Technique: Cold Call

Name of Activity: Roll Out

Type of Activity: Worksheet and Role Play
Objective: PWBAT facilitate the integration of Cold Call techniques into their year
by planning the introduction to students.
Task: Develop a plan and script to introduce Cold Call to your class at the beginning
and middle of the school year.
How to Use: This exercise is designed to be conducted after the other activities
have been completed and Cold Call has been practiced repeatedly
Estimated Time: 30 minutes
Background: One of the challenges of any new technique that may not be familiar
to students is how to introduce it to them for the first time. The master teacher
understands that deciding who to call on and how and when to call on them is a
means of controlling who pays attention rather than just who gets to participate.
Effective teachers call on who they want to participate, regardless of whose hand is
raised. This allows them to check for understanding effectively and systematically
but ensures that all students think its possible that theyre about to be called on.
Cold Call should be predictable, systematic, positive and scaffolded. In addition,
there are four variations to Cold Call: New/Old Material, Hands Up/Hands Down,
Follow-on Cold Calls and Timing the Name.

Materials Needed:

Video Clip: EA.ColdCall.GR5.Driggs.'Hot calling.'Clip0593.mov

Cold Call Technique Notes
Introducing Cold Call Teacher Copies

Facilitator Directions
Step 1 (5 minutes): Video Clip: EA.ColdCall.GR5.Driggs.'Hot calling' Clip0593.mov
Prepare: Watch the clip and have participants review the technique notes for Cold
Call.
Step 2 (10 minutes): Teacher Copy Page 3
Plan the Roll-Out: Groups should then work in pairs to create an introduction for
Cold Call in a classroom. You can pick if it is for the beginning of the year or the
middle of the year. The following questions are on their Teacher Copy to help them
with their introduction.
Remind Participants to use their Cold Call Technique notes (found on your zip drive)
to plan.

What will you tell students about what Cold Call is and why?
What do you expect will be challenging about introducing Cold Call to your
students?
What do you expect will be different about introducing Cold Call in the middle
of the year?
Are there any objections from students that you anticipate having to
overcome?
Are there particular ways that you think to be effective in introducing Cold
Call to make it more systematic? Predictable? Scaffolded? Positive? Explain.

Step 3 (10 minutes): Teacher Copy Page 4

Model practice based on the following practice directions for your staff first.
Practice: In Pairs, participants will practice their Cold Call Rollouts. Review the
practice instructions that are on the Teacher Copy and written below:
In Pairs: One participant will play the Teacher one participant will play the Coach.
1. The Teacher will deliver their Cold Call Rollout. During this time the Coach will
be looking for one glow and one grow.
2. Coach delivers feedback-one glow and one grow
Examples:
Glow I liked how your roll out gave a clear explanation to your
students of what to expect: for example, it is going to be predictable
and that they are going to be prepared for the Cold Call.
Grow Next time, make your roll-out more positive by explaining that
Cold Call is a learning experience, not a gotcha moment.
3. Teacher practices their roll-out again while implementing the feedback their
coach gave them.
4. Switch roles.
Step 4 (5 minutes):

Reflection: Have participants reflect and share out their answers to the following
questions with the whole group:

What was effective about the roll out?

What suggestions do you have for improvement?

Cold Call Roll Out

Teacher Copy
Directions: Write an introduction of the Cold Call technique that you might deliver
to your students if you were going to begin to Cold Call them for the first time.
Create two variations: one as if it was the beginning of the year and one as if it were
the middle of the year.*
A good introduction of this technique might cover some or all of the following
points:

Who will be called upon (e.g., Hands up vs. Hands down)

The rationale for doing it this way
How students should respond if they are called on
Particular times, if any, students should expect to get Cold Called
What will you tell students about what Cold Call is and why?
What do you expect will be challenging about introducing Cold Call to your students?
What do you expect will be different about introducing Cold Call in the middle of the
year?
Are there any objections from students that you anticipate having to overcome?
Are there particular ways that you think to be effective in introducing Cold Call to
make it more systematic? Predictable? Scaffolded? Positive?

Beginning/Middle of the Year Roll Out (circle one)

*Referring to your Cold Call technique notes will be helpful in planning and delivering your feedback.

Cold Call Roll Out (Contd)

Teacher Copy
Practice Instructions:
In Pairs: One participant will play the Teacher one participant will play the Coach.
1. The Teacher will deliver their Cold Call Rollout. During this time the Coach will
be looking for one glow and one grow.
2. Coach delivers feedback-one glow and one grow
Examples:
Glow I liked how your roll out gave a clear explanation to your students of
what to expect: for example, it is going to be predictable and that they are
going to be prepared for the Cold Call.
Grow Next time, make your roll-out more positive by explaining that Cold
Call is a learning experience, not a gotcha moment.
3. Teacher practices their roll-out again while implementing the feedback their
coach gave them.
4. Switch roles.
Notes: