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bere bere bere bere tuve ru ne vide vide

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bere bere bere bere tuve ru ne vide vide

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I like to have students sit in small groups and do a turn and talk before I call on students individually. This allows them to add on to their thoughts or omit others. They build confidence in what they are conveying to their classmates.

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I like the students to have time to talk with tables before speaking with the whole class. I can either randomly call on students or ask for volunteers that can share out. If an EL student is uncomfortable speaking out loud the table talk helps them get comfortable speaking with academic language.

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Give time to think and use popsicle sticks.

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Give time to think and use popsicle sticks.

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I have used a website called wheelofnames and it is a wheel like wheel of fortune that randomly lands on a students name when it spins!

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I would like to have a colored sticker on each student's desk and call on a specific color to answer a question.  I would give more wait time to ELs by not calling on them first.  I would also provide sentence stems for them to use, and use ready response signals so I would know when students were ready to answer.

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Hi I do not think I am supposed to be here

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Hi I do not think I am supposed to be here

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Hi I do not think I am supposed to be here

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I use random team generators to allow them to work with classmates of diverse backgrounds. When sharing out, I pick the student with the shortest hair, red on their clothing or last name that begins with a certain letter, etc.

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I use index cards with the students name/self given nick name to randomly pick people to work out problems or answer questions. I usually only use them if the students have had a chance to practice, discuss or rehearse beforehand

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With Apple TV now installed in my classroom, I use it to conduct class critiques of their artwork. I begin by asking for volunteers to mirror their artwork to the screen to discuss. As a "reward" for volunteering, I allow the student to pick someone to share their work.

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odds and evens

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Digital randomizers and other methods of grouping. I used to use clothespins and a cloths-line for students to group themselves and a random way. It also enable them to get up and move a bit.

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Draw cards or use Popsicle sticks.

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I will sometimes pre-assign a student a question. For example, I will tell them, "I am going to ask for your input on question 3" That way the student has time to process and formulate something to contribute. If they cannot, I will say "that's ok, I'll come back to you after question 5" that way there is no opt out.

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When discussing and analyzing a text, I often provide my ELs with sentence starters. This allows them to convey their thoughts using academic language and further builds their understanding of the lesson. I am very interested in trying Wheel Decide! I believe that it would be a great way to engage more students in sharing out.

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I try to call on students who do not normally participate.  I mix it up based on where I am in the classroom since I pace throughout the class.

I try to support students by having students write on their schoology assignments as best as possible – then we discuss how to frame the sentences to ensure effective communication.  I also let them convey their content knowledge in a fashion they are comfortable with.

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I like to ask for volunteers but I also will monitor the room and a lot of the times kids will mouth the correct response without actually saying it. If I see that (knowing they know the correct answer) I will call on them and encourage them that they were correct and just need to say it out loud.

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I like to ask for volunteers but I also will monitor the room and a lot of the times kids will mouth the correct response without actually saying it. If I see that (knowing they know the correct answer) I will call on them and encourage them that they were correct and just need to say it out loud.

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Rushing

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At the first of the year the kids make "Face Cards." It's a great way to get to know the students, and I use these cards for EVERYTHING ... from creating groups, recognizing birthdays, and calling on students randomly - always after a nice amount of wait time after I pose the question.

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Saw a fun option at the CTE Conference this summer.  Had a huge beach ball that was clear and filled with fun glitter or feathers.  Large circle with numbers on them were drawn on it with permanent marker.  It was tossed around the room.  Someone would catch it and the presenter would saw "what number is closest to your right pointer finger", or "what number is closet to your left thumb". That would then dictate a question to be asked and answered by that person, or that it would just ask an question to the whole class. Either way in involved various people and kept people on their toes because they didn't know if the ball would get tossed their way next.

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Sounds elementary, but I used to use popsicle sticks to call on kids, or the good ole "popcorn" method. Would like to try a generator app to mix things up as well!

