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Two Techniques to Engage Students

Cold Call & Call and Response


1. Cold Call
a. Calls on students regardless of whether they have raised their hands in order to make
engaged participation the expectation.
b. Allows teachers to check for understanding effectively and systematically.
c. Increases speed in both terms of your pacing and the rate at which you can cover
material.
d. Allows one to distribute work more broadly around the room.
e. Key Principles
i. It’s predictable. Preferred preventive medicine. Engagement strategy, not a
discipline strategy. Do it for a few minutes every day. Beginning of class is the
ideal time.
ii. It’s systematic. About teacher expectations, not individuals. Universal (come
without fail to everyone), and impersonal (their tone, manner, and frequency
emphasize that they are not an effort to single out any student or students.) No
emotion involved. It’s how business is done. Questions come quickly, clearly,
and calmly, in clusters directed to multiple students, in multiple locations around
the room. Gives students a chance to shine. Some keep visible charts, tracking
who’s been called on.
iii. It’s positive. Purpose is to foster positive engagement in the rigorous work of
your class. The goal is for the student to get the answer right, not learn a lesson
by getting it wrong. Keeps students on task and mentally engaged. The question
and what an answer could look like should be clear. So, plan your exact
questions in advance.
iv. It’s scaffolded. Start with simple questions and progress to harder ones.
f. Use Cold Call to follow up on previous comments. This shows how much you value
students’ participation and insight. It also emphasizes that your students’ engagement
in what their peers say is as important as their engagement in what you say.
i. Follow-on to a previous question.
 Ask a simple question and then ask a short series of further questions.
ii. Follow-on to another student’s comment.
 Reinforces importance of listening to peers as well as teacher.
iii. Follow-on to a student’s own earlier comment.
 Signals that once the student has spoken, she’s not done.

2. Call and Response


a. Ask a question and whole class calls out in unison.
b. Builds habit of compliance.
c. Effectively used accomplishes three primary goals

[CELL adapted from Teach Like A Champion, Lemov, D., 2010, Jossey Base] Page 1
i. Academic review and reinforcement.
 Responding as a group in unison ensures everyone gets to give the
answer.
 When an individual student gives a strong answer, asking the rest of the
class to repeat that answer is also an effective way to reinforce it.
ii. High-energy fun.
 Energetic, active, and spirited.
 Feels lively.
 Makes students want to be there.
iii. Behavioral reinforcement.
 Makes crisp, active, timely compliance a habit, committing it to muscle
memeory.
 Reinforces teacher’s authority and command.
 Makes on-cue compliance public.
d. Five types or levels:
i. Repeat: students repeat what the teacher has said or completes a familiar
phrase that s/he starts.
ii. Report: students who have completed tasks on their own are asked to report
their answers back.
iii. Reinforce: new information or a strong answer is reinforced by asking the class
to repeat it.
iv. Review: answers or information from earlier in the class or unit is reviewed.
v. Solve: Most challenging to do well and most rigorous. The teacher asks
students to solve a problem and call out the answer in unison. The challenge is
having a single clear answer that all students will likely be able to solve
e. In-cue. Teachers must use a reliable and consistent signal and make 100 percent
participation the rule. There are five specific kinds of in-cues:
i. Count-based.
 Ex: “Ready, set…,” “One, two…,” or “One, two, ready, you…”
 Advantage – giving students time to get ready to answer.
 Ensures students answer in unison and exactly on cue.
 Can be cut short if students are not fully attentive.
 Can be sped up or slowed down to set the intended pace.
ii. Group prompt.
 Ex: “Everybody!” and “Class!”
 Helps foster group identity.
iii. Nonverbal gesture.
 A point, a hand dropped from shoulder height, a looping motion with
the finger.
 Advantage is speed.
 Don’t require interruption in the flow of the lesson.
iv. Employing a shift in tone and volume.
 Trickiest method, most prone to error.

[CELL adapted from Teach Like A Champion, Lemov, D., 2010, Jossey Base] Page 2
 Teacher increases volume in the last few words of a sentence and
inflects his tone to imply a question; students recognize this as a prompt
and respond crisply.
 Used only after mastering simpler methods over time.
 Advantage of being seamless, fast, and natural.
v. Specialized.
 Indicates a specific response to students.
 Ex: Students have been taught to always respond to the question, “Why
are we here?”, with the response in unison, “To learn! To achieve!”
f. Adaptations and applications:
i. Combine and intersperse it with Cold Call.
 Increases attention
 Taps into tension of unexpected.
 Makes class more exciting.
ii. Jazz up Call and Response
 Ask subgroups within the class to respond in unison to some cues.
 Ex: ask boys, then girls; ask left side of room, then right side
iii. Add a physical gesture
 Students cross their fingers in a mock addition sign as they call out the
name for the answer to an addition problem: “The product!”
 Gives students a way to be physically active.
 Keeps students alert and moving and gives them something positive to
do, not just say.
 Teacher better able to watch for students who are hiding while others
participate.
3. Pepper
a. Fast-paced, unpredictable with lots of chances for participation in rapid succession.
b. Great warm-up activity
c. Often starts as Cold Call and then transitions into taking volunteers as enthusiasm rises
d. Asks quick fundamental questions as review
e. It’s a game.
f. Time is compressed, clear beginning and end
g. Variations:
i. Pick Sticks –popsicle sticks labeled with students’ names – random pick
ii. Head-to-Head – two students called on to stand up to answer, first to answer
correctly remains standing to compete against new challenger
iii. Sit Down – all stand, earn seat by answering correctly or vice versa
4. Wait Time
a. Delaying a few strategic seconds after asking a question before calling on a student
b. Taps into power of ideas and students who don’t volunteer first to answer
c. 3-5 seconds improves the quality of answers
d. Enhance wait time by narrating it
i. More intentional & productive
ii. Explain why waiting
 Ex: I’m waiting for more hands.

[CELL adapted from Teach Like A Champion, Lemov, D., 2010, Jossey Base] Page 3
 Ex: I see people thinking deeply and jotting down thoughts. I’ll give
everyone a few more seconds to do that.
 Ex: I see people looking at notes, that’s a good idea.
5. Everybody Writes
a. Give time to reflect first in writing before discussing.
b. Benefits
a. Increase quality of ideas
i. Expand number of students likely to participate
ii. Increases the ratio of everybody being engaged regardless of who actually
speaks

Reflection and Practice Activities for Cold Call & Call and Response

1. Take a lesson plan you have written, and mark it up by identifying three
places where it would be beneficial to use Cold Call. Script your questions,
and write them into your lesson plan.

2. Take the same lesson plan, and mark it up to add two short sessions of Call
and Response. Again, script your questions. Try to ask questions at all five
levels, and note the in-cue you’ll use.

[CELL adapted from Teach Like A Champion, Lemov, D., 2010, Jossey Base] Page 4

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