{"id":10138,"date":"2026-09-15T09:47:50","date_gmt":"2026-09-15T14:47:50","guid":{"rendered":"https:\/\/uwm.edu\/advancing-learning\/?p=10138"},"modified":"2026-09-15T09:47:52","modified_gmt":"2026-09-15T14:47:52","slug":"spokesperson-shuffle","status":"publish","type":"post","link":"https:\/\/uwm.edu\/advancing-learning\/spokesperson-shuffle\/","title":{"rendered":"Spokesperson Shuffle:\u00a0A Quick Technique to Boost Student Engagement"},"content":{"rendered":"\n

This is a low-preparation active learning technique that can be implemented in less than five minutes and adapted to\u00a0virtually any\u00a0course. By making a small adjustment to how groups\u00a0report out, Spokesperson Shuffle increases individual accountability and encourages every student to\u00a0participate\u00a0in the group’s discussion.<\/p>\n\n\n\n

The Problem This Solves<\/h2>\n\n\n\n

When students know in advance who will report out,\u00a0or when the same confident student always volunteers\u00a0to take the notes,\u00a0everyone else can quietly disengage.\u00a0Spokesperson Shuffle\u00a0encourages student engagement\u00a0by choosing\u00a0who\u00a0shares out\u00a0using a criterion nobody could have predicted or prepared for, and by not revealing that criterion until group work is already over. Because any member could be selected, every member has a reason to stay engaged and be able to speak for the group’s thinking.\u00a0A note on scale:\u00a0Don’t\u00a0run this every week for every group. Instead,\u00a0rotate which weeks or which groups\u00a0will take part.\u00a0The unpredictability only needs to be plausible, not constant, and rotating keeps it from becoming a standing grading or\u00a0logistics\u00a0burden.\u00a0<\/p>\n\n\n\n

How to Use It\u00a0<\/h2>\n\n\n\n
    \n
  1. Inform groups that a spokesperson will be selected at the end of the activity and that all members should be prepared to share the group’s response. Do not reveal the selection criteria in advance.<\/li>\n\n\n\n
  2. Run the group discussion or task as usual. Consider asking each group to briefly take notes together, so whoever is picked has something to draw on beyond their own memory.<\/li>\n\n\n\n
  3. When time is up, reveal one criterion from the bank below: read it aloud or post it in chat, don’t put it in writing in advance.<\/li>\n\n\n\n
  4. Give groups about 30-45 seconds to identify who that person is. Have a standing tiebreaker rule ready for ties or \u201cnobody knows.\u201d For example, if there’s a tie, or no one in the group can answer, the reporter is whoever’s first name comes first alphabetically. Announce this rule once at the start of the term so it never needs explaining mid-class.<\/li>\n\n\n\n
  5. The now identified person reports out on behalf of the whole group.<\/li>\n\n\n\n
  6. Reuse this often, and mix which criterion you pick each time, so the technique stays unpredictable rather than becoming routine. This technique also helps students get to know their classmates.<\/li>\n<\/ol>\n\n\n\n

    Adapting for Large or Online Courses<\/h3>\n\n\n\n

    The core idea holds at scale:\u00a0nobody knows\u00a0who’s\u00a0reporting until the moment arrives,\u00a0but how\u00a0the instructor\u00a0reveals\u00a0the criterion and collects\u00a0the report-out\u00a0changes.<\/p>\n\n\n\n

    Synchronous Sessions (Breakout Rooms)<\/h3>\n\n\n\n
      \n
    • Use the platform’s broadcast-message tool (e.g., Zoom’s \u201cbroadcast to breakout rooms\u201d) to reveal the criterion to every room at once or drop into the different breakout rooms to tell the groups what the criterion is for this instance of reporting out.<\/li>\n\n\n\n
    • Give more time to determine the person who meets the criteria because coordinating over video takes longer than an in-person huddle.<\/li>\n\n\n\n
    • Don’t bring every room back to report live. Randomly sample 3\u20135 rooms each time or have each room’s reporter post a two-sentence summary to the chat or a shared doc instead to scale to any class size.<\/li>\n\n\n\n
    • If TAs run rooms, hand them the criteria bank and let each choose independently and naturally varies the criterion across break out rooms.<\/li>\n<\/ul>\n\n\n\n

