Top 12 Ways to Increase Student Participation

By: Kim Haynes

Call it "active learning," or "classroom participation" -every teacher wants to know how to motivate students to particpate, and how to nurture more involved students and fewer apathetic
ones. With a little extra planning, that is possible.
Below are four common reasons students dont participate and techniques to solve those problems and spice up your lessons.

Problem: The content is repetitive.

Maybe it needs to be repetitive because the students dont really get it, or maybe youre reviewing for a test. In any case, theyre
tuning out.

Solution #1: Assess their prior knowledge.

This could be as simple as asking students, What do you know about (topic)? and writing their responses on the board. You could
also try a pre-test or a graphic organizer like a K-W-L chart. The goal is to find out what they already know (or think they know). You
create buy-in for the students because they feel smart, and you can tailor your lesson to the information they dont know or dont
remember correctly.
Homeworks purpose: How much time should be spent on it, what role parents...

Solution #2: Try skills grouping.

Divide the class into groups based on what skills they need to practice not forever, but for a class period or two, so they can focus
on what they really need help with. So have a group that works on multiplying fractions, one on dividing fractions, and one on
converting fractions to decimals. Make a group of already got 100% on the test kids and give them an extra credit activity or let
them preview the next lesson. Then take time to move between the other groups and help them review. Youll have more students
engaged in the lesson and theyll get specific, focused practice time.

Solution #3: Let them teach each other.

Especially good when reviewing before a test: divide the class into groups and give each group a topic. Set some guidelines and
then let them teach each other. Encourage them to do interesting activities write tests for each other, design review games, etc.
and evaluate each group on the accuracy of their content, the creativity of their approach, and how well they work together as a
team. This is also a great way to discover how to motivate students.

Problem: The content is too hard.

This is really half the problem. The other half especially with older students is their fear of looking stupid by asking questions.

Solution #1: Allow anonymous questions.

Put out a question box where students can submit questions any time. Give each student an index card and ask them to write
something about the reading assignment they did for homework. If they dont have a question, instruct them to write a comment on
the reading. Collect the cards and use them to lead a class discussion. Youll easily recognize what parts of the reading confused a
lot of students and they wont feel embarrassed.

Solution #2: Allow them to work together.

We cant do this all the time; individual students need to be assessed. Ask yourself: is the goal of this activity for them to learn the
content, or for them to be assessed? If you want them to learn the content, why not let them work together? When they bring in their
homework, do a quick survey for completeness, then put them in pairs and let them review the homework together. Encourage them
to make changes if their partners answer looks right. When theyve finished, review as a class. Students may be less embarrassed
to share a groups answer than their own and you may be able to complete the review more quickly.

Solution #3: Try a jigsaw approach.

No, were not talking about puzzles or scary movies. If youre introducing new, difficult content, divide the class into groups and ask
each group to master only one portion of it at a time. If, for example, youre teaching the American Revolution, have one group focus
on the Continental Congress, one on Washingtons Army, one on French support for the war, and so on.
Ask them to do a reading on their topic to become the class experts on that subject. Then split up the class into new groups that
include one expert on each topic. Ask these new groups to work together to write an essay or complete a worksheet that requires
information about all the topics. They will teach each other in the process. Learn more about the Jigsaw Approach.

Problem: Theres too much information to present in too short a time.

Sometimes theres no way around it: you simply have to get a lot of information out there in a short amount of time. So you opt for a
lecture and just want your students to absorb the content. Instead, they fall asleep or stare out the window. What can you do?

Solution #1: Keep it bite-sized.

Remember: research shows the average students attention span is as long as her age. So even high school kids can only handle
about 15 minutes. If you have a lot of information to convey, re-arrange your lesson plans so you never lecture for more than 10-15
minutes.
Break up large concepts into smaller sections give a brief lecture, then do an activity to help it sink in. Repeat this process over
several days. Youll increase participation and improve comprehension, too.

Solution #2: Keep them busy.

Dont allow students to stare into space while you talk. Give them something to stay connected. Try fill in the blank lecture notes.
Delete key words and phrases in your lecture notes to create a fill in the blank worksheet. Then ask students to fill in the worksheet
while you lecture. Another fun variation lecture bingo.

Solution #3: Look into the future.

Before a lecture, give students a prediction activity. For example, tell them you will be lecturing on Shakespeare and ask them to
predict what you will say, or give them a set of true/false statements and ask them to take their best guess.
As you lecture, instruct students to compare their guesses with what you actually say.
When the lecture is over, have a class discussion and evaluate how accurate student predictions were.

Problem: The lesson emphasizes the teacher, not the students.

Solution #1: Keep them busier than you are.

