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Wednesday, April 8, 2009

Choral Response

Choral Response

Choral Response is a way to teach material using your students help without your students having any prior knowledge of the subject matter. The topic you have chosen is divided into words or phases that will help you teach the chosen topic and serve as visual prompts for your students to associate with the topic. Each word or phrase chosen as a visual prompt should be placed on a half-sheet of poster board. It is important to have large visuals so that all students can see them. Below I will give you an example of what I mean by teaching you how a bill becomes a law starting in the House of Representatives. First I will write what the teacher will say and then show you what you would write on the card. The teacher makes her statement(s) and then gives a card to a student in the class to hold up every time the teacher makes the same statement again.

Teacher: In order for a bill to be passed first is must be written.

Card #1 – Write it

Teacher: Once a bill has been written it is placed in a box like structure called the Hopper.

Card #2 -- Hopper

Teacher: From the Hopper bills are sorted and given to the appropriate committee.

Card #3 – Committee

Teacher: Committees can do three things. Committees can accept a bill as is, reject a bill as is, or rewrite a bill to say something else.

Card #4 – Accept
Card #5 – Reject
Card #6 – Rewrite

5. Teacher: If Passed out of committee.

Card #7 – If Passed

6. Teacher: It goes to the Rules Committee where it is placed on the calendar.

Card #8 – Rules Committee

7. Teacher: Once a date for voting is set is goes to the floor of the House on that date for a vote.

Card #9 – Floor of the House

8. Teacher: Card #7 Repeated – If Passed

9. Teacher: If passed out of the House of Representatives, it is then introduced onto the floor of
the Senate.

Card #10 – Introduced into the Senate

10. Teacher: From the Floor of the Senate it is sent to the appropriate committee.

Repeat Card #3 – Committee

10. Teacher: Committees have three options. They can accept a bill as is, reject a bill as is, or rewrite a bill to say something else.

Repeat Card #4 – Accept
Repeat Card #5 – Reject
Repeat Card #6 – Rewrite
Repeat Card #7 – If Passed

11. Teacher: If passed out of committee the bill is then brought to the floor of the Senate for a vote.

Card #11 – Floor of the Senate

12. Teacher: Repeat Card #7 – If Passed

13. Teacher: If passed from the floor of the Senate is goes to the president.

Card #12 – President

14. Teacher: The president has three options – pass it, veto it or pocket veto it.

Card #13 – Pass it
Card #14 – Veto it
Card #15 – Pocket veto

15. Teacher: If a president veto’s a bill it can be overridden by 2/3 vote of both houses of

Card #16 – 2/3 vote of both houses

The first time through the teacher does all the work, the second time some students will help, but before you know it all students will be helping you teach the material. I tell students they have to hold the card up over their head and yell out what is on the card. I tell them this is legalized yelling and they can yell as loud as they want as long as the class can understand them. Also, if possible, based upon the content, have repeat cards; this really keeps your students on their toes. This is also a great way to prepare for a major essay and then the students can use the prompts to help them remember what they need to write. Later after practice, they can create their own visual prompts.

Find more Teaching Strategies like this on the Teaching Strategies Page


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