*Using Pre-Activity Questions and Random Sharing to Increase Engagement – Classroom Activity Overview

Activity Framework and Pedagogical Rationale

  • Instructor intentionally moves away from whole-group questioning to individual or small-group production tasks; this consistently “gets people going” more effectively.
  • Students are alerted that, after the task, one person will be randomly chosen to share, and the odds are approximately 14=25%\frac{1}{4}=25\%.
    • Announcing this probability explicitly heightens focus and accountability (“any of you have about a quarter of a chance…”).
  • The example offered shifts from mathematical content to a creative literacy task, underscoring that the engagement strategy is cross-disciplinary.

Step-by-Step Procedure of the Writing/Story Task

  • Visual Prompt
    • Teacher will display a single picture for the class to observe.
  • Work Period
    • Duration: 5 minutes total.
    • Students must either:
    • Describe in writing what they believe is happening in the picture or
    • Compose an original story inspired by the image.
    • Flexibility: learners decide which approach (description vs. narrative) best fits their perception of the picture.
    • A 1-minute warning will be given before time expires.
  • Post-Work Share-Out
    • After time ends, the class reconvenes.
    • “Lucky three” students are selected (probability reminder above) to present their work aloud.

Mandatory “Three-Questions-Before-Launch” Protocol

  • Purpose: surfaces uncertainties before the timer starts; one student speaks “on behalf of the whole group.”
  • Implementation timeline:
    1. Instructor pauses and requests exactly three questions.
    2. Questions can be personal or anticipated on behalf of peers.
    3. Activity begins only after the third question is asked.
  • Observed benefits (from 5th-grade experience):
    • Initially slow, but students soon realize the collective value—“I’m speaking up for the whole group.”
Questions Actually Asked in the Transcript
  1. “What are the three questions?” – (Will, possibly ironic)
    • Teacher clarifies the nature of acceptable questions.
  2. “Do I have to write it?” – (Sarah)
    • Answer: Yes, physical writing is required.
  3. “Could you put what we’re supposed to do in the chat as well?” – (Beth)
    • Teacher agrees and promises to type the directions.
  4. Follow-up: “Can we draw instead of write?” – (Will)
    • Answer: No; written sentences are mandatory.

Technical & Logistical Notes on Showing the Picture

  • Initial failure to share screen: teacher attempts to click “Share,” but students still see nothing.
  • Solution path tried:
    • Cohost Privileges: Laurie makes Francis a cohost to grant sharing rights.
    • Copy-Paste into Chat: considered as a workaround if screen share fails.
    • Emailing the Image: Francis emails the file to Laurie → Laurie can then download from email and share via “Downloads.”
  • Key reminders raised by participants:
    • The picture file must be open locally before sharing.
    • Multiple confirmation steps (“thumbs up if you can see the picture”) used to verify success.
  • Instructor’s meta-comment: expresses appreciation for the class’s patience during tech issues.

Student Engagement & Classroom Culture Takeaways

  • Random selection (25 %) + short timed task (5 min) keeps energy high without overwhelming students.
  • Explicit directions in multiple modalities (spoken + chat) ensure accessibility and reduce confusion.
  • The “three-question” rule cultivates a brave space where asking clarifying questions is normalized and viewed as community service.
  • Emphasis on written articulation (no drawing substitutes) aligns with learning objectives—developing descriptive or narrative writing skills.

Timing & Numerics (Quick Reference)

  • Probability of being chosen: 25%25\% (≈1 in 4).
  • Required pre-activity questions: 3.
  • Writing window: 5 minutes.
  • Warning before end: 1 minute.
  • Number of presenters after writing: 3 (the “lucky three”).

Practical Recommendations Derived From the Session

  • Always clarify format requirements (e.g.
    “must be written, not drawn”) beforehand.
  • Provide redundant instructions: orally, in chat, and visually.
  • When screen-sharing fails, have tiered contingency plans (cohosting, copy-paste, email & download).
  • Use manageable odds (25 %) to create psychological investment without intimidation.
  • Continue reinforcing the value of collective questioning—students learn to anticipate peers’ needs, fostering empathy and active listening.