My daughter, while doing her Masters, appreciated sessions where the professor from Greece(?) used the code -call approach. In a mischievous, inquisitive way his hand would circle around while posing a question, then land on his 'victim'. If stumped: "Erin is thinking, she is thinking - who in her team can help her?" Cold calling positively influenced their study sessions. He was chosen as the professor to lead their graduation ceremony!
As a second grade teacher, towards the end of the school year I would have fun mimicking this approach with my class, with the twist of a faux Greek accent. The children loved it, were fully engaged and supportive of each other, while it revealed for me both their learning and previously unknown gaps in student knowledge and understanding.
I love that last comment about your Grade 2 class. I read a frightening article a couple of years ago about a university that was sued basically over cold calling because a young woman committed suicide over her anxiety. The insurance premiums went up and questioning basically stopped because lecturers couldn’t possibly remember every single person who had an anxiety provision in a. Large lecture. I imagine this affected the learning experience for everyone. It’s out of control.
I started cold-calling my new Year 9s only during retrieval and did this basically from the beginning of the year. I gradually added in more as the year went on. Not flawless by any means, but I was happy with the progress we made.
My daughter, while doing her Masters, appreciated sessions where the professor from Greece(?) used the code -call approach. In a mischievous, inquisitive way his hand would circle around while posing a question, then land on his 'victim'. If stumped: "Erin is thinking, she is thinking - who in her team can help her?" Cold calling positively influenced their study sessions. He was chosen as the professor to lead their graduation ceremony!
As a second grade teacher, towards the end of the school year I would have fun mimicking this approach with my class, with the twist of a faux Greek accent. The children loved it, were fully engaged and supportive of each other, while it revealed for me both their learning and previously unknown gaps in student knowledge and understanding.
I love that last comment about your Grade 2 class. I read a frightening article a couple of years ago about a university that was sued basically over cold calling because a young woman committed suicide over her anxiety. The insurance premiums went up and questioning basically stopped because lecturers couldn’t possibly remember every single person who had an anxiety provision in a. Large lecture. I imagine this affected the learning experience for everyone. It’s out of control.
I started cold-calling my new Year 9s only during retrieval and did this basically from the beginning of the year. I gradually added in more as the year went on. Not flawless by any means, but I was happy with the progress we made.
Retrieval is a good place to start as it needs to be marked and they should in theory know the answers. Glad to hear you’re making progress!
Love this post, on every level.
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