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Ask for volunteers and then use wheeldecide.com.

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I like think, pair share for providing some freedom to discuss and frame a response so no student feels on the spot-they can be prepared.

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Every kid likes to talk about when their birthday is... I'll pick a month or the approaching birthday to randomize.
I'll also give the class a minute to work with a partner to check understanding.  Quick peer tutoring may offer better support for future struggles.

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Having students working together in groups and letting the group choose the next group.

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When teaching archetypes in literature previously we examined tarot cards as an example of archetypes and an organizational structure. Students related to a card of their choice, and I could use the cards to call on them.

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I really like the idea of "airplane stacking" for open-ended answers. Here's the process:
1. ask the question;
2. provide wait time;
3. ask for 3-5 learners who would be willing to answer to raise their hands;
4. Assign the learners an order: "Okay, Jenna's going to answer first, Han will go second, and Sriram will answer third."

BEFORE anyone answers the question, you have 3-5 learners "waiting on the runway." With ELs I would be intentional about stacking them 2nd or 3rd so they have more processing time and can hear at least one peer's response before they provide their own answer.

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I assign students a calculator number on the first day of school.  I use the random number generator on the calculator to randomly pick students when necessary.

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I encourage students to know that as they are presenting in class, every student in the room is to take part , so they need have complete confidence . in the subject matter- whether it's reading the problem, explaining the process or answering questions.

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I pause, then ask for a volunteer or a stronger student first.  Other times, there is one speaker for the table and the table picks the speaker.

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I randomize my class seating using a deck of cards. I change the grouping pattern every time so they have no idea how Im going to do it. By assigning roles that rotate as class discussion progresses, it gives every learner a chance to share their voice. The first answer is structured through collaboration within the group, but the response to guided questions rests solely on the speaker for that round. Sentence stems provide a great way to help direct EL learners toward an appropriate response.

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I bought a set of pencils that group a students using shapes, colors, and numbers. I also ask kids that work in teams to at least be ready to answer one time during our discussions, they fill out a sticky note once everybody had participated to earn points for their team

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I use popsicle sticks to call on my students.  This helps me make sure everyone has been called on and all have a chance to participate in our activities.  

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I use popsicle sticks to call on my students.  This helps me make sure everyone has been called on and all have a chance to participate in our activities.  

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I like think, pair share for providing some freedom to discuss and frame a response so no student feels on the spot-they can be prepared.  Index card drawn is another more direct route I have used.  I think an App that randomizes would be nice to use as well.

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I like think, pair share for providing some freedom to discuss and frame a response so no student feels on the spot-they can be prepared.  Index card drawn is another more direct route I have used.  I think an App that randomizes would be nice to use as well.

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Matt Bowden                                    My literature class is sort of founded on our class discussions, but I rarely call on students randomly. I usually select a student moderator and share the discussion questions a few days ahead of the actual discussion. This gives students, including ELs, to think and reflect on the questions and their responses ahead of time. Inevitably, the discussion takes on a more organic feel and goes down various unexpected rabbit holes, but the questions are our grounding point.           

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Matt Bowden                                    My literature class is sort of founded on our class discussions, but I rarely call on students randomly. I usually select a student moderator and share the discussion questions a few days ahead of the actual discussion. This gives students, including ELs, to think and reflect on the questions and their responses ahead of time. Inevitably, the discussion takes on a more organic feel and goes down various unexpected rabbit holes, but the questions are our grounding point.           

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If you know your students then you can call on them and know the student well enough to know who to call on. I have also used a randomizer. I also love to use the Think-Pair-Share method for less pressured conversation between students

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I have used online randomizing apps whose roster order are sometimes known only by me, and sometimes are posted in advance (especially if questions are complex and correlate to others around it: they are encouraged to pay attention to others' answers). For ELL support, I can purposefully ask questions to expand on or go a different direction than a previous answer to lessen having to mentally scramble to gather content as well as fluency. Once I know their level of comfort, it is also easy to strategically insert questions to have the class discuss in pairs or tables and then monitor small discussions. This has helped to lower anxiety of articulating to the whole group while ensuring they are given equal opportunity and voice.

