Vote with Your Feet

Purpose

Students move to a part of the room that reflects their response and explain their “vote” to others in the group.

Materials

• Question for students’ vote
• Answer choice signs (optional)
• Chart paper (optional)
• Markers (optional)

Instructions

1. Pose a question to the whole class that allows for various correct responses.
2. Label sections of the room with responses based on the question posed (examples below).

   Math	Science
   Question: Which math concept are you MOST confident?	Question: Which science concept do you think is most important?
   Label 1: CONVERSIONS Label 2: AREA Label 3: VOLUME Label 4: ANGLES Label 5: CIRCUMFERENCE	Label 1: FORCE Label 2: NEWTON’S 3 LAWS Label 3: ENERGY

   Social Studies	ELAR
   Question: Which cause of the revolution do you think was the most important?	Question: Which fictional character would you want to be part of your family?
   Label 1: PROCLAMATION 1763 Label 2: INTOLERABLE ACTS Label 3: STAMP ACT Label 4: MERCANTILISM Label 5: LACK OF REPRESENTATION Label 6: ECONOMICS	Label 1: HESTER PRYNNE Label 2: HUCK FINN Label 3: JAY GATSBY Label 4: SCOUT FINCH Label 5: JOHN PROCTOR

3. Students vote with their feet and move to the area of the room that reflects their answer.
4. Students huddle into small groups within their area, summarize the concept, and justify their vote by developing a list of reasons.
5. Ask for student pop-out responses.
6. Observe students’ thinking and clarify/verify as appropriate.

Classroom Management

• Require each student to orally explain and write their justifications so that each student participates fully.
• Model or role-play how students should move into selected areas of the room to cast their vote.

Differentiation

• Promote access by allowing students to preview the question or think through an answer with a supportive adult.
• Promote access by providing a quick written or visual summary of each concept or allowing the use of student/teacher notes.
• Provide response support by offering thinking stems, dictating a response to a scribe, and/or using speech-to-text or word prediction support.

Think It Up!

• Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
  • Sequence the labeled concepts from the ones you know least to the ones you know the best. Find a friend to coach you on the one you know the least.
• Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.