Total Participation Techniques Himmele-Total Participation pages.indd i 6/2/11 10:46 AM Himmele-Total Participation pages.indd ii 6/2/11 10:46 AM Alexandria, Virginia USA Himmele-Total Participation pages.indd iii 6/2/11 10:46 AM 1703 N Beauregard St • Alexandria, VA 22311-1714 USA Phone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400 Website: www.ascd.org • E-mail: member@ascd.org Author guidelines: www.ascd.org/write Gene R Carter, Executive Director; Judy Zimny, Chief Program Development Officer; Nancy Modrak, Publisher; Scott Willis, Director, Book Acquisitions & Development; Laura Lawson, Acquisitions Editor; Julie Houtz, Director, Book Editing & Production; Deborah Siegel, Editor; Georgia Park, Senior Graphic Designer; Mike Kalyan, Production Manager; Keith Demmons, Desktop Publishing Specialist; Kyle Steichen, Production Specialist © 2011 ASCD All rights reserved It is illegal to reproduce copies of this work in print or electronic format (including reproductions displayed on a secure intranet or stored in a retrieval system or other electronic storage device from which copies can be made or displayed) without the prior written permission of the publisher By purchasing only authorized electronic or print editions and not participating in or encouraging piracy of copyrighted materials, you support the rights of authors and publishers Readers who wish to duplicate material copyrighted by ASCD may so for a small fee by contacting the Copyright Clearance Center (CCC), 222 Rosewood Dr., Danvers, MA 01923, USA (phone: 978-750-8400; fax: 978-646-8600; Web: www.copyright.com) For requests to reprint or to inquire about site licensing options, contact ASCD Permissions at www.ascd.org/permissions, or permission@ascd.org, or 703-575-5749 For a list of vendors authorized to license ASCD e-books to institutions, see www.ascd.org/epubs Send translation inquiries to translations@ascd.org Printed in the United States of America Cover art © 2011 by ASCD ASCD publications present a variety of viewpoints The views expressed or implied in this book should not be interpreted as official positions of the Association All web links in this book are correct as of the publication date below but may have become inactive or otherwise modified since that time If you notice a deactivated or changed link, please e-mail books@ascd org with the words “Link Update” in the subject line In your message, please specify the web link, the book title, and the page number on which the link appears ASCD Member Book, No FY11-08 (July 2011, PSI+) ASCD Member Books mail to Premium (P), Select (S), and Institutional Plus (I+) members on this schedule: Jan., PSI+; Feb., P; Apr., PSI+; May, P; July, PSI+; Aug., P; Sept., PSI+; Nov., PSI+; Dec., P Select membership was formerly known as Comprehensive membership PAPERBACK ISBN: 978-1-4166-1294-0 ASCD product # 111037 Also available as an e-book (see Books in Print for the ISBNs) Quantity discounts for the paperback edition only: 10–49 copies, 10%; 50+ copies, 15%; for 1,000 or more copies, call 800-933-2723, ext 5634, or 703-575-5634 For desk copies: member@ascd.org Library of Congress Cataloging-in-Publication Data Himmele, Persida Total participation techniques : making every student an active learner / Persida Himmele and William Himmele p cm Includes bibliographical references and index ISBN 978-1-4166-1294-0 (pbk : alk paper) Active learning Creative teaching I Himmele, William II Title LB1027.23.H56 2011 371.1 dc22 2011011445 20 19 18 17 16 15 14 13 12 11 Himmele-Total Participation pages.indd iv 10 6/2/11 10:46 AM This book is dedicated to Keely Potter, who has made such a positive difference in the lives of so many children YW Himmele-Total Participation pages.indd v 6/2/11 10:46 AM Himmele-Total Participation pages.indd vi 6/2/11 10:46 AM Total Participation Techniques Making Every Student an Active Learner Acknowledgments ix Introduction xi Section I: TPTs and Engagement The High Cost of Disengagement A Model for Total Participation and Higher-Order Thinking 12 Section II: 37 Classroom-Ready TPTs TPT Tools and Supplies 27 On-the-Spot TPTs .31 TPT Hold-Ups .49 TPTs Involving Movement 58 TPTs to Guide Note-Taking and Concept Analysis 78 Section III: TPTs in More Depth TPTs as Formative Assessment