total participation techniques 2nd edition
TRANSCRIPT
In the pages that follow, you will find a printable version of the materials from Appendix B in Total Participation Techniques: Making Every Student An Active Learner 2nd ed., by Pérsida Himmele and William Himmele.
TOTAL Participation Techniques 2nd Edition
TotalParticipationTechniques2ndEd_Himmele_0617_frontmatter.indd 1 5/18/17 3:08 PM
170
Appendix B: Posters and Tools
This appendix contains tools and mini-posters that are on-the-spot reminders about adding TPTs when you are teaching and planning lessons. Some of the posters are conceptual in nature. They remind you to ripple or that the question stem, “Who can tell me . . . ?” can be improved upon by adding individual accountability.
The lists are aimed at reminding you of TPTs that take minimal preparation. Post them in places that will help you to remember to use them and refer to this book as a reminder about how each technique works.
1. The TPT Quadrants 2. The Ripple 3. Think Before You Ask, “Who can tell me . . . ?” 4. Quick TPTs for Early Childhood Classrooms 5. No-Prep and Low-Prep TPTs 6. Bounce Cards 7. Appointment Agendas 8. Hold-Up Cards 9. The Trust Poem
Readers may duplicate items in Appendix B for noncommercial use within their school. Downloadable versions of some forms are available at this URL: www.ascd.org/ASCD/pdf/books/himmele2017.pdf The password is himmele117033
Sour
ce: ©
201
7 AS
CD. F
rom
Tot
al P
artic
ipat
ion
Tech
niqu
es: M
akin
g Ev
ery
Stud
ent a
n Ac
tive
Lear
ner,
2nd
editi
on, b
y Pé
rsid
a an
d W
illia
m H
imm
ele.
Rea
ders
may
dup
licat
e bl
ackl
ine
mas
ters
and
pos
ters
for n
onco
mm
erci
al u
se w
ithin
thei
r sch
ool.The
TPT Q
uadra
nts
Low
er-O
rder
Thi
nkin
g
High
er-O
rder
Thi
nkin
g
1Lo
w C
ogni
tion/
Low
Par
ticip
atio
n2
Low
Cog
nitio
n/Hi
gh P
artic
ipat
ion
3Hi
gh C
ogni
tion/
Low
Par
ticip
atio
n4
High
Cog
nitio
n/Hi
gh P
artic
ipat
ion
Low
Pa
rtic
ipat
ion
High
Part
icip
atio
n
172
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
THE RIPPLEThe Ripple is a cornerstone to understanding how to create and implement Total Participation Techniques.
Volunteers or selected students share with the whole class.
Students share responses in pairs or small groups.
All students respond individually to a higher-order prompt.
The Ripple The Ripple IS a way of posing quequestions to maximizea osa way of posactual learning timimctual learnin ime.
The RT Ripple NOTIS N a traditionala traditiona traditionQ & A session.Q & A session.
The Re Ripple IS a way to engage each and every student.y to engage each and every student.a w toy to engage each an ple The Ripple IS NONONOT g on ang ocalling oidual student for the answer.udent for the individu udent for the a
The Ripple e IIS nts responding to a prompt usingding to a prompt using all students reQuick-Writes or other TPT structures.s or other TPT structures
The Ripe Ripe Ripple TTIS NOT simply ssgrgrgroup work.
The Ripple IS beneficial for ial for all students, especiallyEnglish language learners, socially tentative students, ,cially tentative students, and students with special needs.
e Ripple e RipplThe Rippl IS NOT intimidating and does not put students “on the spot.”
173
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
Think, before you ask, “Who can tell me…?”
Remember to Ripple!Calling on someone should be the last thing that you do.
Who can tell me . . . ?
174
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
Quick TPTs for Early Childhood Classrooms
• Mouth It• Air-Write It• Whisper It to a
Neighbor• Write It on the Carpet• Point to It• Show Me Using Your
Fingers
175
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
No-Prep and Low-Prep TPTs• Chalkboard Splash• IQ Cards• One-Word Summary• Pause, Star, Rank• Confer, Compare, Clarify• Quick-Writes• Quick-Draws• Picture Notes• Biggest Aha!• Biggest Aha Bar Graph
176
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
Bounce CardBounceTake what your classmate(s) said and bounce an idea off of it. For example, start your sentence with
“That reminds me of . . . ”“I agree, because . . . ”“True, another example is when . . . ”
“That’s a great point . . . ”
Sum It UpRephrase what was just said in a shorter version. For example, you can start your sentences with
“I hear you saying that . . . ”“So, if I understand you correctly . . . ”
“I like how you said . . . ”
Ask a QuestionUnderstand what your classmates mean by asking questions. For example, you can start your questions with
“Can you tell me more about that?”
“I see your point, but what about . . . ?”
“Have you thought about . . . ?”
Bounce CardBounceTake what your classmate(s) said and bounce an idea off of it. For example, start your sentence with
“That reminds me of . . . ”“I agree, because . . . ”“True, another example is when . . . ”
“That’s a great point . . . ”
Sum It UpRephrase what was just said in a shorter version. For example, you can start your sentences with
“I hear you saying that . . . ”“So, if I understand you correctly . . . ”
“I like how you said . . . ”
Ask a QuestionUnderstand what your classmates mean by asking questions. For example, you can start your questions with
“Can you tell me more about that?”
“I see your point, but what about . . . ?”
“Have you thought about . . . ?”
177
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
Appointments for
Time You have an appointment with
8:00 am
9:00 am
10:00 am
11:00 am
12:00 pm
1:00 pm
2:00 pm
3:00 pm
4:00 pm
5:00 pm
6:00 pm
7:00 pm
8:00 pm
Appointments for
Time You have an appointment with
8:00 am
9:00 am
10:00 am
11:00 am
12:00 pm
1:00 pm
2:00 pm
3:00 pm
4:00 pm
5:00 pm
6:00 pm
7:00 pm
8:00 pm
178
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
1 234567890
179
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
NO
T TR
UE
UN
AB
LE
TOD
ETER
MIN
Eba
sed
on in
form
atio
n le
arne
d
TRU
E
TRU
EW
ITH
MOD
IFIC
ATIO
NS
180
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
B DA C
181
Source: © 2017 ASCD. From Total Participation Techniques: Making Every Student an Active Learner, 2nd edition, by Pérsida and William Himmele. Readers may duplicate blackline masters and posters for noncommercial use within their school.
The Trust PoemI trust you!
I trust that you want to learn.I trust that you have
amazing things to share, and I’m going to shape
opportunities so that you can share them.
I trust that you can learn from each other.
I trust that our collective differences make us all a bit smarter.
I trust that if you trust yourself, the best in you will come out.