Drawing students into the work of class and keeping them focused on the learning,
22. Cold Call – In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands. (Pg 112)
· Allows teacher to check for understanding effectively and systematically
· Increases speed in terms of pacing and rate of covering material
· Allows teacher to distribute work broadly around the room and that all are likely to be called upon
· Allows teacher to distribute work around the room more authoritatively as it establishes that the room belongs to you.
· Cold Call is:
o Predictable – students react by being prepared for the obvious
o Systematic – they come without fail, to everyone
o Positive – goal is for students to get the answer right, not learn a lesson by getting the answer wrong
o Scaffolded – questions involve a careful progression of difficulty
Cold call brings a level of accountability to a classroom that I like. It creates an atmosphere of learning where dialogue is the expectation.
23. Call and Response – Use group choral response – you ask; they answer in unison – to build a culture of energetic, positive engagement. (Pg 125)
· Accomplishes 3 Goals
1. Academic Review and Reinforcement
2. High Energy Fun
3. Behavioral Reinforcement
· Five Types of Levels
All students respond to teacher signal (verbal and nonverbal)
This technique seems a bit elementary to me. I can see how it would increase the energy in a classroom but …. I haven’t watched the dvd yet, maybe seeing the technique in action will change my opinion.?
24. Pepper - Use of fast-paced, group-oriented activities to review familiar information and foundational skills. (Pg 131)
· Great warm-up activity
· Game atmosphere
25. Wait Time – Delaying a few strategic seconds after a teacher asks a questi0n and before you ask a student to begin answering it. (Pg 134)
· Answers are more reflective (use of evidence likely to increase)
· Length of correctness of student response increase
· Number of failured responses decrease (less “I don’t knows”)
· Number of students to volunteer increases
Wait time is always a good thing in the classroom and I work hard to incorporate it into my questioning. Still, that extra second ticks by ever so slowly.
26. Everybody Writes – Set your students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing. “I know what I write.” (Pg 137)
· Increase the quality of the ideas discussed in class
· Expand the number of students likely to participate
· Increases the ration since it causes everyone to answer
I love this technique and use it frequently in the classroom, though now that I teach tech the kids are writing on their blogs instead of in their notebooks. Writing provides students the opportunity to express ideas freely without judgment.
27. Vegas – The moment during class when you might observe some production values: music, lights, and rhythm, dancing. It’s the commercial break in the lesson. (Pg 141)
· Reinforces not just academics but also one of the day’s learning objectives
· On the point
· Once it’s done, it’s done
If there were a technique I could embrace and be good at it would be Vegas. I think kids like these little interjections that remind them of the lesson’s objective.