Using Call and Response the Fast Llama Way

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.

Level Up our Cold Calling

Fast Llamas,

Today we pick up on the idea that Doug Lemov of Teach like a Champion, 2.0 refers to as "Ratio", the thinking  about the ratio of participation of your students and the thinking that is happening in your classroom.  As we intentionally think about transferring the cognitive load from us the teacher to the student, it can be challenging to think of how to get there.  Most of what Lemov describes has been around for a long time, but, it is always good to revisit good teaching techniques and refine our practices.  

Today, we talk about something really tricky.... t r i c k y...  Cold Call...  Anytime we call on kids, regardless of hands raised... when we use popsicle sticks or a randomizer... When students can be called on without volunteering...

It's tricky because using it incorrectly will damage your classroom culture... I mean it, it will ruin it, so tread carefully my friends, on this, the week of Halloween, using this technique is downright scary.  



Let's look at what messages it sends when used incorrectly:
1.  it sends a message that learning is a "I caught you not paying attention" thing
2.  it sends a message that learning must be "fast paced"
3.  it sends a message that learning is punitive
4.  it can discourage participation
5.  it can increase anxiety with fragile students

Okay, so why bother?  Well, we want to instill a culture of high participation and engagement.  We want students to be accountable for their own learning and carry the workload, so cold calling does have a place in your classroom, but, use it in conjunction with Turn and Talk, Think Time and Wait Time to be most effective.  Our job as teachers to is to set up students for success and we do this when students know what to expect and have time to think.  It is is rewarded with food feelings about learning.  (dopamine washes across the brain, this is a good thing)

Here are some things to put into play when using Cold Calling:
1.  Keep it predictable and transparent - tell students when you are going to use it.  By doing this you setting them up for the high expectations.  Let them get ready.  Use a cue, when you say, for example, "solve this using mental math", or think about this "deeply"... this sends a message that cold calling is about to happen...
2.  Keep it systematic - don't spring it on the class when you feel they are not paying attention.  It is a time for students to show you what they know, not a time for punishing a kid who is goofing off.
3.  Keep it positive - you are rooting for their success and your body language shows it... some kids don't know what they know... getting them to talk about what they know can be surprising, allow students to show thumbs up when they have it... giving them time to be prepared... 
4.  Bundle - ask questions that build on one another, one kid's answer supports they next question you ask, this supports a kind of "group think", where kids are supporting each other with their answers
5.  Pacing - who said the questions have to be "rapid fired?"  keep the pace slow and even, so that students have a chance to think... or talk about their thinking with peers, or script our their answer first...  Also, ask the question, pause, then call the name... this builds anticipation... great for feeding the hippocampus and calming the amygdala of the brain.
6.  Plan ahead - plan out when you will use Cold Call in your lessons, being purposeful in collecting data

Here are some examples:

References: 

Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco: Jossey-Bass.