TPT Folder

Total Participation Techniques
Technique
Summary
Think PairShare
Ask students a question

to reflect on Give about
30 seconds to think of the
answer. Have students
pair up or turn to
assigned partner and
discuss their responses
Select a prompt. Give a
specific amount of time
for the students to write a
response. Follow up with a
Pair-Share, a Networking
session or another TPT.
Quick-Write
Higher Order
Thinking
Ask questions
that require
students to
evaluate and
have multiple
components
Give prompts
that have the
students make
connections
between
concepts.
Quick-Draw
Select a big idea or major

concept with in your
lesson. Ask students to
reflect on and create a
visual image that
represents that concept.
Have students share and
explain their image with a
partner, in a small group,
or in a Chalkboard Splash.
After the
students have
drawn their
visuals, have
them explain
the reasons
behind why
they chose to
represent that
concept in that
way.
Chalkboard
Splash
Create a sentence starter.

Have students copy their
responses onto random or
designated places on
chalkboards, white boards
and or chart paper. Have
students analyze all
responses for similarities,
differences, and surprises.
In groups have them talk
about what they noticed
Use this
technique to
occasionally
ask So What?
Why is this
important? to
ensure that
students are
seeing the big
picture of the
lesson
Visual
Thumbs Up
When Ready
Processing
Cards
Similes
Ranking
Numbered
Heads
Together
Ask students to reflect on

a prompt you ask them.
When they are ready,
they put their thumbs up
indicating that they are
ready to move on. Use
pair-share for them to
share what they know
Give students a card that
folds into a tent that says
Still Thinking and
Ready to Share on each
side. When given a
prompt, they switch it to
Ready to Share
indicating that they have
a response.
Create similes. Ask
students to formulate an
explanation for how the
simile might be true. Ask
students to share with
their partners in small
groups or in a Chalkboard
Splash so all can see.
After modeled a few
times, ask students to
create their own similes
based on the topics they
are learning about.
Select concepts that can
be analyzed and ranked.
Ask students to rank
items to specified criteria.
Next provide justification
for the way they chose to
rank. Allow students to
pair share or network.
Assign each students a
number, ask them to
count off. Ask all Ones to
stand, Twos, etc Inform
students that all group
members will need to be
able to present their
groups information. Have
Ask students to
justify their
responses
when shared.
Ask students to
justify their
responses
when shared.
By creating
similes, you are
asking students
to compare two
items. This
ensures higher
order thinking
skills.
Requires
students to
analyze
components of
concepts then
justify their
reasons for
assigning
rankings.
It depends on
the activity you
choose to use
once the
groups meet.
Having each
child
accountable
Thumbs
Up/Down
Vote
groups present the

information. Call out the
number for the team
member who will be
presenting.
Ask a question for which a
yes/no or agree/disagree
response is appropriate.
Ask students to put
thumbs up if they agree
or down if they disagree.
Make sure that all student
vote before moving on.
Finish with a Pair-Share in
which students justify
their vote.
will encourage
each of them to
think deeply
and have an
answer.
Because things
are rarely black
or white,
having the
students justify
their thinking
will open up
higher order
thinking.
Hold Ups
Technique
Summary
Selected
Response
Having cards with

predetermined responses
(ie: branches of the
government)
Number
Cards
Students will have

number cards from 0-9 or
use their hundreds chart
to circle their answer.
True/Not
True
Students hold up a card

indicating whether or not
they think the statement
is true or not true. Have
them discuss to a partner
or to the class why they
chose that answer.
Higher Order
Thinking
If students hold
up the wrong
card, have
them justify
their thinking.
Use specific
mathematics
vocabulary
when asking
questions.
This allows
students to
justify their
thinking. Most
answers are
not black and
white, this
allows them to
analyze the
concept.
Visual
MultipleChoice
Hold-Ups
Whiteboard
Hold-Ups
Students will have cards

that have answers, A, B, C
or D. Give students a
prompt and then give
them multiple options.
Allow them to discuss and
rationalize their answers.
Give students a prompt.
Each student has a
whiteboard. Have
students write their
response on the
whiteboard and then the
teacher analyze their
responses.
If students hold
up the wrong
card, have
them justify
their thinking.
This allows
students to
show their
work, analyze a
response or
practice
sounds. Each
student is
required to
respond and
have their own
answer.
TPTs Involving Movement