The traditional classroom of yesteryear had the teacher at the front of the room, droning on while students doze. Re-imagine your
classroom as a place where students are busier than you are.
Keep the sit still and let me talk to you moments as brief as possible; get those kids working! Give them worksheets, activities,
discussions, and projects. That doesnt mean you get to sit around -- you will still be busy, moving from student to student or group
to group, correcting, evaluating, or providing feedback. But now everyone is busy and involved.

Solution #2: Use groups.

Homogeneous grouping? Heterogeneous grouping? Tracking? Forget the buzz words: having students work in groups is one of the
best ways to increase student participation. Dont keep them in the same groups all the time give them a chance to be the smart
kid who can help someone one day and the kid who needs help the next.
Take a traditional worksheet or activity and give it to students in groups. Offer a reward to the group who finishes first with the most
answers correct and watch them go! Note: it helps to have additional prizes available to keep groups motivated after the first group
wins. Even high school students enjoy these competitions.

Solution #3: Give them a voice and a choice.

Do students ever get a say in your classroom? Of course you need to make most decisions, but there must be some things you
could leave up to them whether its what color chalk you use today or how long they practice a specific activity.
Kids tune out because they feel like their ideas dont matter. Show them their opinions are important and theyll pay better attention
and speak up more in class.
There will always be some unreachable student who wont respond, even with these efforts. But if you give these a try, you may be
presently surprised at the previously unreachable students who just might join in!

Source: http://www.teachhub.com/top-12-ways-increase-student-participation

Practical Ideas for Improving Student Participation

By: Maryellen Weimer, PhD

At a recent workshop at the University of Wisconsin, Eau Claire, I asked participants to identify the one thing
about participation they would most like to change in their classrooms. From a variety of items mentioned, we
decided to focus on three. They are listed below along with a range of solutions suggested by the group. Some of
the solutions apply to more than one of the problems.
Id like to change: The really bright, articulate, self-confident students who participate a lot and
intimidate others in the class. This is a version of the over participation problem that research has verified is
an issue in many classrooms.

Use some version of the think-pair-share strategy that gets students talking with each other before anyone
answers and then ask students to report, not what they think, but what their partner said.

Use the three-hand rule and dont call on anyone until there are three hands raised.

Recognize that the norms that establish who speaks in a course are set early in the course and that the
teacher plays an important role in setting these norms. Politely refuse to call on students who have already
spoken two or three times. Thank you, but we need to hear from others. Walk to a different part of the
room and speak directly to those students. I havent heard from any of you folks. Please share your
thoughts.

Wait. Research is very clear: Teachers frequently over estimate how long they wait after asking a question
before doing something else. Let there be silence. Students who are not as articulate or self-confident often
need more time to frame an answer.

Id like to change: The number of students who just agree with what someone else posted in an
online discussion. This is part of the larger problem that relates to the overall quality of classroom
participation.

Recognize that students are often afraid to disagree with each other. Address those fears with guidelines
and examples illustrating constructive ways to disagree.

Recognize that some students agree because its the easy thing to do, especially if they havent really
engaged with the text. Use strategies, possibly even assignments, that get them prepared to participate in a
discussion.

Disagree, not necessarily with students, but with the theories and ideas of others in the field. Do so
respectfully and constructively thereby modeling how and why disagreement is valuable.

If some disagreeing comments are posted, call attention to them, pointing out what they contribute to the
discussion.

Id like to change: The way students often fail to listen and respond to each other. Here the problem is
that generally the teacher-student exchange is perpendicular. The teacher asks a question and the student
answers, or the student asks a question and the teacher answers and thats it before moving on to another
exchange.

Solicit a student response and then ask another student to respond to what the first student said.

Ask more open ended questions so that a variety of different answers are possible.

Really, really listen to what students say. Ask an important, interesting question and then record (on the
board or electronically) a variety of student responses before commenting on any of them. Summarizing
what a student says cannot be done accurately without listening closely.

Use student answers, comments or ideas subsequently. Remember when Tom suggested that such and
such might explain that behavior?

Show that you value student comments. If you use an example contributed by a student, let the other
students know where the example came from.

Participation is a widely used instructional strategy, but various research studies many of which Ive highlighted
here in the blog and in the newsletter have shown that its often not used in ways that realize its full potential.
We use it so often, we fall into patterns and do not observe or analyze what we are doing and why.
But the good news is, solutions like those suggested here do not take a lot of upfront planning. Theyre easy to
implement and will make a big difference in the quality of your class discussions.

