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I have been using no hands approach to keep kids paying attention and motivate them to be alert to answering questions.

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Have the student ask a friend if they do not know the answer and then follow through with having that student explain to ensure they now understand

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Putting sticks back after a student has participated. This has been great!

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I have been tyring to encourage my students to change their mindset from "I can't do it" to "I can't do it yet." It is a work in progress for all of us!

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* Not to leave a student who doesn't know, but to assist with a friend
* Not only writing  my I Can statement on the board and leaving it, but discussing it as we go through the lesson
* Talking to students about finding a mistake in "this area" or find where there is a missing period...type comments on writing.

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I have been questioning students randomly, and going back if they "don't know" or "can't remember."
Students have been more engaged, and they are realizing that "I don't know" is not a sufficient answer anymore.

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I have been putting the sticks back into the cup vs. keeping them out after using it.

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A plus and a wish on writing assignments and tests (instead of a score). This specific feedback has been very helpful. Some students don't like not having a "score" on the top of their paper. Very interesting!

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I ask students to keep their hands down from time to time.  I also ask other kids to summarize what one student answered, sometimes two.  Less students are allowed to "check out" during our discussions.

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I have been putting the sticks back in the cup. ;) I have also been asking students to listen carefully so that they are able to summarize what a friend has said. I think it has been going well.

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I have been randomally calling on students and if they do not have an answer I go back to them after other students have answered and ask them which answer they liked better. 

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I have been randomally calling on students and if they do not have an answer I go back to them after other students have answered and ask them which answer they liked better. 

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Laura Knight

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I have been creating questions that students can answer using fingers (1-5). It works well for seeing where everyone is at with certain skills and has led to some good discussions too.

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Having more than one student answer the same question to build the converstaion. When a student needs help with answering a question allowing another student to give the answer, but than have the first students still repeat the answer.

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I have been just calling on students in my classroom and also pulling Popsicle sticks in my classroom to call on students. If a student does not know an answer rather than moving on and not going back to that student I am making a point to go back to that student who didn't know to check with them again for an answer.

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I put sticks back in instead of keeping them out. It went well to keep kids engaged.

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I am putting my name sticks back after I call on them. It's working well for me and keeping my kids engaged and accountable.  Rachel Olson

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I am putting my name sticks back after I call on them. It's working well for me and keeping my kids engaged and accountable.  Rachel Olson

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No hands, works well, full attention.

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Having students follow-up answers to questions by summarizing what another student or students said.

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I am using no hands. Love it and it works well for me.

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I am using the random name chooser with my classes so that the students all are prepared to answer questions. I also have students summarize what other students have said when they were unable to answer questions themselves

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I have been using Popsicle sticks more and more to call on students. I also put them back even after calling on them so they know they still have to pay attention. I also have been trying to have them think, pair up, and share with a partner to help them thinking about responses or even to check if they understood directions.

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I tried popsicle sticks and no hands. With popsicle sticks it's been working great putting their names back in so they are always on their toes ready. With no hands; it's difficult because when I did the raise hands method majority of students always rose their hand so there hasn't been much of a difference with kids not particpating or not wanting to. Great techniques trying!

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I have also been using my popsicle sticks more and  replacing them after calling on a student. I have also been holding off to tell the students the answers to keep them more engaged. We have been having more discussions with neighbors before answering questions, this has cut down on a lot of chatter and helped my quieter students participate more.

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I have been using more and more popsicle sticks. I have always used them and put them back but sometimes I would call on hands when I was in a rush. Now, no matter what, I have students Turn and Talk then pull a stick

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I have always used popsicle sticks, but now I am putting the sticks back in after calling on a student. I am also using no hands. Dylan was so right in saying the high students would not like this

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I have tried no hands and sticks. I like no hands, because it lets them all have a chance and they have to be ready. I also have been doing phone a friend, which is nice for the student to think. I just need be better about going back to them!

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I have putting my popsicle sticks back after using them so if students have been called on, they know they need to still be ready if asked again!

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In my classroom, I've been using the no hands technique. It has been working pretty well in my classroom and I've seen a huge improvement in focus and student engagement. It has been a little difficult for both the students and myself to remember they can't raise their hand.

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I have been doing the no hands. It has been working well in my class and my students are starting to pay attention better during lessons.

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I have been pulling names using popsicle sticks. This has been working very well and my students seem to be more on task using this technique.  They know that they need to be paying attention.  I don't know why I didn't use this earlier?

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I have adjusted my choosing students with name sticks, to putting the students' sticks back in so they are aware they may be chosen again- to keep them engaged. I have been using formative assessments more often to monitor which students are getting the concept, and which students need more small group instruction.  I have been using this to monitor the students that need more challenge also, so I can adjust the activity to best meet their needs. I t's a work in progress.

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I work with 1 or 2 students at a time so it is really hard to try and incorporate anything new or different that I wasn't already doing prior to Dylan's presentation.

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I have been using the "no hands" and trying to only pull from my popsicle sticks when I ask a question. I am still getting used to the "no hands" but it seems to be working well and let's more students answer and share what they are thinking.

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When calling on students I use my popsicle sticks. After  I call their name I put the sticks back into the container so that they always have to be ready to called on.
I also use mini white boards much more during my whole group math lessons. This way I can get a quick formative assessment on which students got it and which don't.

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After two first grade students took the math progress monitoring test, I reviewed it and told them how many they had wrong on the page and they had to find it. How did it go? At first the students asked which ones were wrong and I told them they had to find them. They actually worked with one another, comparing their answer and figuring out why they were different. So it worked well!