Increasing Ratio through Discussion, Writing, and Questioning · Increasing Ratio through Discussion, Writing, and Questioning February 27, 2016 ... thinking. Page 6. ... Two Hats.

Increasing Ratio through Discussion,

Writing, and Questioning

February 27, 2016

@ColleenDriggs

@EricaWoolway

@TeachLikeAChamp

#TeachLikeAChamp

Ratio

Key Idea: It’s not whether the teacher gets a mental

workout, but whether students do; and whether it’s

rigorous and intellectual. Mastering Ratio means

maximizing who is participating, how much, and to

what extent.

Two Types of Ratio *:

1. Participation Ratio (PR)

2. Think Ratio (TR)

*A Caveat: The Content Prerequisite

Page 6

Participation Ratio

The proportion of the class actively engaged in learning

tasks, especially speaking or writing. Boosting the

Participation Ratio builds engagement, confidence, and

buy-in. It promotes a sense of shared ownership and

identity.

Page 6

Think Ratio

The depth of thinking students are doing. A high Think

Ratio fosters rigor, autonomy, self-reliance, and critical

thinking.

Page 6

Participation Ratio: How many are participating?

Think Ratio:

How deep is

the

thinking?

100%

PR

The Ratio Spectrum100% TR

The

Goal

Agenda

• Participation and Think Ratio

• Ratio Through Discussion—Turn and Talk and Inside

the Box Discussions

• Ratio Through Writing—Writing is Revising

• Ratio Through Questioning—Cold Call for Ratio

Page 3

1. To learn and practice concrete techniques to increase Ratio, and prepare to guide others in doing the same

2. To distinguish between Participation and Think Ratio and maximize the benefits of balancing the two.

3. To use three different paths (writing, questioning, and discussion) to increase Ratio.

Page 5

Objectives

Page 6

• Soft copies of binder

• PowerPoint

• All video clips (and more!)

• Video analysis talking points

• All practice activities with facilitator directions

Two Hats

Page 7

Arielle Hoo Jessica Bracey

What evidence of Think Ratio and Participation Ratio do

you see in these clips? What actions do these teachers

take to increase their Ratio?

Participation Ratio: How many are participating?

Think Ratio:

How deep is

the

thinking?

100%

PR

The Ratio Spectrum100% TR

The

Goal

Page 8

Participation and Think Ratio Reflection

1. How do Participation Ratio and Think Ratio

support each other?

2. Do Participation Ratio and Think Ratio ever

conflict with each other?

3. Are there times when you wouldn’t want to be in

the upper right hand corner? Why or why not?

Page 8

Discussion Writing

1 2 3

Three Paths to Higher Ratio

Questioning

Page 9

Take one minute to write a single, well-constructed

sentence in response to the question: Why is the sky blue?

Participation and Think Ratio Reflection

Page 10

Participation and Think Ratio Reflection

Evaluate your answer based on the exemplar below:

“Sunlight is made up of all the colors in the rainbow and

when it reaches earth’s atmosphere it is scattered in all

directions by the gases and particles in the air, but blue

light is scattered more than others because it travels as

shorter, smaller waves, making the sky appear blue.”

Page 10

Participation Ratio: How many are participating?

Think Ratio:

How deep is

the

thinking?

100%

PR

The Ratio Spectrum100% TR

The

Goal

Participation and Think Ratio

High Think Ratio activities

can only be achieved if

students already have solid

knowledge to work from.

Page 10B

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*Content Pre-Requisite

Page 6

Having high Ratio is important to achieve as often as

possible, but it also requires direct investment in content

knowledge so students have lots of knowledge to access

and apply in their thinking.

Think Ratio and Participation Ratio Mini Planning

Using the opening paragraphs

from The Giver:

• Draft a question that

emphasizes Participation

Ratio

• Draft a question that

emphasizes Think Ratio

• Trade with a partner:

Describe the relative

benefits of each question

and their Ratio.

Page 11-12

Example of PR and TR Questions

• Participation Ratio: What emotions do

you think Pony Boy is experiencing

before the fight with the Socs?

Discuss with a partner!

• Think Ratio: All the Greasers have

different reactions to the fight.

