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ProtocolsForCulturallyResponsiveLearningandIncreasedStudentEngagement

AdaptedfromtheworkofAmyCoventryattheCenterforCulturallyResponsiveTeachingandLearning

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EssentialQuestions:HowoftenshouldIusetheseprotocols?Whatactivitiesortasksareeachoftheseprotocolsbestsuitedto?HowcanImatchtheseprotocolstothelearningstylesandstrengthsofmystudents?HowdoIintroducethemtomyclass?

Incorporatingprotocolsforrespondingalongwithcooperativelearningstructuresfordiscussionhelpstomakeinstructionculturallyresponsiveonadailybasis.Theprotocolsaredividedintotwocategories:respondinganddiscussing.Respondingprotocolsaredesignedforwholegroupinstructionanddiscussionprotocolsaredesignedforsmallgroupinstruction.Whatisthepurposeoftheprotocols?

Respondingprotocolsareusedtoexplicitlycommunicatetostudentshowthefacilitatororteacherwantsthestudentstorespondortoquestionasawholegroup.Inotherwords,thefacilitatorknowsthepurposeofthequestionbeingasked(checkingforunderstanding,assessingpriorknowledge,checkingforengagement,volunteeringofpersonalexperiences,etc.)andclearlycommunicateshows/hewantsthestudentstorespondtothequestion.Thisnon‐voluntaryformofrespondingalsoencouragesaccountabilityandengagementonthepartofthelearner,aswellasprovidingmoreaccuratefeedbacktotheteacheraboutstudentunderstandingasawholegroup.

Discussingprotocolsprovidestructured,engaging,consistentlyusedforumsforstudentstodiscusstheirlearning.Theycanbeusedtointroduce,clarify,support,andreinforcebothlearningcontentandprocess.Theconsistentuseofaselectsetofdiscussionprotocolsestablishesanefficientclassroomlearningcommunityinwhichideasandopinionsaresharedfrequentlyandinanorderly,timelymanner.Itissuggestedthat5‐7ofthediscussionprotocolsbecamea“staple”oftheclassroom,providingconsistencyinordertosupportquick,smooth,andorderlydiscussions.However,avarietyofotherdiscussingprotocolscan,ofcourse,beutilizedwhendesired.

Whyaretheprotocolsculturallyresponsivetoourtraditionallyunderservedlearners?

Incorporatingnon‐mainstreamProtocolsforRespondingbothvalidatesandbuildsuponthelikelyrepertoiresofpractice(learningstyles)thatstudentsbringtoschoolwhich,whensuppressedordiscouragedleadtodisengagementandclassroommanagementissues.

Theseunderservedyouthsoftenhaveapropensityforinterdependentsettingsinwhichallmembersplayavaluablepart.Therefore,theimportanceofnon‐volunteerRespondingProtocolscannotbeoverstated.TheuseofsuchRespondingProtocols,suchasRoll‘EmorTrain,communicatestostudentsthattheirattentionandparticipationduringwholegroupinstructionandquestioningisnotonlyrequiredforthemaslearnersbutthattheyareallintegralmembersoftheclassroomcommunity,andeverybody’sthoughtsandideasarenecessaryforaneffectivelearningenvironment.Inotherwords,itestablishesalearningenvironmentinwhichEVERYONEplaysacriticalroleandisvalidated.

Inaddition,whenteachersuseavarietyofexplicitRespondingProtocols,thisfurtherenablesstudentstobemoreawareoftheneedtocodeswitch,oruseavarietyofcommunicationstylesthatcorrelatewiththegivenneedsforaparticularsetting,i.e.tobesituationallyappropriate.TheuseofanassortmentofRespondingProtocolsalsoaddressesthisgroup’saffinityforspontaneityandvariety.

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Discussionprotocolsaccentuatethestrengthsthatmanyunderservedstudentsalreadybringtotheclassroom,namelyapreferenceforsociocentric,cooperative,highmovement(insomecases),variation,accepting,interpersonal,student‐centered,andhumanisticlearningenvironments.ItismorelikelythatSELstudentshaveafamiliaritywiththeculturalpracticetorespondimmediatelyandverballywitheachotherastheymakeanalyticalandemotionalconnections,wonder,postulate,andquestionthingsthatengagethem.TheDiscussionProtocolssupplyavarietyofengagingformatswhichcanbeusedwitheaseandincorporatedintonearlyeverylessonthatwillenhance,ratherthanstifle,theseinherentlearningstrengths.

Whenshouldtheprotocolsbeused?

Protocolsshouldbeusedthroughouttheentireday.Thinkabouthowmanytimesadaythewholeclassisengagedwithyou,oranotherdesignatedspeaker,orrespondingtoyourpromptsorquestions.Duringallofthesetimes,youalreadyhaveanexpectationofhowyouwantthemtoparticipatewithyou,whetheritissimplylistening,silentlytakinganassessment,answeringquestionsone‐at‐time,shoutingoutananswer,etc.Thereisnevertrulyatimewhenstudentsarenotparticipatingintheclassroom,whetherasawholegroup(RespondingProtocols)orinsmallgroups(DiscussionProtocols).Therefore,studentsshouldalwaysbeawareoftheProtocol.

DiscussionProtocolsshouldbeincorporatedregularlyandconsistentlythroughoutthedaytointroduce,clarify,support,andreviewlearning.Theycanbeusedduringengagement/accessingpriorknowledgeactivities,immediatelyfollowingdirectinstruction,duringguidedinstruction,reviewforassessmentsorscaffolding,andcanoftenaccompany“independent”practice.Essentially,theyshouldbeemployedbeforeputting“understanding”into“action”.Typically,anysignificant“teachertalk”timeshouldbepartneredwithatleastoneDiscussionProtocol.Insomecases,DiscussionProtocolscanbeusedtoreplaceteacher‐ledreview,aswell.DiscussionProtocolscanalsobepartneredtobuildascaffoldofincreasedinputbeforewholegroupdiscussions,i.e.Think‐Pair‐ShareaboutthemeaningofanAfricanproverbbeforesharingduringPutYourTwoCentsIn.DoingT‐P‐SpriortoPutYourTwoCentsInallowsstudentswhoareunsureorhesitanttoanswerinaslightlylargergrouptheopportunitytohearsomeoneelse’sthoughtsbeforesharingwiththeteam.

RespondingProtocols(WholeGroup)

(Howshouldstudentsbeparticipatingwiththefacilitatorduringawholegrouplesson,activity,ordiscussion?)

Call and Response

CRREElement(s):Callandresponse,rhythmic,interpersonal/interdependentpreferenceforlearning

Description:Studentsactivelyrespondinunisontospeakereitherverballyorwithmovement(orboth)toaneitherimprovisedorpre‐taught“call”.

