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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


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
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