Blog Post #1
“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
Blog Post #2
What is your greatest takeaway from this video? Explain.
I really like Blurt Time. I especially like it when we are reviewing and building into ideas. It keeps the ideas flowing. When you have to call on raised hands or even cold calling, this can be slow and cumbersome to the learning process. Encouraged blurting and creating a culture where taking chances is rewarded allows for some quieter students to speak up without making it a big production or ordeal. This idea is a winner.
ReplyDeleteI like the "Blurt Time." I like this because it gives those who normally wouldn't answer. It gives them a chance to have an approved Chat time. Hopefully blurting will increase confidence of those who are shy or not as confident. I have used the horseshoe shape in arranging my students. It works well even in First Grade. I think this helped me understand that not every student was having the opportunity to give an answer. In addition, made me more aware of those who could use some "Blurt Time" to help with understanding.
ReplyDeleteI forgot to add my name to the above response.
DeleteI have a seating chart in pods, so I think I'll try to use the KleenSlate Strategy and A/B partners. This was very interesting to me. I realized I already use the 'Blurt time', so I'll change it up a bit.
ReplyDeleteI like the idea of the equity sticks. I use popsicle sticks when pairing students up for projects. I have one section of students that is like crickets and this way they do not feel like they are being picked on when being asked a question.
ReplyDeleteTake Time to Talk
ReplyDeleteStudents respond/have deeper conversations when I allow them to talk within their groups. They are more comfortable with talking to a small group instead of the whole class. I have many 504s that require questions be given to students in advance that they can prepare their answer, or I'm not allowed to ask them questions directly in front of the whole class due to anxiety. I also prefer the small groups because it allows students to hear others ideas and create new ideas within their head as well. They may not have through of something before or looked at it from a different angle. Engagement/participation is also high in these groups. We also do a round robin where everyone has to share something so that it isn't dominated by the same 1-2 students in the group.
I like 'blurt time.' This allows all students to share their answers without everyone hearing them, so if they get it wrong, they won't be embarrassed. I also like it because everyone can share something or be required to. If a student(s) say the wrong answer, I can just say, "I hear some wrong answers." This way no one is called out for being wrong and students don't know who said it. If the same students are blurting out, then I say that someone that has not yet answered to get the other students involved as well. I also say that everyone has to shout out answers today, so some of the shy ones give their answers right away so they can be done with it.
ReplyDelete“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
ReplyDeleteI really like the idea of "Blurt" time because if it is happening, it is a sign of engagement so why not make it part of class. I like the idea of getting lots of ideas out there and then using the ideas to have a discussion. In addition, I think the "Take Time to Talk" strategy is something that could work well in my classroom. I like the idea of A/B partners and varying who asks and who responds. I think changing partners periodically would also be beneficial.
ReplyDeleteAs a high school physical education and wellness teacher, the idea of using “Blurt Time” feels very realistic for how my classes already operate. In the gym, students naturally talk, react, and shout out ideas, so instead of constantly trying to control that, I like the idea of leaning into it with purpose. When we’re talking about things like heart rate zones, workout choices, or recovery strategies, a quick blurt gives everyone a voice and keeps the flow of class moving. It also helps me quickly gauge understanding without stopping the class or putting a spotlight on one student.
What I appreciate most about blurt time is how low-pressure it is. Students don’t have to worry about being wrong or feeling embarrassed in front of their peers. The answer just becomes part of the group noise, which is especially helpful for quieter students or those who usually hang back. Over time, I think this builds confidence and makes participation feel normal rather than forced. In a PE setting where engagement is everything, blurt time feels like a simple strategy that fits naturally into what we already do.
I already do the blurt time but a lot of kids will still raise their hands when asking questions. I would like to try the take time for talk. I think it would be great to have the kids talk a little more about the lesson with each other instead of always in a larger group. A lot of the kids don't really know each other so it would be good for them to interact with someone new and share their ideas.
ReplyDeleteI like the blurt time. I like the idea that we can have a conversation about the topic that is being discussed and that one person doesn't have everyone's attention on them when answering. I like the idea of using this hack, especially when reviewing information that everyone should already be familiar with and have a general understanding of the material. I really like how it can be used to show common errors or mistakes that students can make when discussing the topic. It is a great way to introduce those common mistakes to help students avoid those mistakes in the future.
ReplyDeleteSorry! Forgot my name! Katie Weeldreyer
Delete“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
ReplyDeleteThe idea that I plan on implementing with my own students take time for talk. I feel like sometimes in the classroom, I don’t always take the time to talk, I call on a couple students to share full group. With that, not everyone gets to share their thoughts, which is okay sometimes, but I want to provide more opportunities for students to talk which that can be with students turning and talking with their shoulder or elbow partner.