Purpose:tocallstudents’attentionfromsmallgrouporindependentactivitiestothewholegroupforeitheracheckfor

understanding/updatewiththeteacheroratransitiontoanotheractivity/lesson;alsocanbeusedtodemonstrateappreciationduringaperformanceorpresentation

Examples:Thumbs‐uporthumbs‐downtoexpressagreementwithspeakerorunderstandingofaconcept;attention‐gettingsignals(“Boom‐shocka‐locka....BoomBoom!”);“Youtellit!”or“Go‘head”duringaPoetrySlamperformance

(poetryrecitation).

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Pick-A-Stick (Non-volunteerism)

CRREElement(s):variety,opportunitytopracticeexplicit“turn‐taking”,interpersonal/interdependentpreferenceforlearning

Description:Afterthefacilitatorposesaquestion,studentsthinkabouttheanswersilently(studentsmayalsoputfingertoheadindicating“thinking”).Aftersufficientthoughttime,thefacilitatorpicksfromagroupofsticksthatrepresent

eachstudent.Thechosenstudentanswersthequestion.Stickselectioncancontinueuntilasufficientnumberofanswersareheard.

Purpose:randomsamplingor“groupcheck”toassesspriorknowledgeorunderstandingofconcept/process;wholegroupengagement,createdbytheanticipationofbeingchosen,inrequiredthinkingprocessesduringadirectedor

guidedlesson;topreventunconsciouspatternsintheselectionofstudentresponsesonthepartoftheteacherthatimpedetheengagementofthewholeclass

Examples:1)“Thinkbacktoyesterday’slessononirregularverbs…Let’sseewhatweremember…Whatareirregularverbs?”Facilitatorthenchoosesaboutthreesticks,onestickandoneansweratatimetoensurethatstudentscontinue

toanticipatetheirnamesbeingchosenthroughoutthereview,togetafairideaofwhattheclassremembersfromyesterday’slesson.Chosenstudentsmayrepeatapreviousanswer,elaborate,oranswerdifferently.2)”…Sothosearethefourprimaryoperationsinmath.Let’sseeifyoucannamethemwithoutlooking…Everyonethink…”Facilitatorthen

choosessticksuntilsomeonecannameallfouroperationsaseveryonecontinuesthinking.

Roll ‘Em (Non-volunteerism)

CRREElement(s):variety,opportunitytopracticeexplicit“turn‐taking”,interpersonal/interdependentpreferenceforlearning

Description:Studentsneedtobeseatedingroupsof4‐6.Studentsthinkaboutaposedquestionastheteacherrollstwo

dice.Onedierepresentsthetable/groupnumberandtheotherdierepresentstheseatnumber.Thestudentsittingintheseatrepresentedbytherolleddiceanswersthequestion.Rollingofthedicecancontinueuntilasufficientnumberofanswersareheard.

Purpose:randomsamplingor“groupcheck”toassesspriorknowledgeorunderstandingofconcept/process;whole

groupengagement,createdbytheanticipationofbeingchosen,inrequiredthinkingprocessesduringadirectedorguidedlesson;topreventunconsciouspatternsintheselectionofstudentresponsesonthepartoftheteacherthatimpedetheengagementofthewholeclass

Examples:See“Pick‐A‐Stick”

My Turn, Your Turn

CRREElement(s):opportunitytopracticeexplicit“turn‐taking”

Description:Thisturn‐takingprotocolisutilizedinseveralprotocolsforparticipationanddiscussion.Itshouldbeusedduringtimeswhenitisnecessaryforthegrouptobesilentasonepersonspeaks,withtheunderstandingthattheywill

soonbeabletoparticipateandrespondmoreactivelywithquestionsand/orcomments.Thisprotocolhelpsstudentspracticeturn‐takingwithoutjumpinginwhentheyfeelengaged.Theyhavetocontinuelisteningquietlyandwaitfor

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“theirturns”tospeak.Thenquestionsandcommentscanfollow.Inelementaryclassrooms,thefacilitatormayremindstudentsabouttheactionsofgoodlistenerswiththephrase,“Handsfree,eyesonme,andvoicesoff.”

Purpose:directinstruction(mustbelimitedbasedonagegroup);presentations;someperformances(ifcalland

responseisnotappropriate);journalsharing;clarifyingwithstudentquestions

Examples:UsedduringPick‐A‐Stick,Roll‘Em,RaiseaRighteousHand,Train,Merry‐Go‐Round,PutYourTwoCentsIn,CircletheSage,GiveOne/GetOne,MusicalShares,ThreeStepInterview,etc.

Give a Shout Out

CRREElement(s):overlapcommunicationstyle;verbalpreferenceforlearning

Description:Studentssoftlyshoutoutresponsesatthesametime.Teachercanrecord“shoutouts”ontheboard,ifappropriate.Posedquestionscanrequireeitheronecorrectansweroravarietyofshortanswers.

Purpose:tokeepverballearnersengagedbyallowingthemtoprovideSHORT1‐2wordanswersaloud;facilitatorsshouldusethisfrequentlythroughouttheday,especiallyduringperiodsinwhichengagementisnoticeablylow

Examples:1)“Inusingthetrade‐firstmethodinsubtraction,inwhichplacevalueshouldwestart?Givemeashoutout.”

‐“TheOnes!”‐“Excellent!Okaylet’sstartintheonesthen..”(pointingtoproblemonboard).Thiscancontinuethroughoutthesubtractionproblemasthefacilitatorwalksstudentsthroughit,step‐by‐step.2)“Basedonthecontextofthissentence,whataresomesynonymsfortheword‘transitional’?...GivemeashoutoutasIrecordyouranswerson

theboard.Remember,shoutoutyouranswernomorethan3timesoruntilI’vewrittenitontheboard.Attheend,ifIstillhaven’twrittenyouranswer,I’llaskyoutoraisearighteoushandandthenyoucanshareitagain.”Thisallowsyoutodiscussinappropriateanswersattheendoftheshoutoutwhenstudentsaremoreapttoheartheexplanation.

Moment of Silence

CRREElement(s):opportunitytopracticeexplicitindependentlearningordemonstrationofknowledge

Description:Studentsaresilentandnotcommunicatingatallwithoneanother.ThefacilitatorshouldexplainandreviewfrequentlythereasonsforthenecessityofsilenceatthetimesforwhichMomentofSilenceiscalled.The

facilitatorcanalsoexplainanddemonstratedifferentwaystocommunicate,i.e.nonverbal,thatarealsoinappropriateatthistimeandtherationalebehindit.

