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Increasing Ratio through Discussion,
Writing, and Questioning
February 27, 2016
@ColleenDriggs
@EricaWoolway
@TeachLikeAChamp
#TeachLikeAChamp
Ratio
Key Idea: It’s not whether the teacher gets a mental
workout, but whether students do; and whether it’s
rigorous and intellectual. Mastering Ratio means
maximizing who is participating, how much, and to
what extent.
Two Types of Ratio *:
1. Participation Ratio (PR)
2. Think Ratio (TR)
*A Caveat: The Content Prerequisite
Page 6
Participation Ratio
The proportion of the class actively engaged in learning
tasks, especially speaking or writing. Boosting the
Participation Ratio builds engagement, confidence, and
buy-in. It promotes a sense of shared ownership and
identity.
Page 6
Think Ratio
The depth of thinking students are doing. A high Think
Ratio fosters rigor, autonomy, self-reliance, and critical
thinking.
Page 6
Participation Ratio: How many are participating?
Think Ratio:
How deep is
the
thinking?
100%
PR
The Ratio Spectrum100% TR
The
Goal
Agenda
• Participation and Think Ratio
• Ratio Through Discussion—Turn and Talk and Inside
the Box Discussions
• Ratio Through Writing—Writing is Revising
• Ratio Through Questioning—Cold Call for Ratio
Page 3
1. To learn and practice concrete techniques to increase Ratio, and prepare to guide others in doing the same
2. To distinguish between Participation and Think Ratio and maximize the benefits of balancing the two.
3. To use three different paths (writing, questioning, and discussion) to increase Ratio.
Page 5
Objectives
Page 6
• Soft copies of binder
• PowerPoint
• All video clips (and more!)
• Video analysis talking points
• All practice activities with facilitator directions
Two Hats
Page 7
Arielle Hoo Jessica Bracey
What evidence of Think Ratio and Participation Ratio do
you see in these clips? What actions do these teachers
take to increase their Ratio?
Participation Ratio: How many are participating?
Think Ratio:
How deep is
the
thinking?
100%
PR
The Ratio Spectrum100% TR
The
Goal
Page 8
Participation and Think Ratio Reflection
1. How do Participation Ratio and Think Ratio
support each other?
2. Do Participation Ratio and Think Ratio ever
conflict with each other?
3. Are there times when you wouldn’t want to be in
the upper right hand corner? Why or why not?
Page 8
Discussion Writing
1 2 3
Three Paths to Higher Ratio
Questioning
Page 9
Take one minute to write a single, well-constructed
sentence in response to the question: Why is the sky blue?
Participation and Think Ratio Reflection
Page 10
Participation and Think Ratio Reflection
Evaluate your answer based on the exemplar below:
“Sunlight is made up of all the colors in the rainbow and
when it reaches earth’s atmosphere it is scattered in all
directions by the gases and particles in the air, but blue
light is scattered more than others because it travels as
shorter, smaller waves, making the sky appear blue.”
Page 10
Participation Ratio: How many are participating?
Think Ratio:
How deep is
the
thinking?
100%
PR
The Ratio Spectrum100% TR
The
Goal
Participation and Think Ratio
High Think Ratio activities
can only be achieved if
students already have solid
knowledge to work from.
Page 10B
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*Content Pre-Requisite
Page 6
Having high Ratio is important to achieve as often as
possible, but it also requires direct investment in content
knowledge so students have lots of knowledge to access
and apply in their thinking.
Think Ratio and Participation Ratio Mini Planning
Using the opening paragraphs
from The Giver:
• Draft a question that
emphasizes Participation
Ratio
• Draft a question that
emphasizes Think Ratio
• Trade with a partner:
Describe the relative
benefits of each question
and their Ratio.
Page 11-12
Example of PR and TR Questions
• Participation Ratio: What emotions do
you think Pony Boy is experiencing
before the fight with the Socs?
Discuss with a partner!
• Think Ratio: All the Greasers have
different reactions to the fight.
Describe how the post-fight reaction
of one of the greasers changes Pony
Boys’ feelings about him. Explain
what this tells you about what Pony
Boy values. Provide evidence.
