TEXT

Grades are supposed to be

evidence of learning. But if
we’re mostly grading on how
much someone speaks, they
then no longer convey what
they’re supposed to.
Someone
TEACHERS:

YOU WILL NEED

PEN (OR PENCIL)
ENCOURAGING
PARTICIPATION
‣ WLSA Fun-Dan Academy
TEXT

1) DEFINING
3)
2)
DIFFERENTI
INTROVERS
CONCEPTU
ION
ALIZING
ATING
AND
PARTICIPATI
EXTROVER
SION
ON
TEXT

1) DEFINING 2)
3)
INTROVERS DIFFERENTI
CONCEPTU
ION AND ALIZING
ATING
EXTROVER PARTICIPATI
SION ON
TEXT

1) DEFINING 2) 3)
INTROVERS CONCEPTU DIFFERENTI
ION AND ALIZING ATING
EXTROVER PARTICIPATI PARTICIPATI
SION ON ON
TEXT

1) DEFINING 2) 3)
INTROVERS CONCEPTU DIFFERENTI
ION AND ALIZING ATING
EXTROVER PARTICIPATI PARTICIPATI
SION ON ON
TEXT

I’M A 20. WHAT ARE YOU?

Agree--------------Disagree
I prefer taking time to organize my thoughts when speaking
1-2-3-4-5-6-7-8-9-10

I feel comfortable being alone and like things I can do on my

own. 1-2-3-4-5-6-7-8-9-10

NAME
I prefer listening to speaking

SCORE
I dislike highly stimulating environments (parties, extreme
sports, etc)
1-2-3-4-5-6-7-8-9-10

1-2-3-4-5-6-7-8-9-10

I rarely outwardly express positive emotions or enthusiasm

1-2-3-4-5-6-7-8-9-10
I am seen as reflective and reserved
1-2-3-4-5-6-7-8-9-10
I prefer a few close friends to a wide range of friends
1-2-3-4-5-6-7-8-9-10
WHAT ARE TRAITS DO YOU
ASSOCIATE WITH
INTROVERSION AND
EXTROVERSION?
WHAT ARE TRAITS DO YOU
ASSOCIATE WITH
INTROVERSION AND
INTROVERSION EXTROVERSION
EXTROVERSION?
ACTIVITY

GoGoMo
 Introverts Extroverts
Thought Need time to prepare thoughts Think AS they speak
processing before speaking

“Recharge” through alone time “Recharge” through social activities

Recharging

Speaking vs Prefers listening to speaking Prefers to speak rather than listen

listening
Have naturally high arousal levels Have naturally low arousal levels
Stimulation

Level of Prefer independent activities Prefer group work

independence
Less likely to outwardly display Displays a lot of positive feelings
Emotional displays enthusiasm

Prefers being in one place Prefers to be highly physically active

Physicality
 Introverts Extroverts
Thought Need time to prepare thoughts Think AS they speak
processing before speaking

“Recharge” through alone time “Recharge” through social activities

Recharging

Speaking vs Prefers listening to speaking Prefers to speak rather than listen

listening
Have naturally high arousal levels Have naturally low arousal levels
Stimulation

Level of Prefer independent activities Prefer group work

independence
Less likely to outwardly display Displays a lot of positive feelings
Emotional displays enthusiasm

Prefers being in one place Prefers to be highly physically active

Physicality
TEXT

CHALLENGES OF INTROVERSION
▸ 1) They need time to collect their thoughts
▸ Introverts are never going to be the life of a discussion
▸ Also means they are less likely to answer sudden
question in class
▸ 2) They are more effective during independent work than
group work
TEXT

BUT…

▸ When given time to think and process, introverts give

highly insightful, thoughtful responses
▸ How many times have you had a student who was
deathly quiet but an inspiring writer?
TEXT

FILL IN THESE BLANKS

▸ In an experiment about leadership,

researchers found that introverts were often
better leaders of extroverts, and extroverts
were better leaders of introverts.
TEXT

LEADERSHIP QUALITIES
▸ Extroverts want to talk and share
▸ Introverts want to listen and find a solution for all.
▸ When introverts were paired with other introverts, there lacked
decisive leadership.
▸ When extroverts were paired together, everyone wanted to be a
leader and refused to listen to one another.
THE
PROBLEM
TEXT

THE PROBLEM…
▸ Vast majority of teachers report saying
that the ideal student is an extrovert.

▸ Our classrooms are now designed

around group work in the belief that
everyone should be expressing thoughts
out loud.
TEXT

▸ Yin and Yang of personality

▸ We should avoid activities that
give preference to one over the
other, as this is a biological
basis.
▸ Equal access to success
75

60

45

30

15

0
0 7.5 15 22.5 30 37.5
TEXT

"THERE IS NO SUCH
THING AS A PURE
INTROVERT OR
EXTROVERT. SUCH A
PERSON WOULD BE IN
THE LUNATIC Carl Jung
ASYLUM."
TEXT

1) DEFINING 2) 3)
INTROVERS CONCEPTU DIFFERENTI
ION AND ALIZING ATING
EXTROVER PARTICIPATI PARTICIPATI
SION ON ON
WHAT IS
PARTICIPATION
? WHY DO WE
TEXT

WHAT IS PARTICIPATION? AND WHAT IS

THE POINT OF IT?
▸ To have students demonstrate their thinking/thought
processes (or lack thereof)
▸ To facilitate student learning through other students
▸ To facilitate deeper levels of thinking
▸ Participation is not just speaking
▸ It’s writing. It’s actively listening. It’s thinking. It’s reflecting.
TEXT