Tools 103 Building a TPT-Conducive Classroom 109 Afterword .121 Appendix: Bloom’s Cognitive Taxonomy .123 References 126 Index 129 About the Authors 132 Himmele-Total Participation pages.indd vii 6/9/11 9:45 AM Himmele-Total Participation pages.indd viii 6/2/11 10:46 AM W Acknowledgments We would like to acknowledge the folks who have helped bring this book to completion, as well as those who have shaped our thinking along the way We want to thank Genny Ostertag, who helped us refine the topic for this book over a perfectly timed lunch in San Antonio We also want to thank the folks at ASCD— Laura Lawson, who has wonderful insights into what readers need, Deborah Siegel, who has an amazing eye for detail, and a host of others at ASCD who have contributed to the final copy of this book We have always felt that ASCD produces quality work, and we are proud to be among its authors We’d like to thank Dan Doorn, from Azusa Pacific University He is a mentor and dear friend who taught us that teaching what matters to children should be the vehicle by which we teach everything else Dan has spent his life investing in people He has had a profound impact on our thinking and on our writing We are grateful for his role in our lives We’d like to thank Keely Potter, a dear friend and gifted teacher, who has had a lasting impression on the lives of those whom she has taught, as well as on us Keely, who currently lives in Tennessee, doesn’t just teach the mind, she touches hearts Every once in a while, we’ll find ourselves repeating a Keely-ism, and the need to “celebrate the learning that is happening right now in my head!” We are indebted to Keely for demonstrating the Total Participation Techniques and for scouting out great teachers who could provide us with real-life examples for this book We are indebted to Karen Hess and the Manheim Central School District administration in south-central Pennsylvania for allowing us to work alongside eight fabulous teachers We also want to thank the Manheim Central Middle School teachers: Meghan Babcock, Matt Baker, Courtney Cislo, Liz Lubeskie, Shannon Paules, Keely Potter, Mike Pyle, and Julie Wash We witnessed some ix Himmele-Total Participation pages.indd ix 6/2/11 10:46 AM W Afterword In this book we’ve presented various activities that might be used to provide you with evidence of active participation and cognitive engagement Before we end we’d like to leave you with two parting thoughts The Importance of Being Choosy Not every Total Participation Technique we’ve presented is a good tool to use for every academic goal you have Be selective Choose the ones that are right for the particular learning goal you are shooting for Some activities that could be characterized as TPTs aren’t included in this book but may be perfect for reaching your instructional goals Keep scouting for these in professional literature and add them to your toolkit Follow-through isn’t just for children; it’s for all of us Have high expectations for yourself, for planning with a purpose, for growing in your own understandings of the bigger implications of your content and how you help students understand these bigger implications According to Keely Potter, “I could see the teachers falling into the same thing over and over again, like using a Pair-Share, and think they’re doing Total Participation To me the techniques are a way to get the content across, not the activity itself The TPT is the portal, or the pathway, not the end in itself.” The Power of TPTs We really believe in the power of Total Participation Techniques We even believe that if all teachers were to actively focus on the two components of TPTs, active participation by all and higher-order thinking (see Figure 2.1), our schools could be dynamic and exciting places where student learning takes front and center stage We believe that through the consistent use of TPTs, we could reduce the 121 Himmele-Total Participation pages.indd 121 6/2/11 10:46 AM To t a l P a r t i c i p a t i o n Te c h n i q u e s dropout and failure rate among students And we would support students in exploring deeper understandings that can build the academic confidence that will help them to succeed in school and life We have seen the difference that TPTs can make in student