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A structured, academic discussion with peers — practicing in an environment that is safe and stimulating — used before sharing with the whole class to support reluctant engagers.

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Give One, Get One: Engaging Difficult to Reach Students | Scholastic

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Get shy, quiet, or difficult-to-reach students to engage in classroom discussions with Top Teaching Blogger Justin Lim's Give One, Get One strategy.

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Follow the link below for a description of each protocol.

1. Merry-Go-Round

2. Roundtable

3. Silent Appointment

4. Think-Pair-Share

5. Think Square

6. Inner Outer Circle

7. Musical Shares

8. Numbered Heads Together

9. Partners

10. Salon or Matrix Protocol

11. Team–Pair–Solo

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A quick formative assessment tool also encourages all students—even shy ones—to participate in discussions.

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A quick formative assessment tool also encourages all students—even shy ones—to participate in discussions.

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60-Second Strategy: Appreciation, Apology, Aha!

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60-Second Strategy: Appreciation, Apology, Aha!

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A quick, low-key way to build community in your classroom on a daily basis.
Source: https://www.edutopia.org/video/60-second-strategy-appreciation-apology-aha

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60-Second Strategy: Appreciation, Apology, Aha!

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A quick, low-key way to build community in your classroom on a daily basis.

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Whether your class discussions are online or off, hand signals enable students to engage in multiple ways.
Source: https://www.edutopia.org/video/using-hand-signals-more-equitable-discussions

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Because hand signals allow students to engage both verbally and nonverbally, conversations that use them can be more inclusive. Teachers can post the hand signals in the classroom or share them online so that students can easily refer to the visual reminder.

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Using Hand Signals for More Equitable Discussions

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Whether your class discussions are online or off, hand signals enable students to engage in multiple ways.

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Nurture a positive, supportive atmosphere in your classroom with fun and fast peer shout-outs.
Source: https://www.edutopia.org/video/60-second-strategy-shout-outs

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Nurture a positive, supportive atmosphere in your classroom with fun and fast peer shout-outs.

Grades PK-12 | Providence, RI

Demographic data is from the 2016-17 academic year. Fiscal data is from the 2013-14 academic year.

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Nurture a positive, supportive atmosphere in your classroom with fun and fast peer shout-outs.

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Learning Objectives: Everyone is a part of our learning.

Directions:

Use children's names as the FIRST word in every list teaching onset phonemes. By using their names first, they attach emotion and relationship which increases personal responsibility and improves learning.

For letters that do not match the onset phoneme of the names of children in your class, brainstorm with students the names first of people in your school then other people they know.

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Popcorn Share: Generating Rapid-Fire Ideas

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With the Popcorn Share strategy teachers are able to involve as many students as possible in a classroom discussion. This teaching strategy realizes that most students do want to be heard and participate in the classroom.

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Kindergarten Smarts: Movement in the Classroom

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Kindergarten Smarts: Movement in the Classroom

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http://kindergartensmarts.com/2019/03/movement-in-the-classroom.html

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https://www.youtube.com/watch?v=pwValAWblSw

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How to Help Introverts Thrive in the Classroom

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How to Help Introverts Thrive in the Classroom

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https://tophat.com/blog/introverts-in-the-classroom/

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https://www.youtube.com/watch?v=P1XJHESy9VU

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Why We Need To Pay Attention To Young Introverts

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Why We Need To Pay Attention To Young Introverts

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https://www.forbes.com/sites/robynshulman/2018/10/22/why-we-need-to-pay-attention-to-young-introverts/#7bf70b85630e

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Primary Class: Rules, Transitions, & Movement (Adding Doubles)

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Primary Class: Rules, Transitions, & Movement (Adding Doubles)

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https://www.youtube.com/watch?v=YZQFErJn-Eg

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Learning Objectives:

Everyone engages.

Everyone is accountable.

Source: https://www.teachingchannel.org/videos/student-participation-popcorn-share
Suggestion: Have students stand up when talking, so the class "pops" like popcorn.

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Personal Responsibility - Big Picture Overview

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Personal Responsibility - Big Picture Overview

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"The ability to be a good group member begins with an understanding of responsibility to the team. Our first lessons of the school year involve activities that emphasize the personal responsibility each of us has to ensure the overall success of the group" (Fisher & Frey 4).

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Learning Objectives:

Everyone engages.

Everyone is accountable.

Source: https://www.teachingchannel.org/videos/strategies-for-engaging-students

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Learning Objectives:

Everyone engages.

Everyone is accountable.

Source: https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive
Suggestion: Use regular questions rather than analogies.