Source: http://www.facultyfocus.com/articles/teaching-professor-blog/practical-ideas-for-improving-student-participation/

Shy Students in the College Classroom: What Does

it Take to Improve Participation?
By: Mary Bart

When I was in college I never raised my hand. Never. I didnt raise my hand when I thought I knew the answer. I
didnt raise my hand even when I knew the answer with 100% absolute certainty. And I didnt raise my hand when
the professor was practically pleading for someone, anyone, to please participate.
Yet, I was a good student. I paid attention, took copious notes, studied hard, and earned good grades. But I was
also quite shy and therefore perfectly happy to never open my mouth in class. In fact, for the first few semesters in
college I didnt volunteer a single answer and prayed my professors wouldnt call on me. Then one day as I was
leaving class, Professor Roberts came over and asked if I had a few minutes to chat. Ut-oh.
My mind raced what could this be about? Did I mess up on the last exam? No, that couldnt be it, I felt pretty
good about that one and I was totally prepared for the essay question on Gorbechevs economic policies. Yeah, I
aced that test, so what could he possibly want?
Professor Roberts says Mary, youre one my best students, you always do well on the tests and your papers are
well-written
At this point Im thinking, OK, so whats the problem then?
And then he says, Its just that I wish you would participate in class.
Ah, that.
Im shy, I reply, stating the obvious.

Yes, I know, he says with a smile, but I also think you have a lot to offer the class, and its obvious you come to
class prepared. Id like to help you get more comfortable speaking in class. What do you think about that?
What do I think about that? Hmmm.
I wanted to say, Well, I think I can get an A whether I participate or not. But I didnt. I liked Professor Roberts.
From the very first day of class you could tell he liked being a teacher, and although his jokes were a little corny
and he assigned a ton of reading, he was generally considered one of the good guys by pretty much anyone who
took his class and was willing to put forth the effort he expected of his students.
So I nodded hesitantly, and he explained his plan. For the next few weeks, during his lecture he would weave in a
question straight from the reading and look directly at me. If I knew the answer, Id raise my hand for him to call
on me. At first the questions were simple recall questions and required only a short answer. But as the semester
progressed, the questions got more difficult and, much to my surprise, I found myself raising my hand even when
Professor Roberts wasnt looking my way.
Thats not to say that I was ever fully at ease participating in class, and as a reflective learner I still prefer to think
about and process information before discussing it with others, but I felt I owed it to Professor Roberts to make an
effort and take a few steps outside my comfort zone. I made good progress and little by little started participating
in other classes as well. I ended up taking Professor Roberts for another course the following semester, and Ill
always consider him one of my favorite professors.
I learned recently that Professor Roberts had retired earlier this year. Although I hadnt spoken to him in about 20
years, I sent him an email to wish him well in retirement and to let him know how much I enjoyed his courses. He
wrote back a nice note, just as I knew he would, and remarked how affirming it is to hear from former students.
Im not sure he actually remembers me, he taught thousands of students during his career after all, but it really
doesnt matter. Hell always be one of the good guys.
So when the new term starts, and you wonder whether its worth approaching those students who are hesitant to
participate or who try to make themselves invisible in your class, I assure you it is. They will never become your
most loquacious students, but almost all will appreciate that youre taking an interest in their learning and
hopefully some will even try to meet you halfway.

Source: http://www.facultyfocus.com/articles/teaching-and-learning/shy-students-in-the-college-classroom-what-does-it-take-toimprove-participation/

Archive for the Physical Activity Plan Category

Q: How Can We Help Students Reach 60-a-day?
Monday, May 5th, 2014

A: Comprehensive School Physical Activity Program!

For National Physical Education Week, were taking a deeper look into a Comprehensive School Physical Activity
Program and resources available to help reach the goal of 60 minutes of MVPA a day.
How much activity and why?
It seems you cant look through a magazine or watch a news program without hearing about the importance of
physical activity (PA) and its role in overall health. Theres nothing better for controlling weight, reducing risk of
heart disease, type 2 diabetes, and some cancers; not to mention PAs role in increasing muscle strength and
bone density, improving attention in class, and so much more. PA is the wonder drug of champions (literally!).
The Centers for Disease Control and Prevention (CDC), the Department of Health and Human Services, as well
as the Presidents Council on Fitness, Sport, and Nutrition all recommend 60 minutes of physical activity for
children ages 6-17. With that dosage kids will be healthier, happier, leaner, and have a much better chance of
living longer. Sixty minutes seems to be the magic number and it should consist mostly of aerobic activities in
the moderate to vigorous intensity level range (MVPA), such as brisk walking, running, swimming, etc., as well as
3 days/week of muscular strengthening like gymnastics and calisthenics. So, how on earth are todays busy kids
supposed to accumulate 60 minutes of MVPA most days?
Physical Education (PE) is a great start!
Lets say your school has a fabulous, quality physical education program with daily PE for all students. They have
PE for 30+ minutes (for elementary) and 45+ minutes (for MS/HS) each day and they are engaged in MVPA for
50% of class time always! Its an ideal program all around. Sounds great, right? It is yet its also VERY rare.
Are YOUR students reaching the magic dosage of 60 minutes on most days with PE alone? If not, theyll need to
find other physical activity opportunities throughout the day if theyre going to achieve their 60 minute goal.
How might you supplement student Physical Activity (PA)?
Viable options include before and after school programs, recess, activity during other academic classes, on-site
intramurals, as well as myriad activities off campus after school. Programs such as these are components of
a Comprehensive School Physical Activity Program (CSPAP). They include quality PE as the foundation, as well
as PA opportunities before, during, and after school, staff involvement, and family and community
engagement.* The whole package helps keep our children active and fit. Like SPARK Principal Thom McKenzie
likes to say, It takes a village to raise an active child.