engagement and learning, and the improved on-task behavior that results from the implementation of TPTs We strongly believe that TPTs can make us all better teachers The most exciting outcome that we have seen through the implementation of TPTs is that students shine According to Meghan Babcock, “These TPTs have really tightened up what Keely and I together, and the kids have risen to the expectations that we’ve set for them.” When you give students the opportunity to demonstrate higher-order thinking and to learn through individual processing followed by interaction, they will surprise you It is our hope that this text will inspire and support you in building the cognitively engaging classrooms that children crave 122 Himmele-Total Participation pages.indd 122 6/2/11 10:46 AM W Appendix: Bloom’s Cognitive Taxonomy More than 50 years ago, Benjamin Bloom and his colleagues (1956) developed a cognitive taxonomy (or classification system) of educational objectives It was simple and enabled teachers to understand the depth and cognitive intensity they were asking of students with regard to their educational goals Although it was developed so many years ago, Bloom’s taxonomy still remains a simple and useful tool for helping teachers develop deep and meaningful learning goals for students Bloom’s taxonomy has six levels, divided into lower-order thinking and higher-order thinking The lower-order thinking classifications consist of Knowledge, Comprehension, and Application The higher-order thinking classifications consist of Analysis, Synthesis, and Evaluation The difference between the two is significant, because with lower-order thinking, students are not asked to cognitively create anything new, or to make connections to life, or to understand deep implications of the concepts for society or themselves, or in relation to other content learned They are simply asked to demonstrate that they heard the teacher or understood enough of what the teacher said in order to give it back to the teacher Lower-order thinking may involve applying what they learned, but not in the same way that Synthesis requires (see description that follows) With lower-order thinking, the teacher provides all the abstractions But higher-order thinking requires students to stretch The teacher is asking them to deliver the abstractions For example, with lower-order thinking, a teacher might ask, “What is the legislative policy that determines how many children a couple can have in China?” With higher-order thinking, a teacher might ask, “Based on what you know regarding the differing government systems in the United States and China, how might people in each country respond differently to their lawmakers creating a one-child policy? Be prepared to explain why you think each population would 123 Himmele-Total Participation pages.indd 123 6/2/11 10:46 AM To t a l P a r t i c i p a t i o n Te c h n i q u e s respond this way, basing your explanation on what you’ve learned about the two systems of government.” The second set of questions is going to require quite a bit more flexing of cognitive muscle than the first, which simply requires that students recall what they were told The following sections describe each of the six levels of Bloom’s cognitive taxonomy Lower-Order Thinking Knowledge refers to “remembering, either by recognition or recall” (Bloom et al., 1956, p 62) It usually takes only a few words to answer a question aimed at knowledge, and the answer does not require any connection making on the part of the learners They’re simply giving you back what you taught them For example, you might ask, “How many sides does a hexagon have?” Comprehension refers to the ability to understand what was taught It is also simply a “giving back” to the teacher of what was taught Students are not required to understand the concept deeply, or to understand the relationships within what they’ve learned They just need to be able to summarize it or retell it For example, you might ask, “What was the story about?” Application refers to “the use of abstractions in particular and concrete situations” (p 205) With goals aimed at the application level, students are simply using or applying what you taught them Application still does not require them to develop abstractions