TO ENCOURAGE INTROVERTS, WE
NEED TO FOLLOW 1/3 RULES
1) We give them plenty of time to think about it, or

2) Students are given a chance to check with a partner, neighbor or

group, or

3) Feedback is given anonymously (everyone is participating)

TEXT

1) DEFINING 2) 3)
INTROVERS CONCEPTU DIFFERENTI
ION AND ALIZING ATING
EXTROVER PARTICIPATI PARTICIPATI
SION ON ON
 PARTICIPATING THROUGH SPEAKING

PARTICIPATING THROUGH ASSESSMENT

PARTICIPATING THROUGH WRITING AND

TECHNOLOGY
TEXT

3 COMMON PROBLEMS
▸ 1) Too many students
▸ 2) Discussion moves too fast for some students to participate.
▸ 3) Students are naturally quiet. They don’t want to speak anyway
TOO MANY STUDENTS

DISCUSSION FISHBOWL
TOO MANY STUDENTS

DISCUSSION FISHBOWL
TOO MANY STUDENTS

DISCUSSION FISHBOWL
TOO MANY STUDENTS

DISCUSSION FISHBOWL
TOO MANY STUDENTS

DISCUSSION FISHBOWL

5 6 7 8
4 9

3 10

2 11

1 12
DISCUSSION MOVES TOO FAST FOR INTROVERTS

DISCUSSION PRE-QUESTIONS
▸ Why? How would this be different if…?
▸ What are the reasons…? Suppose that….? What if…?
▸ What if we knew…? What is the purpose of…?
▸ What would change if…?
STUDENTS ARE NATURALLY QUIET

EXPECTATIONS
▸ Are all students expected to participate?
Or do the stronger students dominate all
participation?

▸ Make participation mandatory

TEXT

…if the aim of questioning is to help the teacher find

out what the students know, it makes little sense to
select a respondent from the volunteers, because
generally, students only raise their hands when they
are confident they have the correct answer. Instead,
if the teacher is asking the question, students should
be given time to think about the question, and then it
should be the teacher who selects the student or
students to respond, at random.

Dylan Wiliam
 PARTICIPATING THROUGH SPEAKING

PARTICIPATING THROUGH ASSESSMENT

PARTICIPATING THROUGH WRITING AND

TECHNOLOGY
I DON’T HAVE A
DISCUSSION-
BASED CLASS. I
NEED TO COVER
PLICKERS
ASSESSING
LEARNING
THROUGH
PARTICIPATI
TEXT

WHICH IS TRUE?
A B
EXTROVERTS INTROVERTS
RECHARGE PREFER TO
THROUGH LISTEN THAN
SOCIAL SPEAK
ACTIVITIES
C D
EXTROVERTS A, B, AND
ARE ANNOYING ESPECIALLY C
TEXT

MOST PEOPLE ARE…

A B
EXTROV INTROVE
ERTS RTS
C D
AMBIVER TERRIBLE
TS
TEXT

WHO IS THE MOST HANDSOME

TEACHER?A B
ROSS…IF BRIAN…IF
HE HAD HE
MORE WASN’T
HAIR
C SO D
IRISH
PAUL…IF HE TIM…IF
WASN’T SO HE HAD A
BROKEN SOUL
TEXT

RESPONSE CARDS
▸ I agree/I disagree
▸ I understand/I need more information
▸ True/False
▸ ABCD (EFGH…)
TEXT

STOPLIGHT
▸ Green for keep going, yellow for slow
down, and red for question

▸ Students with the red cup out ask their

question, but a student with a green cup
needs to be the one that answers it.

▸ General questions or questions about

content not yet covered go on the
parking lot
TEXT

3X SUMMARY
▸ Students write a summary of the day’s learning (or chapter, or
activity) in 10-15 words
▸ Student then pairs up and the two create a separate summary that is
30-50 words.
▸ Every pair then pairs up with another pair (4 students in a group
now) and write a final summary of 75-100 words
▸ Encourages individual thought, but also elaboration through
cooperation.
TEXT

MINI-WHITEBOARDS
▸ Great questions that can be instantly
assessed, but need minimal prep

▸ Gives students a chance to think before

participating

▸ Other students can’t see what is bring

written.
 PARTICIPATING THROUGH SPEAKING

PARTICIPATING THROUGH ASSESSMENT

PARTICIPATING THROUGH WRITING AND

TECHNOLOGY
TEXT

STATION REVIEW
▸ Review: 1) Students write a problem down, then move. 2) Students solve the
previous problem, then write a new one and optionally 3) Students check
previous answers for accuracy
▸ English: Grammar/vocabulary
▸ Math review: students come up with their own problems on the board. Other
students must come up with the answers.
▸ Science review: Students create questions with single word/sentence answers
▸ End of class (any subject): How can I use this knowledge or skill in my
predicted career?
TEXT

SILENT DISCUSSIONS
▸ Silent discussion
▸ Different materials are laid out around the room with a blank paper. Students group up
and venture to the materials. They then jot down their thoughts, comments, or critiques.
▸ After a few minutes, students journey to the next set. This time, they respond to the
previous groups comments left on the paper before adding their own.
▸ Social studies/English:
▸ Picture perspectives
▸ Quotes
▸ Controversial statements
ACTIVITY

SILENT