Cold Call Is indeed a powerful classroom tool. I used this technique intuitively when I was in the classroom (though probably not to the extent or as effectively as its presented by Lemov) to keep my students on their toes. I wanted everyone to pay attention, follow discussion, think about questions, and be accountable for the cognitive work they were doing in class. Cold Call is probably so popular with teachers because it accomplishes all of these goals efficiently and transparently. There's no way for students to sit back and tun out; they know they could be called on at any point.
My lessons vary depending on what teachers request or the topic of collaborative instruction, so this question is difficult to answer without context. However, for a research lesson, I might include the following Cold Calls: - "What are key words, and how are they different from search terms?" - "Why are good search terms important?" - "Why is currency of information important for a science topic and maybe less important for a literary criticism assignment?" - "What benefit do you as a research get by varying your source types?" For each question, I would want to vary my respondents by their likelihood of comfort with the answer. I could call on a student with low comfort, medium comfort, and high comfort.
I could add Call and Response sessions during the search term portion of my lesson and again when we discuss types of sources. Search terms Call and Response: - "What are the words we use to find resources called? Yes, Grant, they're search terms. Class, what are they called?" - "We use words with similar meanings to vary our search terms. Words with similar meanings are called, class...?" (synonyms) Source types Call and Response: - "Class, see if you can tell me what type of source an encyclopedia is. Ready? Respond!" - "On three, tell me what type of citation format you should use here." - "Okay, everyone, let's review source types. What type of source is this? [point to source on example works cited list] Good. What about this one?"
Students should do the following during Wait Time: - Develop answers with depth and clarity. - Find evidence for their answers. - Get specific with details. Short scripts for Wait Time: - "This answer requires some deep thinking. Resist your initial thoughts and fully develop your responses. I'll give you 30 seconds." - "I'm waiting for someone who can give me specific details from the text to support their answer. Look for strong evidence."