      Asynchronous Discussion Boards<\/h3>\n\n\n\n
        \n
      • Swap self-reported trivia for data in Canvas: whoever posted first or last in the thread, replied first or last to a classmate, posted closest to the exact midpoint of the discussion window, or wrote the shortest\/longest post are verifiable and solves the problem that the group can’t see anyone’s phone battery online. Alternatively, if there is a group assigned in Canvas, they can still share with each other information on pets, birthdays, majors, etc. to determine who reports out.<\/li>\n\n\n\n
      • Reveal the criterion only after the discussion window closes (e.g., in the next announcement), and give that student a short follow-up window, such as 2\u20133 days, to post the group’s synthesis.<\/li>\n<\/ul>\n\n\n\n

        Report-Out Criteria Bank<\/h2>\n\n\n\n

        Pick one per\u00a0report-out. Reveal it only after group work has ended.<\/p>\n\n\n\n

          \n
        • Lowest phone battery percentage<\/li>\n\n\n\n
        • Woke up latest today<\/li>\n\n\n\n
        • Has the most siblings<\/li>\n\n\n\n
        • Pet with the most unusual name<\/li>\n\n\n\n
        • Has visited the most states or countries<\/li>\n\n\n\n
        • Has the earliest class tomorrow<\/li>\n\n\n\n
        • Has attended the most different schools (K-12)<\/li>\n\n\n\n
        • Has the messiest bag or backpack right now<\/li>\n\n\n\n
        • Most apps on their phone’s home screen<\/li>\n\n\n\n
        • Highest phone battery percentage<\/li>\n\n\n\n
        • Traveled the farthest to get here today<\/li>\n\n\n\n
        • Has the fewest siblings (or none)<\/li>\n\n\n\n
        • Birthday closest to today<\/li>\n\n\n\n
        • Longest full name (first + last)<\/li>\n\n\n\n
        • Went to bed latest last night<\/li>\n\n\n\n
        • Has lived in the most cities or states<\/li>\n\n\n\n
        • Last one to have eaten something today<\/li>\n\n\n\n
        • Most caffeinated drinks so far today<\/li>\n\n\n\n
        • Woke up earliest today<\/li>\n\n\n\n
        • Lives closest to campus<\/li>\n\n\n\n
        • Has the most pets<\/li>\n\n\n\n
        • Birthday earliest in the calendar year<\/li>\n\n\n\n
        • Most tabs open on their phone\/laptop right now<\/li>\n\n\n\n
        • Has the most work experience<\/li>\n\n\n\n
        • Most letters in their first name<\/li>\n\n\n\n
        • Has the longest commute this morning<\/li>\n\n\n\n
        • Has the most unusual major\/minor combo in the group<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

          This is a low-preparation active learning technique that can be implemented in less than five minutes and adapted to\u00a0virtually any\u00a0course. By making a small adjustment to how groups\u00a0report out, Spokesperson Shuffle increases individual accountability and encourages every student to\u00a0participate\u00a0in the …<\/p>\n","protected":false},"author":35315,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_tec_requires_first_save":true,"_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"_tribe_blocks_recurrence_rules":"","_tribe_blocks_recurrence_description":"","_tribe_blocks_recurrence_exclusions":"","footnotes":"","uwm_wg_additional_authors":[]},"categories":[138,148,119,122,85,118,94],"tags":[],"class_list":["post-10138","post","type-post","status-publish","format-standard","hentry","category-adjuncts","category-hips","category-instructors","category-student-engagement","category-tl-resources","category-teaching-assistants","category-teaching-strategies"],"uwm_unpublish_requested":false,"yoast_head":"\nCenter for Advancing Student Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/uwm.edu\/advancing-learning\/spokesperson-shuffle\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Spokesperson Shuffle:\u00a0A Quick Technique to Boost Student Engagement\" \/>\n<meta property=\"og:description\" content=\"This is a low-preparation active learning technique that can be implemented in less than five minutes and adapted to\u00a0virtually any\u00a0course. 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