Increasing engagement for all students has been shown to improve learning and academic achievement (Dyer, 2015, para. 1).
There are many examples of no-tech options to whole-group response strategies that can be equally beneficial to increasing participation for all learners.
Some of these examples include:
- Carousel Brainstorming– classes are divided into groups of 4 or 5 students. Each student gets their own chart paper and markers. Each group is able to write down what they know about a sub topic or answer to an open ended question or discussion. Choose a time a limit that will work best for your learners and have groups rotate from one chart appear to the next adding to their contributions. You may ask learners to highlight answers they agree with, or have them circle thoughts similar.
- 4 Corners- Create a different response for each corner in your classroom or a different view or theory. When a question has been discussed, ask each learner to go to the corner that best represents their answer or idea. As your classroom discussion progresses, students may move from one corner to the next, as they adjust their view or opinion.
- Jigsaw- Organize your class into groups ranging 4-6 students. Each learner will get a recipe card with a different question. Students may read their question aloud to their group. Assign one student as the record keeper. They will keep track of the number of students who 1) understand question, 2) somewhat understand question, 3) aren’t quite sure of the question, 4) do not get the question. Once the question has been read, the learners can reorganize themselves in groups made up of learners who had the same question. Learners then work in their collaborative teams, before returning to their original groups so answers can be shared and record keepers rescore.
- Parking Lot- After learner have participated in a lesson and activity they often may still have questions they would like to ask but may not feel confident to do so. They are able to write thought or question down on a post it note and place it on the visual (chart or poster paper entitled “the parking lot”) so that these questions and ideas can be revisited. Learners have the option of including their name or keeping questions anonymous.
- Thumbs up Thumbs down- Use this strategy to do a quick scan of your classroom to check for understanding. Students can give a “thumbs up” indicating they have understood the concepts or a “thumbs down” indicating they have not understood and will need further clarification.
Retrieved from: Kathy Dyer (2015), Teach. Learn. Grow. (/blog)