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Most Relevant Media Types Thinking SkillsMcREL 6 Phase Model of Learning Alignment
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StrategyDescriptionVideoImageAudioReading PassageVocabulary DevelopmentInstrutional HookSummarizingCites EvidenceInference
/Prediction		AssessmentKey Ideas/
Details		SequenceCompare/
Contrast		ResearchPoint of View/ PurposeQuestioningBecome InterestedCommitEngageMake sensePracticeApply & Find Meaning
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Sticky BackStudents record and submit facts from their learning on sticky notes, aiming to record original facts and earning points according to originality.XXXXXXXXX
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PlacematStudent groups share a placemat design, with a question in the middle, and each student responds to the prompt in his or her section of the placemat.XXXXXXXXXXXX
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QR Code Grafitti WalkStudents use QR codes to access content related to media or questions posted around the room.XXXXXXXXXXXX
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321 PyramidStudents use a triangle as a graphic organizer to record facts, points of importance, and a summary in a pyramid format.XXXXXXXX
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Think AloudStudents have a chance to see a teacher model how he or she would approach a thinking task, as the teacher walks through the thought process out loud.XXXXXXXXXXXXXXXX
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Songwriting 101Students use familiar tunes as musical templates into which they plug lyrics that represent knowledge in your unit of study.XXXXXXXX
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Exit TicketStudents respond to a question or questions at the end of a lesson as an exit ticket for class, enabling teachers to gather immediate information about learning.XXXX
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Three QuestionsStudents dig into content with three questions: the answer to each question, starting with the first, generates the question for the next question.XXXX
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Inquiry Chart (I-Chart)Students use I-Charts to cross-reference information about multiple questions with multiple sources.XXXXXXXXXXXX
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Pause and PlayStudents watch a video multiple times, switching from uninterrupted viewing to a pause-and-play structure that allows for response and reflection.XXXXXXXXXXXXX
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Pick a CardStudents pick cards that include specific tasks to perform (e.g., write three facts, create three questions, define three vocabulary words, etc.) in relation to a piece of media.XXXXXX
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Read My MindStudents watch a video, read a text, or listen to audio and try to guess key words their teacher selected in advance.XXXXXXX
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Eye SpyStudents search for and record details from an image in short, timed observations.XXXXXXXXXXX
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Take A StandStudents stand or remain sitting to indicate whether they agree or disagree with statements about a piece of mediaXXXXXXXX
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SketchnotesStudents enhance their comprehension and analysis during lectures or media consumption by taking notes in visual/sketch form.XXXXXXXXX
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Get a ClueStudents watch three video segments without sound and are given the transcript for one of the three videos. Based on the clues in the transcript and the videos, students identify the correct match.XX
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Vocabulary QuadrantsStudents use the Frayer Map to represent their understanding of vocabulary words, supported by watching or reading media that includes the words.XXXXXXXXX
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Surround SoundStudents listen to surround sound of a piece of audio to immerse themselves in the environment and make predictions about the sound and its meaning.XXXXXXX
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4 CornersStudents express their opinions by moving to the corner of the room that has been identified as representing a particular viewpoint or idea.XXXXXXX
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25 Things You Didn't KnowStudents work to develop a collaborative list of 25 facts about a piece of media or topic. This strategy is good for pairing, groups, and whole class collaboration.XXXXXXXXXX
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Would You RatherStudents choose from options that could be presented to a particular figure in history to answer the question "Would you rather...?"XXXXXXXXXXX
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Concept CirclesStudents use circles to visualize and analyze the relationship between vocabulary words within the content it helps explain.XXXXXXXX
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Take a WalkStudents process new information from a piece of digital media and share their reactions to it by walking while they talk about it.XXXXXXXXXX
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Let's RollStudents discuss media in small groups with the aid of a cube with sentence starters that will lead to deep discussion.XXXXXXXXXX
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Four to OneStudents consider four separate images and write a sentence about each one, then they convene to look for commonalities and create one sentence that incorporates all four images.XXXXXX
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Instagram-inStudents use the familiar Instagram format to select images that represent their understanding of a topic.XXXXXXXXXXX
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Myth Bustin!Students mimic the inquiry model on the show Mythbusters to determine and provide evidence about whether their teacher's statements are fact or fiction.XXXXXXX
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FakebookStudents use the familiar format of a Facebook profile to delve into the particulars and develop an understanding of a person of historical significance.XXXXXXXXX
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Whip AroundStudents respond one after another to a prompt about a piece of media and aim to come up with an original statement.XXXXX
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Get Your Thinking Hat OnStudents respond to a digital resource from pre-assigned perspectives or thinking styles represented by a variety of hats.XXXXX
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Get VENN-y With ItStudents compare and contrast content from two pieces of digital media using a Venn diagram.XXXXXX
