How Do You Get Every Pupil Responding?
The teacher asks a question and calls on one of the few students who raises a hand. The teacher says “right” and moves on.
What’s wrong with this picture? Well, a lot – only one student gets to respond, and only one has the opportunity of teacher feedback.
What are the other students doing? Those who weren’t called on, may be less likely to volunteer again. But most have no incentive to keep paying attention in class.
How many students are actually learning in this classroom? Frankly, there’s a danger that the teacher doesn’t really know.
I first heard about Every Pupil Response (EPR) strategies when I was working in Delaware’s Capital School District. I immediately wondered why I wasn’t hearing about them everywhere!
These are strategies that teachers use in the classroom to engage every student in responding to questions, whether they are posed by teachers or by other students. Now, that sounds like it’s a wild free-for-all, but instead, EPRs really work if teachers use them appropriately.
First teachers need to establish some basic ground rules:
Use EPRs with the intention of having ALL students actively participate. Teach students the rules and routine gestures you will use in your EPR techniques and give plenty of practice.Some students who have learned to be passive learners may need encouragement to join in.
Use EPR techniques that involve ALL students in activities such as touching things, using hand signals, writing on a personal white board, moving around, responding to a partner, or holding up cards.
The teachers’ role during EPR is to move throughout the room, constantly monitoring everyone. Physical proximity is important to keep everyone engaged.
Some of my favorite EPR techniques:
Choral response – ask a question then use a gesture (like pointing to your head) to indicate think time. When you cup your ear, ALL students call out their answers. Best for short response.
Put your finger on – a page in the book, the correct answer, an example of… When you see everyone is pointing, call on a student or two to respond.
Think, pair, share – good for longer responses. Ask ALL students to write their answers then ALL share with a partner. Have partners number 1 and 2 so you can switch who begins. Then when you know everyone has a response, call on volunteers.
Thumbs up-side-down – Holding their hands close to their chest, students point their thumbs up if they understand the new concept, thumbs down if they don’t, and thumbs to the side if they get it a little. This can also be used for agree/ disagree/ not sure.
Sit if you – Ask all students to stand. Then tell them to sit if they have ever (or never) _____. Name some experiences that are relevant to the topic under discussion. The students who remain standing should have something interesting to share.
Fist to five – Students hold up the number of fingers that shows their understanding (fist is lowest, five fingers is highest).
Signal cards – Students hold up a card to indicate their response (yes/ no; true/false; negative/ positive; A/B/C). These can also be used for categories of content (legislative/ judicial/ executive; acid/base; right/acute/obtuse/equilateral). It’s best if you ask them to make their choice first and then REVEAL all together to keep some kids from simply imitating others.
Place your hand – on your head (or another named place) if you can hear me. This is a great way to pull students back from collaborative learning activities.
I’ve seen skillful teachers use EPR techniques as brain breaks, as re-energizers for students who are struggling with complicated learning, and as quick formative checks. They are especially useful for teachers who teach inclusive classrooms where students with diverse learning needs may need additional encouragement and wait time.
