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1. Having student participation involve physical movement and not just "talking to a desk partner".
2. That these activities do not need to be implemented with different questions. They can be used to gauge student interest on a topic or confusion levels.
3. All-student responses are part of formative assessment strategies that can be implemented in a classroom. (all were on page 1, because that was the length of the article.)

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1. How the entire transenvironmental process looks when it is time to transition a student on from the teacher side and student side.
2. How we can use the strategies mentioned to help students across special education and general education settings to be more inclusive.

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I would just like to know some indicators that a child who was in a LRE special education classroom, is now ready to move onto a general education setting?

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1. Using formative response techniques in the classroom can provide the teacher with evidence that their students are learning. It can also inform teachers about what topics specific students need extra assistance with and which topics the entire class needs assistance with.

2. Creating classroom discussions that illustrate evidence of student learning is incredibly important to their future success in the classroom.

3. There are many methods available to hook your students into a discussion that do not involve students raising their hands.

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How can educators get students who do not enjoy public speaking into participating in classroom dissucssions. I was a student who hated public speaking and the days where my teachers made us sit in a circle and share out thoughts to each other made me incredibly anxious.

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1. I would like to know more about the antibias curricula to see what specifically I can incorprate in my classroom to build a strong classroom community that accepts cultural diverse needs.
2. How can I as a future elementary school teacher prepare my students for their carrers and employment opportunites?

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1. I think a key point is to have multiple options for students to get involved in the lesson. If you only have one option when it comes to responses, students may not like that option and it may hinder their participation, instead of increasing it.
2. There needs to be more student-led discussions and more group work for students to feel comfortable because some students may not like to speak out in front of the whole class.
3. Another way is to have the students engagement is to do something fun with the discussion like getting up and walking around to write the idea or simply having a little toy where the students can speak when they have it

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1. Use Formative assessments instead of hand raising to help your class come alive
2. Students tend to participate in discussions more if it is student lead instead of teacher lead.
3. help students become more engaged by giving them options to physically move around the room to answer questions or have discussions instead of just talking to the person next to them.

(These are all on page 1)

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What happens if a student reacts badly to switching to an inclusive classroom and how long does the process take?

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1. having activities that don't involve raising hands can engage more students and give teachers a more holistic way to assess students
2. students are more likely to participate in class discussions if they are student led and not centered around the teacher
3. Although the options listed are good starting points to engage students, there are many more and you should find what works for your classroom
(all found on page one)

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1. The chapter mentions having another student sit in on the transition team and help the student adjust to the new classroom. How do you decide when the student has gone from being helpful to being relied on too much?
2. If a student is in an inclusive classroom, how does a teacher make time to teach things such as peer interactions and socially unwritten rules if they are not something everyone needs?

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How does a teacher remember which students responded in each way during whole group discussions mentioned in the article enough to collect data on who might need extra help?

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1.I would like to learn more about transitioning students into inclusive classrooms.
2.The book talks about transitioning students from high school to adulthood. But are there ways to help students start thinking of the transition in middle school since that's when most students start thinking about what they want to be?

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1) The reading states,  "Higher engagement leads to higher achievement". This makes perfect sense, since the more students have opportunities to think and respond in class the more they are able to practice new skills. Imbedding them into their long term memory.

2) Removing the need for students to raise their hands can be more engaging and is a great way to conduct formative assessments.

3) Implementing response strategies helps eliminate the chances of students "tuning-out" during class. When students are inattentive they miss important information, and may fall behind. Eliciting responses promotes more student participation and ultimately higher levels of academic success.

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Sometimes certain methods of eliciting student responses can cause students to feel like they have been put on the spot. Which can cause anxiety for some. With that said, I would like to know what strategies can be used to make sure students are not overwhelmed by teachers use of certain formative assessments.

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1) Transition to an inclusive classroom can be difficult for students socially, emotionally, and academically. I would like to learn more about strategies that can be used to support the "whole child" as they make this transition.
2) It is important that students feel comfortable in their environment, building friendships can be an important factor in comfortability for students. I would like to learn strategies to help students build genuine friendships.