I am so guilty of having students raise hands and then calling on them. I really like the idea of blurt time and I have already tried it in my class. Calling on raised hands definitely takes more time than it should. Blurt time is fast and to the point. I also like the "take time to talk strategy" and have been trying that more in my class. This is a great way to give everyone the chance to respond!
ReplyDeleteI really like the idea of blurt time, as long as students stay on topic. I think when ideas come to their heads and they relate to our discussion it is benificial to others as well as themselves. I like that it is fast and allows all students to contribute.
ReplyDeleteI appreciate blurt time. I was a student who 'blurted' answers. My brain needs to get it out. I think students are often trained to be so patient. I'd rather they blurt it out if they know. I honestly don't mind. I'd rather they are 'Hermiones" who are engaged and ready to answer than be disengaged or too afraid to answer!
ReplyDeleteI plan to implement “blurt time.” This strategy allows all students to share their answers at the same time without everyone hearing each individual response. I like this because it reduces embarrassment if a student gets the answer wrong. It also encourages participation from every student rather than just the few who usually raise their hands. If some students say the wrong answer, I can respond by saying something like, “I hear different answers” and then guide the class toward the correct one. This keeps the environment supportive while still encouraging everyone to participate.
ReplyDelete“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
ReplyDeleteI am interested in the "Blurt Time" hack. I have many students who blurt, but blurt out on-task answers. I am kind of a stickler on blurting, because it always feels like it is one of those things that I really need to manage, but when the students are blurting out on task why should I get mad? It would be so good to implement this strategy and actually allow students to blurt and give them this free time to do so. What also intrigues me about this hack is that it is quick and efficient. Kids don't have to wait on me to call on someone.
“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
ReplyDeleteI, like most, like the idea of "Blurt Time." It seems to be a non-threatening way for students to express their ideas. Whether they are super confident in the material or rather unsure, no one really knows. Everyone has a voice and an idea - even if just repeating prior knowledge or explaining something complex beyond the norm. We have students who already want to blurt everything that pops into their heads so this is a more productive strategy. It also engages all levels of students.
I regularly use Turn and Talk with either their full pods or with their face or shoulder partner. I like having them do it with a partner better because it guarantees that both will have to share their thoughts and therefore feels more like a discussion. I definitely default to sharing with their pods more often though because I say "turn and talk to your neighbors" without even thinking that I'd rather they share with a partner. I think this is a result of not defining the methods of communication, so I am going to fix that immediately. I also have four colors at each pod, so I'll sometimes tell them to go find someone who has the same color as them to do an informal share to get them out of their pods.
ReplyDeleteAnother strategy that I use that I plan to implement more often All Hands Up - I have everyone stand and then feel the room for the right time to share a line or two of their writing and then sit down. In the past, I've used this for easy sharing after they write a poem or something, but I'd like to find other ways to utilize it because it's worked so well.
I really like how many of you are using “Blurt Time” to give all students a chance to participate without putting anyone on the spot. I plan to implement this in my own classroom, especially during review or discussion, because it keeps ideas flowing and encourages quieter students to share without feeling embarrassed. I also like the “Take Time to Talk” strategy that others mentioned, having students discuss with a partner or small group before sharing with the class. Combining these strategies seems like a great way to make sure everyone has a voice and keeps the energy and engagement high.
ReplyDeleteBlurt out time, gives ever student a chance to react and respond to the question. I feel that my ears might go to the voices that I already know and tone out others or go for the right answer and stop and not give any more time. In the gym this setting would work best and takes the pressure of not knowing the correct answer or all eyes on you.
ReplyDeleteI'm not in my own classroom setting, however I do get the chance to lead class activities/lessons via and train other JA volunteers to do so as well. I think "Take time to Talk" and "Equity Sticks" are both great options to use in a limited classroom setting like teaching Junior Achievement. Since we aren't the main classroom teacher and we don't know the dynamics of the students - both of these strategies can help volunteers have effective discussions in the classroom. I find that the age-level of the students matters as well. The older the students, the more effective partner sharing can be. For JA, we often need to limit the number of students who answer a question, so equity sticks could be helpful for younger grades to ensure all students get a chance to participate.
ReplyDeleteUtilizing ‘blurt time’ seems like something that most of my middle school students would enjoy. Because blurting is not usually allowed in the classroom, it might initially increase engagement just from the sense that they are doing something that is typically not allowed. As I’ve gotten further into my career, I’ve learned to not let the noise in the room bother me. I’ve learned to take a step back and really listen to what my students are saying, oftentimes it is on topic and they are making real-world connections to their learning.
ReplyDelete