Are you tired of the same 3-4 students constantly raising their hands lớn answer questions in the classroom? Want lớn get a few more (or even all!) students involved in answering questions? Try some of these below, and let us know how they go!
1. All stand, sit if….
Example: “Everybody stand up! Now, sit down if you think the solution on the board is correct” or “sit down if you would have agreed with Hamilton’s plan.”
Creating Meaningful Pros:
You will love doing this when the pupils urgently need lớn move, and they almost always tự. No complicated directions, just an opportunity lớn stand up and stretch. You always tự several in a row as well, starting with a thing silly, such as “Everybody stand up….now sit down if you can’t wait until lunchtime” or something identical.
This strategy is great for formative assessment (individual or whole group), and you get much more honest replies than thở you would if you flipped it by asking, “Stand up if you think...” since some students will choose lớn stay seated and others take the chance lớn stand up no matter what.
Drawbacks or Cons:
Students will quickly learn that asking anything with a high Depth of Knowledge can be tricky since you want them lớn reply at once, ví it can be a little shallow. However, you can deepen it by asking students lớn “defend” their decision lớn sit or stand by providing reasoning.
2. Call one, warn one
Example:“Hey Madonna, in two minutes I’m going lớn ask you lớn identify figurative language in this paragraph...a review class, figurative language is….” (Two minutes later)“Ok, Madonna, you’re up. Lori you’re on deck, and Peter you’re after Lori.”
Creating Meaningful Pros:
You don’t lượt thích “cold calling” students and playing “gotcha” since you feel lượt thích it embarrasses students who aren’t paying attention or don’t know the answer, and that shame rarely leads lớn future engagement, in my view, just hurt feelings. So if you want lớn hear from peculiar students, you will use this alternatively and give them a few seconds lớn think about their answer (or look it up, or ask a neighbour, or something else...which is less formative that way but still great engagement). Your kiddos on deck’ are always more attentive, and you can incorporate higher-order thinking questions.
Drawbacks or Cons:
By telling the class generally who’s getting ready lớn answer the question, you run rẩy the risk of kids “checking out” when they hear it’s not going lớn be them.
3. Answer / Echo
Example:“I’m going lớn ask a question and you have a choice. You can answer the question, or you can choose “echo” and stand up, then repeat the answer when someone else gets it correct. If you’re incorrect, you automatically have lớn echo.”
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Creating Meaningful Pros:
Widespread whole class engagement as students hope lớn be (or not lớn be) picked. One good way lớn review much material rapidly, and since students can choose lớn “echo”, you never feel as bad about cold calling them since it’s not embarrassing. What happens is that it’s amusing when you over up with a room full of standing students waiting for the person lớn get the question right ví that they can echo. Easy lớn use as a formative assessment for individual students as well.
Drawbacks or Cons:
Not crucial for whole class assessment. It can be tough lớn “echo” right, especially with younger students. Take the chance lớn teach and practice paraphrasing if it fits your topic.
4. Eight Raised Hands
Example:“Ok ladies and gentlemen let’s review characteristics of a all living organisms. I’m looking for 8 Raised Hands and I’m only going lớn Gọi on 4. Volunteers please?”
Creating Meaningful Pros:
The number of raised hands is flexible, as is the number of students you Gọi on. It’s a great way lớn temper overly enthusiastic hand-raisers who tend lớn predominate the conversation and forbid other children from sharing since they still get lớn raise their hands and take part.
5. Tell má something someone else told you…
Example:(After a turn and talk, group work or mix pair share) Someone tell má something that someone else told them. Think about citing your sources by telling má told you and why you liked that answer.
Creating Meaningful Pros:
However, students who are often unwilling lớn part for any reason are much more likely lớn volunteer lớn share something someone ELSE told them since it decreases the trouble and fear of being wrong. Encourages listening during mix-pair-share activities, as opposed lớn just waiting on their turn lớn talk, and increases the effectualness of those activities.
Drawbacks or Cons:
It is less useful for formative assessment purposes than thở the other techniques listed here since you have yet lớn find out from individuals what their own answer/opinion was. You don’t hear from enough students lớn understand the class.