Examples:Independentassessments;journalingorquickwrites;sustainedsilentreading(SSR);meditation

Train or Pass It On (Non-volunteerism)

CRREElement(s):improvisationandvariety;student‐preference;interpersonal/sociocentric/cooperativepreferenceforlearning

Description:Studentscalloneachothertoanswerand/oraskquestions.Studentsshouldnotraisehandstobecalledonandshouldbeencouragedtocallonavarietyofpeopleintheclassroom.Studentscanalso“pass”onaquestiontheydo

notwanttoanswerbycallingonanotherstudentforhelp.Thisiscalled“PassItOn”.Thiscanalsobedonewiththeuseofasmallsoftobjectthatstudentscantosstooneanotherinorderto“passiton”.

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Purposes:toengagestudentsintheprocessofquestioninginwhichaseriesofanswersorquestionsisrequiredoratleastcanbeapplied;todemonstratecombinedclassroomknowledge;toprovide“aid”tostudentswhoarecalledon

throughanotherprotocol,i.e.Roll‘Em,anddonotwanttosharetheiranswers;tokeepstudentsengagedwhilesharinganswerstoaseriesofquestions

Examples:1)“Let’sseehowmanystateswecannametogether.Let’susetheprotocolofTrain…Maria,youstartandI’llrecordouranswersontheboard.”Mariaeitherprovides1stateandcallsonanotherstudentorsays,“pass”andcallson

anotherstudent.2)IfastudentwaschosenthroughPick‐A‐Sticktoansweraquestionandshedoesnotfeelconfidentwithheranswer,thefacilitatormaysay,“Wouldyouliketopassiton?”Shethencancallonanotherstudenttoanswerthequestioninherplace.Thisshouldbemonitoredtopreventthesamestudentsfromalways“passingiton”.Oneway

topreventthisistoprovidemultipleopportunitiesforthesestudentstobesuccessfulwithquestionstheycananswerbycheckingprivatelywiththembeforethelessonandvalidatingtheiranswersconsistently.3)

Raise a Righteous Hand (VolunteeringinformationONLY)

CRREElement(s):Additiveteachingofsituationalappropriateness;opportunitytopracticeexplicit“turn‐taking”

Description:Studentsraiseahand/fisttovolunteerinformationthatisspecifictotheirexperiences.

Purposes:Hand‐raisingshouldonlybeusedinthecontextofvolunteerism,inwhichonlyparticularstudents,ifany,canofferinformationbasedontheirexperiencesorparticularknowledgethatisnotnecessarilyexpectedofthegroup;

cannotbeinterchangedwithanotherprotocolduetoitsneedforspecificindividualstoparticipate;studentquestions/commentsafterMyTurn,YourTurn

Examples:“OurnextpieceofliteraturetakesplaceinGuadalajara,Mexico.IsthereanyonewhohaseverlivedinortravelledtoMexicowhocansharewithusabouthisorherexperiences?Pleaseraisearighteoushand.”Ifnooneraises

ahand,thequestionscanbebroadened:“IsthereanyonewhohasseenmoviethattakesplaceinMexico?Readabook?”,etc.

Whip Around

CRREElement(s):opportunitytopracticeexplicit“turn‐taking”;affective(validationofeveryone’sanswersandprovidingpersonalresponses)

Description:EachstudentintheroomtakesaturnrespondingtoaposedquestionwithQUICKanswers.Theordershouldbeapparentbasedonseatinginorderfortheteachertoavoidhavingtoconstantlyfacilitatethedirectionofthe

studentsanswering.Afterseveralpractices,studentsshouldmostlybeabletoself‐directthisactivity.Ifstudentsarehavingdifficultywiththis,theteachercanaskstudentstopointtothenextpersoninorderaftertheyhavegiventheiranswersinordercuethem.Thisshouldgoveryquicklyaroundtheroomsothequestionneedstobeappropriately

precise,aswell.

Purpose:toprovideanopportunityforeverystudenttocontributeapersonalresponseandtobeheardandvalidated;topracticebeingpreciseandfocusedwithresponses;wholegroupquick‐check

Examples:1)Afterreadingapieceofliterature,theteacherasksstudentstoprovidetheirfirstresponsetothebook,i.e.

favoritecharacterorpart,howitmadethemfeel,whatitmadethemthinkabout,etc.Itcouldbeanythingtheywanttosayaboutthebookbutmustbesharedinunder5secondsperstudents.2)“Whichstageofthewritingprocessdoyoubest/leastunderstand?”

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DiscussionProtocols

(SmallGroup)

(HowshouldthestudentsbelearningWITHEACHOTHER?)MostofthecooperativelearningstructuresdescribedbelowaretakenfrompublicationsbyMiguelKagan,LaurieRobertson,andSpencerKagan,however,therearemanymore.Thesecooperativelearningstructuressetthestagenotonlyforinterdependentandcollaborativelearningbutaretheprerequisitesfordevelopingacommunalclassroomenvironment‐theultimateachievementenvironmentforSELs.

1- Numbered Heads Together

Studentsareputingroupsof4‐6andnumbered.Whenaskedaquestion,studentsworktogethertofindthebestanswer.Whencalledtogetheragain,theteacherrollsadieandasksthestudentsfromeachgroupwiththenumber

rolledtostand,i.e.“All3’sfromeachgrouppleasestand.”Eachstudentthenrepresentsthegroupandreportsthegroup’sanswer.

Goal:Toformaconsensusandhaveeveryonebeaccountablefortheinformation

Uses/activities:Wholegroupgames;review

2- Think-Pair-Share

Thisinvolvesathreestepcooperativestructure.Duringthefirststep,studentsthinksilentlyaboutaquestionposedbytheteacher.Individualsthenpairupduringthesecondstepandexchangethoughts.Inthethirdstep,thepairssharetheirresponseswithotherpairsortheentiregroup.Itisausuallyagoodideatohavetheindividualsaskedtoshare

wholegrouptoexplainwhattheirpartnersaidinordertopromotegoodlisteningskills

Goal:Toquicklyclarifyorshareideasaboutatopic/concept;toprovideeveryonewithsometalktimewhenthereisastrongdesiretoshare

Uses/activities:Review;summarizing;accessingpriorknowledge;clarifying

3- Merry-Go-Round

Eachstudenttakesaveryquickturnsharingwiththeteamathoughtorreactiontosomethingposedbytheteacher.Responsesshouldbequick1‐5wordphrasesinordertokeepitgoingquicklyandkeepthoughtsconcise.

