"Make It, Take It" is a teaching strategy I use during word work and other frequently conducted whole-class activities that have the potential to become monotonous after a while. I adapted this idea from the realm of playground basketball. In organized games at the professional and amateur levels, when a team scores a basket, the other team then gets the ball. Playground games, however, sometimes follow the policy of "make it, take it," in which the team that scores a basket maintains possession of the ball.
One day, when my students were practicing their editing skills by correcting sentences that I put on the board, the "make it, take it" idea popped into my head, and I decided to try it out, not expecting much of a reaction. After explaining the concept to the class, I was shocked when tons of kids raised their hands to answer the next question as if I was asking who wanted free ice cream.
The way it works is that when a student answers a question correctly, (s)he gets to answer the next one. If a child makes a mistake, I choose a different student for the next question. Initially, I was worried that the kids might have bruised feelings if they missed a question and didn't get the chance to answer the next one, but this never became an issue.
Many times, when a new idea is introduced, everyone is excited about it, but then the novelty soon wears off and enthusiasm wanes. After many months, this hasn't yet happened with "make it, take it." Perhaps it's because I have many athletes in my class, and they appreciate any connection to the sports world. Or, maybe the kids like having the chance to earn another chance to participate, and they enjoy their moment in the spotlight. Either way, making this minor change to how I call on students during whole-class learning activities has led to greater engagement, better attention to detail, and improved performance. Give it a try and let me know what you think.