Page 11-12
Example of PR and TR Questions
• Analysis: Describe the relative
benefits of each question and
their Ratio.
Page 11-12
Think Ratio and Participation Ratio Mini Planning
Using the opening paragraphs
from The Giver:
• Draft a question that
emphasizes Participation
Ratio
• Draft a question that
emphasizes Think Ratio
• Trade with a partner:
Describe the relative
benefits of each question
and their Ratio.
Page 11-12
Participation Ratio: How many are participating?
Think Ratio:
How deep is
the
thinking?
100%
PR
The Ratio Spectrum100% TR
The
Goal
TTT: If You Only Have an Hour…
Topic: Participation and Think Ratio
Key
Definitions
Solidify
with Clip
Mini-
Practice
Action Plan
Define Participation and Think Ratio
EA.ShowCall.GR3.Willey.'Which one is right.'Clip2348
EA.EverybodyWrites.GR5.Bracey.'Listen things have changed.'Clip1792
In your binder and on your flash drive
Think Ratio and Participation Ratio Mini Planning
In binder and on your flash drive
In lesson plan for next 1-3 days, analyze the balance of
low/high PR and TR questions and activities for students
Model
Debrief Participation and Think Ratio Questions
Use Turn and Talks and Cold Call to Model Participation Ratio
Reflection & Action Planning
ACTION
PLANNING
An Action Step
On Friday 3/18, I will deliver an hour PD with my staff, defining Participation Ratio and Think Ratio. We will reflect on our use of each and plan ahead on how to improve PR and TR through adapting our lessons, and exchanging with a partner for feedback.
Specific
deadline
Measurable
action
Participants and
setting
identified.
Reflection & Action Planning
ACTION
PLANNING
Discussion Writing
1 2 3
Three Paths to Higher Ratio
Questioning
Page 13
Ratio via Discussion
To rehearse To refine
Turn and Talk Habits of Discussion
Thinking in terms of Think Ratio and Participation Ratio,
what are some of the successes and challenges your
teachers have experienced when using Turn and Talk?
Reflection
Page 28
Page 28
Which type of Ratio is each teacher emphasizing with
their Turn and Talk? What is similar about their Turn and
Talks, despite the different types of Ratio they are
emphasizing
Eric Snider Najee Carter Laura Fern
Tools: Efficiency and AccountabilityTools for Efficiency and Accountability
Page 29
1. Standardized Cue In and Cue Out
2. Crest of the Wave
3. Precise Time Limits
4. Managed Turns
Before, During, and After the Turn and Talk
Before Options After Options
Front the Writing Everybody Writes
Take hands or Cold Call Whole-class discussion, then
revise writing
Ask for hands to gather data,
but go to Turn and Talk
instead of calling on a student
Whole-class note taking
Straight to Turn and Talk Students share ideas gained
from partner
Page 30
Which of the before/after Turn and Talk actions are best to boost Participation Ratio?
Which of the before/after Turn and Talk actions are best for boosting Think Ratio?
B
Objective: To practice leveraging Turn and Talks,
as well as what happens before and after, in
order to maximize Participation and Think Ratio
Turn and Talk Speed Play
Page 31
Turn and Talk Speed Play Planning
• Plan a Turn and Talk question that you would ask in
your school (or that you might observe one of your
teachers asking).
• Plan your before and after options based on each
round and be prepared to practice each of the
before and after combinations described.
Page 31
Turn and Talk Speed Play Practice
Page 31
Round Of
Practice
Before Options After Options
Round 1
Front the Writing: Have students write
first and then discuss with a partner.
Example: “In the box on page 2 of
your packet, take 20 seconds to jot
down 1 piece of evidence….Share
your evidence with your partner.”
Revise writing based on Turn
and Talk. Example: “Let’s
revise our notes based on
what talked about with your
partner.”
Round 2
Ask for hands to gather data, but go
to Turn and Talk instead of calling on
a student
Students share ideas gained
from partner “Share 1 idea
that your partner had that
was different from your own.”
