Total participation techniques
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Total Participation Techniques. By Persida Himmele and William Himmele. Characteristics of Successful and Unsuccessful Students Number 3 is the scribe. A: 90-100% B 80-90% C: 70-80% D: Below 70%. Chapter 1: DEFINITION OF TPT.

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Total participation techniques

Total Participation Techniques

By PersidaHimmele and William Himmele

Total participation techniques

Characteristics of Successful and Unsuccessful Students

Number 3 is the scribe

A: 90-100%

B 80-90%

C: 70-80%

D: Below 70%

Chapter 1 definition of tpt


  • Total Participation Techniques are teaching techniques that allow for all students to demonstrate, at the same time, active participation and cognitive engagement in the topic being studied. (pg. 7)

Chapter 1 the purpose for using tpt

Chapter 1:The Purpose for using TPT

  • Beach Ball scenario

    • Bouncing around

    • Not all students are engaged

  • Not being “listening objects”

  • Lack of engagement leads to other problems

    • Low academics

    • Behavior issues

    • High dropout rates (which leads to crime)

    • boredom

Chapter 1 easy to use

Chapter 1: Easy To Use

  • Same amount of planning time

  • Not dependent on experience

  • Becomes easier the more you use it

    • Start off intentionally

    • Becomes a habit

  • Follows the Common Core

    • Higher level thinking

    • “digging deeper”

    • Math Practice Standards

Chapter 2 higher order thinking

Chapter 2: Higher Order Thinking

Higher-Order Thinking


High Cognition/High Participation

All students are participating in higher order thinking


High Cognition/Low Participation

High order thinking for SOME

High Participation

Low Participation


Low Cognition/Low Participation

Teaching is occurring, but learning is not


Low Cognition/High Participation

Learning if forgotten because it is not linked to anything

Lower-Order Thinking

Chapter 3 tools and supplies

Chapter 3: Tools and Supplies

Having supplies ready, makes the use of TPT’s easier to manage. See pages 28-29 for a complete list of suggestions.

  • Laminated paper for a quick whiteboard

  • Flannel square for eraser

  • Dry-erase pen

  • Appointment clock

  • Processing card


  • Make a supply box with tools

    • Scissors

    • Glue

    • Pencils

      ~supply box for the whole class

  • TPT folder having materials suggested

    • Multiple choice cards

    • Hundred charts

    • A-Z letter strip

Chapter 4

Chapter 4

  • TPS- Quick easy way for all to share their thoughts and reasoning for an answer. video

  • Quick-Writes: usually a quick 3 minute reflection (students can use word banks)

  • Quick-Draws: Select a “big idea” and ask students to reflect by drawing

  • Chalkboard Splash: Where all students get to put their quick write or draw on the board at the same time.

  • Thumbs up/down-video

  • Processing Card: Paper folded in half- one side says “Ready to Share” the other side says “Still Thinking”

  • Similes: Needs to be modeled and scaffold a lot before implementing. Good to start with fill in the blank sentences in beginning.

  • Ranking: Having students rank events in order. Helps with synthesizing and analyzing.

  • Numbered Heads

  • Thumb Up/Down Voting

Chapter 5 hold ups

Chapter 5: Hold-ups

  • Interaction based activities

  • Essential component is student interaction

  • Students reflect on prompt, hold up answer, reflect on learning

  • Uses questions without easy answers to get higher level thinking

  • Feels like a game

  • Improve participation

  • Improve on-task behavior

  • Teacher provides more feedback

  • Able to use wrong answers as teachable moments

  • Student come to their own conclusions by hearing opposing views and explaining their thinking.

Chapter 5 examples of hold ups

Chapter 5: Examples of Hold-ups

Selected Response

Fact / Opinion




Choices are prepared before hand

Example video

Chapter 5 examples of hold ups1

Chapter 5: Examples of Hold-ups

Whiteboard Hold-ups

Students hold up white board for analysis by peers and teacher.