Goal:Tosharepersonalresponsesinshorttimeperiodwithoutrecordingonpaper

Uses/activities:Responsestobooks;expressstrengthsandneedswithcontentinordertobeabletoprovideandreceivehelpinasmallgroup

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4- Put Your Two Cents In

Eachstudenthastwotokenstouseastalkingpieces.Ingroupsoffour,eachstudenttakesaturnbyputtingonetokeninthecenterofthetableandsharinghis/heridea.Onceeveryonehassharedonce,eachstudentthenputsonemoretokeninatatimeandrespondstowhatsomeoneelseinthegrouphasshared,i.e“Iagreewith____because…”,or“I

don’tagreewith_____because…”,etc.

Goal:Toshare,question,andsupportopinions

Uses/activities:Discusscurrentevents,opinionsaboutcharacters,proverb/affirmationstudy,etc.

5- Circle the Sage

First,theteacherpollstheclasstoseewhichstudentshaveaspecialknowledgetoshare,i.ehomework,understanding

oflongdivision,etc.Then,thosestudents(thesages)standandspreadoutintheroom.Theteacherthenhastherestoftheclassmatesgotooneofthesages,withnotwomembersofthesameteamgoingtothesamesage.Thesageexplainswhattheyknowwhiletheclassmateslisten,askquestions,andtakenotes.Allstudentsthenreturntotheir

teams.Each,inturn,explainswhattheylearned.Becausemosthavegonetodifferentsages,theycomparenotes.Ifthereisadisagreement,theystandupasateam.Finally,thedisagreementsareairedandresolved.

Goal:Utilizetheexpertiseofclassmemberstoshare/teachothers

Uses/activities:Sharingculturaltraditions;havingstudentswhounderstoodaparticularproblemexplainittoasmallgroup

6- Give One, Get One

Afterthinkingorjournalingaboutatopic,studentsareaskedtogetupandfindsomeoneacrosstheroomwithwhomtosharetheirthoughtsoranswers.Studentsarethenreceivinganideainexchangeforgivingone.

Goal:Tohavestudentschoosewithwhomtheywouldliketoshare;toprovidemovement

Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying,etc.

7- Three Step Interview

Eachmemberofateamchoosesanothermembertobeapartner.Duringthefirststep,individualsinterviewtheirpartnersbyaskingclarifyingorinterviewquestions.Duringthesecondstep,partnersreversetheroles.Forthefinal

step,memberssharetheirpartner’sresponsewiththeteam.

Goal:Askingandansweringstudent‐createdquestions

Uses/activities:Anicebreakerforteammemberstogettoknowoneanother;togettoknowconceptsindepthbyassigningrolestostudents;characterinterviews

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8- J igsaw Groupsof4‐5studentsareestablished.Eachgroupmemberisassignedsomeuniquematerialtolearnandthenteachtohisgroupmembers.Tohelpinthelearning,studentsacrosstheclassfocusingonthesamematerialgettogethertodecidewhatisimportantandhowtoteachit.Afterpracticeinthese“expert”groups,theoriginalgroupsreformandstudentsteacheachother.Testsorassessmentscanfollow.Goal:InterdependencyandaccountabilitywithinasmallgroupUses/activities:Dividingalargeportionofcontentintosmallermoremanageableparts,i.e.sciencechapterorresearch

9- Team–Pair–Solo Studentsdoproblemsfirstasateam,thenwithapartner,andfinallyontheirown.Itisdesignedtomotivatestudentstotackleandsucceedatproblemswhichareinitiallyarebeyondtheirability.Itisbasedonasimplenotionofmediatedlearning,orscaffolding.Studentscandomorethingswithhelp(mediation)thantheycandoalone.Byallowingthemtoworkonproblemstheycouldnotdoalone,firstasateam,andthenwithapartner,theyprogresstoapointtheycandoalonethatwhichatfirsttheycoulddoonlywithhelp.Goal:ScaffoldingUses/activities:Especiallyusefulwithcomputationpractice;review

10- Partners

Theclassisdividedintoteamsoffour.Halfofeachteamisgivenanassignmenttomastertobeabletoteachtheotherhalf.Partnersstudyingthesamematerialgotoonesideoftheroomandconsultwithoneanotheraboutthematerialandhowtobestteachittotheotherhalfoftheirteam.Teamsthengobacktogetherwitheachsetofpartnersteaching

theotherset.Partnersquizandtutortheirteammates.Theteamreviewshowwelltheylearnedandtaughtandhowtheymightimprovetheprocess.

Goal:Interdependencyandaccountabilitywithinsmallgroups

Uses/activities:Review;research

11- Corners

Eachstudentmovestoacorneroftheroomrepresentingateacher‐determinedalternativeorpointonascale.Studentsdiscusstheirchoicesintheirowncornersthenlistentoandparaphraseordebateideasandopinionsfromothercorners.

Goal:Developstudentchoiceinterestgroups;establishandsupportopinions

Uses/activities:Charactertheymostassociatewith;hobbies;bookpreferences;“TakeaStand”issues

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12- Send-a-Problem

Eachstudentwritesareviewproblemonaflashcardandasksteammatestoanswerorsolveit.Reviewquestionsarepassedtoanothergrouptobeanswered.

Goal:Askandanswerstudent‐createdquestions

Uses/activities:Discussandreviewmaterial,orpotentialsolutionstoproblems,relatedtocontentinformation

13- Silent Appointment

Aftertheteacherposesaproblem/questiontobediscussed,theteachersays,“Makeyourfirstappointment.”Eachstudent“makesanappointment”withanotherstudentbymakingeyecontact,noddingandholdingup1fingertoindicatetheywillbetalkingwiththatstudentfirst.Theteacherthencontinuesthisprocessuntilstudentshavemadethe

numberofappointmentsdesired.Whenallappointmentshavebeenmade,theteachercalls,“Gotoyourfirstappointment”,andstudentsgotothepersonwithwhomtheymadetheirfirstappointmentsandshare.Theteacherthencalls,“Gotoyoursecondappointment”,andsoon.Theteachershouldthenreviewwholeclassbyaskingwhat

studentsheardsharedbyothers.

Goal:Tohavestudentschoosewithwhomtheywouldliketoshare;toprovidemovement

Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying

14- Musical Shares

ThisissimilartoGiveOne,GetOne.Teacherposesquestionandturnsonmusic.Studentsmove/dancearoundthe

classroomuntilthemusicisturnedoff.Studentsdiscussthequestionwithwhomevertheyareclosesttowhenthemusicisturnedoff.Teacherresumesmusicandtheprocesscontinuesuntiltheyhavehadenoughopportunitiestoshare.