Dealer’s
Choice
Choose a combination from the previous page
that you would like to try
Turn and Talk Speed Play Practice
In groups of 3, practice your planned Turn and Talks
in each of the three rounds:
Page 31
Round 1:
Front the Writing
and Revise
Round 2:
Ask for Hands and
then Share
Partner’s Ideas
Round 3:
Dealer’s Choice
Practice
2 minutes
Practice
2 minutes
Practice
2 minutes
Turn and Talk Speed Play Practice
In groups of 3, practice your planned Turn and Talks
in each of the three rounds:
Page 31
Round 1:
Front the Writing
and Revise
Round 2:
Ask for Hands and
then Share
Partner’s Ideas
Round 3:
Dealer’s Choice
Practice
2 minutes
Practice
2 minutes
Practice
2 minutes
Turn and Talk Speed Play Practice
In groups of 3, practice your planned Turn and Talks
in each of the three rounds:
Page 31
Round 1:
Front the Writing
and Revise
Round 2:
Ask for Hands and
then Share
Partner’s Ideas
Round 3:
Dealer’s Choice
Practice
2 minutes
Practice
2 minutes
Practice
2 minutes
Turn and Talk Speed Play Practice
In groups of 3, practice your planned Turn and Talks
in each of the three rounds:
Page 31
Round 1:
Front the Writing
and Revise
Round 2:
Ask for Hands and
then Share
Partner’s Ideas
Round 3:
Dealer’s Choice
Practice
2 minutes
Practice
2 minutes
Practice
2 minutes
Success Points
• Turn and Talks are efficient and students are held
accountable
• Before and After tasks help leverage PR and TR
Page 31
Ratio via Discussion
To rehearse To refine
Turn and Talk Habits of Discussion
Page 32
What do Yasmin and Ryan do to keep the discussion
disciplined and productive for everyone? How do they
effectively intervene?
Yasmin Vargas Ryan Miller
Suggestions for Keeping Discussion
Disciplined and “Inside the Box”
• Intentional Meta Feedback
• Everybody Writes
• Follow-Ons
• Habits of Discussion
Page 32B
What is a Disciplined Discussion?
• Sustains focus: Ideas are shared and developed not
just shared
• Cohesive: We talk about most important things. We
have a goal
• Emphasizes listening as much as speaking.
Page 32B
Art Worrell
Watch as Art coaches and practices with his teacher
around increasing Ratio. What is effective about the
practice? What can you steal or adapt from Art?
Brainstorm with your group, how you could have
teachers practice facilitating strong inside the box
discussions.
Design the Practice
TTT: If You Only Have an Hour…
EA.ShowCall.GR7.Snider.’The Bitterings.’Clip2366
EA.Turn&Talk.GR1.Fern.'Show not tell.'Clip1911
on your flash drive
Topic: Turn and Talk for Ratio
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan &
Practice
Action Plan
• Keys for Efficiency and Accountability
• Before, During, and After the Turn and Talk
EA.TurnandTalk.GR2.Carter.’Challenging
question.’Clip2428 on your flash drive
Turn and Talk for Ratio Practice on your flash
drive
In lesson plan for next 1-3 days, script 2-3 questions in
your lesson plan to use as a Turn and Talk and emphasize
the aspects of efficiency and accountability.
Reflection & Action Planning
ACTION
PLANNING
Writing for Ratio:
Everybody Writes 2.0
How does Julia use writing effectively to increase
Participation Ratio and Think Ratio?
Julia Goldenheim
Page 13
Everybody Writes 2.0 Technique Notes
Key Idea: Capturing the full complexity of an idea via a
nuanced and sophisticated written sentence is among
the most rigorous tasks students can complete. Here
are four new ideas to make classes more writing
intensive.
Four Ways to use Everybody Writes to build Ratio:
1. Front the Writing
2. Writing is Revising
3. Build Stamina
4. Accountability: The Show Call
Page 13
Front the Writing
Page 14
Using a “Read-Write-Discuss-Cycle” to better mirror the
type of writing that students are asked to do on
assessments and in college – writing a response directly
from a text and then revising based on discussion. Build
the Read-Write-Discuss Cycle into your lesson planning.
