Student
Ephrata Educates Through Engagement
Promoting student investment and motivation by creating the
conditions that foster total participation.
Teacher
Content
Bounce Cards
Description- Bounce cards are used to facilitate discussion among students during a unit.
They encourage conversation among students that are shy .
How it Works1. Begin by having a student model a conversation while the class observes. It is a
good idea to practice with this student prior to the demonstration.
2. After modeling a conversation that doesn’t result in much conversation, discuss the
importance of conversational skills that allow ideas to bounce from one person to
the next.
3. Discuss three approaches to responding to peers’ comments”
o
Bounce: Students bounce ideas off of each other or extend the idea.
o
Sum it up: Students restate what their peers say and make connections
to what they have to say.
o
Inquire: Students ask a question in response to what their peers say.
4. Use the Bounce Card sentence starters to model a conversation.
5. Students should practice using prepared prompts.
Webb’s Depth of Knowledge (DOK) Tip- Students should be developing everyday
conversational skills. Practice with deeper conversations should extend student thinking
(Level 4 DoK).
Reflection
Do Bounce Cards help to build community in your classroom?

Does every student have a Bounce Card? Is it time to revise questions on your
Bounce Card?
Based on the work of Persida and William Himmele, Total Participation Techniques, pages 68-70.
BOUNCE CARD
Bounce:
Bounce an idea off your classmate(s). You can start your sentences with:
“That reminds me of…..”
“I agree, because…”
“True. Another example is when….”
“That’s a great point…”
Sum it up:
Restate what your classmate said but in a shorter sentence. You can start
your sentence with:
“I hear you saying that….”
“So, if I understand you correctly….”
“I like how you said….”
Inquire:
Ask you classmates questions in order to gain a better understanding of
what they mean. You can start your question with:
“Can you tell me more about that?”
“I’m not sure I understand…?”
“I see your point, but what about…?”
“Have you thought about….?”