• Instructional Conversations for Equitable Participation
  • Introduction
  • Overview of ICEP
  • Guidelines for Using ICEP Rubrics
  • Observation Rubric: Domain 1. Contextualized Discourse
  • Observation Rubric: Domain 2. Collaborative Activity
  • Observation Rubric: Domain 3. Complex Ideas Using Everyday Language
  • Observation Rubric: Domain 4. Equitable Participation
  • Teacher Overview of ICEP
  • Student Overview of ICEP
  • Observation Sheet
  • Plan-Do-Analyze-Revise (PDAR) Protocol
  • ICEP Lesson Plan Template
  • Author Biographies
  • References
  • Download
  • Translations
  • Observation Rubric: Domain 4

    Equitable Participation

    Teacher and student interactions in small group instructional conversations foster opportunity for every student to contribute as meaningful participants.


    Classroom Examples


    Video Analysis Notes

    Note: Scores not included

    4a: Teacher Promotes Talk from Everyone

    • Teacher consistently provides opportunities for students to contribute

      • T: “Okay, tell me what to write.”

      • T: “So it helps us to remember the story better, it helps us to feel what the characters are feeling?”

    • Teacher and student talk here is considered close to equal, though teacher talk may appear high due to modeling expression, questioning, restating, etc.**

      • This may occur for certain reasons

        • This could be the case when working with younger aged students

        • There may be times when higher teacher talk is necessary in order to explain, model, and elaborate on a topic or lesson

    • Teacher provides clear expectations

      • T: “I want everyone to share what they are thinking, okay?”

    • Each student takes turns sharing a connection and the teacher writes each contribution down on chart paper

      • T: “Now, let’s see about the connections. Can I start? I’ll show you mine and then you can do your own.”

      • T: “You were like Tommy? You guys were kind of the same. So when you make those connections, you guys are kind of the same.”

      • Teacher adds her own and all three students’ contributions to the group poster

    • Teacher provides the opportunity for all students to participate, share, and reflect on others’ comments and contributions

      • T: “Can you guys read this with me?”

    • Teacher appears attentive to students and clearly provides nonverbal cues of active listening, which helps to create a positive climate that encourages students to feel comfortable in sharing

    4b: Teacher Distributes Attention Equitably

    • Teacher consistently rephrases and expands on students’ contributions

    • Teacher wants students to guide her in what to include on the poster and asks follow-up questions

      • Examples of T’s follow-up questions: “Did that help you understand Tommy a little better?”; “What did the book remind you of?”; “So how was that a connection? How does that help you understand this story?”

    • When other students are talking more often, the teacher consistently brings in quieter student to share and does so in a comfortable way

      • One student is less verbally expressive during the activity but is open and willing to share when prompted by the teacher

      • T: “Let’s give her a chance to share”

      • T: “Oh I remember that part, (turns to quieter student) do you remember that part?”

    • When asking students questions, teacher presents with positive and supportive affect and gives students wait time to demonstrate belief in students’ ability to contribute

      • T: “I want everyone to share what they are thinking, okay?”

    4c: Teacher Equitably Redirects as Needed

    • Students are largely on-task so there appears to be no need for teacher redirection of student behavior

    • There are brief moments of distraction within the classroom, but the teacher is able to quickly and subtly bring students back to the task

    4d: Students Contribute Meaningfully

    • Students listen, share, and read

    • With teacher guidance, students relate their personal experiences to events and characters in the story to help them understand the story better

      • T: “When Tommy’s grandpa was sick…so how did that help you understand the story? It felt the same?” / S nods.

    • Students also show nonverbal participation and engagement when not sharing

      • Even the student who contributes less verbally still demonstrates engagement in the activity

    • Through connections to personal experiences, students appear able to contribute meaningfully to the activity

      • T: “Im wondering, we’re wondering about how that is like your life. Is there anything that has happened to you that reminds you of this story?” / S describes the experience of his mother teaching him how to walk.

    • **Regarding talk ratio: see notes in 4a

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