Writing is Revising
Page 14
Even when students write well, the revision process
continues to pose a challenge. Provide frequent
opportunities for revision and provide explicit guidance
on expectations for revision.
Editing vs. Revising
Editing Revising
• The process of marking up
and making improvements
to a public document. It
should be specific, tangible,
and involve making physical
changes to the work. It
includes fixing basic errors
like capitalization,
punctuation, and spelling.
• Private Revision: Ask
students to re-think after a
discussion. The purpose is
to use writing as a tool for
re-thinking and reflection.
• Public Revision: Teach and
model for students how to
capture ideas more
effectively in writing. The
purpose is to learn to
improve writing.
Page 14
Build Stamina
Page 21
Gradually and intentionally build students’ ability to write
for sustained blocks of time. Beware: students can stall
to avoid writing during the assigned time, even when
they appear to be active.
B
Lauren Latto
How is Lauren building stamina, and how does she hold
students accountable for their writing?
Page 21
Gillian Cartwright
How do you see Gillian building stamina here? What are
the synergies between writing and discussion in building
ratio?
Page 21
Accountability: The Show Call
Page 16
Use accountability tools such as Show Call to hold
students accountable for what they do during blocks of
writing time and manage the written lives of students as
carefully as their verbal lives.
How does Julia build a culture that shows the
importance of revision and values quality of written
expression?
Julia Goldenheim
Page 16
What do you notice about the positive culture around
Show Call in Paul’s classroom?
Paul Powell
Page 16
• Manage the Take
• Manage the Reveal
Show Call: Two Key Moments
Page 17
The Take and Reveal Montage
Watch how several teachers execute their “takes” and
“reveals.” Jot down one or two things you might want to
steal or adapt.
Page 17
Show Call: Questions to Consider
Takes and
Reveals
Take and Reveal
What you Take
When You Take
How Many
How to
Emphasize TR
How to
Emphasize PR
Page 17
Take and Reveal Mini Practice
Objective: To practice taking and revealing student work
while celebrating both effort and building a culture of
revision.
Page 18-20
Directions: Script both your take and your reveal for a
Show Call that you might use in your classroom.
Take and Reveal Mini-Practice
Page 18
Erica’s ModelUse your Feedback Cheat Sheet
Getting Meta
TTT: If You Only Have an Hour…
Topic: Writing For Ratio
Anchor Clip
Solidify
with Clips
Practice
Action Plan
Julia Goldenheim (“Characterization” Clip) on your drives)
Jullia Goldenheim (“Can I Borrow This”) on your flash drive
(alternatively, Take and Reveal Montage on your drive)
Writing is Revising Practice in your binder and on
Your flash drive (alternatively, Manage the Take and
Reveal Practice also on your drive)
In lesson plan for next 1-3 days, plan moments of
Everybody Writes and script potential aspects for revision
Technique
Notes
Four ways to build Participation Ratio and Think Ratio
through Writing
Reflection & Action Planning
ACTION
PLANNING
Questioning to build Ratio
These clips illustrate different approaches to Cold Call.
Compare how these teachers boost Participation Ratio
and Think Ratio using Cold Call.
Jon Bogard Beth Verrilli
Page 22
How can you/your teachers use or adapt Cold Call to
support Participation Ratio?
How can you/your teachers use or adapt Cold Call to
support Think Ratio?
Reflection
Page 22
How do Gary and Najee use Cold Call to boost
Participation Ratio?
Page 23
Gary Lauderdale Najee Carter
Boosting Participation Ratio with Cold Call
• Be positive: Smile, laugh, show your genuine interest.
• Be systematic and predictable: “It’s part of how we do
things”
• Backstop ‘Everybody’ tasks such as EW and Turn &Talk w
Cold Call to ensure accountability & engagement
• Unbundle & Scatter questions to maximize participants
• Use Follow-On Cold Calls to build a culture of attentive
listening.
• Balance Cold Call w taking hands so students still get to
signal their desire to participate.
Page 23B
Nicole Willey Erica Lim
How do Nicole and Erica use Cold Call to boost Think
Ratio?
