The document provides insights into the effectiveness of cold calling in classrooms, highlighting its impact on student participation and comfort, especially regarding gender equity. It presents research findings that show increased voluntary participation among students in high cold-calling environments and offers strategies for effectively implementing cold-calling practices. Additionally, it emphasizes the importance of positive reinforcement and a supportive culture when students struggle to answer questions.

1. Cold Call
Teach Like a Champion
Plug and Play

2. Na’Jee Carter Denarius Frazier
What is effective about Na’Jee and Denarius’s Cold
Calling? How do their Cold Calls make students feel
seen and heard?
Page 3

3. In classes with frequent Cold Calling, teachers saw…
• “Significantly more students answer questions voluntarily than in
classrooms with low-cold calling.”
• “Students’ comfort participating in class discussions increases, while
classes with low-Cold Calling see no change in students’ comfort
participating.”
--Dallimore, Hertenstein, & Platt (2013), Northeastern University
Research Corner: Cold Call & Participation
Reflect: What resonates? What is surprising?
Page 4

4. In college classes with high cold-calling, researchers saw…
• “that Cold Calling increases the percentage of both men and women
who participate voluntarily.”
• “women answer the same number of volunteer questions as male
students; […] differences were observed between men and women in
low Cold Calling environments where women answered fewer
questions than men.”
--Dallimore, Hertenstein, & Platt (2019), Northeastern University
Research Corner: Cold Call & Gender Equity
Page 4
Reflect: What resonates? What is surprising?

5. Reflection
When might you use more Wait Time versus less Wait
Time? What is the impact of each?
Page 5

6. Timing the Name
Reflect: What is the impact of
each of these sequences?
I’m going to ask a few of you to answer some
questions about literary terms…
…Laura, what is juxtaposition?
…What is juxtaposition…Laura?
Laura
Whole Class Laura
Page 6

7. Timing the Name Cold Call Practice
Objective: To practice Cold Calling multiple students
focusing on Timing the Name
Page 7

8. How do Brittney and Jon emphasize the positivity of
Cold Calling?
Brittney Moore Jon Bogard
Page 8

9. Based on your notes from BreOnna
Tindall’s reflection and the Cold Call Roll
Out script, write your own script for your
classroom.
Roll Out & Positive Cold Call Practice
Plan
Deliver your Roll Out script + 2-3 Cold Calls
with positive phrasing from Water Cycle
script
Receive feedback from a partner and
practice again.
Success Points
• Clear and succinct directions for what to expect when
Cold Called
• Positive affect during Cold Calls
Practice
*Depending on time of year, this may
look like a Roll Out or relaunch Page 12

10. Christine Torres
What is effective about how Christine responds to a
student who struggles to answer her question?
Page 13

11. Examples of Culture of Error Phrases
“I’m glad I saw that
mistake. It teaches us
something we have
to fix before we’ve
mastered this.”
“It’s okay to be
wrong. It’s not
okay to not try.
Give me what you
got.”
“This is not correct.
But why is that an
understandable
mistake to make?”
“I like that your first
instinct was to use
geometry, but in this
situation, we have to
solve algebraically.”
“Yes, the writing here
makes it very challenging
to follow who is saying
what.
But that phrase is spoken
by Mary and not by John.
Let’s take a look at how we
know that.”
With a partner,
brainstorm as
many COE phrases
as you can.
Page 13

12. Script 1-2 Culture of Error phrases to say
when a student struggles to answer a
question.
Culture of Error Mini-Practice
Plan
• Use the water cycle questions. Partner
should say “I don’t know” or get the answer
wrong to one question
• Use COE phrases to encourage partner
• Partner then responds with correct answer
Success Points
• Use a positive affect and smile
• Maintain Economy of Language in COE phrases
Practice
Page 14

13. Bradi Bair
What is the impact of Bradi’s intentionality
in this moment?
Page 15

14. Reflection
What are some of the ways that you imagine listening
to student conversation or observing student work to
drive Cold Call?
How might you keep track of who you Cold Call?
Page 15