Goal:Incorporatemusicandmovementwithopportunitiestoshareideas

Uses/activities:Review,accessingpriorknowledge,summarizing,clarifying

15- Roundtable

Eachteamusesasinglesheetofpaperandpencil,and,inturn,respondstoaquestionorproblembystatingtheirideasaloudastheywritethemonthepaper.Thepaperisthenpassedaroundthetableuntiltimeiscalled.Itisimportantthattheideasbevocalizedforseveralreasons:(a)silenceinasettinglikethisisboring,ratherthangolden;(b)otherteam

membersneedtobereflectingontheprofferedthoughts;(c)varietyresultsbecauseteammateslearnimmediatelythatsomeonehascomeupwithanideatheyknownownottorepeat;and(d)hearingtheresponsessaidaloudmeansthatstudentsdonothavetowastevaluablebrainstormingtimebyreadingthepreviousideasonthepage.Teammembers

areencouragednottoskipturns,butiftheirthoughtsareatastandstill,theyareallowedtosay"Pass"ratherthantoturnthebrainstormintoabraindrizzle.Thus,thereisalmostuniversalparticipationinRoundtable.

Goal:Allstudentswriteandcontributetogroup’sideas

Uses/activities:Tobrainstormideasandtogeneratealargenumberofresponsestoasinglequestionoragroupofquestions

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16- Round Robin Brainstorming

Onepersonineachteamisappointedastherecorder.Aquestionisposedwithmanyanswersandstudentsaregiventimetothinkaboutanswers.Afterthe"thinktime,"membersoftheteamshareresponseswithoneanotherroundrobinstyle.Therecorderwritesdowntheanswersofthegroupmembers.Thepersonnexttotherecorderstartsand

eachpersoninthegroupinordergivesanansweruntiltimeiscalled.Apersonmay“pass”,ifneeded,andprovideinputonthenextrotationaftershehashadtimetothink.

Goal:Allowsaproficientwritertodoallthewritingwhileothersshareverbally

Uses/activities:Tobrainstormideasandtogeneratealargenumberofresponsestoasinglequestionoragroupofquestions

17- Inner Outer Circle

Havestudentsstandinabigcircle.Everyotherpersonshouldtakeonegiantstepinsidethecircleandturnaroundfacingthoseintheoutercircle.Inotherwords,thereshouldbetwocircleswiththeoutercirclepeoplefacinginwardand

theinnercirclepeoplefacingoutward,andeveryoneshouldbeface‐to‐face.Studentsintheoutercirclebeginbyaskingthestudentfacingthemontheinnercircleaquestion.Thisquestionmaybepreparedbyeitherthestudentsthemselvesortheteacher.Oncetheinnercirclestudenthashadanopportunitytoanswer,eithertheouterorinnercirclerotates

andtheprocessisrepeateduntilafullrotationismade.Then,theinnercirclehastheopportunitytoaskquestionsastheoutercircleresponds,andsoforth.

Goal:Allowsavarietyofquestionsandinteractionsinashorttimespanwhileincludingtheuseofmovement

Uses/activities:Toreviewforanassessment,practicequestioningandresponding(Question‐Answer‐Relationshipsorinferential/literal),orcheckforcomprehensionofapassage

18- Greet and Respond/Tea Party

Provideeachstudentwithaunfinishedsentence,question,orprompttowhicharesponsecanbemade.Asyoucalloutordisplayparticularsettings/situations,studentswalkaroundandusesituationallyappropriategreetingstogreeteach

other,readtheirprompts,andrespondtoeachother,inturn.

Goal:Allowsavarietyofquestionsandinteractionsinashorttimespanwhileincludingtheuseofmovement

Uses/activities:Topreviewliteratureorothercontentbyaccessingorintroducingpriorknowledge,review,checkforcomprehension,practicequestioningandresponding,andpracticeexplicitsituationalappropriateness

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RespondingProtocolsQuickCheckDIRECTIONS:UsingNumberedHeadsTogether,identifytheRespondingProtocol(s)thatcorrelateswiththequestionsoractivitiesbelow.TheremaybemorethanoneProtocolthatwouldbeappropriateforeachlistedsituation.Bepreparedtoexplainyourgroup’srationale,however.Discussthemwithyourgroupandcometoaconsensusabouteach.Youcanusetheabbreviationsbelow.

P‐Pick‐A‐Stick RO‐Roll‘Em C‐CallandResponseRH‐RaiseaRighteousHand

T‐TrainMS‐MomentofSilence MT‐MyTurn,YourTurn G‐GiveaShoutOutW–WhipAround

1. __________A3rdgradeclassistakinganindependentassessment.

2. __________A7thgradeScienceteacherisreviewingyesterday’slessonontheperiodictableandwantstoseewhatherclassremembers:“Howdoscientistsusetheperiodictable?”

3. __________Athirdgradeteacherisreviewingthenamesofthestagesofthewritingprocessbyaccessingstudents’priorknowledge.

4. __________“ThisbooktakesplaceinAlabama.HasanyoneeverbeentoAlabama?DoesanyonehavefamilyinAlabama?”

5. __________Analgebraclassisworkinginpairstosolvebinomialequationsandtheteacherneedstheirattentiontoclarifyoneoftheproblemswithwhichmanyofthepairsarehavingdifficulty.

6. __________AKindergartenclassjustfinishedillustratingtheirfavoritepartofareadaloudandtheteacherwantsafewstudentstoshare.

7. __________Afifthgradeteacherwantstocheckinwithherwholeclassonanat‐homescienceprojectinwhichtheyhavetodemonstrateallofthestagesofthescientificmethod.“Whichstageofthescientificmethoddoyouunderstandtheleast,orarehavingthemostproblemswith?”

8. __________AHistoryteacherisbeginninganintroductorylectureabouttheGreatDepressionandexpectshisstudentstotakeCornellNotesandaskquestionsafterwards.

9. __________Astudentisperformingapoemfortheclassinwhichaudienceengagementisasignificantpartofthegrade.

10. __________AnEnglishclassispracticingidentifyingfigurativelanguage,sotheteacherisreadingexamplesandwantstheclasstoidentifythemasshegoes.

11. __________“Whatcharactertraitwouldyouusetodescribethemaincharacterafterreadingchapter5?”