Technique
Summary
Line-Ups
and InsideOutside
Circles
Prepare questions or
prompts. Allow time for
students to see the
questions, jot down notes,
and bring books to the
line-up. Line students
up facing each other in
two parallel lines or two
concentric circles. Ask
students to refer to the
first prompt and take
turns discussing. Ring a
bell and ask only one line
or circle to move so
Higher Order
Thinking
Dont use
lateral or
factual
questions. Ask
questions that
have room for
discussion.
Visual
Three 3s in
a Row
Networking
Sessions
Categorizing
and Sorting
students will be facing a

new person. Have a
closing discussion with
the larger group.
Prepare nine questions
based on the content and
type them in the Three
3s template. Students
walk around the room
asking peers to explain
one answer. Students
summarize their peers
responses in their box.
Then students find
another peer to answer
another question and
rotate through to a total
of nine different peers. Go
over answers as a class.
Prepare one to four
prompts or questions.
Have students reflect on
or quick-write responses
to the prompts. Ask
students to find someone
with whom they have not
yet spoken that day and
discuss their responses.
Have students find
someone else to whom
they havent spoken that
day. With their new
partner, ask students to
respond to a different
teacher-selected prompt.
Give students a list or a
specific number of items.
Ask them to sort them
into like piles and create
category title based on
the features in the groups
they made. Ask students
to prepare a rationale for
describing their category.
For sorting, give them a
title and provide items or
lists to sort within these
Walk around
the room to
ensure that
students are
finding answers
and thinking for
themselves,
not simply
copying the
response of
another
student.
Do not ask
factual or
lateral
questions.
Have students
personalize the
responses into
their own
words.
Sorting will
results in
categorizing or
analyzing
materials. Have
students give
rationale for
their choices.
Appointmen
t Agendas
Bounce
Cards
Mouth It,
Air-Write it,
or Show Me
Using Your
Fingers
Acting it
Out, Role
Plays, and
Concept
Charades
titles. Have them give

their rationale to why
they sorted in that way.
Students use a chart to
create appointments with
different students. Once
agendas are filled in, you
can use this as a pairing
tool. Call on the
appointment and students
meet with that partner.
Use a student to model

the wrong way to have
a discussion. Students will
bounce ideas off each
other. They have the
option to bounce (extend
an idea), sum up their
partners idea, or inquire
by asking the student a
question about their idea.
Ask students to mouth the
answer silently or show
the number with their
fingers. Teachers will then
analyze their answers.
Give students a prompt

and then allow them to
act out concepts in role
plays or using charades.
Students have to expound
on a topic and act it out
accordingly.
Higher order
thinking will
depend on
which activity
you choose to
do once the
students are
paired. Sorting
and
categorizing is
an option.
Ask students to
think about the
relevance to
normal
conversation
skills. Have
them make the
conversation
deeper, more
memorable.
This is a quick
and on the spot
comprehension
check.
Students are
accountable for
their own
answers.
Give prompts
or ideas that
require
students to
think deeper,
and analyze
the concepts.
Use not just in
history lessons,
but for any
topic.
Simulations
Students experience reallife simulations that give

them specific
experiences. For example:
charging rent or chair
upkeep because of
budget cuts etc.
Cut and
Pastes
Students are given ideas

or concepts to cut out and
paste together. This can
be prefixes and suffixes,
matching topics etc.
TPTs
During the
Read-Aloud
Use any TPT during a

class read aloud. Expound
on vocabulary words, ask
prompts or predictions
during books.
Make the
situation as
real as possible
for the
students. Have
them explain
how they feel
during the
process.
Give prompts
and topics that
might fit into
one or more
category and
then allow
students to
give their
rationale to
why they
pasted the item
the way they
did.
Have students
apply what
they are
reading to what
they are
learning. Have
them justify
and apply the
book to their
own lives or
another topic in
the classroom.

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What are some examples of Total Participation Techniques described?

What are some examples of Total Participation Techniques described?

How can teachers ensure higher order thinking during activities?

How can teachers ensure higher order thinking during activities?

Total Participation Techniques

Ask students a question

Select a big idea or major

Create a sentence starter.

Ask students to reflect on

groups present the

Having cards with

Students will have

Students hold up a card

Students will have cards

TPTs Involving Movement

students will be facing a

titles. Have them give

Use a student to model

Give students a prompt

Students experience reallife simulations that give

Students are given ideas

Use any TPT during a

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