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I've used index cards in the past, plus a roster. I like to record instances of good participation and often provide rewards (a point here or there on other assignments) even for small things when students aren't called on. I'd like to incorporate some thinking stems with the cards so that not only is it randomized, but students have a starting point to help get them there.

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I post the question on the board or projector and let the entire class have a moment to think, then I have students pair up and discuss their response, then students can pass around a ball (popcorn method) and they can give their partners response.

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The popsicles stick idea sounds like a good one. I just try to alternate between the rows of students. I always give ELS students extra time to answer, and I also help them if a word is troubling them.

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The popsicles stick idea sounds like a good one. I just try to alternate between the rows of students. I always give ELS students extra time to answer, and I also help them if a word is troubling them.

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I let students know that when they are presenting something in class, every student in the group takes a part, so they should pick something they're comfortable with - whether it's reading the problem, explaining the process or answering questions.

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I like to use old fashioned popsicle sticks or a random name generator app. I allow my learners to use different strategies to share with a partner or small group before calling on an individual so they can get their thoughts prepared before being asked to share with the whole group. This also helps ELs with phrasing and hearing the way others are speaking about the same topic.

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I might use a random name generator app, but only after I know my students and their abilities well. I need to be prepared to offer an appropriate level of support to each student. I prefer to call on a table or group, so that they can collaborate before answering.

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In the past i have broken assignments up into different parts/ steps. I allow wait time for an answer to the first step. The student with the answer will demonstrate the step. The student with the next step then demonstrates and so on. For new students they are allowed a "pass" to allow more time to develop a response. Upon asking a general question to the class, I make sure to walk by EL's to ensure they are formulating correctly, I then ask if they are willing to share. Most of the time they have become comfortable enough to share.

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One of my favorite ways to include all learners in class discussions is to use chair color prompts. In my science lab there are four different colored chairs at each lab table. I will post the color coded discussion questions on the screen and students think of the answer to their color question then discuss it with their table at the appropriate time. I can check in on my EL's during the thinking time to make sure they are on the right track with their question answer. The sharing out is less intimidating because it is with the table group only simultaneously while all the other table groups are doing the same thing.

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Calling out random items like who owns a beagle or who has a cat? Who saw the latest Avenger movie? This gets kids quickly engaged and allows for various students to respond. Because I teach a AP class, the language barrier is rarely an issue. If it does, either restating questions in more direct terms the student is more familiar with helps.

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I've used dice to randomly call on students as well as to have students go to a station in the room for questions. I have also used the "pair" cards of celebrities for partner activities.
I use sentence stems for socratic and fish bowl discussions.

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We use dice. Students pick number beforehand and we roll to designate speaker. In the beginning, we use phone a friend with newcomers. This year we are putting sentence frames / stems on each table, rather than the wall, to encourage academic response and elaboration. I use popsicle sticks when I need my random to not be random - cup in a cup. I think will try a randomize app, letting a student be in charge - raise the comfort level for BICS communication, then add CALPS. Wait time is something we practice with a timer at the beginning of the year - everyone has to wait before answering.

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I have used Think/Pair/Share which helps students that normally wouldn't speak up be heard.  I have also used Today's Meet (doesn't exist anymore) and a couple of other apps.  I think the bottom line is you need to make all learners feel important and get to know them, this goes a long way.  Takes a little time, but works after a few weeks.

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I have used Think/Pair/Share which helps students that normally wouldn't speak up be heard.  I have also used Today's Meet (doesn't exist anymore) and a couple of other apps.  I think the bottom line is you need to make all learners feel important and get to know them, this goes a long way.  Takes a little time, but works after a few weeks.