Describe how the post-fight reaction

of one of the greasers changes Pony

Boys’ feelings about him. Explain

what this tells you about what Pony

Boy values. Provide evidence.

Page 11-12

Example of PR and TR Questions

• Analysis: Describe the relative

benefits of each question and

their Ratio.

Page 11-12

Think Ratio and Participation Ratio Mini Planning

Using the opening paragraphs

from The Giver:

• Draft a question that

emphasizes Participation

Ratio

• Draft a question that

emphasizes Think Ratio

• Trade with a partner:

Describe the relative

benefits of each question

and their Ratio.

Page 11-12

Participation Ratio: How many are participating?

Think Ratio:

How deep is

the

thinking?

100%

PR

The Ratio Spectrum100% TR

The

Goal

TTT: If You Only Have an Hour…

Topic: Participation and Think Ratio

Key

Definitions

Solidify

with Clip

Mini-

Practice

Action Plan

Define Participation and Think Ratio

EA.ShowCall.GR3.Willey.'Which one is right.'Clip2348

EA.EverybodyWrites.GR5.Bracey.'Listen things have changed.'Clip1792

In your binder and on your flash drive

Think Ratio and Participation Ratio Mini Planning

In binder and on your flash drive

In lesson plan for next 1-3 days, analyze the balance of

low/high PR and TR questions and activities for students

Model

Debrief Participation and Think Ratio Questions

Use Turn and Talks and Cold Call to Model Participation Ratio

Reflection & Action Planning

ACTION

PLANNING

An Action Step

On Friday 3/18, I will deliver an hour PD with my staff, defining Participation Ratio and Think Ratio. We will reflect on our use of each and plan ahead on how to improve PR and TR through adapting our lessons, and exchanging with a partner for feedback.

Specific

deadline

Measurable

action

Participants and

setting

identified.

Reflection & Action Planning

ACTION

PLANNING

Discussion Writing

1 2 3

Three Paths to Higher Ratio

Questioning

Page 13

Ratio via Discussion

To rehearse To refine

Turn and Talk Habits of Discussion

Thinking in terms of Think Ratio and Participation Ratio,

what are some of the successes and challenges your

teachers have experienced when using Turn and Talk?

Reflection

Page 28

Page 28

Which type of Ratio is each teacher emphasizing with

their Turn and Talk? What is similar about their Turn and

Talks, despite the different types of Ratio they are

emphasizing

Eric Snider Najee Carter Laura Fern

Tools: Efficiency and AccountabilityTools for Efficiency and Accountability

Page 29

1. Standardized Cue In and Cue Out

2. Crest of the Wave

3. Precise Time Limits

4. Managed Turns

Before, During, and After the Turn and Talk

Before Options After Options

Front the Writing Everybody Writes

Take hands or Cold Call Whole-class discussion, then

revise writing

Ask for hands to gather data,

but go to Turn and Talk

instead of calling on a student

Whole-class note taking

Straight to Turn and Talk Students share ideas gained

from partner

Page 30

Which of the before/after Turn and Talk actions are best to boost Participation Ratio?

Which of the before/after Turn and Talk actions are best for boosting Think Ratio?

B

Objective: To practice leveraging Turn and Talks,

as well as what happens before and after, in

order to maximize Participation and Think Ratio

Turn and Talk Speed Play

Page 31

Turn and Talk Speed Play Planning

• Plan a Turn and Talk question that you would ask in

your school (or that you might observe one of your

teachers asking).

• Plan your before and after options based on each

round and be prepared to practice each of the

before and after combinations described.

Page 31

Turn and Talk Speed Play Practice

Page 31

Round Of

Practice

Before Options After Options

Round 1

Front the Writing: Have students write

first and then discuss with a partner.

Example: “In the box on page 2 of

your packet, take 20 seconds to jot

down 1 piece of evidence….Share

your evidence with your partner.”

Revise writing based on Turn

and Talk. Example: “Let’s

revise our notes based on

what talked about with your

partner.”

Round 2

Ask for hands to gather data, but go

to Turn and Talk instead of calling on

a student

Students share ideas gained

from partner “Share 1 idea

that your partner had that

was different from your own.”