of their own For example, if you’re teaching the area of a rectangle, Application might involve asking students to simply plug in numbers using an abstract formula that you gave them The learning becomes Synthesis, a higher-order thinking classification, when they develop their own formulas (abstractions) that are new to them (even if these formulas aren’t new to you) Higher-Order Thinking Analysis refers to “the breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between the ideas expressed are made explicit” (p 205) To analyze, students have to understand the nuances within a concept They have to be able to make connections between ideas and look at how these ideas affect each other The higher-order question mentioned earlier, regarding the one-child policy, requires an analysis of communism and democracy and how each affects people’s opinions and reactions to government control on private life 124 Himmele-Total Participation pages.indd 124 6/2/11 10:46 AM Appendix: Bloom’s Cognitive Taxonomy Synthesis refers to “the putting together of elements and parts so as to form a whole This involves the process of working with pieces, parts, elements, etc., and arranging and combining them in such a way as to constitute a pattern or structure not clearly there before” (p 206) The key with Synthesis is that the abstraction, pattern, or new structure comes from the student, not the teacher (see the earlier Application example for mathematics) Evaluation refers to “quantitative and qualitative judgments about the extent to which material and methods satisfy criteria” (p 207) It does not simply refer to students giving their opinion For the task to qualify as Evaluation, the judgment has to make use of and be based upon learned material The higherorder question regarding the one-child policy also requires an evaluation based on what students have learned regarding communism and democracy For a more in-depth analysis of higher-order thinking, with additional strategies for reaching higher-order thinking through content reading strategies and visual scaffolds, see our earlier ASCD book, The Language-Rich Classroom: A Research-Based Framework for Teaching English Language Learners (Himmele & Himmele, 2009) 125 Himmele-Total Participation pages.indd 125 6/2/11 10:46 AM W References ASCD (2010) Legislative agenda 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128 6/2/11 10:46 AM W Index The letter f following a page number denotes a figure abstract thinking, 19–23, 21f Acting It Out, 71–72 African Americans, 4–5 Air-Write It, 70–71 Analysis, 123, 124 Anticipatory Guides, 83–85, 84f Application, 123, 124 Appointment Agendas, 66–68, 67f assessments, formative, TPTs as, 103–108 A–Z Sentence Summaries, 90–91 Babcock, Meghan, 9, 19, 27, 104, 110, 113, 114–115, 119, 122 Baker, Matt, 8, 27, 106–107, 111, 116 beach ball scenario, Berrier, Heather, 98–99 blogging, 97–98 Bloom’s Cognitive Taxonomy, 12–13, 123–125 boredom, 5–6 Bounce Cards, 22, 68–70, 69f Categorizing and Sorting, 65–66 Chalkboard Splashes about, 37–39, 38f as formative assessments, 105–106 uses for, 22, 77, 80, 86, 90, 91, 99 Chart-Paper Splash, 19–20 cheating, Chino State Prisons, Cislo, Courtney, 9, 31, 106, 111, 113, 118 Classroom Clickers, 98–99 Cognitive Engagement Model, 14–17, 15f–16f Cognitive Taxonomy, Bloom’s, 123–125 Comprehension, 123, 124 concept analysis, TPTs for See note-taking and concept analysis, TPTs for Concept Charades, 71–72 Confer, Compare, and Clarify, 79–80 confidence building, 113–115 crime and incarceration, 5, curriculum and engagement, 5–6 Cut-and-Pastes, 22, 74–75, 76f Debate Team Carousel, 94–96, 95f discussion, class, dropouts, 4–5, 6, 73 end-of-class wrap-ups about, 79 A–Z Sentence Summaries, 90–91 Key-Word Dance, 93–94 Pause, Star, Rank, 91–92 3-Sentence Wrap-Up, 89–90 engagement, student, 5–6 Evaluation, 123, 125 evidence of learning, 27 follow through, 117–118 formative assessments, TPTs as, 103–108 gender, and learning, 59 grades, and TPTs, 107–108 graduation rates, 4–5 Graphic Organizers, 22, 80–83, 82f guided notes See Graphic Organizers handouts See Graphic Organizers higher-order thinking, with TPTs Anticipatory Guides, 83 Appointment Agendas, 68 A–Z Sentence Summaries, 91 Bounce Cards, 70 Categorizing and Sorting, 66 