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I allow for students to collaborate and have a small group discussion before a larger class discussion.  This allows me to scan the classroom to see who may need more support as well as allowing EL's more processing time.
To randomize I have used digital options, index cars, and popsicle sticks.

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In the past I have used popsicle sticks and sharing with a partner or group talk.  Another effective strategy is that I listen to partner talk and then ask the partner group ahead of time to both share out to the whole group.  This allows time for EL learners to formulate a response in a complete sentence and think time.

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I allow wait time. Then ask for a volunteer or a stronger student first. Other times, there is one speaker for the table and the table picks the speaker.

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I often use popsicle sticks to call on students. I also like when learners think, pair, and share their ideas. It does not place stress on the ELL, and learners love to help each other. However, I like the idea of a randomized app to call on students as well.

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I use popsicle sticks with all my students name on them. If they get the answer wrong then they simply will have their name put back in the cup. This allows students to try later and does not create pressure on students. Students who answer correctly are removed from the cup until everyone has answered a question correctly.

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I use popsicle sticks a lot to help randomize who I am calling on. This is helpful for all of my students, not just my EL's. I also like to use think-pair-share a lot, which allows them more time to process and gather their thoughts into something a little more coherent.

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I usually do give students wait time, then I let them turn and talk to their bilingual partner that way if one of them doesn't understand, the other can explain or help. I have trained my students to put their thumb up in their chest when ready to share. Then I choose a learner to pick another student to answer. And to avoid learners only picking their friends I might say: pick someone that sits on the green table; (if it is a boy I will say choose a girl) pick someone that hasn't try it; pick someone that is wearing red etc. I always encourage students to speak in complete sentences and always have a sentence steam to support them.

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I use popsicle sticks, chair colors, and the wheel generator to randomly call on learners. I think using group/peer rehearsal like think-pair-share along with sentence starters are great tools to help ELs feel more confident with sharing out their response.

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I like using Wheel Decide (random name generator) when calling on learners. They like the noises it makes and being able to see who the wheel will land on. I also like giving kids time to work with each other or process questions so they don't feel put on the spot!

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I use a random name generator to call on students. I also think sharing with a partner is a good way to get discussions going without causing stress for Els and other students.

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I have used a randomized app as well as popsicle sticks in my classroom. Students were given the opportunity to discuss their answers with peers ahead of time to help alleviate any anxiety.

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I love the idea of using a randomizing app! I also think Think-Pair-Share or group discussions help ELs best. A great point was made earlier that peers can help Els with phrasing/sentence structure during this group time. In this case, ELs are getting to work on both academic and social English.

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After allowing partnerships to discuss together, I often ask one child within the partnership to share what they talked about, then the next time around the other child will share. As I'm taking notes in my conferring and small groups documents to collect data regarding the skills being taught, I can also keep track of who has had a chance to respond out loud and who hasn't yet.

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I always use groups/teams (of 4 or more) when delivering and reflecting on new material. During discussions, there are at least four talk-backs points and each person must respond to one of these reflection pauses. Students are encouraged to speak for their team (after a few moments to discuss with group). Also, each student can “choose” which discussion point they wish to respond to. I feel this helps them have confidence because they can respond to what they feel most comfortable with.
The resources they have would be vocab I write on the board (or slides). ELLs also have the native English speakers in their group as well as another friend I might have paired them up with (best case scenario is to put someone who speaks their language in their group as well).

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I typically use the random name generator app or flippity. I usually do not choose a name randomly before allowing my students to talk as a table group first. This allows my students to share in a smaller setting and gather their thoughts before being called on to talk in front of the whole class. This also allows me to walk around the class to listen in on the conversations happening at the tables.
For my ELS, I think this also allows them to hear what other students are saying and get help from their peers phrasing what they want to share.

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I have used all kinds of randomizing methods, but I really like using think, pair, and share. I think Monica is right about preparing those who are most reluctant by giving them some notice even if its at the beginning of class (decreasing the stress factor).