Numbered Heads

Research clearly demonstrates that low-achieving students are less likely to be called on by the teacher than high-achieving students. When low-achievers are called upon, they are likely to be asked the easier questions requiring little more than recall of information. This pattern of classroom interaction between the teacher and students does not go unnoticed by students. Students are quick to observe who gets called on and which responses grab the teachers’ attention. Who is important, smartest, and most likeable can be determined by students based on the amount and type of response opportunities students have in class. Students who have few opportunities to respond may feel ignored and that they are less capable than the high achieving students who have many more opportunities to respond. Consequently, their motivation to learn and their academic performance may suffer.

One way to ensure more equitable response opportunities is to stop calling on students who raise their hands. Instead, use a strategy that uses a random method for asking students to respond. One such strategy is known as numbered heads.

Implementation

1. Because of its flexibility, the teacher may begin with information questions, and as students become more familiar with the strategy, increase rigor by asking questions that require analysis or synthesis of information.

2. The students' task is to arrive at consensus.

· After the students respond, have the other groups agree or disagree with the answer by showing a thumbs-up or thumbs-down, and then explain their reasoning.

· If the answer needs clarification, ask another student to expand on the answer.

3. Variation One

· The student from each team whose number was called writes the answer on the team response board.

· They may not receive any help from their team at this point.

· They place the response board face down when ready.

· When all teams are ready, have the designated students stand and hold up their response board to show their answer.

· Check each team's answer for accuracy.

4. Variation Two

· Call a number instead of a team name, and have students with the call number go to the board and simultaneously record their group’s answers.

· If the question has multiple answers, allow each standing student to report just one of their answers.

· Use the rule, “Be additive, not repetitive.”

Classroom Management

1. Place students in groups of 4. Give each group a name (can simply be Team A, Team B, Team C, Team D)

2. Number students off from 1 to 4 within their teams.

3. Call out a question or problem. (Example: Where do plants get their energy?)

4. Students in teams put their heads together to discuss the answer. They must make sure everyone on the team knows the answer.

5. Randomly call a group name and number from 1 to 4.

6. The student whose group name and number was called answers the question.

7. Repeat with additional questions as time allows.