Chalkboard Splashes, 39 Confer, Compare, Clarify, 80 Debate Team Carousel, 95–96 Graphic Organizers, 81 Hold-Ups, 50–51 Inside-Outside Circles, 60–61 Key-Word Dance, 93–94 Lecture T-Charts, 88 Line-Ups, 60–61 Mouth It, 70–71 Networking Sessions, 64 129 Himmele-Total Participation pages.indd 129 6/2/11 10:46 AM To t a l P a r t i c i p a t i o n Te c h n i q u e s higher-order thinking, with TPTs (continued ) Numbered Heads Together, 46 Pause, Star, Rank, 92 Picture Notes, 86 Processing Cards, 41 Quick-Draws, 36 Quick-Writes, 35 Ranking, 45 Show Me Using Your Fingers, 70–71 Similes, 42 Think-Pair-Shares, 32–33 3-Sentence Wrap-Up, 90 Three 3’s in a Row, 62 Thumbs Up/Down Vote, 47 Thumbs-Up When Ready, 41 higher-order thinking—about benefits of, 18–19 Bloom’s taxonomy, 123–125 ensuring, 13–17, 15f–16f importance of, 12–13 High School Survey of Student Engagement, 5–6 Hold-Ups about, 49–51 as formative assessments, 105–106 Multiple-Choice Hold-Ups, 55–57, 57f Number Card Hold-Ups, 53, 54f Selected-Response HoldUps, 51–52, 52f True/Not True Hold-Ups, 53–55, 56f Whiteboard Hold-Ups, 57, 106 “100 chart,” 53 individual creativity, 110 Inside-Outside Circles, 60–61 intentionality, 9–10, 109 Key-Word Dance, 22, 93–94 Knowledge, 123, 124 knowledge, 10–11 language skills, 75 Latino students, 4–5 learning ownership, 118–119 Lecture T-Charts, 87–89, 88f Line-Ups, 60–61 listening objects, lower-order thinking, 123, 124 Lubeskie, Liz, 49, 73, 85, 90, 114 Manheim Central Middle School, mathematics Classroom Clickers, 98–99 grading and testing, 108 “100 chart,” 53 Mouth It, 71 Number Card Hold-Ups, 53, 54f right and wrong responses, 118–119 Whiteboard Hold-Ups, 57, 106 memory, 58 modeling, 94 Mouth It, 70–71 movement, TPTs involving about, 58–59 Acting It Out, 71–72 Air-Write It, 70–71 Appointment Agendas, 66–68, 67f Bounce Cards, 68–70, 69f Categorizing and Sorting, 65–66 Concept Charades, 71–72 Cut-and-Pastes, 74–75, 76f Inside-Outside Circles, 60–61 Line-Ups, 60–61 Mouth It, 70–71 Networking Sessions, 64–65 during read-alouds, 75–77 Role-Plays, 71–72 Show Me Using Your Fingers, 70–71 Simulations, 73–74 Three 3’s in a Row, 61–64, 63f Multiple-Choice Hold-Ups, 55–57, 57f Native American students, 4–5 “Nervous System Game,” 71 Networking, 22 Networking Sessions, 64–65 note-taking and concept analysis, TPTs for about, 78–79 Anticipatory Guides, 83–85, 84f A–Z Sentence Summaries, 90–91 Confer, Compare, and Clarify, 79–80 Debate Team Carousel, 94–96, 95f Graphic Organizers, 80–83, 82f Key-Word Dance, 93–94 Lecture T-Charts, 87–89, 88f Pause, Star, Rank, 91–92 Picture Notes, 85–86, 87f Prepared Packets, 80–83 technology-based TPTs, 96–99 3-Sentence Wrap-Up, 89–90 Number Card Hold-Ups, 53, 54f Numbered Heads Together, 45–47 One-Liner Walls, 107 Pair-Shares, 22, 77, 113 Paules, Shannon, 103, 111, 113–114 Pause, Star, Rank, 91–92 peripheral language, 75 Picture Notes, 85–86, 87f Potter, Keely, 4, 8, 9, 22, 106, 107, 110, 115, 119, 121 Prepared Packets, 80–83 prereading activities, 85 Processing Cards, 39–41, 40f Pyle, Mike, 9, 111 Quadrant Analysis (Cognitive Engagement Model), 14–17, 15f–16f question and answer sessions, questions and prompts, rippling, 112–113 Quick-Draws, 22, 35–37, 36f, 77, 112 130 Himmele-Total Participation pages.indd 130 6/2/11 10:46 AM Index Quick-Writes, 22, 33–35, 34f, 106–107, 108, 112, 113 Ranking, 22, 42–45, 44f read-alouds, TPTs during, 75–77 readingquest.org, 81 readwritethink.org, 81 relevance, 13 response cards about, 49–51 Multiple-Choice Hold-Ups, 55–57, 57f Number Card Hold-Ups, 53, 54f Selected-Response HoldUps, 51–52, 52f True/Not True Hold-Ups, 53–55, 56f Whiteboard Hold-Ups, 57 right and wrong responses, 118–119 rippling questions and prompts, 112–113 Role-Plays, 71–72 Selected-Response Hold-Ups, 51–52, 52f self-concept, 112 Show Me Using Your Fingers, 70–71 Similies, 41–42 Simulations, 73–74 students confidence building, 113–115 disengagement as learned behavior, engagement, 5–6 grades and TPTs, 107–108 students (continued ) grouping, 111 interaction among, 8–9, 18–19 peer responses, 111–112 student collaboration, 111 student differences, 110 trust building, 115–116 symbolism, 19–22, 86, 106, 107 Synthesis, 123, 125 teachers follow through and walk around, 117–118 and student engagement, TPTs and expectations