TPT Total Participation Techniques

P 28 Folder
Whiteboard or Laminated piece of paper to write on
Piece of material to erase
Dry erase pen
True/ not true cards
Multiple choice cards
Emotion cards
Numbered cards
Appointment agenda (clock)
Processing cards
Content cards (formula chart)
Index cards --- not laminated
Bounce cards
Guided note taking templates not laminated

On-The-Spot TPTs
Think-pair-share (32) Ask a question, give kids a chance to formulate a response (30 sec)
then have them discuss response with partner
Quick-writes (33)
technique.

Give students 3-5 min to respond to a prompt. Follow with a share

Quick-draws (35) Give students 3-5 min to create a visual image of a major concept
in your lesson. Follow with a share technique.
Chalkboard Splash (37) Have students put their responses on the board. (Good for the
question: So what? Why is this important?) Have students analyze and jot
down similarities, differences, and surprises.
Thumbs-up when ready and processing cards (39) Thumbs-up when they are ready to
move on (good for short processing times).
OR
Ready to share/Still thinking card. (good for longer processing times)
Similes (41)
Create similes using some of the topics you are studying and ask
students to formulate explanations for how the similes might be true. After
modeling a few times you can have students create their own.
Ranking (42)
Select items, concepts, steps, events, descriptive paragraphs or
other things that can be analyzed and ranked. Ask students to rank them and to
justify their ranking.

Numbered Heads Together (45)

Before group work begins have students number off
and confirm their numbers. Inform students that all group members will need to
be able to present their groups information. During debriefing, call out the
number for the team member who will be presenting for the group.
Thumb up /Down vote (47) Good for a yes/no or agree/disagree response.
Do NOT move on until all students have answered.

Hold-ups (49) Ask students to formulate a response, confer in small group, say hold
it up, select students to share groups rationale. Students should NOT hold up card until
asked to do so.
Selected Response (51)
These are relevant choices such as fact/opinion, yes/no,
branches of government
Numbered cards (53)
True/not true (53)

True with modifications, unable to determine based

Multiple Choice (56)

Whiteboard (57)

TPTs Involving Movement

Line-ups and Inside-Out circles (60) Use questions that require discussion, making
connections and a justification for student rationales. Have students stand in
parallel lines of the same length or two concentric circles. They will discuss the
prompt with the person across from them. Have one line or circle move two
steps to the left in order to change partners. Be moving around the room,
listening in as students discuss prompt.
Three Rs in a row (like Bingo) (61) Prepare 9 questions (some higher order thinking, a
few lower) and type in template. Students walk around asking peers to explain
one answer and they write a summery of the peers answer on their paper
(Students should not be writing on each others papers).
Networking Sessions (64)
Prepare one to four prompts and ask students to do a quickwrite. Ask students to find someone they have not spoken with today and discuss
their responses. Move to a new person and new topic if desired.
Categorizing and Sorting (65)
For categorizing, give students a specific number of
items and ask them to sort them into like piles and create category titles. For
sorting, give the students the category titles.

Appointment Agendas (clock) (66) You may want to let the kids fill in part of it and you
fill out the rest for them.
Bounce Cards (68) Demonstrate with a student how a conversation should go. (Not
both stating what they know and having no back and forth discussion.) Bounce
card is on page 69.

Conceptual TPTs
Mouth it, Air write it, or show me using fingers (70)
Acting it our, role-plays, and concept charades (71)
Simulations (73)
Cut and Pastes (74)
During Read Aloud (75)

Note-Taking and Concept Analysis Effective note taking is a learned skill.

When using direct instruction or lecturing, you need to give students a chance to
summarize and process what you presented.
Confer, Compare, and Clarify (79) Ask students to pair up. Confer refers to sharing a
one-sentence summary of what they believe was the most important part of the
presentation. Compare refers to students actually getting an opportunity to read
each others notes and borrow ideas from each other. Clarify refers to students
recording any questions that they have regarding what was presented. Ask pairs
to join another pair to try to answer the questions from the clarify section.
Anything that can not be answered, put in a chalkboard splash and address with
the class.
Graphic Organizers and Prepared Packets (80)
www.reaingquest.org and
www.readwritethink.org have prepared graphic organizers.
Anticipatory Guides (83) Before Statement After chart
Picture Notes (85)
An accompaniment to written notes, not a replacement.
Take picture-pause brakes in your notes to alloy students time to process the
topics you covered and draw them. At the end you can do a big picture over
the lesson.
Lecture T-Chart (87) Notes/Summation
Pause during presentation to allow students
to sum up notes and share with a partner. Allow time to answer questions.

The 3-sentence Wrap-up (89)

Have students write a 3-sentence summary of the
presentation then get into groups and refine the summary.
A-Z Sentence Summaries (90)
Ask students to create a one-sentence summary of
the presentation beginning their sentence with their assigned letter. Do a
chalkboard splash.
Pause, Star, Rank (91)
1. Review notes and star most important concepts
2. Create a summary sentence for the three most important concepts.
3. Rank the three summary sentences in order of importance.
4. Allow students to share.
Key-Word Dance (93)
Students review their notes and select words that they feel
are essential to understanding the concepts. Once theyve selected the key
words, they make them dance by writing them in the form of a poem.
Debate Team Carousel (94) Groups of four. Template on page 95.

Technology-Based TPTs
Blogging (97)
Clicker (98)
We also had sessions last year using quizzes and surveys on the cell phone.
To provide relevance and higher order thinking you can always ask this..
So what? Why is this important?
How does this apply (look) today?

Bounce Card
Bounce:
Take what your classmate(s) said and bounce an idea off of it. For example, you can start your
sentences with
That reminds me of
I agree, because
True. Another example is
Thats a great point

Sum it up:
Rephrase what was just 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 by asking them questions, For example, you can start
your questions with
Can you tell me more about .?
Im not sure I understand
I see your point, but what about?
Have you thought about?

:
That surprised me.
Ive got it.

I think I have it, but

need a few more
examples.

I have no clue.

READY
TO
SHARE

STILL
THINKING

TRUE

NOT TRUE

TRUE WITH

UNABLE TO
DETEMINE

MODIFICATIONS