Call and response.

• give the answer and students repeat the answer.

Another student gives the answer.

• student gives answer and student repeats answer

Give clues and students think about it

Another student provides a cue.

• another students give a clue (20+5)

Ask follow up questions.

• can you tell me why?

• Can you give me another example?

( Derek Guerra ESOL I & II)

you can combine them if needed like if a the other student doesn't get the answer right you can do call and response with both students. Show praise!

1. Call & Response - provide answer and SW repeat the answer.

2. Student Responses - SW answer with 'I don't know' so then pick someone who does know' and loop back.

3. Clues - TW giving hints that build on student's prior knowledge

4. Student Help - other students provide clues that may help the student.

*Students must answer questions. Not calling on students even though they may not know the answer is not an option.

- Morgan Austin

2: Call and response. Teacher gives answer and student repeats the same answer.

3: Another student gives an answer and the first student (who was unsure of the answer) repeats the answer.

4: Teacher provides clue which helps student find the answer

5: Another student gives a clue to the student who is unsure of the answer which helps the initial student answer

This helps increase student participation and change their attitude from i can’t to i will. It will also help them answer correctly and/or (simply) answer most of the time!

1) call and response

• the teacher gives the answer and has the student repeat it

2) another student provides the answer

• The teacher chooses another student to answer correctly and the first student repeats the correct answer

3) a cue is provided

• the teacher provides a hint or clue for the student to use to formulate an answer

4) a cue is provided by a student

• a peer gives a hint or clue and the student uses it to formulate an answer

In the end, the goal is to have the original student provide a correct answer to the question.

1. Allow student to take more time to process and think of response

2. provide the answer and have student repeat

3. Have another student provide the answer and have student repeat

4. Provide and clue for the student

5. Have another student provide a clue for the student

Natasha

Angie Pieniazek

2. Provide a clue and lead the question

3. Follow up with questions to probe for thinking/reasoning (add rigor or scaffolding).

4. prime the student by giving time to reflect and let them know the teacher wants them to share their answer before questioning has started.

5. encourage students who are embarrassed by thanking them for their hard work and that their voice makes a difference.

   
   

If a kid says, “I don’t know,” I just give them the answer, and then they repeat it back to me.

Format 2

If they don’t know, I can call on another student to give the answer. Then I go back to the first student so they can say it too.

Format 3

Instead of giving the answer, I might give them a hint or a little nudge. That way they can figure it out themselves and say it.

Format 4

Sometimes I’ll have another student give the hint, and then the original student uses that hint to get to the right answer.

Format 2 - another student provides answer, and initial student repeats

Format 3 - teacher provides clue which student uses to find answer

Format 4 - another student provides a cue which the initial student uses to find the answer

I wasn’t sure which was meant to be the fifth format. At the beginning he offers scripts for how to give students time to answer. He also suggests asking for another correct answer or an explanation of a correct answer. Then he gives scripts for adding rigor. Towards the end, he troubleshoots the four formats a bit.

1 call and response - you provide the answer and they repeat it

2 another student provides the answer, the initial student repeats it

3 provide a clue which the student can use to find the answer

4 another student provides a clue which gives the initial student another way of knowing

5. Give a second student a clue and then have the second student provide the initial student with a clue

2- student provides answer, another student repeats answer.

3- teacher provides clue, student uses clue to provide the answer.

4- student provides a cue, and initial student uses cue to provide the answer.

5- provide encouragement to students who feel embarrassed/give students extra time by moving on to someone else, but coming back to them.

1: simple call/response. Provide answer to student and have the student repeat it at least once.

2: Have another student provide the answer to the question, then have original student repeat the response at least once.

3: Ask questions leading to the answer to the original question, building on previous knowledge and confidence in the student, then finally having the student repeat answer.

4: Have another student a clue to initial student that guides them to correct answer to build teamwork and confidence in both students.

5: Encourage all to participate by ensuring all students are provided with opportunities to not only answer, but build towards answering correctly while creating a teamwork oriented environment where all answers are welcomed as an opportunity to grow.

1. You provide the answer and student repeats it correctly.

2. Another student provides the answer and first student repeats it.

3. You give a hint then student uses it to find the answer.

4. Another student gives a hint and the first student uses it to answer.