Beruflich Dokumente
Kultur Dokumente
Barreno
Total
Participation
Techniques
Techniques
Ensure
Higher-Order
Thinking
Visual
Representation
Think-Pair-Share
-The
children
get
to
reflect
on
the
topic,
pair
up,
and
discuss
their
responses.
-The
teacher
would
need
to
ask
questions
that
require
students
to
explain
how
these
components
fit
together
or
affect
one
another.
-ELL
and
SPED
students
might
need
extra
time
to
write
down
their
thoughts
before
pair
share.
Quick-Writes
Brief
activity
used
at
any
point
of
the
lesson
by
suing
prepared
prompts.
Then
they
will
stop
and
reflect
in
writing.
(3-5
min
approximately)
-Select
a
prompt
-Give
specific
amount
of
time
-Follow
up
with
pair-
share/networking
session/chalkboard
splash
Teacher
should
use
wide
open
questions.
Ex:
How
does
it
relate
to
our
lives?
Quick
Draws
Opportunities
for
students
to
demonstrate
their
understanding
of
an
abstract
term
or
concept
by
representing
it
in
a
drawing.
-Select
an
idea/major
concept
-Ask
students
to
reflect
on
the
meaning
of
the
concept
-Create
a
visual
image
that
represents
that
concept
(3-5
min)
-Have
students
share
and
explain
to
a
partner/small
group/chalk
board
Karla
Barreno
Chalkboard
Splash
Whole
class
activity.
All
students
record
their
Reponses
onto
a
random
or
assigned
spots
on
the
rooms
chalkboard.
-Create
a
sentence
starter/prompt/question
for
which
you
would
like
all
students
to
see
all
of
their
peers
responses.
-Ask
students
to
copy
responses
on
to
random
or
designated
places
on
the
chalkboards
-Debrief
by
asking
students
to
walk
around,
analyze,
jot
down
similarities,
differences,
and
surprises.
-Ask
students
to
get
into
small
groups
and
share
what
they
noticed
before
asking
for
volunteers
to
share.
Thumbs-Up
(When
Ready)
&
For
quality
responses
allow
time
Processing
Cards
to
process
reflections
Thumbs-Up
when
ready
-Ask
students
to
reflect
on
your
prompt
-Explain:
When
finished
or
when
&
they
have
a
thought,
put
thumbs
up
Processing
Cards
Still
Thinking
-Give
students
processing
cards
-Ask
students
to
place
the
card
on
the
edge
of
their
desk
if
they
are
still
thinking
-Completed
task
flip
card
to
Ready
to
share
-Decide
on
an
in-between
activity
(for
fast
finishers)
Similes
Students
compare
2
unrelated
things.
Provide
opportunities
for
abstractly
portraying
the
big
picture.
Scaffold.
-Create
similes
using
some
of
the
topics
you
are
studying
-Ask
students
to
formulate
an
explanation
for
how
the
simile
Karla
Barreno
might
be
true
-Ask
students
to
share
-After
similes
have
been
modeled
a
dew
times,
ask
students
to
create
their
own
similes
based
on
the
topics
they
are
learning
about.
Ranking
Students
analyze
components
of
the
concept
justify
their
reasons
for
assigning
raking.
Its
used
to
help
students
synthesize
and
analyze.
-Select
items,
concepts,
steps,
events,
descriptive
paragraphs,
etc.
that
can
be
analyzed
and
ranked
within
your
unit
or
lesson
-
Students
rank
them
according
to
specific
criteria
-Ask
students
to
provide
a
justification
for
the
way
that
they
chose
to
rank
the
concepts.
-If
students
are
working
on
their
own,
allow
pair-share
&
justify
their
answers.
Numbered
Heads
Together
Holds
students
accountable
for
being
able
to
relay
information
1,2,3,4
that
was
learned
during
a
group
activity.
It
is
useful
for
randomly
assigning
roles
to
students
within
groups.