Teaming up for PA!

No one person or entity is responsible for our kids health. When everyone does their part and students are
supported with PA choices in all sorts of environments, they are much more likely to participate and achieve their
60 minutes or more. And every type of activity counts towards the 60 (e.g., walking to school, climbing on the
jungle gym, having activity breaks during class, dancing in PE, playing tag at recess, running in a running club,
playing intramurals after school).You want your kids to have so many opportunities they cant help but find
activities they love to do and to do them often!
What resources are available?
Lets Move! Active Schools provides free and low-cost resources to help schools incorporate physical activity
before, during, and after school for at least 60 minutes a day. SPARK is an official supporting organization
of Lets Move! Active Schools and encourages schools to sign up to be an Active School. Learn more here.
How can SPARK help you and your students reach the 60 minute goal?
Quality Physical Education Sadly, many PE programs are not active enough ironic right? Yet studies show
students may spend a good chunk of class time waiting their turn for a chance just to touch the equipment (as in
relays) or sitting on the sidelines because they got out (elimination games) or simply waiting for someone to
pass the ball to them (large-group games). PE classes full of these practices often engage students in MVPA for
only a short amount of time. SPARK PE (K-2, 3-6, MS, and HS) offers teachers quality PE programs that in turn
provide students many opportunities to participate and practice skills. Research shows SPARK PE engages
students in MVPA at least 50% of class time, addresses National Standards, aligns assessment with instruction,
and regularly promotes out-of-class physical activity. Students become more active and more skilled when they
have SPARK PE. When taught daily, students can receive nearly half of their recommended minutes of PA with
SPARK PE alone!
During academic classes Because students often sit for hours at a time during classes, activity breaks are a
must! They help not only by adding minutes of PA, but they have been shown to enhance academic performance.
The SPARKabcs program provides numerous activities to be used as breaks during classroom time as well as
activities which integrate academic topics to help anchor learning and make it more active and fun. SPARK
provides sample SPARKabcs lessons to give you a taste of what our ASAP movement breaks and academically
focused activities look like. Theyre easy to teach, easy to learn, fun and effective. SPARK PE (K-2 and 3-6)
programs also include multiple limited space activities that classroom teachers can use as activity breaks
throughout the day.
During Recess Recess has potential to be either very active or very sedentary. Depending upon students
preferences, they might choose to play an active soccer or basketball game or to sit and chat with a friend while
eating their snacks. Even if they join what appears to be an active game, they may spend most of their time
waiting in line for their turn at wall ball, tetherball, kickback, 2-touch, etc. Frankly, they may get most of their
activity jumping up and down cheering for the kids who are playing! Both SPARK K-2 and 3-6 PE programs
include Recess Activities sections with ideas for inclusive, enjoyable, and ACTIVE games. SPARKabcs also
provides resources for recess staff looking to improve activity opportunities for all elementary age students.
Heres a sample recess activity that can be played as is, or modified to match your students and setting. Try it and
tell us what you think!
Before and After School Students who attend before and/or after school programs can receive a large
percentage of their daily MVPA during structured and/or non-structured activities. Again, as in recess, activities

need to be structured in such a way to increase activity levels and to have positive effects. There are many issues
to consider with running a quality program that addresses a wide range of ages, group-sizes and skill levels,
commonly have a lack of equipment and limited space, as well as high staff-to-student ratios. SPARKs After
School program (which actually targets all out-of-school PA programs, not just those done after school) has been
found effective in increasing PA for children and adolescents ages 5-14. It has hundreds of suggestions for
addressing many of the concerns typically encountered in these types of programs.
At the end of the day, students CAN reach the goal of 60 minutes or more of MVPA. Its a matter of structuring
your environment to encourage PA. By providing safe places to play, programs that promote movement
throughout the day, equipment to complement those programs, and trained staff to lead them, your students will
have met or exceeded the 60 min. goal for now, as well as learned the skills to continue to do so for a lifetime!
*(Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for
Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013)
- See more at: http://www.sparkpe.org/blog/category/physical-activity-plan/#sthash.SCdJyYTi.dpuf

Source: http://www.sparkpe.org/blog/category/physical-activity-plan/