Appendix Protocols for Increasing Student Engagement Protocol: Let Me Hear You Descriptio “call,” such as “Got it?/Yes.” Students respond concurrently, orally, and/or with movement, to a speaker— the teacher or another student—to an improvised or pre-taught Why use it: + To actively engage all students + To validate and affirm culturally different forms of discourse, particularly as an aspect of codeswitching Description: Before using the protocol, the teacher prepares Itis best to use this when: * Getting students’ attention * Transitioning between activities + Showing appreciation or acknowledgement icks with each student’s name written on them, ‘The teacher poses a question and invites students to think about the answer silently. After some thinking time, the teacher picks from the group of sticks. The selected student answers the question. Stick selection continues until a sufficient number of answers are heard. Why use it: + To hold all students accountable for participation through nonyolunteerism Its best to use this when: + Randomly sampling students to assess prior knowledge + Randomly selecting students to assess understanding + Maintaining whole-group engagement during direct instruction 152Description: Four to six students are 8 represents the group number. The other The teacher asks a question an student, such as Group 4, Student answers are heard Why use it: * To hold all students accountable for participation through nonyolunteerism Pere reo LL Sv Descripti is appropriate for one person present to the class. If any s “My turn,” with students respons Why use + To practice explicit turn taking, particularly as an aspect of codeswitching. + Helps students practice um waking ‘without jumping in when they feel engaged ouped and numbered. One die «tells students to think of their responses, while she or he rolls the dice. The teacher rolls and calls on t 1t2. Rolling the dice continues until ample or all questions answered. his protocol is used for particin to speak at a time. The that one person will talk at a time to ans dents “jump in” teacher reminds students of what is apPr®! ang in unison, “Your tn” die represents the student's number. the selected It is best to use this when: + Randomly sampling students 10 assess prior knowledge + Randomly selecting students 1° assess understanding + Maintaining whole-grouP engagement during direct instruction and discussion when it teacher states explicitly wera question, give instruction, OF tan inappropriate time, the by saying in eal and response This best to use this whens eis important for one SPeAKEt (2 be heard, such as during direct jnstruction, presentations: speakers, el 153Protocol: Give a Shout Out Description: Students sofily shout out responses at the same time. The teacher can record shout-outs on the board, if appropriate. Posed questions. can require either one correct answer or a variety of short answers. It is best to use this when: + Checking for understanding on short 1-2 word answers (eg., multiplication facts, brainstorming short 1-2 words) + Checking responses (such as synonyms with the Personal Thesaurus) Why use it + To actively engage all students * To validate and affirm culturally different forms of discourse, particularly as an aspect of codeswitching Protocol: Moment of Silence Description: Everyone in the classroom, including the teacher, is completely silent. Itis best to use this when: + Students are taking tests, quizzes, or completing independent assessments, + Students are journal writing or completing quick writes + Students are in sustained silent reading (SSR) + Students are meditating or reflecting Why use + To practice explicit silent work, particularly as an aspect of codeswitching 154