Series Arts Integration with David Cooper: Greek Mythology in the Classroom & Museum: Roll the Dice for Participation

The Power of Arts Integration: Series Overview

Interpreting Ancient Art in Social Studies

Performance as a Culminating Activity

Applying Knowledge at a Museum

See-Wonder-Think

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Roll the Dice for Participation

Visiting a Museum

Roll the Dice for Participation

Lesson Objective: Call on students to participate

All Grades / All Subjects / Engagement

2 MIN

Discussion
Supporting Materials

Thought starters

How does this strategy hold students accountable?
When might you randomly call on students and when might you pick certain students to call on?
How could you adapt this strategy for use in your classroom?

18 Comments

Gregory Reeves Jan 23, 2018 12:18am

For my high school classes I use a random generator for assigning students to groups and picking the order that the groups present in. One of the assignments in the course the students get to build random generators, and they get a kick out of using them for group projects. I normally just have students with an assigned number, and use the random generator to decide who goes next, but I like the idea of seat number so I look to incorporate that.

Recommended (0)

Thelma Jelks Oct 13, 2016 11:17pm

I love this idea. I am going to try it in my kinder class. I use the sticks but I really like the rolling of the dice. It will help with my kids staying engaged.

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Mark Grohman Jul 9, 2016 8:23pm

For on-level high school classes, I keep a seating cart on a clipboard making notes for each day in a different color using gel pens. These marks include which problem number was asked, attendance, and discipline challenges.

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Mindy Chung May 9, 2016 12:17pm

What a great and simple idea to call on non-volunteers for participation!

Recommended (0)

Kristina Brown Sep 22, 2015 12:50pm

This is such a great idea to keep students constantly engaged in the lesson.

Recommended (1)

Materials

External Resource Materials

Transcripts

Roll the Dice for Participation Transcript

DAVID COOPER [sync]
00:00:03 What’s one thing that you detected? Table Six, Seat Five.
LONG

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Roll the Dice for Participation Transcript

DAVID COOPER [sync]
00:00:03 What’s one thing that you detected? Table Six, Seat Five.
LONG BLACK HAIR
00:00:09 I detected that the statue was pretty old.
00:00:13 [TITLE: Roll the Dice for Participation]
[TITLE: A Classroom Strategy]
DAVID COOPER
00:00:17 A focus of mine in the classroom is for my students to engage in what they’re learning. And to maximize accountability, I’ve tried a lot of different strategies – popsicle sticks, writing names on playing cards. But the strategy I use in my class is rolling two die.
DAVID COOPER [sync]
00:00:34 Table Two, Seat Five.
STRIPED SHIRT
If you look closely, there’s, like, a crescent moon.
DAVID COOPER [sync]
00:00:38 You thought there was a crescent moon here.
DAVID COOPER
00:00:41 I have my classroom arranged in six tables of six students. And each table, each chair has a number – Seat 1, 2, 3, 4, 5, 6. And the students know what table they’re at and what seat number they’re in because they have to put that information on every assignment they turn in, so it’s constantly reinforced.

00:00:59 When I need to call on a student I can do it randomly by rolling the die.
DAVID COOPER [sync]
00:01:04 Table One, Seat Three.
DAVID COOPER
The students know that at any time their number could be called. This helps them remain ready, accountable, engaged in what we’re doing. I finally managed to engage a certain type of student that I couldn’t reach before.

00:01:21 Students who tend to be quiet in class, they tend to not raise their hand as much, they tend to not answer many questions – all of a sudden, I’m seeing a completely different side of these students.
DAVID COOPER [sync]
00:01:32 Table One, Seat Four.
PINK LACE
00:01:35 The reason why I can tell it’s Zeus is because of the way his hair is.
DAVID COOPER [sync]
The way his hair is.
DAVID COOPER
00:01:40 They also understand that if their number comes up three times in a row that they’re answering three questions in a row.
DAVID COOPER [sync]
00:01:47 Alright. Let’s try another. Table Four, Seat Four.
TIMOTHY
00:01:53 Oh. One thing we detected is that the chest is very shown- is shown.
DAVID COOPER
00:01:58 There is no time off from being ready.
DAVID COOPER [sync]
00:02:01 Table Two, Seat Five.
BLUE SHOULDERS
00:02:03 The arm and some of the foot is dissolved.
DAVID COOPER [sync]
Alright, excellent. I like that idea.
00:02:13 ***FILE END***

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