Author: Argee Abadines (page 2 of 39)

How to Use TPTs for Note-Taking and Concept Analysis

Every learning opportunities provided in the classroom is somewhat limited by the time such concepts are to distilled and discussed in class. This rushed presentation of lessons can also lead to disregarding one of the important skills that students must learn – and that is note-taking.

As for students, it’s also a vague concept for them. Some of them don’t have a clue what to jot down during discussions. In some cases, some students may even be clueless on how to summarize the important points they have learned from the lessons.

Total Participation Techniques (TPTs) recognize the need for students to learn note-taking and concept analysis to deepen their understanding of the concepts being presented to them. If you decide to apply TPTs in your classroom, it doesn’t mean that direct instruction is already not allowed. You can still deliver your lessons using direct instruction; however, you need to pause now and then and make sure that students digest the information.

note making total participation techniques

For deep learning to take place, students must be given a chance to process and repackage what they learn in the form of a visual summary. This process will help them think the concepts critically. Therefore, during direct instruction, you can apply TPTs note-taking and concept analysis guide.

The TPTs guide to note-taking and concept analysis are:

  1. Confer, Compare and Clarify;
  2. Graphic Organizers and Prepared Packets
  3. Anticipatory Guides
  4. Picture Notes
  5. Lecture T-Chart
  6. The 3-Sentence Wrap Up
  7. A-Z Sentence Summaries
  8. Pause, Star, Rank
  9. Key-Word Dance
  10. Debate Team Carousel
  11. Technology Bases TPTs

Among the list given, I’ll discuss more Confer, Compare, and Clarify because this note-taking guide can almost be done on-the-spot. This technique can be done in the middle of the lesson or even as a summing up of that day’s lesson.

How Does It Work?

  1. In a pair, ask your students to “Confer, Compare, and Clarify.” Confer means that they must share a one-sentence summary of what they believe is the most important part of the presentation. During the ‘Compare’ part, the pair should share their notes with each other. It is important to tell the students that they can ‘borrow’ the ideas of their peers. Lastly, ‘Clarify’ is when the students are asked to record any questions that they have about the presentation.
  2. Soon after, ask the pairs to join other groups (forming a group of four). They will share the questions they have noted during the ‘Clarify’ stage and try to work together to form an answer to those listed questions.
  3. Ask the students to record the questions that could not be answered in the larger group on the board or in a piece of paper.
  4. Address these recorded questions before moving on to the next part of the presentation.

Confer, Compare and Clarify

To ensure that higher-order thinking is happening during this activity. Prepare some prompts that will help students to analyze the concepts they are learning together. These prompts will also help the students assess if they have taken down notes effectively. After the activity, you can also ask the students if they learn something from the note-taking strategies of their peers. You can even ask the students to write a short reflection about the areas that they can improve on, in their note-taking,  in the margin of their notebooks

Using ‘Confer, Compare, and Clarify’ does not need massive preparation for us, teachers. We just have to know at what part of our presentation we will ask our students to digest and synthesize the concepts we have just presented.

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TFT will also host its first ever Professional Development Workshop for teachers.  As we will be opening a tutorial center, it will be held there. The name of the tutorial center is Bruner Learning Hub located in Maly, San Mateo.

There will be two sessions for it:

1st part, August 5, Saturday:
We’ll introduce the need for TPTS and then learn about total participation techniques (TPT), in particular, On-the-spot TPTs and TPT holds up.
2nd part, August 19, Saturday:
.
We’ll learn TPTs that involve movement and how we can use TPTs for notetaking and concept analysis.

If you’re interested, please fill in your details in this google form. We will email you with more details and how to reserve your slot. Thank you for interest and support! 🙂

Don’t delay as the early bird promo only applies this month!

TPTs Involving Movement Celebrate Learning Together

TPTs Involving Movement

Various brain research suggests that movement is inescapably linked to learning and memory. Hence, teachers must design lessons that are both experiential and kinesthetic. Teachers should release the students from passive learning posture – glued to their seats, listening to teachers rattle their lessons in front by asking questions and making them answer worksheets, disengage with whatever is happening in the class, with decreased oxygen in their brains – and engage them physically and creatively with what they are learning.

The Total Participation Techniques (TPTs) provide activities where students will be manipulating objects or be out of their seats interacting and processing their learning together.

The TPTs that involve movements are as follows:

  1. Line-Ups and Inside-Outside Circles
  2. Three 3’s in a Row
  3. Networking Sessions
  4. Categorizing and Sorting
  5. Appointment Agendas
  6. Bounce Cards
  7. Mouth It, Air-Write It, or Show Me Using Your Fingers
  8. Acting It Out, Role-Plays, and Concept Charades
  9. Simulations
  10. Cut-and-Pastes
  11. TPTs During the Read-Aloud

I will concentrate in one of the TPTs that I personally find engaging to students and applicable to all age levels – Three 3’s in a Row.

Three 3’s in a Row (Himmele & Himmele, 2009) is an activity like Bingo, in which students interact with peers and get the peer’s feedback on what they should write in the boxes of their template.

What Makes It Fascinating

  • Students choose to answer what they feel most comfortable with, allowing other students to get the opinions from “peer experts.”
  • All students, experts or not, are required to process the questions in the nine boxes.
  • It provides the teacher with quick assessment feedback. The teacher simply walks around and observe the boxes that are not answered by most of the students.
  • It leads to great conversations and sharing of ideas wherein students can think critically (when the right questions are asked).

How It Works

  1. Prepare nine questions based on the content being learned and type them in Three 3s in a Row template.
  2. Students walk around the room asking peers to explain one answer (only one answer) to them.
  3. Students summarize their peer’s responses in the box. Emphasize to the students at the beginning of the activity that they need to write the responses of their peers themselves. Students must listen to each other, process the responses of their peers, and record their understanding of their peers’ responses.
  4. Students find another peer to answer another question and repeat the process. Students cannot ask two questions a single person to ensure that they are going around while the activity is being done.
  5. Go over the answers to the questions by asking volunteers to share their responses.

Sample Three 3’s in a Row template: I used my topic in class “Macbeth” Act 1 Scene 1 – 3


How to Ensure Higher Order Thinking

Your activity is only as good as the questions you prepare. Not all your questions need to answer higher order thinking, but make sure to add some big questions where students will analyze, synthesize, and evaluate. You can also think outside the classroom in making questions. Ask them the implications of the concepts they are learning for the larger world outside their classroom or for their personal worlds.

Three 3’s in a Row can provide a wonderful opportunity for students to interact and learn together. It takes a little time to prepare this TPT technique. All you need to think about is the questions you’ll ask the students to answer. So as you prepare your next lesson, why not try and incorporate this technique. Please do give us feedback after your try it. We would love to hear your stories.

 

****

TFT will also host its first ever Professional Development Workshop for teachers.  As we will be opening a tutorial center, it will be held there. The name of the tutorial center is Bruner Learning Hub located in Maly, San Mateo.

There will be two sessions for it:

1st part, August 5, Saturday:
We’ll introduce the need for TPTS and then learn about total participation techniques (TPT), in particular, On-the-spot TPTs and TPT holds up.
2nd part, August 19, Saturday:
.
We’ll learn TPTs that involve movement and how we can use TPTs for notetaking and concept analysis.

If you’re interested, please fill in your details in this google form. We will email you with more details and how to reserve your slot. Thank you for interest and support! 🙂

Don’t delay as the early bird promo only applies this month!

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