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LearningProfilesofSELs

Strategies

Sociocentric/Interpersonal ProtocolsforDiscussion,morningsong(whiletheysocializeandpreparefortheday),non‐volunteerParticipationProtocols(equityandinclusiveness)

Highmovement GiveOne/GetOne,TeaParty,SilentAppointment,MusicalShares,InnerOuterCircle

Cooperative/Interdependent NumberedHeadsTogether,PutYourTwoCentsIn,ThreeStepInterview,Jigsaw,Team‐Pair‐Solo,Partners,Send‐a‐Problem,Roundtable,RoundRobinBrainstorming,WhipAround,Train,GiveaShoutOut,CallandResponse,non‐volunteerParticipationProtocols(equityandinclusiveness)

Highlighting/Performance

Corners,Roll‘Em,Train,Pick‐a‐Stick,CircletheSage,NumberedHeadsTogether,WhipAround,roleplays,poetryslam,speeches

ChoiceActivities

GiveOne/GetOne,SilentAppointment,TeaParty,Train,multipleformsofassessment

Musical/Auditory CallandResponse,MusicalShares,GiveaShoutOut,chants,rhymes

Overlap GiveaShoutOut,NumberedHeadsTogether,Corners,TeaParty(somegreetings)

Purpose‐driven ParticipationProtocols,visualorganizersdepictingunitactivities,ThinkingMaps,explicitdirectinstruction,MorningReport/DailyAgenda,real‐worldconnectionsandapplications

Inductive Visualorganizers,ThinkingMaps,frontloading

Fielddependent Visualorganizers,ThinkingMaps,frontloading,accessingpriorknowledge,personalconnections,culturallyandlinguisticallyresponsiveliterature/text/content,PersonalThesaurus,PersonalDictionary,thematicinstruction

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HowcanIbemoreculturallyresponsivewhenthecontentofthelessonisnotculturallyrelevant?

IntroducingRespondingProtocolsintotheClassroom

HowtoBegin

Activities:

1) A)Asyoudisplaycommontrafficsigns,studentsaretoldtoshoutoutwhattheythinkeachonemeansasyouprovideaffirmative/correctivefeedback.Askthestudentstothinkaboutwhysocietyneedsthesetrafficsignsandwhytheyaredifferentdependingonthesituation,i.e.differentspeedlimits,crosswalks,stopsignsvs.slowingsigns,parkingvs.noparkingsigns,etc.Someresponsescouldbe:sopeopleknowwhenitissafetocrossthestreetorgothroughanintersection,knowtoslowdowninplaceswherekidsmightbeplaying,whereitissafetopark,etc.StudentsthenuseMerry‐Go‐Roundtosharesomeoftheirthoughts.StudentsdoaquickwriteaboutthepromptandsharewholegroupusingTrain.B)ORforolderstudents…HavestudentsplayTrafficSignConcentrationinpairsinsteadofinitiallydisplayingthetrafficsigns.Then,havethemdiscusstheneedfortrafficsignsusingMerry‐Go‐Round,etc.

2) ExplainthatParticipationProtocolsareakintotrafficsignsbecausetheytellwhenandhowto

participatewiththeclassasawhole.Explainthatwhenstudentsshoutoutanswersorhavesideconversationsaboutthelesson,yourecognizetheirattempttoparticipateandlearn,butthatthisformofparticipationcannotbeusedallthetimebecause,aswithtrafficsigns,therearecertainexpectationsfordifferentsituations.Then,insmallgroupsusingRoundtablehavethemlistonatransparencysomesituations/scenariosintheclassroominwhichdifferenttypesofparticipationmayberequiredwhenworkingasawholegroup.Atthistime,youcouldintroducethedifferentParticipationProtocolsasexamplesofdifferentwaystoparticipateintheclassroom.Youmayhavethemusepictures,words,orbothtoexplaintheirthoughtsonthetransparency.Youcanbeginwithanexampleofyourown,ifneeded.(Wecanallshoutouttheanswerto5x2;itneedstobesilentwhiletakingatest;onepersonhastospeakatatimeiftheanswermaybelongerthanafewwordsandwecanalllearnfromit,etc.)Afterwards,amemberfromeachgroup(ortheentiresmallgroup)cansharetheirgroup’stransparencyontheoverheadprojectorwiththeclass.Acknowledgeandpraisealloftheappropriateanswers,expandingonthemasnecessary.Note:ForKindergarten,youcouldhavethemuseMerry‐Go‐Roundinsmallgroupstodiscussinsteadofwriteordraw.Then,youcanuseRoll‘Emtochoosestudentstoanswerasyourecordtheirideasonchartpaper.Makesuretogiveteamscreditfortheiranswersbywritingtheirteamname/numbernexttotheircontribution.

3) IntroduceandpracticealloftheParticipationProtocolsusingnon‐threateningandengagingcontent.Itisimportantatthistimetohavethempracticethinkingabouttheanswertoaposedquestionwithoutraisinghands,shoutingout,ortalkingwithsomeoneelse,etc.Continuetorelatewhatyouaredoingto

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theconceptofinterdependencyintheclassroom,ofstudentsandteacheralike.Inotherwords,continuallyremindthemthateveryone’sthoughtsandideasarenecessarytothelearningenvironmentasallofthemhavesomethingvaluabletocontribute.Ifstudentsarehavingadifficulttime(asmanyofthemmight)notraisingtheirhandsormakinganimmediateverbalresponse,havethemputahandontheirhead,ordevelopanothernonverbalgesture,toindicatetoyouthattheyareparticipatingwiththeyouandtheclassbythinkingabouttheanswer.Sometimes,youmaywanttowaituntilmoststudentshaveananswerbeforehavingthemshare.Atthesetimes,youcanaskthemtogiveyouathumbs‐up,oranothernon‐verbalsignal,toindicatetheyarereadytoshare.ThegoalistohavestudentsTHINKFIRSTandwaituntilyouhavedesignatedaParticipationProtocolbeforeattemptingtoanswer.YoucouldcallouttheParticipationProtocoleitherbeforeorafterthequestionsyouask,butyoumustspecifyitEVERYTIME.However,donotchoosesomeonetosharethroughnon‐volunteerismbeforeeveryonehashadachancetothinkabouttheanswertheywillprovide.Thisisgoingtotakealotofpracticeonyourpartifyouareusedtousinghand‐raising,asmanyteachersare.BelowaresomepossibleactivitiesandquestionsyoucanusetointroducetheParticipationProtocolswithnon‐threateningbutengagingcontent.Youractivitieswillvarydependingonthegrade/subjectandinterestsofyourclass,ofcourse.

a. Pick‐A‐StickorRoll‘Em(interchangeable):Whatisyourfavoritetypeoficecream,andwhy?WhoisyourfavoriteplayerintheNFL,NBA,etc.,andwhy?Whatdothinkthecafeteriashouldserveatlunch,andwhy?

b. Train:1)Howmanyflavorsoficecreamcanwename?2)Teacherwritesaseriesofverysimplemathquestions(1foreachstudentintheclass–20students,20questions)ontheboardthatcanbeansweredwithoutanywrittencomputation.

c. MomentofSilence:SustainedSilentReading;journalentry;averysimplewrittenassessmentinwhichallofthestudentswillbesuccessful

d. RaiseaRighteousHand:WhohasevertravelledoutsideoftheUnitedStatesandwouldliketotellusaboutit?Haveyouevergottenareallybadhaircut..andwouldliketotellusaboutit?Whotravelledsomewhereonaplaneoverthebreak,andwheredidyougo?

