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We use phone a friend when students get stuck but need to bring it back to the student who was stuck, to have them explain the answer their friend gave.

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I will have my students phone a friend if they are struggling to answer a part of the question.

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4th grade
We would like to try to have the earlier finishers help the friends still working. We noticed a lot of our earlier finishers have a hard time explaining their answers but they are able to produce correct work. Maybe this will help encourage those students to better explain their work for their own benefit but also hearing their friends explain will be helpful too.

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I like using basketball questioning. Especially with ENL students, sometimes they know the understand but have a hard time explaining the reasoning. It’s a good way to get other students involved and engaged so others can help answer. It’s also helpful for the student who might be help to have their peers explain it

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I have used the strategy call on a friend where if a student I having difficulty answering a question their friend will help. I also used the popsicle strategy where students are not participating that I pick a popsicle to answer the questions.

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I really enjoyed learning about the use of scaffolded questioning. It was mentioned when discussing what to do when a student is called on and doesn’t know the answer. Instead of calling on someone else it is helpful to have the student answer a different question which will eventually lead them to the correct answer of the original question.

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5th grade
I would use seek a partial answer to have students to answer a short response. I would pass to another student to give a reason. I would pass to another student to give a piece of evidence etc.

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I would use the basketball strategy during ELA class with my students. When answering an open ended question, I would have another student explain why they agree or disagree.

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We already use Basketball questioning, but it is definitely something that I can purposely plan for it.

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We already use Basketball questioning, but it is definitely something that I can purposely plan for it.

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We use the basketball questioning method in the classroom all the time. However, I never knew the name of the method. This definitely engages the students on a different level compared with 1:1 questioning.

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I have a RR group with both 1st & 2nd gr students. Choosing the 2nd gr student to be teacher can elevate the self esteem of the older student.

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I have a RR group with both 1st & 2nd gr students. Choosing the 2nd gr student to be teacher can elevate the self esteem of the older student.

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I love and also use student as a teacher. I’ve seen students thrive using it especially ENLS because they can watch role models and establish confidence

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I want to use the “if this is the answer what is the question” strategy in my class. I think this is a great way for students to get involved and engaged and actually retain.

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I can’t wait to use the “if this is the answer, what is the question” strategy. It will give students an opportunity to be creative and think about their responses.

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I’m math we also have students check their work with a partner and they ask each other to explain their thinking or strategy.

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I would like to use much more of this in the classroom. The question is not just answered but expanded upon in a deeper way adding other students thoughts.

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Open ended questions for the ENL students that I work with to improve their speech. Help them speak with more detail in English so they can become more comfortable with the language and apply it in school and at home. 

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Open ended questions for the ENL students that I work with to improve their speech. Help them speak with more detail in English so they can become more comfortable with the language and apply it in school and at home. 

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 I have “lucky ducks” to random call on students. My students love to play teacher which allows me to guardrail how they think through the concept

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 I have “lucky ducks” to random call on students. My students love to play teacher which allows me to guardrail how they think through the concept

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The basketball questioning. We kind of already use it in our classroom in a different form.

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I love the student as teacher. We used that in our class and students are so much more engaged than when we teach! We also allow them to hand out tickets. Having sentence starters ready to go for ELLs. In addition to question stems posted is also helpful

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One thing I can take away from this is having the students make their own questions so the students know how to use the different terms and and concepts in music. If students make their own questions surrounding why certain solfege is, then they understand how it can be applied in different keys.

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I loved the basketball questioning technique! I can use this in small group to engage students and have them practice listening skills as well.

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Basketball questioning. Can be used with ELLs to help with their focus. This activity encourages students to focus and pay attention something most ELLs struggle with. This activity also helps student’s practice their oral language skills.

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Occasionally, I will warn students that I will be calling on them to answer a specific question. In doing so, students will have time to mentally prepare themselves.

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I enjoyed learning about the student as the teacher questions type. I would like to incorporate that more in small groups.

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Student as a teacher-
We use this often. Our students benefit from collaboration and this gives them the opportunity to hold themselves accountable for their answer. Then once they share their answer students can ask questions or evaluate the answer their classmate gave.

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I would use the basketball strategy in my classroom. I think this would help students come up with more higher leveled answers to questions since their peers are responding to the same questions.

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When I have kids that aren’t participating. I sometimes tell specific students I’m going to call on them next and then pose the question. It gives them a heads up so they’re not surprised.
This works well for ENL students as well.

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I love using the strategy “Phone a friend”. The students are excited that they get the power to choose a friend, when they do not know the answer. Once the friend says an answer, the original student has more confidence/knowledge to share an answer too.

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In my classroom, I have students read text and create their own questions and then they swap papers with a partner to answer the other persons questions.

After reading a story or section of a book, students will use sentence stems and create a question based off of each level of questioning. They usually like this activity as it allows them to become “the teacher” and prompt their classmates to answer tricky questions about the reading

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Basketball questioning - I use this to help my struggling students elaborate on thoughts and ideas that students come up with during a lesson to give them an opportunity to put it in their own words