Fast Llamas,
We continue our trek through strategies used to increase the ratio of student participation and thinking. We want to collect data about student learning, at the same time, we are cognizant of which kids are doing the talking and the thinking. Today we discuss , "Call and Response" from Doug Lemov's book, Teach Like a Champion, 2.o. While I love his explanation, QL calls this technique a "Call Back". Anytime I see a strategy in more than one place (different names, of course) I always get excited. It sends a message that this is good pedagogy... lots of different people think it's good stuff, kind of affirms its strength as a strategy. (I am always going to advocate for Quantum Learning teaching practices, and since it has been around for such a long time... most strategies have roots in QL, it really is undeniable).
Now, I use a call to attention to get students to stop talking and listen, Call and Response is different, because it requires more cognitive work. We will talk about call to attention later on...
Okay, so this is the strategy... While you are wanting to collect data from students about what they know... sometimes you want everyone to say the answer or reinforce a concept, vocab word or directive. Use this from time to time to increase engagement, build energy and keep the students saying the words back to you. This is especially good for introverted students, too afraid to speak up alone. It also encourages fun, high energy and builds a classroom collective. Added benefits also include the recapping it provides and that builds in muscle memory. All really good culture builders for your room.
Here's how it can look, sound and feel like:
1. The teacher asks a question and the whole class responds in unison. "Students, on three, tell me the name of the negative subatomic particle..."
2. The students complete a familiar phrase, "Inside an atom...? [protons have a positive charge], Inside an atom [neutrons have no charge at all!]"
3. The teacher gives a directive and the whole class responds in unison, "Students, turn to page 33, what page? [33!]"
4. The teacher asks a question, one kid answers it and then the whole class repeats the answer. "What is the name of the neutral subatomic particle? Yes, Emma, it's a neutron. Class, what is the name of the neutral subatomic particle? [the neutron!]"
5. The teacher asks a question, one kid answers it and then the whole class agrees with the answer. "What is the name of the neutral subatomic particle? Yes, Emma, it's a neutron. Class, do you agree? [yes!] The name of the neutral subatomic particle is? [the neutron!]"
6. The teacher says, "an electron is the negative subatomic particle" Everyone, an electron is, [is a negative subatomic particle!]." THEN, "Everyone, a negative subatomic particle is? [an electron!]".
An important thing to remember is setting students up for success for when it is okay to shout out together the answer and when it is not okay. Also, you want everybody to say it in unison, so cue is needed.
Here are some cue ideas:
1. Count Based - just like it sounds, "Class, on three... tell me the answer"
2. Group Prompt - using a specific word, "everybody, everyone, or class"
3. Nonverbal - kind of like the one an umpire uses for a home run...
Here's some examples in action:
Reference:
Lemov, D., & Atkins, N. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco: Jossey-Bass.
Now, I use a call to attention to get students to stop talking and listen, Call and Response is different, because it requires more cognitive work. We will talk about call to attention later on...
Okay, so this is the strategy... While you are wanting to collect data from students about what they know... sometimes you want everyone to say the answer or reinforce a concept, vocab word or directive. Use this from time to time to increase engagement, build energy and keep the students saying the words back to you. This is especially good for introverted students, too afraid to speak up alone. It also encourages fun, high energy and builds a classroom collective. Added benefits also include the recapping it provides and that builds in muscle memory. All really good culture builders for your room.
Here's how it can look, sound and feel like:
1. The teacher asks a question and the whole class responds in unison. "Students, on three, tell me the name of the negative subatomic particle..."
2. The students complete a familiar phrase, "Inside an atom...? [protons have a positive charge], Inside an atom [neutrons have no charge at all!]"
3. The teacher gives a directive and the whole class responds in unison, "Students, turn to page 33, what page? [33!]"
4. The teacher asks a question, one kid answers it and then the whole class repeats the answer. "What is the name of the neutral subatomic particle? Yes, Emma, it's a neutron. Class, what is the name of the neutral subatomic particle? [the neutron!]"
5. The teacher asks a question, one kid answers it and then the whole class agrees with the answer. "What is the name of the neutral subatomic particle? Yes, Emma, it's a neutron. Class, do you agree? [yes!] The name of the neutral subatomic particle is? [the neutron!]"
6. The teacher says, "an electron is the negative subatomic particle" Everyone, an electron is, [is a negative subatomic particle!]." THEN, "Everyone, a negative subatomic particle is? [an electron!]".
An important thing to remember is setting students up for success for when it is okay to shout out together the answer and when it is not okay. Also, you want everybody to say it in unison, so cue is needed.
Here are some cue ideas:
1. Count Based - just like it sounds, "Class, on three... tell me the answer"
2. Group Prompt - using a specific word, "everybody, everyone, or class"
3. Nonverbal - kind of like the one an umpire uses for a home run...
Reference:
Lemov, D., & Atkins, N. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco: Jossey-Bass.
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