Video example

Chapter 5 examples of hold ups2

Chapter 5: Examples of Hold-ups

Number card Hold-ups

*Variety of ways to use in math

*Decks of number cards are used to answer questions

True/Not True Hold-ups

*Makes kids think because very few things are black and white

Multiple Choice Hold-ups

*Great for impromptu selected response hold-ups

*Could be done with clickers as well

*Use A,B,C, D cards

Hold-ups are only meaningful if the students interact, analyze, debate, and defend their choices.

Chapter 6 tpts involving movement

Chapter 6TPTs Involving Movement

  • “The mind can only absorb what the seat can endure.” –Bill Himmele’s (the author) father

  • There should be some form of movement in every lesson we teach.

  • The need for movement is even more important for boys than girls.

    • Line-ups; Inside Outside Circles

    • Three 3’s in a Row

    • Networking Sessions

    • Categorizing and Sorting

    • Appointment Agendas

    • Bounce Cards

    • Mouth it, Air-Write it, or Show me

    • Acting it Out, Roles Playing, and Concept Charades

    • Simulations

    • Cut and Pastes

    • TPTs During Read Alouds

Line ups and inside outside circles

Line-Ups and Inside-Outside Circles

  • A Line-Up is a fun activity that allows students to move around the room sharing answers with different students.

  • Students stand in 2 parallel lines (or concentric circles) and face each other. Students respond to a prompt given by the teacher. Students talk over prompt and answer.

  • Ring bell and students will thank their partner and move to the next person.

  • Use questions and prompts that require discussion and connection-making.

Three 3 s in a row

Three 3’s in a Row

  • This is an activity like Bingo; students answer questions in boxes, then ask their classmates for feedback.

  • It can be used as a quick assessment of what students have learned.

  • It leads to great conversations.

  • Make sure your questions ensure higher-order thinking.

    • 1. Prepare nine questions

    • 2. Students walk around asking peers to explain one answer

    • 3. Students summarize peers response in the box

    • 4. Students find another peer and repeat

    • 5. Go over as a class

    • Caution- Only the owner of the paper writes on the paper.

Tpt s during a read aloud

TPT’s during a Read-Aloud

  • Use movement to describe and understand new vocabulary in a read-aloud.

  • Students act out their prediction.

  • Students act out what happened in the story.

Chapter 7 note taking and concept analysis

Chapter 7: Note-Taking and Concept Analysis

  • Note-Taking = Effective

  • Students struggle (summarization skills/writing verbatim/too much/too little)

  • Non-stop stand and deliver = bad

  • We want to transition our students from “listening objects” to students that understand and analyze content

Confer compare and clarify

Confer, Compare, and Clarify

  • Confer = 1 sentence summary (TPS)

  • Compare = Students read each other’s notes

  • Clarify = students record questions

  • Partners become groups

  • Continue un-clarified questions in a Chalkboard Splash or index cards for later

  • Address questions before moving on

Graphic organizers and prepared packets

Graphic Organizers and Prepared Packets

  • In other words…Guided Notes

  • Unit Packets with premade organizers for specific tasks as well as blank organizers to be used willy-nilly

  • Good way to get everyone engaged very quickly

  • Road map for lessons/units

Anticipatory guides

Anticipatory Guides

  • In other words…Advanced Organizers

  • True/False statements

  • Pre-instruction set; students make predictions; based on prior knowledge

  • Pair-Share responses and rationales

  • Debrief with Thumb Up/Down Votes

  • Post-instruction set; students answer based on instruction

  • Compare to pre-instruction set and see if/how their knowledge changed

Picture notes

Picture Notes

Other note taking ideas

Other Note-Taking Ideas

  • 3-Sentence Wrap-Up

  • Lecture T Chart

  • A-Z Sentence Summaries

  • Pause, Star, Rank (think and reflect on notes)

  • Key-Word Dance

  • Debate Team Carousel

  • Technology-Based TPTs

    • Blogging

    • Clickers

Chapter 8

Chapter 8

  • TPTs make great formative assessments.

  • Formative assessments are informed judgments that teachers gather to help the student progress

  • affect learning because they help evaluate students’ knowledge then teachers adjust their teaching.