Dealer’s

Choice

Choose a combination from the previous page

that you would like to try

Turn and Talk Speed Play Practice

In groups of 3, practice your planned Turn and Talks

in each of the three rounds:

Page 31

Round 1:

Front the Writing

and Revise

Round 2:

Ask for Hands and

then Share

Partner’s Ideas

Round 3:

Dealer’s Choice

Practice

2 minutes

Practice

2 minutes

Practice

2 minutes

Turn and Talk Speed Play Practice

In groups of 3, practice your planned Turn and Talks

in each of the three rounds:

Page 31

Round 1:

Front the Writing

and Revise

Round 2:

Ask for Hands and

then Share

Partner’s Ideas

Round 3:

Dealer’s Choice

Practice

2 minutes

Practice

2 minutes

Practice

2 minutes

Turn and Talk Speed Play Practice

In groups of 3, practice your planned Turn and Talks

in each of the three rounds:

Page 31

Round 1:

Front the Writing

and Revise

Round 2:

Ask for Hands and

then Share

Partner’s Ideas

Round 3:

Dealer’s Choice

Practice

2 minutes

Practice

2 minutes

Practice

2 minutes

Turn and Talk Speed Play Practice

In groups of 3, practice your planned Turn and Talks

in each of the three rounds:

Page 31

Round 1:

Front the Writing

and Revise

Round 2:

Ask for Hands and

then Share

Partner’s Ideas

Round 3:

Dealer’s Choice

Practice

2 minutes

Practice

2 minutes

Practice

2 minutes

Success Points

• Turn and Talks are efficient and students are held

accountable

• Before and After tasks help leverage PR and TR

Page 31

Ratio via Discussion

To rehearse To refine

Turn and Talk Habits of Discussion

Page 32

What do Yasmin and Ryan do to keep the discussion

disciplined and productive for everyone? How do they

effectively intervene?

Yasmin Vargas Ryan Miller

Suggestions for Keeping Discussion

Disciplined and “Inside the Box”

• Intentional Meta Feedback

• Everybody Writes

• Follow-Ons

• Habits of Discussion

Page 32B

What is a Disciplined Discussion?

• Sustains focus: Ideas are shared and developed not

just shared

• Cohesive: We talk about most important things. We

have a goal

• Emphasizes listening as much as speaking.

Page 32B

Art Worrell

Watch as Art coaches and practices with his teacher

around increasing Ratio. What is effective about the

practice? What can you steal or adapt from Art?

Brainstorm with your group, how you could have

teachers practice facilitating strong inside the box

discussions.

Design the Practice

TTT: If You Only Have an Hour…

EA.ShowCall.GR7.Snider.’The Bitterings.’Clip2366

EA.Turn&Talk.GR1.Fern.'Show not tell.'Clip1911

on your flash drive

Topic: Turn and Talk for Ratio

Anchor Clip

Technique

Notes

Solidify

with Clip

Plan &

Practice

Action Plan

• Keys for Efficiency and Accountability

• Before, During, and After the Turn and Talk

EA.TurnandTalk.GR2.Carter.’Challenging

question.’Clip2428 on your flash drive

Turn and Talk for Ratio Practice on your flash

drive

In lesson plan for next 1-3 days, script 2-3 questions in

your lesson plan to use as a Turn and Talk and emphasize

the aspects of efficiency and accountability.

Reflection & Action Planning

ACTION

PLANNING

Writing for Ratio:

Everybody Writes 2.0

How does Julia use writing effectively to increase

Participation Ratio and Think Ratio?

Julia Goldenheim

Page 13

Everybody Writes 2.0 Technique Notes

Key Idea: Capturing the full complexity of an idea via a

nuanced and sophisticated written sentence is among

the most rigorous tasks students can complete. Here

are four new ideas to make classes more writing

intensive.

Four Ways to use Everybody Writes to build Ratio:

1. Front the Writing

2. Writing is Revising

3. Build Stamina

4. Accountability: The Show Call

Page 13

Front the Writing

Page 14

Using a “Read-Write-Discuss-Cycle” to better mirror the

type of writing that students are asked to do on

assessments and in college – writing a response directly

from a text and then revising based on discussion. Build

the Read-Write-Discuss Cycle into your lesson planning.