-Before
beginning
the
activity,
ask
students
to
count
off
-
Confirm
student
numbers
by
asking
all
of
the
1s
to
group
together
etc.
-Inform:
all
group
members
would
need
to
be
able
to
present
their
groups
information.
-Wait
until
activity
is
over
to
call
on
a
group
to
present.
Thumb
Up/Down
Vote
This
is
a
yes
or
no
vote.
Provides
teachers
with
a
quick
reading
of
the
class.
-Ask
questions
that
is
yes/no
or
Karla
Barreno
agree/disagree
response
appropriate
-Thumbs
up
Yes
-Thumbs
down
No
-Thumbs
in
between
Not
sure
-Follow
through
You
may
link
votes
with
a
quick
pair-share
for
students
to
justify
their
voting.
Select
response
Hold-
Ups
Students
hold
up
a
card
to
show
their
opinion.
-Use
a
selection
of
relevant
choices
Number
Card
Hold-Ups
Usually
used
in
math
Ex:
which
number
is
greater,
3
or
9?
Multiple-Choice
Hold-
Ups
Teacher
creates
and
projects
questions
from
an
overhead
onto
a
screen.
Students:
-Make
a
choice
-Peer
discussion
-Signal
up
their
choice.
Students
can
also
put
their
sticky
note
on
the
quadrant
they
agree
with.
Whiteboard
Hold-Ups
Used
to
write
a
response
or
to
solve
math
problems.
Karla
Barreno
Line-Ups
&
Inside-
Outside
Circles
Allow
students
to
get
out
of
their
seats
and
share
responses.
-Prepare
questions
-Students
stand
in
two
parallel
lines
-Refer
to
prompt,
take
turns
answering
it
-Bell
get
everyones
attention
-Ask
students
to
interact,
move
around
to
listen
to
their
interactions
Three
3s
in
a
Row
Bingo
Students
interact
with
peers
and
receive
feedback
-Sheet
with
9
questions
-Student
walks
around
the
room,
looking
for
different
students
to
answer
1
question
-Summarize
peers
responses
(x9
peers)
-Go
over
answers
as
a
class
Networking
Sessions
Mix-it
up
Activity
Students
will
talk
to
students
they
have
not
talked
to.
-Teacher
will
prepare
1-4
Prompts
or
Questions.
Reflect
on/quick
write
responses.
-Find
someone
they
have
not
spoken
to
that
day.
-Time->
ring
a
bell
-Change
partner.
Repeat.
Plan
questions
with
long
answers
or
that
require
discussion
and
connection
making.
Categorizing
&
Sorting
Teacher
will
help
students
understand
unique
characteristics
of
concepts
as
varied
as
geometric
shapes,
etc.
-Give
specific
#
of
items->sort
them->
create
category
titles
-For
sorting,
determine
the
names
&
features
of
the
groups
&
provide
students
with
items
or
lists
to
sort
within
those
piles.
Karla
Barreno
Appointment
Agendas
Students
get
to
interact
with
each
other
during
their
scheduled
time.
-Get
a
copy
of
an
appointment
agenda
-Walk
around
and
make
appointments
-If
someone
ends
up
without
a
partner,
triple
them
with
another
team.
Teachers
may
use
this
as
a
pairing
tool.
Bounce
Cards
Used
to
enhance
student
interaction.
Helps
to
start
a
conversation.
It
gives
the
students
something
to
say.
Teachers
should
model
the
correct
way
to
use
bounce
cards
(students
should
create
a
dialog)
-Bounce:
take
what
peer
says
bounce
an
idea
off
it
(extend
the
idea)
-Sum
it
up:
Students
rephrase
what
their
peer
say
and
comment
on
certain
parts
-Inquire:
Students
ask
a
question
regarding
what
their
peers
say.
