processing the information by
fingers using kinesthetic evidence of
comprehension. The teacher may
ask the students to respond to
questions by using their mouth,
finger, or by writing it.

Acting it out, Role- This activity allows students to
Plays, & Concept process what they really know
Charades about a concept by using their
bodies.

Cut & Pastes This hands on activity allows
students to manipulate concepts,
analyze them, move them around
which helps them understand how
distinct concepts relate to each
other.

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TPTs During the Read- This activity allows children to use
Aloud their peripheral language with
repeated exposure students will
not only understand but also start
using the language.

True/Not True Hold- Used in all content areas.
Ups Students can also put their sticky
notes on the Quadrant they agree
with.
-Based on the information learned
-Students can also put their sticky
note on the quadrant they agree
with.

Simulations Simulations help students
understand the feelings of people
in certain situations, which helps
them deepen their knowledge in
the subject.

Confer, Compare & Students would read each others
Clarify notes, make comparisons, and add
to their own notes.
-they can pick up tips of how to
take notes
-reflect
-compare understanding with
their peers
-ask questions
Graphic Organizers &
Prepared Packets The teacher would give guide
notes that are teacher prepared
handouts that allows students to
write key information. Ask
students to connect the material
with the world around them.

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Anticipatory Guides
These provide a pre-assessment
for content being presented.
Students actively process their
predictions to true/false
statements. Teachers should write
statements that are clear that they
are not true/false statements, no
giveaways.
Picture Notes
Allows students to stop and
process what they have learned.
They are pictures accompanied by
notes. They should be able to
explain their picture to their
partner. Teachers should
encourage symbolism.

Lecture T-Chart
Allows students to review notes
and sum them up on the right
hand side by using quick draw or
words. Teachers should give
students time to summarize their
thinking.

The 3 Sentence Wrap- The students will sum up
Up everything in no more than 2
words. Helps students not stray
from the topic. It requires students
to think what really is important.

A-Z Sentence It allows the students to

Summaries summarize content by using
letters of the alphabet. Afterwards
you can do a chalkboard splash to
see what others wrote as a
summary with those letters. L=love

Pause, Star, Rank Allows a student to review their

notes while theyre still fresh on
their mind. They can go back and
write why they wrote that note
and clarify their thoughts. Then
they would need to rank how
important the notes were either 1,
2, 3.

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Key-Word Dance Allows a student to review their
notes while theyre still fresh on
their mind. Children have to use
analysis to choose the word. Allow
students to defend their reasons.

Debate Team Carousel Students debate a position from
different angles.
It allows students to analyze and
evaluate a topic. Let the students
come to their own conclusions.

Technology-Based Technologies can maintain
TPTs children cognitively entertained if
the right tools are used.
-Blogging
-Classroom Clickers