Page 26
Boosting Think Ratio with Cold Call
Page 26
• Go slow. Ask difficult, open ended questions. Signal reflectiveness in your own demeanor. Praise risk-taking.
• Backstop rigor-building tasks (Wait Time, EW, T&T) consistently and often transparently
• Show Call
• Normalize error when students struggle: “Yeah, it’s a tough question. Give us some ideas to get us started and we’ll see where it goes…” Frame for students what to do when they struggle: If you cannot answer, ask me a question (“What do you mean by glycolysis?) or do your best, acknowledge you’re not sure & know we will help you.”
B
Boosting PR and TR with Cold Call
Boosting Think RatioBoosting Participation Ratio
Backstop
EW/T&T for
Accountabil
ity & Rigor
• Be positive and
conversational
• Data Driven: CC low, build
with medium/high
• Follow-On
• Unbundle and Scatter
• Balanced with hands and
call and response
• Slow Call with difficult open
ended questions
• Show Call
• Follow Up
• Normalize Error when
students struggle and
praise risk taking
Cold Call for Ratio Practice
Objective: Get multiple at-bats using different variations
of Cold Call in order to automatize the skill of using the
technique to establish high Participation and Think
Ratio.
Page 24-25
Planning
• Using the shared lesson scripts, draft 3-4
questions on page 25 that you could use to Cold
Call students to emphasize Participation Ratio and
Think Ratio.
• Then practice Cold Calling in two different rounds:
– Round 1: Emphasize PR – Make it a
Conversation
– Round 2: Emphasize TR – Use the Slow Call
**Consider which questions you might use for a Turn
and Talk and an Everybody Writes in either or both
rounds
Page 24-25
Practice
• Groups of 3, rotating roles
• 2 Rounds of Practice
– 1st Round: PR: Make it a Conversation
– 2nd Round: TR: Use Slow Call
* At Your Schools:
– Fast Feedback:
• “It was effective when…”
• “Next time try…”
Page 24-25
Success Points
• Round 1: Smile to convey positivity and warmth
• Round 2: Slow and Reflective to emphasize think
time
• Circulate to emphasize conversational aspect
Page 29
ModelUse your Feedback Cheat Sheet
Round 1:
Participation Ratio
Round 2:
Think Ratio
Practice
4 minutes
Practice
4 minutes
Cold Call for Ratio Practice Tracker
Round 1:
Participation Ratio
Round 2:
Think Ratio
Practice
4 minutes
Practice
4 minutes
Cold Call for Ratio Practice Tracker
Round 1:
Participation Ratio
Round 2:
Think Ratio
Practice
4 minutes
Practice
4 minutes
Cold Call for Ratio Practice Tracker
Go back to your original brainstorm on leading
disciplined discussions. Based on the CC practice, what
other ideas do you have?
Design the Practice
TTT: If You Only Have an Hour…
Topic: Cold Call For Ratio
Anchor Clip
Solidify
with Clips
Practice
Action Plan
EA.ColdCall.GR9.Bogard.‘In your mind.’Clip1616
and EA.ColdCall.GR12.Verrilli.'Othello.'Clip2337
Participation Ratio: EA.ColdCall.GR6.Lauderdale.'I saw a lot of
thought.'Clip0655 and EA.ColdCall.GR6.Pastore.'Preoccupied.'Clip2367
Think Ratio:EA.TurnandTalk.GR3.Willey.’Look turn talk.’Clip2430
and EA.ColdCall.GR9.Lim.'One sided account.'Clip2365
Cold Call for Participation Ratio and Cold Call for Think
Ratio Practice Activities on your drives
In lesson plan for next 1-3 days, script Cold Call questions
into lesson plan, focusing on Think Ratio and/or
Participation Ratio
Technique
Notes
Four ways to build Participation Ratio and/or Think Ratio
through Cold Call (choose one emphasis at a time)
Reflection & Action Planning
ACTION
PLANNING
Rule #13: Planning is Practice
Rule #1: Practice Success
Rule #10: Isolate then Integrate
Rule #3: Practice Begins at
Mastery
Rule #23: Practice USING
Feedback
Rule #33: Make it Safe (and
Fun!)
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