e. GiveaShoutOut:1)Whatstatedowelivein?Whatmonthisthis?Whohastheirhairinbraidstoday?2)Playaverysimpleversionofcharadesinwhicheitheryouorthestudentsactoutverbsfromanobservablelistandstudentsshoutoutwhichverbtheythinkisbeingperformed.Itneedstobefairlyobvioustopromotefeelingsofsuccessbutchallengingenoughtobefun.3)Shoutoutadjectivestodescribetheprincipalasyourecordthemontheboard.

f. MyTurn,YourTurn:Teachergivesaverysimpledirectedlessononsomethinghighlyengaging(see“WhyDoIBurp”atwww.kidshealth.org/kid/talk/yucky/ burp.html) whilestudentspracticelistening(eyesonme,handsfree,andvoicesoff)and/ortakingnotesandwaitinginordertoaskquestionsormakecomments.Tohelpfacilitatethisforsomestudents,youcanhavethemwritequestionstheythinkofasyouaretalkingonpost‐itsinorderforthemtoaskwhenit’s“theirturn”.Thiswillenablethemtocontinuepayingattentiontothelessonwithouthavingtostaysofocusedonrememberingtheirownquestions.First,makesuretotellthemabouthowlongyouwillbetalkinginorderforthemtoknowwhattoexpectandtokeepyourselfwithinthetalk‐timelimitsappropriateforyourstudents.Youmayalsowanttosetatimertokeepyourselfontrackandaccountable.Atfirst,studentswillwanttoaskalotofquestionsandmakealotofcommentsaboutyourlesson,whichisunderstandableseeingthattheyarepracticing.Bepatient.Ifthiscontinues,youcanalwaysspecifythenumberofquestionsand/or

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commentsyouwilltakebeforehandandthencollectthepost‐itsonwhichtheyhavewrittentheirquestionsinordertoansweratalatertime.

g. WhipAround:ExplaintothestudentshowWhipAroundworksandhavetheclassdecidethedirectionofthestudentresponses,preferablyinacircularfashion.Explainthatyouaregoingtoreadabookaloudandtheyaregoingtorespondtothebookbystatingtheirfavoritepart,anadjectiveoradjectivephrasethatdescribeshowitmadethemfeel,favoritecharacter,oressentiallyanythingtheywanttosayaboutitinlessthan5seconds.Youcancomparetheirresponsestoa“soundbite”aboutamovie,makingsuretostressthepointthattheresponsesareshortandtothepoint.Readaloudaculturallyrelevantbook,preferablywithathemesurroundingsocialjustice,andbegintheWhipAroundwithyourownreactiontothebook.Then,pointtothefirststudentinthe“circle”inordertocuethemtorespond.Studentscontinuepointing,or“sending”,theresponsesinthedirectiontheclasshadalreadydecided.IfthefirstfewWhipAroundsessionstakeanexceedinglylongtime,youcantimethemandhavethemtrytobeattheirtimewitheachsession.

h. CallandResponse:Introduceatleasttwoattention‐getterswithwhichyouarecomfortableusing.Explainthatyouwillbe“calling”forthewholeclass’attentionusingthefirstpartofthesephrasesinordertoexplainsomethingortransitiontoanewactivity,andtheywillberespondingwiththesecondhalfofthesephrases(forexample,Ago….Amay,Eyesonmein….1,2,3,etc.).Practicethemafewtimeswhileyouhavetheirattention,andthenassignthematask,sothatyoucanpracticethemwhiletheyareengagedwithsomethingelse.Remember,thegoalisthattheywillbepayingattentiontowhatyouneedtotellthemonceyouhave“called”fortheirattention,somakesuretoreiteratetheneedfor“eyesonme,handsfree,andvoicesoff”.Ofcourse,thisexpressionmaynotbesuitableformorematurechildren,somakesuretojustbeclearandconsistentwiththemaboutyourexpectations.Oncetheyarecomfortablewiththosetwoattention‐getters,asktheclasstobrainstormsomeothercallandresponsestheywouldliketobeusedintheclassroom,aswell.Givethemsomeexamplesthatcouldincludesomethingwiththeschool’sname,themascot,yourclassroomnumber,orapopularsong.Decideonatleasttwomoreandcontinuetoaddthemintoyourrepertoire.Astheyearprogresses,youcouldaddasmanyasyoulike.Thebestattention‐gettersareusuallycreatedbythestudentsthemselves.

4) HavesmallgroupsofstudentscreatepostersforeachoftheParticipationProtocols.Havethemuse

pictures,words,descriptions,etc.asareminderforhoweachoneworksandwhenitissituationallyappropriate.Postthemprominentlyallyearasareference.

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IntroducingDiscussionProtocolsintheClassroom

HowtoBegin

Activities:

1)Telltheclassyouaregoingtodoalittleexperimentwiththem.Projecttheoverheadofthe“library”(seeattached)foroneminuteandtellthemtotrytorememberasmanydetailsastheycanaboutit.Then,askforvolunteersto

describecooperativelearning.Ifneeded,brieflyexplainthatcooperativelearninginvolvesexplainingyourthoughtsandideastoyourpeers(whichhelpsyoutolearnandrememberthings)andlearningfromyourpeers’thoughtandideastobetterunderstandsomething.Itcouldalsomeanthateachpersoninasmallgroupcontributestoanassignment.Then,

distributethe“WhatDoYouRemember?”handout–halfoftheclasswillgettheirownandtheotherhalfwillshareamongstagroupoffour(whoeveryouhandedthepapertowillbethe“Scribe”,orwriter).Tellthemthathalfoftheclassisgoingtoworkindependentlyandtheotherhalfisgoingtoworkcooperativelytoanswerthequestions.After

severalminutes,stopthemandcheckanswers.Askstudentstosharethebenefitsofworkingcooperativelyandrecordthemonchartpaperforfuturereference.

2)Thefollowingday,returntotheideaofteamworkbytellingyourstudentsthatyouhavegivenitsomethoughtand,inyourexperience,itsometimeshelpsteamsbemoresuccessfulwhenteammembershaveassignedjobsor

responsibilities.Youcanusetheanalogyofsportsteamstohelpexplainyourpoint(Whatwouldhappeniftherewasnotadesignatedquarterbackonafootballteam?Whatiftherewasnooneassignedtothecatcherpositiononabaseball/softballteam?andsoon).Oncetheyhavehadanopportunitytodiscussthisconcept,tellthemthateveryone

isgoingtoworkintheirteamsoffourtoday,buttheyaregoingtohavetoplanwiththeirteammatesandassignjobsinordertogettheirtaskaccomplished.HandeachstudenttheShapes/Colorshandoutsandthefourcorrespondinglycoloredcrayons.Explaintothemtheyneedtohavethewholeteam’spaperscoloredcorrectlyaccordingtothehandout

withinanallottedtime(variesbyagegroup),buttheywillneedtoshareonlythosefourcrayons.Givethem2minutesorsotoplanwiththeirgroupandtellthemtobegin.Whenthetimeisup,havestudentssharetheirgroup’sstrategies,successes,anddifficulties,providingmuchpraiseandaffirmationforteamworkandtheuseof“roles”withinthegroup.

