Random response strategies are ways to call on students using random selection. They ensure that all students are included in class discussions.

The Key to Success with these Strategies

Random response strategies are only effective when framed well and frequently with students.

State clearly that if a student is called upon to share an answer or idea, they can say, "I am not ready to respond, yet" or "I don't know, yet."
State clearly that if a student provides an incorrect answer, it is totally okay and expected as a part of learning.
In either of the situations described in 1 and 2, you can guide the student with questions and prompts to find the answer or to help shape an idea. Other options include: 1) select another student at random to respond, 2) ask the student if they would like to work through the problem with the class, 3) ask the whole class to look through the material, find the correct response, and share with their peers where they found it and what it is, 4) let the student know you will come back to them at the end of the discussion to hear their idea, etc.

Carol Dweck, the psychologist who developed the theory of Growth Mindset, speaks about the Power of Yet. Random response strategies, when framed as described above, promote Growth Mindset by reinforcing that it is okay not to know something and that it can be learned.

Using these Strategies is Culturally Responsive because...

Random response strategies:

Help diminish implicit bias.

Without knowing it, we may call on one group of students more than we call on others. For example, when I taught in Social and Human Service, a predominantly female field, I tended to call on female students disproportionately to male students. I noticed it when I started tracking participation more closely and tried to adjust. I didn't think to use random response strategies. I wish I had.

Encourage all students to share.

Empower students to worry less about the right answer and focus on learning.

Communicate that all students belong and are welcomed/expected to participate.

Create inclusivity without decreasing rigor.

In the experience of faculty who use these strategies, rigor can be increased because students know they can get the answer wrong, work through it, and learn from others. They also know they could be called on at any time - in a safe environment - and tend to be more prepared.

Manage students who unknowingly (and sometimes knowingly) dominate discussion because of their prior academic experiences and the confidence they have as a result.

How do I Implement these Strategies?

Here are a couple of simple of ways to implement random response strategies in your classes.

Faculty member demonstrating computer networking to students in a server room

Random Number Generator

One of our awesome Computer Security and Network Technology faculty uses a random number generator to call on students. Each student in the class has a number for the whole quarter. The random number generator is a simple program on the computer that knows the range of numbers and randomly picks one. Whoever's number is selected is the one called upon to respond. Google has a simple random number generator (linked in the name of this strategy).

Note Cards

Write each student's name on a card and shuffle the cards into a stack. Select a card from the stack and call on the student to respond. Discard those who have already participated or add them back to the deck. Your choice.