Total Participation Techniques1/No Opt Out
Strategies
Pair/Share – random call with Popsicle sticks, cards, tickets, etc.
To make higher level – make sure prompts require the various viewpoints or components of your
strategies. For example, “How might the concept of an electoral college be considered undemocratic?”
Quick Write
 Select a prompt
 Give specified time to collect thoughts and write down a response.
 Follow up with a Pair-share, a Networking Session, or a Chalkboard Splash
 Make sure higher level by using wide-open questions such as “in what way…” and “how might
things be different”. Or “why is this important?” and “how does it relate to our lives”
Chalkboard Splash:
 Students record answers to pair/share or quick writes on assigned spots on the room’s whiteboard
or chart paper.
 Ask students to analyze peer responses for three things: Similarities, Differences, and Surprises.
 Use organizer for debriefing form
Similarities
Differences
Surprises
Thumbs up when ready (Red/Green cups, Process Cards – see p. 40 of Total Participation
Techniques)
 Ask students to reflect on prompt
 When ready, they put up thumb as signal ready to move on
 Add Pair Share
TBT (Total Participation Hold Ups)
Have pre-made cards that have a number, True/Not True, Multiple Choice Cards, or answers on small
whiteboards
Line Ups and Inside/Outside Circles
 Prepare questions/prompts that allow for discussion by pairs of students.
 Ask students to stand in two parallel lines of the same length or in two concentric circles.
Ask students to turn and face person across from them.
 Refer to first prompt and have students discuss.
 Use signal to get attention. Thank line mate, move two steps to left.
 Be ready to report out ideas from random call
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Many strategies taken from or adapted from Himmele & Himmele (2012). Total Participation Techniques. ASCD
Three 3’s in a Row
 Prepare 9 questions in the Three 3’s template
 Students walk around the room asking peers to explain ONE answer to them.
 Students summarize their peer’s responses in the boxes. (Students must write on their own paper
summarizing another’s response.)
 Students find another peer to answer another question. You can either go through all 9 questions
(black out) or 3 in a row (Bingo)
 Go over answers in the class.
Provide a definition for TPT
Initial _______
Explain how you plan to implement
at least two TPT’s next week
Initials ____
Describe an interesting experience
with TPT and discuss how it
enhanced learning.
Initials _____
What is the most essential ingredient
in TPT conducive classroom
Initials ______
Explain how TPT’s might have
helped you during your own school
experience.
Initials ___
Pretend you are talking to a parent,
explain why you are using TPT’s
Initials ____
Explain which TPT’s in your
opinion, would do the most to ensure
higher level thinking.
Initials______
Describe how TPT’s can lessen the
achievement gap.
Initials______
Explain how including TPT has
changed how you plan your lesson.
Initials______
Example adapted from p. 63
A/B Partners and then random Call
Partner A talks to Partner B. B stands up and is ready to share what partner A said. Swap roles with next
prompt.
I don’t know is not an option instead…
• “phone a friend”
• say, “what do you know about this topic?”
• Say, “if you did know, what answer might you give?”
• come back to the person and have them repeat the answer from someone else.
Ask a student to summarize another student’s answer using random methods
Swap Meet
 Students write answers on three cards and walk around and verbally share answer and trade card.
Numbered heads together
 In your team, number off 1-3.
 Up and out of chair
 Heads together
 Team voices
 Sit when ready to share
• Ask question for group to answer/discuss
• Call on a random number between 1 and 3 and that person will share out selections for the
group
Table Map
Stirring the Paint
Give a prompt where students have to share an original thought or belief (Example, the most important
contributing factor to poverty in America is… because…)
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Have students partner up.
Students individually write their one sentence answer on an index card. No name on the card.
They trade their card with someone who is not their partner.
The partners get together with the two new cards and decide the level they agree with the
statements on the two cards (allow for discussion time because this is the meat of the activity).
The partners assign a number to each of the two cards and the number totals of the cards need to
total 7. The number is written on the card. (For example, if they agree with one card a lot, and
another one not so much, they would assign and write 6 on one card and 1 on the other (6+1=7)
Repeat the process to get 2 new cards, the partners add new numbers (totaling 7) to the new cards.
Repeat the process one more time.
Teacher asks for any card whose 3 numbers written on it =21 (perfect idea to everyone that read
it). Count down from 21 and have students share those thoughts so others can hear them.
Bounce Cards
1. Select a student to practice modeling the a conversation with the class to observe.
2. Model the “wrong way” to hold a conversation (ending quickly)
3. Discuss the following three approaches to responding to peers’ comments:
a. Bounce: Students take what their peers say and bounce and idea off of it (or extend the
idea).
b. Sum it up: Students rephrase what their peers say and comment on certain pars.
c. Inquire: Students ask a question regarding what their peers say
4. Model a conversation
5. Allow students to practice
Example Card:
Bounce:
Take what your classmate(s) said and bounce and idea off of it. For example, you can start your
sentence with –
“That reminds me of…”
“I agree, because….”
“True. Another example is when…”
“That’s a great point….”
Sum it up:
Rephrase what was said in a shorter version. For example, you can start your sentences with “I hear you saying that…”
“So, if I understand you correctly….”
“I like how you said….”
Inquire
Understand what your classmates mean aby asking them questions. For example, you can start your
questions 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….”