All Hands Up Cold Calling

Summary

This YouTube video discusses an alternative teaching method called “All-Hands-Up Cold Call,” contrasting it with traditional cold calling. The core difference is that all students raise their hands before a question is answered, making participation visible and revealing students who aren’t engaged. The presenter argues this approach improves student attention and participation, providing valuable data for teachers. Various classroom management strategies are suggested to maximize the effectiveness of this technique, including frequent questioning and using praise and demerits. The presenter ultimately advocates for trying this method and using its results to address classroom challenges

Time-stamps

The speaker in the source is a teacher who advocates for an “all hands up” approach to cold calling in the classroom. Here are some key insights from the video with their corresponding timestamps:

• [0:55- 2:25] The speaker argues that “all hands up” cold calling creates a more exciting and engaging learning environment. In a classroom where all students raise their hands to answer a question, there is a palpable energy and excitement that is missing in classrooms where students are called on randomly with their hands down. The “all hands up” approach encourages participation, makes it easier to identify students who are not engaged, and creates a positive cycle of attention and motivation.
• [3:35 – 4:40] The speaker explains that using “all hands up” cold calling along with a high frequency of questioning helps to prevent students from gambling on not being called on. When students know that they are likely to be called on multiple times throughout the lesson, they are more likely to pay attention and be prepared to answer questions.
• [4:45 – 5:50] The speaker suggests using “turn and talk” as a strategy to encourage thinking and participation, especially for questions that require rehearsal or demonstrate understanding. By giving students the opportunity to discuss their ideas with a partner before raising their hands, the teacher ensures that everyone has a chance to think about and rehearse their answers.
• [7:00 – 8:25] The speaker explains how they use a seating plan with tally marks to track student participation and ensure that they call on a diverse range of students throughout the lesson. This system allows the teacher to visually monitor who has answered questions and to prioritize calling on students who have not yet had a chance to participate.
• [10:20 – 11:10] The speaker believes that praise is a powerful motivator in the classroom and uses it liberally to reinforce positive behaviors, such as raising hands and answering questions correctly. They advocate for using praise frequently and for a wide range of student actions, rather than reserving it for exceptional achievements.
• [12:00 – 14:00] The speaker highlights that the success of “all hands up” cold calling depends on various factors, including the teacher’s relationship with the class, the school culture, and the specific strategies used to motivate students. They encourage teachers to consider these factors and to adapt their approach accordingly.

The speaker’s insights offer valuable perspectives on creating an engaging and interactive learning environment through the “all hands up” cold calling technique. They emphasize the importance of student participation, frequent questioning, and strategic use of praise in fostering a positive and successful classroom culture.

What are the key implications for teachers in the classroom?

• Shifting classroom culture: Implementing the “all hands up” technique requires a conscious effort to shift the classroom culture. Teachers need to establish clear expectations for participation and consistently reinforce those expectations through praise, rewards, and, if necessary, consequences. It’s not simply about asking students to raise their hands; it’s about cultivating an environment where active participation is the norm.
• Understanding student behavior: The “all hands up” approach provides valuable data on student engagement and understanding. By observing which students are consistently raising their hands, teachers can identify those who are actively listening and grasping the material. Conversely, students who are hesitant or failing to participate may signal a need for additional support or a re-explanation of the concept.
• Strategic use of questioning: The success of this technique hinges on the teacher’s ability to ask frequent and well-crafted questions. The questions should be designed to check for understanding, encourage rehearsal of ideas, and maintain student attention. Varying the types of questions and their level of difficulty can cater to diverse learners and keep the lesson engaging.
• Motivating through praise and feedback: The speaker emphasizes the importance of praise in reinforcing desired behaviors. By acknowledging and praising students who raise their hands, participate actively, and answer correctly, teachers can create a positive feedback loop that encourages continued engagement. This also helps to mitigate the potential issue of quicker students dominating the discussion, as the teacher can use praise strategically to encourage participation from all students.
• Adapting to different classes and students: The speaker acknowledges that the “all hands up” approach may require adjustments depending on the age, personality, and academic level of the students. Teachers should be prepared to adapt their narration, motivational strategies, and questioning techniques to suit the specific needs of their class. Observing student responses and seeking feedback can help refine the implementation of the technique.

By understanding these implications and implementing the “all hands up” cold calling technique strategically, teachers can create a more dynamic and inclusive learning environment where all students feel empowered to participate and succeed.