Warming Up Cold Calling by Writing Ideas Down First
When students can respond to questions on mini whiteboards prior to being called on, they feel more prepared—and everyone participates in thinking through the answers.
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Go to My Saved Content.Cold calling has often been used in classrooms to keep everyone on their toes, and sometimes even as a way of “catching” a student who may not be completely tuned in. But at Lincoln Elementary School in Delta, Colorado, fifth-grade teacher Susan Hamilton has made a small tweak to the practice to ensure that everyone feels supported—and everyone is participating in the thinking.
During a social studies lesson on ancient cultures in Colorado, Hamilton reads a text aloud while students follow along. She then pauses to ask quick comprehension questions and invites every student to respond on their individual whiteboards. Once they’ve written their answers, Hamilton calls on a student or two to share.
This quick writing step transforms cold calling. Because every student has already processed the question and recorded an answer, participation feels more accessible. “The whiteboard allows the student to have something to hook their answer to,” Hamilton says. “They don’t just feel like they’re pulling an answer out of thin air.”
Meg Lee, cofounder of Learning Science Partners, notes that this small shift has a big impact. “Calling on students randomly elevates their responsibility for the thinking,” she explains. But she also notes that writing first ensures that every student is prepared—it gives them time to organize their thoughts before speaking. As they put ideas down, they begin to clarify their understanding, making it easier to explain their thinking aloud. And that, in turn, creates more comfort and confidence when sharing.
The strategy also helps Hamilton guide instruction in real time. By quickly scanning responses, she can see who understands the material and where to go next. From there, cold calling becomes an opportunity to ask deeper questions and extend thinking. By pairing writing with cold calling, Hamilton creates a classroom where every student is ready to engage. In this space, thinking comes first—and sharing follows with greater confidence.
For more on how to make cold calling more effective and inclusive, read Timothy Montalvo’s piece “How Teachers Can Make Sure Their Cold Calling Is Warm and Collaborative,” or learn about the research from Youki Terada’s article “Does Cold Calling Work? Here’s What the Research Says.”
This video is part of our How Learning Happens: Instructional Shifts series, which explores teaching practices grounded in the science of learning.