of, 104–105 trust building, 115–116 technology-based TPTs about, 96–97 blogging, 97–98 Classroom Clickers, 98–99 testing, 103–108 Think-Pair-Share, 32–33 3-Sentence Wrap-Up, 89–90 Three 3’s in a Row, 61–64, 63f, 117 Thumbs-Up When Ready, 22, 39–41 Thumb Up/Down Vote, 47–48, 117 The Tiger Rising (DiCamillo), 9, 18, 19 Total Participation Techniques (TPTs) about, 7–10 benefits to students, 17–18 building confidence, 113–115 Total Participation Techniques (TPTs) (continued ) building trust, 115–116 choosing tools, 121 Cognitive Engagement Model, 14–17, 15f–16f follow through and walk arounds, 117–118 as formative assessment tools, 103–108 fostering learning ownership, 118–119 implementing, 10–11, 109–119 materials, 28–30 peer responses, 111–112 planning for, 27–28 rippling questions and prompts, 112–113 student collaboration, 111 student differences, 110 and student grades, 107–108 teaching abstract thinking, 19–23, 21f TPT folder, 28–29 True/Not True Hold-Ups, 53–55, 56f trust building, 115–116 vocabulary, 72, 75–77 walk arounds, 117–118 Wash, Julie, 72 Welch, Jack, 110 Whiteboard Hold-Ups, 57, 106 wrap-ups See end-of-class wrap-ups 131 Himmele-Total Participation pages.indd 131 6/2/11 10:46 AM W About the Authors Dr Pérsida Himmele has asked me (Bill) to write her “About the Author” section I’ve got lots to say Sure, she has a Ph.D in Intercultural Education from Biola University, and an Ed.M in Elementary and Bilingual Education from SUNY Buffalo And sure, she’s an Assistant Professor at Millersville University, where she shares her passion for helping English language learners develop academic language in the classroom But did you know she is also quite an adventurer? Her J Urdaneta/Urdaneta Phototgraphy greatest adventure was reluctantly agreeing to go on a threeday family camping trip According to her, “In my old neighborhoods, people slept outside When people slept outside, it was not a good thing.” In addition to new adventures, Pérsida loves working with teachers and children in real classrooms She has been a K–8 bilingual and multilingual classroom teacher in New York and California, and a district administrator in Pennsylvania She has been a consultant to various school districts, the Pennsylvania Department of Education, and educational entities in the United States, China, Nepal, Argentina, Venezuela, and Tonga She loves gospel music and is a gifted singer, an active advocate for educational equity, and an amazing mother, wife, and friend 132 Himmele-Total Participation pages.indd 132 6/2/11 10:46 AM Index Dr William Himmele has agreed to let me (Pérsida) write his “About the Author” section, which serves as evidence of his very trusting, though somewhat forgetful, nature Bill has his Ph.D in Intercultural Education and an M.A in TESOL (Teaching English to Speakers of Other Languages) from Biola University He is an Associate Professor at Millersville University in southeastern Pennsylvania, where the students find him engaging and insightful and never, ever let their J Urdaneta/Urdaneta Phototgraphy minds wander in his classes (he carries a megaphone, just in case) He is a die-hard Buffalo Bills and Buffalo Sabres fan, which means he’s often suffering from acute bouts of weight gain and depression, for which he is highly medicated during the months of February (the Superbowl) and June (the Stanley Cup) He is a former ESL teacher and speech pathologist in New York and California He has been a presenter and an educational consultant for various school districts and educational projects in the United States, Puerto Rico, Chile, Nepal, Thailand, Korea, China, Venezuela, Fiji, Trinidad, and Tobago (for these last three, he had to be dragged onto the plane, kicking and screaming “I don’t want to go home!”) Bill is belly-laugh funny But his greatest accomplishment is being the dad we all wish we had His two children adore him, as does his delightfully charming Puerto Rican wife William and Pérsida are the authors of the ASCD 2009 book The LanguageRich Classroom: A Research-Based Framework for Teaching English Language Learners They would love to hear of your experiences with Total Participation Techniques They can be reached at languagerich@gmail.com, on the ASCD EDge networking site, or by phone at 717-871-5770 