3)Afterchoosingthe5‐7“staple”DiscussionProtocolsyouwouldliketoincorporateintoyourdailyactivities,introduce

1‐2ofthemeachdaywithlow‐contentdiscussionprompts.Besuretopracticeeachoneatleast3timesperdayallowingstudentstobecomecomfortableandconfidentwiththeirstructuresandnuancessothattheywillreadilybeabletoemploythemwhenevertheyarecalled.Continueintroducingandpracticingtheminthismanneruntilitseems

studentsarereadytoworkwiththemwithinthecontentareas.Then,incorporatethemintoyourdailylessonstoenhancestudentunderstandingthroughtheirareasofstrength.

4)Oncetheyhaveallbeenintroduced,havesmallgroupsofstudentscreatepostersfortheses5‐7DiscussionProtocols

youplantouseregularlythroughouttheyear.Remember,youwanttheDiscussionProtocolsyouchoosetobeeasyenoughforyourstudentsto“get”afterpracticingseveraltimesyetchallengingenoughtobeengagingthroughouttheyear.Includeamixturethatwillallowforavarietyoftypesofactivities,includingaquickshare,listingopportunities,

opinions/studentchoice,movement,etc.Then,postthemprominentlyintheroomallyearasaformofreferenceasneeded.

OncebothyouandyourstudentshavemasteredyourdesignatedDiscussionProtocols,youcanbeginaddingnewonestoyourroutinetoenhancethedynamicsofthestudents’discussion.Youmayeveninventsomeofyourown….andifso,

pleasebesuretosharewithus!IthinkImightliketousetheseDiscussionProtocolsinmyclassroom…

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DiscussionProtocolsIplantouse Rationale/Purpose(movement,consensusbuilding,quickreview,engagingandfun,encouragesopinionsanddiscussion,etc.)

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Stop SpeedLimit50milesperhour

Norightturnacrosstracks

Bicyclesstaytotheleftandpedestriansstaytotheright

InformationCenter

WinterRecreationArea

Hillahead

Trucksallowed

Trafficlight

Playground DeadEnd RailroadCrossing

Donotenter

Seatbeltsrequired

Curvyroad Nopedestrians

Pedestrianscrossonlyonthesignal

Wrongwayforbicycles

Taxisinthislaneonly

Donotpassothercars

Gostraightorturnright

Detourtotheright

Bicycleparking

Norightturn

Workzone

Roadworknext5miles

Pedestrianzone

Schoolbusstopahead

Speedlimitfortrucksis40milesperhour

Yieldtoothertraffic

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TeamColoring

Takenfrom“Tribes”

Purpose:Toprovideopportunitiesforcooperationandcollaboration

Activity

1.Copysheetswitheightgeometricshapesonthem.Printthenamesoffourdifferentcolorsontheshapes,

onecolortotwoshapes.

2.Dividethegroupintoteamsoffour.

3.Giveeachmemberasheetofshapesandeachteamfourcrayonsoftheappropriatecolors.

4.Explainthaneachteamistocoloralltheshapesoneachteammember’ssheetbysharingthefourcrayons.

Eachshapemustbefilledinwiththecoloronthatshapes,andmostofthecrayonmarksmustbeinsidethe

shapes,Teammemberscancoloroneachother’ssheetsiftheylike.

5.Givetheteamsafewminutestodiscusswhattheirstrategiesmightbe.

6.Givethesignaltobegin.Whenateamhasfinishedcoloringalltheshapes,havetheteammembersraise

theirhands.Waituntileachteamisfinished.

7.Checkoverthesheetstomakesurethetworuleshavebeenfollowed.

8.Reflectontheactivity.

QuestionsforReflection:

Wasiteasyforyourteamtodevelopastrategy?Whyorwhynot?

Didyourteamworktogetherorindividually?Howdidyouhelpeachother?

Ifyouweregoingtodothisagain,wouldyoudoitdifferently?Ifso,how?

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RED BLUE

GREENBLACK

BLACK GREEN

BLUE RED

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Our Responding Protocols

Pick-a-Stick

To show what we know, only the student whose stick is picked shares his/her thoughts with the class. All of us are ready to share, and we use turn-taking.

Roll ‘Em To show what we know, only the student who is sitting in the rolled seat and table shares

his/her thoughts with the class. All of us are ready to share, and we use turn-taking.

Pass It On To show what we know, we call on each other. We can also use this when we need help answering.

All of us are ready to share and help, and we use turn-taking.

Give a Shout Out To show what we know, all of us answer aloud. Sometimes we have the same answers, and

sometimes our answers are different. We shout out our answers no more than 3 times if our Teacher is writing our answers on the board.

Raise a Righteous Hand To volunteer for something, we raise our hands silently. Not all of us may be able to volunteer

information, so only some of us will raise our hands to share.

Whip Around To show what we know, we each take a turn sharing our very quick thoughts. All of us are ready

and share our ideas aloud, and we use turn-taking.

Moment of Silence The room is completely silent because we are participating in something by ourselves. We are

showing respect to our classmates by providing them with the silence they need to concentrate.

“This is how we participate with

our Teacher”

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Our Discussion Protocols

Numbered Heads Together

My team discusses a problem together and agrees on an answer through consensus. The student sitting in the rolled numbered seat answers for the group.

Give One, Get One

I use order to walk around the room and find a partner to discuss our learning. When we are finished listening and sharing, we return immediately to our seats

and I am ready to share what I heard from my partner.

Silent Appointment

We make an appointment with a partner using only nonverbal communication without talking. Then, we meet with our partner to discuss our learning. When we

are finished listening and sharing, we return immediately to our seats and are ready to share what we heard from our partner.

Round Robin Brainstorming

At our table group, we each take turns sharing our thoughts about our learning while the assigned Scribe takes notes about our ideas. When we are finished, we

are all ready to share with the class what we discussed.

Team-Pair-Solo 4-2-1

I work with my table TEAM of 4 to solve several problems. Then, I work just with my seat partner as a PAIR to answer several more problems. Finally, I work SOLO

to answer several more problems all by myself.

Think-Pair-Share