This is one strategy to show a written response that I use on a regular basis. When we are doing whole group practicing I use white boards most of the time. Once they have solved for their answer I have them show their answer and if I see that a student has solved the answer incorrectly I show them what mistakes were made in their problem. I also use the ready response "put your pen on your paper when you are ready" to show me that they understand the direction given and that they are ready to begin class. When "making choices" I use the signal "thumbs up/down" a lot. For example, today we used it in a lesson when determining whether something was a pro or con. Once we read and discussed I asked if they thought it was a pro they would show me a thumbs up and if it was a con they showed me a thumbs down. When ranking a usually use it to see if a student needs more help with a concept or if they have grasped it. Once we are done with the whole group mini lesson I will ask to show a thumbs up if they understand it, a thumb sideways if they kind of understand it, and a thumbs down if they do not understand it. I buddy up the kids that showed me thumbs up with someone who showed me a sideways thumb and I pull my small group with kids who showed me a thumbs down. All of these signals are a great way to receive a quick response without having to be verbal.
Here in the gym I use total response signals all the time. I use them for understanding or getting quiet. For example, two thumbs up, spirit fingers, finger on nose, etc.
For total response signals I typically use hand movements or whiteboards.
For most whole group instruction, students have whiteboards where they can write their response/answer. This way I am able to see what everyone is thinking in a quick glance. It also allows me to circle the room and make notes of who I should pull to work with in a small group at a later time.
I also use hand signals as a response. Students can demonstrate understanding with a thumbs up, thumbs down, or a sideways thumb if they are unsure or do not know the answer. I also have a hand signal I taught the class to do when someone says an answer they were thinking in their head. The signal is our "me too" response and is intended to prevent students from saying "that is what I was going to say."
My previous school had a teacher for students with hearing impairments, so she also offered an after school program for teachers that wanted to learn sign language. So I’ve taught the students the alphabet and will continue to teach them some basic words. A few of the videos, such as brainpopjr. have an online quiz we do together as a class, so I have the students show me A, B, C, or D in sign language so that I can also see who is understanding the content. I will also used thumbs up, or down and other activities offered in this chapter.
For Total response signals I usually have the students touch a part of their body. Example, touch you nose, touch your ear. put an elbow up in the air. Sometimes when I ask for a total response signal, I will ask the children to share their response with a person next to them. This way many students who will not respond in front of the whole class, will respond to a friend. I also make sure I give plenty of wait time for all the students to respond..
For total response signals, I have students either show me on their fingers a number, or I have them give me a thumbs up, down, or sideways to verify understanding. I will also be trying one-word call out on wipe boards to use during reading, social studies, and writing time.
I use total response frequently in the classroom. The other day I did a mini-lesson on the differences between "there, their, and they're". I taught them the difference and had them write a sentence on the board using each word one at a time. They would hold up their board to show me and I could easily check and see who was understanding. I even let them show their elbow partners to check and help.
When I need to get the attention of the class, I often have them do different things like, "clap twice if you can hear me," "put your right finger on your left ear," "hold up your pencil if your ready," etc...
When we do multiple choice problems on the board (such as with brain pop), I have everyone participate by showing the number (1,2,3, or 3) with the fingers of the answer that they choose.
Sometimes we even do brain breaks which involve many various total response signals to give their brain a rest and their body moving (I use a thumb ball for this that has different activities.)
I have found many successes in using total response signals.
I use total response for different purposes during the day. Oftentimes, we count down from five on our hands to gain their attention or transition to another activity. During lessons, I will ask that they put their tools down to signal that they are ready for the next step. In class discussions, we put our hands on our heart when we make connections to the read aloud or another person's thoughts. We also use the mini-white boards for written responses with partners and independently. They hold them up for me to read their thinking, and we discuss their responses as a class. Sometimes we take gallery walks to read everyone's thinking.
I have used total response signals to get an idea of how many students have mastered a math concept. Hands in the air if they "get it," hands on the shoulders if they kind of get it, and hands on the desks if they need more instruction. I also use the strategy often to check for understanding of directions or academic concepts. The crazier the response, the better the students will pay attention and respond. They will also suggest signals for me to use like clothing color. Sometimes, I check multiple choice test responses by having students walk to a posted letter on the wall--A,B, C, D--that they chose as their answer to a question earlier.