Writing is Revising

Page 14

Even when students write well, the revision process

continues to pose a challenge. Provide frequent

opportunities for revision and provide explicit guidance

on expectations for revision.

Editing vs. Revising

Editing Revising

• The process of marking up

and making improvements

to a public document. It

should be specific, tangible,

and involve making physical

changes to the work. It

includes fixing basic errors

like capitalization,

punctuation, and spelling.

• Private Revision: Ask

students to re-think after a

discussion. The purpose is

to use writing as a tool for

re-thinking and reflection.

• Public Revision: Teach and

model for students how to

capture ideas more

effectively in writing. The

purpose is to learn to

improve writing.

Page 14

Build Stamina

Page 21

Gradually and intentionally build students’ ability to write

for sustained blocks of time. Beware: students can stall

to avoid writing during the assigned time, even when

they appear to be active.

B

Lauren Latto

How is Lauren building stamina, and how does she hold

students accountable for their writing?

Page 21

Gillian Cartwright

How do you see Gillian building stamina here? What are

the synergies between writing and discussion in building

ratio?

Page 21

Accountability: The Show Call

Page 16

Use accountability tools such as Show Call to hold

students accountable for what they do during blocks of

writing time and manage the written lives of students as

carefully as their verbal lives.

How does Julia build a culture that shows the

importance of revision and values quality of written

expression?

Julia Goldenheim

Page 16

What do you notice about the positive culture around

Show Call in Paul’s classroom?

Paul Powell

Page 16

• Manage the Take

• Manage the Reveal

Show Call: Two Key Moments

Page 17

The Take and Reveal Montage

Watch how several teachers execute their “takes” and

“reveals.” Jot down one or two things you might want to

steal or adapt.

Page 17

Show Call: Questions to Consider

Takes and

Reveals

Take and Reveal

What you Take

When You Take

How Many

How to

Emphasize TR

How to

Emphasize PR

Page 17

Take and Reveal Mini Practice

Objective: To practice taking and revealing student work

while celebrating both effort and building a culture of

revision.

Page 18-20

Directions: Script both your take and your reveal for a

Show Call that you might use in your classroom.

Take and Reveal Mini-Practice

Page 18

Erica’s ModelUse your Feedback Cheat Sheet

Getting Meta

TTT: If You Only Have an Hour…

Topic: Writing For Ratio

Anchor Clip

Solidify

with Clips

Practice

Action Plan

Julia Goldenheim (“Characterization” Clip) on your drives)

Jullia Goldenheim (“Can I Borrow This”) on your flash drive

(alternatively, Take and Reveal Montage on your drive)

Writing is Revising Practice in your binder and on

Your flash drive (alternatively, Manage the Take and

Reveal Practice also on your drive)

In lesson plan for next 1-3 days, plan moments of

Everybody Writes and script potential aspects for revision

Technique

Notes

Four ways to build Participation Ratio and Think Ratio

through Writing

Reflection & Action Planning

ACTION

PLANNING

Questioning to build Ratio

These clips illustrate different approaches to Cold Call.

Compare how these teachers boost Participation Ratio

and Think Ratio using Cold Call.

Jon Bogard Beth Verrilli

Page 22

How can you/your teachers use or adapt Cold Call to

support Participation Ratio?

How can you/your teachers use or adapt Cold Call to

support Think Ratio?

Reflection

Page 22

How do Gary and Najee use Cold Call to boost

Participation Ratio?

Page 23

Gary Lauderdale Najee Carter

Boosting Participation Ratio with Cold Call

• Be positive: Smile, laugh, show your genuine interest.

• Be systematic and predictable: “It’s part of how we do

things”

• Backstop ‘Everybody’ tasks such as EW and Turn &Talk w

Cold Call to ensure accountability & engagement

• Unbundle & Scatter questions to maximize participants

• Use Follow-On Cold Calls to build a culture of attentive

listening.

• Balance Cold Call w taking hands so students still get to

signal their desire to participate.

Page 23B

Nicole Willey Erica Lim

How do Nicole and Erica use Cold Call to boost Think

Ratio?