Mouth
it,
Air
write
it,
Provides
evidence
that
students
Show
me
using
your
are
processing
the
information
by
fingers
using
kinesthetic
evidence
of
comprehension.
The
teacher
may
ask
the
students
to
respond
to
questions
by
using
their
mouth,
finger,
or
by
writing
it.
Acting
it
out,
Role- This
activity
allows
students
to
Plays,
&
Concept
process
what
they
really
know
Charades
about
a
concept
by
using
their
bodies.
Cut
&
Pastes
This
hands
on
activity
allows
students
to
manipulate
concepts,
analyze
them,
move
them
around
which
helps
them
understand
how
distinct
concepts
relate
to
each
other.
Karla
Barreno
TPTs
During
the
Read- This
activity
allows
children
to
use
Aloud
their
peripheral
language
with
repeated
exposure
students
will
not
only
understand
but
also
start
using
the
language.
True/Not
True
Hold- Used
in
all
content
areas.
Ups
Students
can
also
put
their
sticky
notes
on
the
Quadrant
they
agree
with.
-Based
on
the
information
learned
-Students
can
also
put
their
sticky
note
on
the
quadrant
they
agree
with.
Simulations
Simulations
help
students
understand
the
feelings
of
people
in
certain
situations,
which
helps
them
deepen
their
knowledge
in
the
subject.
Confer,
Compare
&
Students
would
read
each
others
Clarify
notes,
make
comparisons,
and
add
to
their
own
notes.
-they
can
pick
up
tips
of
how
to
take
notes
-reflect
-compare
understanding
with
their
peers
-ask
questions
Graphic
Organizers
&
Prepared
Packets
The
teacher
would
give
guide
notes
that
are
teacher
prepared
handouts
that
allows
students
to
write
key
information.
Ask
students
to
connect
the
material
with
the
world
around
them.
Karla
Barreno
Anticipatory
Guides
These
provide
a
pre-assessment
for
content
being
presented.
Students
actively
process
their
predictions
to
true/false
statements.
Teachers
should
write
statements
that
are
clear
that
they
are
not
true/false
statements,
no
giveaways.
Picture
Notes
Allows
students
to
stop
and
process
what
they
have
learned.
They
are
pictures
accompanied
by
notes.
They
should
be
able
to
explain
their
picture
to
their
partner.
Teachers
should
encourage
symbolism.
Lecture
T-Chart
Allows
students
to
review
notes
and
sum
them
up
on
the
right
hand
side
by
using
quick
draw
or
words.
Teachers
should
give
students
time
to
summarize
their
thinking.
The
3
Sentence
Wrap- The
students
will
sum
up
Up
everything
in
no
more
than
2
words.
Helps
students
not
stray
from
the
topic.
It
requires
students
to
think
what
really
is
important.
A-Z
Sentence
It
allows
the
students
to
Summaries
summarize
content
by
using
letters
of
the
alphabet.
Afterwards
you
can
do
a
chalkboard
splash
to
see
what
others
wrote
as
a
summary
with
those
letters.
L=love
Pause,
Star,
Rank
Allows
a
student
to
review
their
notes
while
theyre
still
fresh
on
their
mind.
They
can
go
back
and
write
why
they
wrote
that
note
and
clarify
their
thoughts.
Then
they
would
need
to
rank
how
important
the
notes
were
either
1,
2,
3.
Karla
Barreno
Key-Word
Dance
Allows
a
student
to
review
their
notes
while
theyre
still
fresh
on
their
mind.
Children
have
to
use
analysis
to
choose
the
word.
Allow
students
to
defend
their
reasons.
Debate
Team
Carousel
Students
debate
a
position
from
different
angles.
It
allows
students
to
analyze
and
evaluate
a
topic.
Let
the
students
come
to
their
own
conclusions.
Technology-Based
Technologies
can
maintain
TPTs
children
cognitively
entertained
if
the
right
tools
are
used.
-Blogging
-Classroom
Clickers