and 717-872-3125 133 Himmele-Total Participation pages.indd 133 6/2/11 10:46 AM Related ASCD Resources At the time of publication, the following ASCD resources were available; for the most up-to-date information about ASCD resources, go to www.ascd.org ASCD stock numbers are noted in parentheses ASCD EDge Group Exchange ideas and connect with other educators interested in total participation techniques on the social networking site ASCD EDge™ at http://ascdedge.ascd.org/ Print Products Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility by Douglas Fisher and Nancy Frey (#108010) Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners by Douglas Fisher, Nancy Frey and Carol Rothenberg (#108035) Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching by Carol Ann Tomlinson (#103107) The Interactive Lecture: How to Engage Students, Build Memory, and Deepen Comprehension by Harvey F Silver and Matthew J Perini (#110127) The Language-Rich Classroom: A Research-Based Framework for Teaching English Language Learners by Pérsida Himmele and William Himmele (#108037) Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding by Nancy Frey, Douglas Fisher, and Sandi Everlove (#109018) Videos and DVDs Enhancing Professional Practice Series DVD (#609033) Formative Assessment in the Content Areas Series DVD (#609034) PD Online Differentiated Instruction: Responsive Instruction (ASCD PD Online Course) (#PD09OC) The Whole Child Initiative helps schools and communities create learning environments that allow students to be healthy, safe, engaged, supported, and challenged To learn more about other books and resources that relate to the whole child, visit www.wholechildeducation.org For additional resources, visit us on the World Wide Web (http://www.ascd.org), send an e-mail message to member@ascd.org, call the ASCD Service Center (1-800-933-ASCD or 703-578-9600, then press 2), send a fax to 703-575-5400, or write to Information Services, ASCD, 1703 N Beauregard St., Alexandria, VA 22311-1714 USA Himmele-Total Participation pages.indd 134 6/2/11 10:46 AM Providing easy-to-use alternatives to the “stand and deliver” approach to teaching that causes so many students to tune out—or even drop out—Total Participation Techniques presents dozens of ways to engage K–12 students in active learning and allow them to demonstrate the depth of their knowledge and understanding The authors, Pérsida Himmele and William Himmele, explain both the why and the how of Total Participation Techniques (TPTs) as they explore the high cost of student disengagement, place TPTs in the context of higher-order thinking and formative assessment, and demonstrate how to create a “TPT-conducive classroom.” Readers will learn how to implement field-tested techniques they can use on the spot (e.g., Quick-Draws, Quick-Writes, Chalkboard Splash); with Hold-Up cards (e.g., True/Not True, Selected Response); with movement (e.g., Bounce Cards, Line-Ups, Simulations); and to guide note-taking and concept analysis (e.g., Picture Notes, 3-Sentence Wrap-Up, Debate Team Carousel) Each TPT is presented in four parts: tA descriptive overview tHow It Works—step-by-step instructions for implementation tHow to Ensure Higher-Order Thinking—ideas for advancing students beyond surface-level thinking tPause to Apply—suggestions for how to adapt and personalize the technique for specific contexts and content areas Filled with examples from real classrooms, Total Participation Techniques is an essential toolkit for teachers at all levels and for administrators who want a model for analyzing lessons to ensure that they are relevant, engaging, and cognitively challenging ... so many children YW Himmele -Total Participation pages.indd v 6/2/11 10:46 AM Himmele -Total Participation pages.indd vi 6/2/11 10:46 AM Total Participation Techniques Making Every Student an Active. .. Data Himmele, Persida Total participation techniques : making every student an active learner / Persida Himmele and William Himmele p cm Includes bibliographical references and index ISBN 978-1-4166-1294-0... Appreciation and thanks to our many workshop participants and college students, whose feedback (either by way of droopy eyes or high-fives) taught us the importance of TPTs at any age And we want to thank