Page 26

Boosting Think Ratio with Cold Call

Page 26

• Go slow. Ask difficult, open ended questions. Signal reflectiveness in your own demeanor. Praise risk-taking.

• Backstop rigor-building tasks (Wait Time, EW, T&T) consistently and often transparently

• Show Call

• Normalize error when students struggle: “Yeah, it’s a tough question. Give us some ideas to get us started and we’ll see where it goes…” Frame for students what to do when they struggle: If you cannot answer, ask me a question (“What do you mean by glycolysis?) or do your best, acknowledge you’re not sure & know we will help you.”

B

Boosting PR and TR with Cold Call

Boosting Think RatioBoosting Participation Ratio

Backstop

EW/T&T for

Accountabil

ity & Rigor

• Be positive and

conversational

• Data Driven: CC low, build

with medium/high

• Follow-On

• Unbundle and Scatter

• Balanced with hands and

call and response

• Slow Call with difficult open

ended questions

• Show Call

• Follow Up

• Normalize Error when

students struggle and

praise risk taking

Cold Call for Ratio Practice

Objective: Get multiple at-bats using different variations

of Cold Call in order to automatize the skill of using the

technique to establish high Participation and Think

Ratio.

Page 24-25

Planning

• Using the shared lesson scripts, draft 3-4

questions on page 25 that you could use to Cold

Call students to emphasize Participation Ratio and

Think Ratio.

• Then practice Cold Calling in two different rounds:

– Round 1: Emphasize PR – Make it a

Conversation

– Round 2: Emphasize TR – Use the Slow Call

**Consider which questions you might use for a Turn

and Talk and an Everybody Writes in either or both

rounds

Page 24-25

Practice

• Groups of 3, rotating roles

• 2 Rounds of Practice

– 1st Round: PR: Make it a Conversation

– 2nd Round: TR: Use Slow Call

* At Your Schools:

– Fast Feedback:

• “It was effective when…”

• “Next time try…”

Page 24-25

Success Points

• Round 1: Smile to convey positivity and warmth

• Round 2: Slow and Reflective to emphasize think

time

• Circulate to emphasize conversational aspect

Page 29

ModelUse your Feedback Cheat Sheet

Round 1:

Participation Ratio

Round 2:

Think Ratio

Practice

4 minutes

Practice

4 minutes

Cold Call for Ratio Practice Tracker

Round 1:

Participation Ratio

Round 2:

Think Ratio

Practice

4 minutes

Practice

4 minutes

Cold Call for Ratio Practice Tracker

Round 1:

Participation Ratio

Round 2:

Think Ratio

Practice

4 minutes

Practice

4 minutes

Cold Call for Ratio Practice Tracker

Go back to your original brainstorm on leading

disciplined discussions. Based on the CC practice, what

other ideas do you have?

Design the Practice

TTT: If You Only Have an Hour…

Topic: Cold Call For Ratio

Anchor Clip

Solidify

with Clips

Practice

Action Plan

EA.ColdCall.GR9.Bogard.‘In your mind.’Clip1616

and EA.ColdCall.GR12.Verrilli.'Othello.'Clip2337

Participation Ratio: EA.ColdCall.GR6.Lauderdale.'I saw a lot of

thought.'Clip0655 and EA.ColdCall.GR6.Pastore.'Preoccupied.'Clip2367

Think Ratio:EA.TurnandTalk.GR3.Willey.’Look turn talk.’Clip2430

and EA.ColdCall.GR9.Lim.'One sided account.'Clip2365

Cold Call for Participation Ratio and Cold Call for Think

Ratio Practice Activities on your drives

In lesson plan for next 1-3 days, script Cold Call questions

into lesson plan, focusing on Think Ratio and/or

Participation Ratio

Technique

Notes

Four ways to build Participation Ratio and/or Think Ratio

through Cold Call (choose one emphasis at a time)

Reflection & Action Planning

ACTION

PLANNING

Rule #13: Planning is Practice

Rule #1: Practice Success

Rule #10: Isolate then Integrate

Rule #3: Practice Begins at

Mastery

Rule #23: Practice USING

Feedback

Rule #33: Make it Safe (and

Fun!)

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