This is one strategy to show a written response that I use on a regular basis. When we are doing whole group practicing I use white boards most of the time. Once they have solved for their answer I have them show their answer and if I see that a student has solved the answer incorrectly I show them what mistakes were made in their problem. I also use the ready response "put your pen on your paper when you are ready" to show me that they understand the direction given and that they are ready to begin class. When "making choices" I use the signal "thumbs up/down" a lot. For example, today we used it in a lesson when determining whether something was a pro or con. Once we read and discussed I asked if they thought it was a pro they would show me a thumbs up and if it was a con they showed me a thumbs down. When ranking a usually use it to see if a student needs more help with a concept or if they have grasped it. Once we are done with the whole group mini lesson I will ask to show a thumbs up if they understand it, a thumb sideways if they kind of understand it, and a thumbs down if they do not understand it. I buddy up the kids that showed me thumbs up with someone who showed me a sideways thumb and I pull my small group with kids who showed me a thumbs down. All of these signals are a great way to receive a quick response without having to be verbal.
ReplyDeleteHere in the gym I use total response signals all the time. I use them for understanding or getting quiet. For example, two thumbs up, spirit fingers, finger on nose, etc.
ReplyDeleteFor total response signals I typically use hand movements or whiteboards.
ReplyDeleteFor most whole group instruction, students have whiteboards where they can write their response/answer. This way I am able to see what everyone is thinking in a quick glance. It also allows me to circle the room and make notes of who I should pull to work with in a small group at a later time.
I also use hand signals as a response. Students can demonstrate understanding with a thumbs up, thumbs down, or a sideways thumb if they are unsure or do not know the answer. I also have a hand signal I taught the class to do when someone says an answer they were thinking in their head. The signal is our "me too" response and is intended to prevent students from saying "that is what I was going to say."
My previous school had a teacher for students with hearing impairments, so she also offered an after school program for teachers that wanted to learn sign language. So I’ve taught the students the alphabet and will continue to teach them some basic words. A few of the videos, such as brainpopjr. have an online quiz we do together as a class, so I have the students show me A, B, C, or D in sign language so that I can also see who is understanding the content. I will also used thumbs up, or down and other activities offered in this chapter.
ReplyDeleteFor Total response signals I usually have the students touch a part of their body. Example, touch you nose, touch your ear. put an elbow up in the air. Sometimes when I ask for a total response signal, I will ask the children to share their response with a person next to them. This way many students who will not respond in front of the whole class, will respond to a friend. I also make sure I give plenty of wait time for all the students to respond..
ReplyDeleteFor total response signals, I have students either show me on their fingers a number, or I have them give me a thumbs up, down, or sideways to verify understanding. I will also be trying one-word call out on wipe boards to use during reading, social studies, and writing time.
ReplyDeleteI use total response frequently in the classroom. The other day I did a mini-lesson on the differences between "there, their, and they're". I taught them the difference and had them write a sentence on the board using each word one at a time. They would hold up their board to show me and I could easily check and see who was understanding. I even let them show their elbow partners to check and help.
ReplyDeleteWhen I need to get the attention of the class, I often have them do different things like, "clap twice if you can hear me," "put your right finger on your left ear," "hold up your pencil if your ready," etc...
When we do multiple choice problems on the board (such as with brain pop), I have everyone participate by showing the number (1,2,3, or 3) with the fingers of the answer that they choose.
Sometimes we even do brain breaks which involve many various total response signals to give their brain a rest and their body moving (I use a thumb ball for this that has different activities.)
I have found many successes in using total response signals.
I use total response for different purposes during the day. Oftentimes, we count down from five on our hands to gain their attention or transition to another activity. During lessons, I will ask that they put their tools down to signal that they are ready for the next step. In class discussions, we put our hands on our heart when we make connections to the read aloud or another person's thoughts. We also use the mini-white boards for written responses with partners and independently. They hold them up for me to read their thinking, and we discuss their responses as a class. Sometimes we take gallery walks to read everyone's thinking.
ReplyDeleteI often use count down from 5; the "VOE" clap also works well.
ReplyDeleteI have used total response signals to get an idea of how many students have mastered a math concept. Hands in the air if they "get it," hands on the shoulders if they kind of get it, and hands on the desks if they need more instruction. I also use the strategy often to check for understanding of directions or academic concepts. The crazier the response, the better the students will pay attention and respond. They will also suggest signals for me to use like clothing color. Sometimes, I check multiple choice test responses by having students walk to a posted letter on the wall--A,B, C, D--that they chose as their answer to a question earlier.
ReplyDelete