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Learning Objectives: Everyone contributes

Sources: https://www.teachingchannel.org/videos/increase-student-participation-getty

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Learning Objectives: Everyone has the opportunity to contribute.

Sources: https://www.teachingchannel.org/videos/stand-up-game

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Learning Objectives:

Everyone asks questions.

Everyone answers questions.

Directions:

Each student individually reads a text and writes a set number of questions.

Students trade questions with partners and answer each others' questions.

If a student cannot answer a question, the partner can show him where to find the information.  However, she cannot give him the answer.

As students become accustomed to the ReQuest activity, they can benefit from additional instruction in types of questions.  Marzano's Question Stems can help. (see below)

Source: http://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-Teams/2015-16/October-8-2015/First_20_Days2.pdf

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Learning Objectives: Everyone contributes.

Directions:

Give students a list of review questions.

Students need to get a different classmate to answer and initial each question.

Students answer the last question themselves at their seats.

Source: http://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-Teams/2015-16/October-8-2015/First_20_Days2.pdf (Walking Review)

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Learning Objectives:

Everyone needs help.

Everyone provides help.

Directions:

Each student writes down a challenge (a question or problem s/he has) on a slip of paper.

Students leave at their challenges at their desks while they walk around the room for a short amount of time and then sit at new desks (musical chairs).

Students read the challenges at their new desks and decide whether or not they can help.  If they can help, they stay seated.  If they cannot help, the rotate one more time.  If students cannot help with their second challenge, they unaccept their challenge by turning it face down on their desks.

One student reads aloud the challenge at his/her desk.  Anyone with a similar challenge joins the first student to form a "challenge group."  Students continue to share until all similar challenges are grouped together.  Students who were unable to answer their challenges join groups where they can contribute.

The teacher takes unaccepted challenges to address them at the end of class.

Students collaborate to determine a solution for their challenges.

Students share their solutions with the class.

Students complete exit tickets stating what their original challenges were and what solutions they can use to address them.

Sources:

http://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-Teams/2015-16/October-8-2015/First_20_Days2.pdf (Helping Curriculum)

http://www.goodcharacter.com/YCC/AskingForHelp.html (Help Swap)

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Learning Objectives:

Everyone engages.

Everyone is accountable.

Directions:

Assign on-task partners.

Provide a given signal (bell ring, double-clap, finger snap, etc)

Give students an on-task partner check.  Sample checks:

Correct page?

Correct materials?

Correct steps?

Correct notes?

Students check to see that their partners are where the need to be.

Source: http://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-Teams/2015-16/October-8-2015/First_20_Days2.pdf (On-Task Partners)

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Learning Objective: Everyone is heard.

Directions:

Create a noise meter with volume descriptions and a movable arrow.

Discuss different situations and corresponding volumes. (E.g. silent - tests, quiet - individual work, moderate - partner
talk, elevated - group work, loud - outdoors).

Practice different volumes by giving students different situations and having them talk at corresponding volumes.

As a class, set the noise meter before activities to illustrate appropriate volumes.

During activities, move the arrow to reflect current classroom volume.

Source:

http://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-Teams/2015-16/October-8-2015/First_20_Days2.pdf

http://www.gridgit.com/post_classroom-noise-meter-chart_548805/

http://www.kidslink.co.nz/hearing-loss-in-the-classroom/

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Learning Objective: Everyone has to defend their opinions with reasons/evidence.

Directions:

Follow the first three steps of "Thinking Tug of War."

Students post sticky notes on a human "scale" to see which side's evidence/reasoning weighs more.

Source: http://bsbooklove.blogspot.com/2016/08/10-things-for-english-teachers-to-have.html

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Learning Objective: Everyone has to defend their opinions with reasons/evidence.

Directions:

Write a controversial statement in the middle of the board.

Write opposing statements on either side of the board representing stances people can take.

Students write evidences or reasons on sticky notes supporting one side or the other.

Students post their sticky notes on the corresponding sides of the board.

Source: http://www.createdreamexplore.com/2014/05/how-about-tug-of-war-making-thinking.html

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Learning Objectives:

Everyone contributes.

Everyone matters.

Directions:

Fold a piece of paper into four squares.

Open the paper.  In the middle of the paper, draw a square. Write your partner's name inside the square.

Fold up the paper again. Write 1 question in 1 quadrant that you'd like to ask your partner to get to know him/her.

Trade papers with your partner and answer his/her question.

Trade back papers. Write a new question in a new quadrant.

Continue until all of your quadrants are full.

Introduce your partner to the group using the information from your silent interview.

Source: http://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-Teams/2015-16/October-8-2015/First_20_Days2.pdf