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TelephoneStudents use the familiar game of Telephone to transcribe ideas about a piece of media in writing, with everyone having a turn as speaker and note-taker.XXXXXXXX
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Snowball FightStudents participate in a paper 'snowball' fight exchanging facts, ideas, and questions and answers about new learning.XXXXXXXXXX
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PMIStudents categorize their reactions to a piece of media using Plus, Minus, or Interesting to label new facts or ideas.XXXXXXX
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Half the PictureStudents watch a video and receive half of a picture related to the media. Then, students fill in the second half of the image and label it, if necessary, to demonstrate new knowledge.XXXXX
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Shake It Up Baby Students analyze the lyrics from a song and represent them through movement to demonstrate understanding and solidify learning.XXXXXXXX
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Flip FlopStudents consider what they used to think and what they now think to develop a clear understanding of their learning.XXXXX
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Did You Hear That?Students listen to two separate audio clips and create a story that explains how the sounds might be related.XXXXXX
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That Sums It UpStudents develop understanding and summarize new information by watching a video, then taking notes, then discussing the material before creating summaries.XXXXXXX
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Now ScreeningStudents consider a selection of images and the essential questions for a unit of study to analyze how the images may relate to the topic.XXXXXX
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On This DayStudents are given information about special events in history that happened "on this day" and asked to answer a series of questions about their importance and impact.XX
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The Question IsStudents respond to a teacher-provided answer about a topic with questions that could prompt the answer.XXXXXX
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Multiple PerspectivesStudents take the perspective of a person or object in a piece of media and then write a narrative explaining the scene from that point-of-view.XXXXXXXXX
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In Full BloomStudents are given questions about a concept that correspond to all the levels of Bloom's Taxonomy. Using a variety of media and pairing strategies, students are challenged to answer questions at multiple levels.XXXXXXX
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Vocab Scavenger HuntStudents develop understanding of new vocabulary and then demonstrate their understanding by clapping and defining when they hear the new vocabulary in a video or audio segment.XXXXXXX
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Picture It!Students analyze and classify images related to the unit of study and then perform additional research to validate or learn more about their conclusions.XXXXXXXXXXX
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There's An App For ThatStudents identify an author's purpose in a particular text and prove it using evidence to support their assertion.XXXXXXXX
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Silence is GoldenStudents watch a video without the sound to focus their attention on the imagery. Active discussion supports new thinking and learning based on visuals.XXXXXX
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Sound CheckStudents watch a video and then listen to sounds that may relate to the video or categories within the concept. Then, students assign the sounds to appropriate categories.XXXXXX
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Connect The DotsStudents make text-to-self connections by mapping and linking dots between their own name and things they are learning from a piece of media that somehow connect to their lives or experience.XXXXXXXXXX
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Paper ChatStudents hold silent discussions about essential questions in writing on chart paper by asking and answering questions in a real-time, paper-based conversation.XXXXXXXX
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Read All About ItStudents use a headline about a piece of media provided by the teacher and are asked to write summary statements that fit the headline and media.XXXXXX
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JigsawStudents participate in specific grouping patterns to become experts in certain parts of a topic and then share their knowledge with each other.XXXXXXXXXX
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Can You Guess My 2-1-4Students use clues to activate prior knowledge and make predictions about an upcoming unit of study.XXXXXXXX
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The Envelope PleaseStudents are given a set of clues and asked to make predictions about a topic. Then, they watch a video and confirm or bust their predictions.XXXXXXXX
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AEIOUStudents use the letters A-E-I-O-U (Adjective, Emotion, Interesting info, Oh!, and Um?) as prompts for responses to a piece of media.XXXXXXXX
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Make it ConcreteStudents represent their understanding of a concept by drawing an image in which to write what they learned from a piece of media.XXXXXXX
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Whittle It DownStudents summarize information from a piece of media independently, then futher as part of a small group, and finally as part of a whole class.XXXXXXXX
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Take A ShotStudents choose questions of varying complexity to earn 1, 2, or 3 points in this activity that is a basketball metaphor.XXXXXXXX
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Hot PotatoStudents use the familiar structure of Hot Potato to generate and answer questions of varying complexity.XXXXXXXXX
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Vocabulary Stepping StoneStudents study and then put in order a list of vocabulary words based on the appearance of the words in a piece of media.XXXXXXX
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20 QuestionsStudents are prompted to ask questions about individual images in a series to delve more deeply into the overall concept or big question.XXXX
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Quick WritesStudents are encouraged to focus on their ideas rather than structure, grammar, or spelling as they quickly write about their learning on a particular topic.XX
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Where in the WorldStudents use the Discovery Atlas Interactive Map to investigate an event or cultural phenomenon in a particular region of the world.XXXX