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1. I would like to know more about the transition to inclusive classrooms because that is what I would like to have in the future so I want to know how to make the transition easier for the students.
2. I would like to know more about how to use the circle of friends without making it seem like students have to be friends with everyone in the classroom.

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what would happen if you set up the classroom based on the ecological assessment but the student does not react positively to the classroom? How would you change the classroom then?

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1. Using formative assessment strategies in the classroom can eliminate hand raising. This will help the classroom environment to be more engaging for the entire class.

2. Basketball Discussions is an example of an all-student response strategy. In this strategy, the conversation moves from teacher to student to student to student and continues in this same pattern. Students are often more comfortable with engaging in discussions that are not student led. This strategy encourages participation.

3. Creating effective classroom discussions that will elicit evidence of student learning is key to successful teaching and all-student response strategies.

(all found on page 1)

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1. I would like to know more about collaborating with professionals and families when implementing a transitional program.
2. I would like to know more about social skills instruction and social stories.

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I would like to have more examples of the different types of sentence elements included in social stories.

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1. Students can be more engaged if you have them move around the room rather than having the traditional whole group discussion  or having them to turn a partner. It's more beneficial to have them physically move around.
2. Formative response techniques allow for the teacher to see if their students are actually learning. If they roam the room, they can see the level of engagement of the students and see if they need more assistance on a certain topic.
3. You don't always have to make your students raise their hands. There are different ways for them to be engaged in the discussion. It's good to have different options because some students may not like talking in front of the whole class.

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1. I would like to know more how about the transition to inclusive classrooms. I want to learn how this process works or how you know a student is ready for the transition.
2. I would like to learn more about how I can help students build friendships in the classroom. On page 227, it talks about how  the proximity of adults is important when students are socially interacting so that the students don't become overly reliant on adults so I wonder what this can look like.

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How do we know when a student is ready to transition into an inclusive classroom? Is this just based on data? Or what else do we look into during the process of this?

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1. Having a discussion with more student based discussion than teacher. Students feel more comfortable speaking among themselves than to a teacher.
2. There are many great ways to engage your whole classroom in instruction without leaving behind any student and having them all engaged.
3. Having a few engaging ideas is key due to the fact that not one will work for all our students one moment we can use the popsicle method the next we can be using carousel brainstorming.

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1. How to create a great and smooth transition for my student. How to properly identify when that transition is necessary?
2. How to build that great relationship with families and other professionals?

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How to properly identify what type of transition is best for our student. Inclusive classroom, specialty school, and more.

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1) Increasing student engagement improves student learning. When students are actively participating in engaging activities, it will be more meaningful.
2)Discussions that are not entirely teacher-led, may be more meaningful to children. In the example of the basketball discussions, yes the teacher was facilitating the activity, but students play a major part in organizing the activity, and this may be more impactful than simply raising their hands.
3)When students are moving around the classroom, or writing things down in different locations around the room this can be very engaging. Students may not benefit from sitting down the entire class period. An activity where they can move around is more exciting and meaningful.

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1) I thought that the section on helping students develop organizational skills was really interesting. I would want to know more on how to foster this within the classroom, so that students can look at texts and know strategies of how to chunk the text into more manageable sections, or have worksheets that help them organize a text. What are some ways that I can teach and foster these organizational strategies.
2) I would like to learn more about teaching generalization across different settings and content areas. How can I make connections across content areas more clear for students, and assist them in using strategies and knowledge in multiple different settings?

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I thought that the response methods from the article all seem like great ideas in order to create an engaging, interactive environment in the classroom. What are some of the drawbacks of using these methods as opposed to traditional hand raising?

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1. Teachers can eliminate hand-raising in the classroom by implementing formative assessment procedures.
2. The Popsicle Stick method of student involvement allows for a more random selection of answers, ensuring that the constant hand-raiser does not dominate classroom debate (and evaluation).
3. The model of teacher behavior, perceived control, engagement, and academic outcomes were investigated using path analyses.

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Which type of all-student response strategy is the best to use in what type of situation?

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1. How can preteaching help the student in the long run
2. Are there any detriments to positive peer teaching?