  • Formatives effect teaching, but they result in the formation of new learning.

  • Formatives cause new learning to take shape.

  • This types of assessment can have powerful positive results on student learning because teacher behavior becomes informed and instruction becomes targeted.

More facts about formatives

More facts about Formatives

  • Engages students in taking ownership of their own learning

  • Teachers are essential because we decide what are the needs of the student

  • What does formatives have to do with TPTs?

  • TPTs can be formatives because they affect learning by giving teachers data.

Tpts and expectations

TPTs and Expectations

  • Change the way you teach and what you expect because you will know what your student are able to accomplish

  • Teachers can have higher academic expectations

  • Students will rise to the challenge

Application of tpts as formatives

Application of TPTs as Formatives

  • Chalkboard Splash: All students write their answers to a prompt then analyze similarities and differences of everyone’s responses

  • This technique can be a formative because the teacher can determine from each student’s response if the class can move on or they need more time with the concept

  • The teacher can also see any misunderstandings of the class any point in the lesson

Application of tpts as formatives1

Application of TPTs as Formatives

  • Hold ups: Number card, True/False/Multiple Choice

  • We learned that hold-ups are only meaningful if the students interact, analyze, debate, and defend their choices

  • Unlike the Chalkboard Splash, the teacher can see which student did not understand the concept

    • We could get the same information from the independent practice. This is a way to get evaluative information through student participation

Last two tpts and formatives

Last Two TPTs and Formatives

  • Quick writes/Quick Draws lets the teacher know the level of each student (literal/concrete, inferential, abstract)

  • One Liner wall is a wall of one sentence each student has written. This is a good formative just like the quick write/quick draws because the level of each student is apparent in the one sentence.

  • Can guide students to more higher order thinking because the students are learning from peers who are at that level

  • A teacher can also show a student’s progression through the year through one liners.

Chapter 9



  • You have to plan TPT in your everyday lessons

  • Get comfortable with the idea that students will be taking over some over the communication (teachers talk less= students talking more

  • Build a classroom environment that establishes trust & acceptance

    • Honor student differences & promote peer acceptance

  • Best thing about TPT: no longer guessing game for who is learning; you observe growth as it is happening

    • Celebrate learning along side your students as it is happening

Appreciating student differences

Appreciating Student Differences

* To get the very best from students they need to know they are free to think & try!!!

* Using TPT we get to see the differences in our students

  • The quite ones

  • Great ideas/ deep thinkers

Fostering Student Collaboration


    • Choose own group

    • Heterogeneous

    • Strategically

Nothing is more valuable than students talking to each other!!!

  • Trust them to make their own groups; more willing to share & collaborate

  • Activity determines grouping

Peer rejection peer acceptance

Peer Rejection & Peer Acceptance

  • Students need to feel safe to participate & share

  • They all have unique talents

  • Using the ripple effect to build a safe environment


  • Quick draw; Quick write; etc

  • First ripple: when you ask them to share with peer

  • Outer ripple: ask pairs to join; bounce ideas off each other

  • Shared & had success with peers they feel safe to share with whole class & teachers

  • Good for: Socially awkward group; Special Needs; ELL

Building confidence building trust

Building Confidence/ Building Trust

* Teacher is Key

  • Use body language and words that show them you care

  • Trust is earned: Slow down and analyze what they need

  • Post these:

  • I trust You!

  • I trust that you want to learn

  • I trust that you have amazing things to share, and I’m going to shape opportunities so you can share them

  • I trust that you can learn from each other

  • I trust that our collective differences make us all a bit smarter

  • I trust that if you trust yourself, the best in you will come out

Walking around follow through

Walking around & Follow through

  • TPT emphasizes that you get evidence of active participation

    • Walk around

    • Engage students

    • Respond to key words: content based conservations

  • Redirect off task students by asking on topic questions

  • Ask them to “Tell you more”

    • Explain themselves

    • Understand where went wrong

    • Follow reasoning

    • Scaffold backward: see error in thinking

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