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Gone Fishn'Students participate in small fishbowl discussions informed by deep questions and supporting media.XXXXXXXXXXX
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Close EncountersStudents use a combination of questions and repeated viewing of a media selection to delve deeply into the content.XXXXXXXXX
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Get in LineStudents create a timeline of events pulled from a piece of digital media (video, image, reading passage, or song).XXXXXX
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Paper SlideStudents create videos made up of a series of illustrations sequenced to convey understanding of particular material.XXXXX
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Listen UpStudents take turns in roles as viewers and listeners to access a piece of media and put together common understanding using both visuals and sound.XXXXXXX
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IDEA ShareStudents use a structured rotation process to give each other feedback about how Interesting, Different, Exciting, and Advanced a piece of work is.XXXXXXXXX
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The Rest of the StoryStudents watch a portion of a video and then stop to make predictions and craft their own end to the story.XXXXXXX
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3 Truths... 1 LieStudents write three truths and make up one lie about a piece of media to demonstrate their own learning and test the knowledge of other students.XXXXXXXX
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Life Road MapsStudents create a road map of key events in the life of a person from history or character from literature to demonstrate the trajectory and understand life choices.XXXXX
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Conga LineUse a conga line format to pair students with a variety of partners for discussion about particular media or content.XXXXXXXX
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CollageStudents are introduced to a new topic through a series of images and challenged to make sense about how the images relate to each other.XXXXXXXX
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Yes, No, Maybe SoStudents determine whether images accurately represent their understanding of a reading passage or other text.XXXXX
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PechaKuchaStudents prepare and give presentations with a preset number of images and amount of time to help them be thorough but concise.XXXXXXX
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Quick ConferenceStudents practice peer conferencing using completed Quick Writes in stations focusing on different parts of peer review and feedback.XXXXXXXXX
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Puppet PicturesStudents use a set of images to create a puppet show and write/perform narration that demonstrates their understanding of the topic.XX
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Visual Walkabout (aka Carousel Walk)Students begin to think about an upcoming unit as they travel around the room viewing, considering, and questioning images related to the content.XXXX
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Tweet, Tweet!Students use the familiar format of Twitter to demonstrate knowledge about content by creating Tweets that express key points, surprising information, etc.XXXXXXXXXX
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Half the StoryStudents attempt to predict the topic of a unit of study after seeing only a piece of an image.XXXXXXXX
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Reminds Me OfStudents indicate when they make a connection to a piece of media by making a movement -- such as putting their hands on their head -- and then explaining the connection.XXXXXXXX
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Table Top TextingStudents use the familiar communication style of texting to discuss a piece of media during pauses in the viewing or listening.XXXXXXXXX
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Who Are You?Students express how they are feeling by looking at pairs of contrasting images and selecting the one that best represents their perspective and feelings.XXXXX
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Blurt OutStudents create quiz questions about a video segment or other content and then teams compete to answer questions, earn points, and win the game.XXXXXXXXX
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Scrambled PleaseStudents are given all or part of a text out of order and asked to arrange the text in a logical order based on their knowledge.XXXXXXX
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Poetry SlamStudents use audio and visual supports to enhance their performance of a poem.XXXXXXX
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MVPStudents identify the main idea in song lyrics by labeling it Most Valuable Point (MVP).XXXXXXX
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ABC SummaryStudents use the letters of the alphabet to start summary statements about the content they are studying.X
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Act It OutStudents create movements to act out the key concepts in a piece of media and then perform the routine, with or without narration.XXXXX
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Music VideoStudents represent the information in a song by creating illustrations to represent the lyrics and creating a music video experience.XXXXX
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Filling the SilenceStudents watch a video without sound and then write a script to accompany the video, including specific vocabulary relevant to the topic.XXXXX
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Pin ItStudents use sticky notes to post and comment on questions, images, vocabulary, and facts they learned from a piece of media.XXXXXX
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JournalsStudents use a journal format to demonstrate their understanding of a piece of media by drawing a picture of and writing a few sentences about the content.XX
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Figure It Out TogetherStudents use video and images to practice their ability to make and express figurative comparisons. Focusing on metaphor, simile, hyperbole, etc., students select an image to connect to the video to express the device.XXXXXXXX
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Things That Make You Go Hmmm...Students compare and contrast two texts by using charts that list adjectives about the information and evidence to support the descriptions. Using the specifics from the charts, students then compare the pieces of media.XXXXX
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Fold Draw LearnStudents take turns writing vocabulary words related to the topic, drawing images that fit the words, and guessing what word each image represents. They continue down the page interpreting each others work.XXXXX