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1 | STRATEGY | EXPLANATION | LINKS | PICTURE | AUTHOR | ||||||||||||||||||||
2 | 10/2: | Allow 2 minutes process time after every 10 minutes of teacher input. Students face their partner and take turns answering a question in a total of 2 minutes or less. How would you solve this problem?What did you just learn about ___?What would happen to the volume if you increased the height by ___________? What caused the event? What was the outcome of _____? What do you plan to do next?What do you understand now that you didn’t understand before? What pictures do you have in your mind to help you with ________? What didn’t work? Explain _____ in a different way. What are your conjectures about what will happen? What do you plan to do next?What if ____? Where did you get ‘stuck’ and what helped you get ‘unstuck.’ Describe the relationship between _____ and _____. | https://tinyurl.com/l5cuuzr | ||||||||||||||||||||||
3 | 3-2-1 Exit card | Student writes on an exit card (or posts to an electronic wall) the following reflection: 3 Things I learned today, 2 Things I wonder about as a result of our conversation, 1 question I need answered. Teacher can vary the information that is collected through this technique. | http://tinyurl.com/m5lx56k | ||||||||||||||||||||||
4 | Alphabet Summary | Students generate words that start with a given letter and relate to the topic being studied. They have 2 minutes to think of as many words as they can. Then, they share their words with their shoulder buddy and then with the class. | |||||||||||||||||||||||
5 | Analysis Pizza (Pettigrew) | Divide a student's paper or paper plate into pieces. The student illustrates or explains each piece of the "pizza" to show his/her understanding of the various parts. An example in English might be the parts of a story. In social studies, it might be various parts of a culture. This can be done individually as an assessment or as a learning piece with small groups - each group member using a different color pen/marker to show his/her accountability. | |||||||||||||||||||||||
6 | Anchor chart | Anchor charts are created by teachers and students together as they are studying a given topic. Anchor charts are displayed so that students can refer to them during a unit of study. Some anchor charts, such as a social contract, editing symbols, or how to structure an essay, may remain up for the year. Other charts, such as specific vocabulary or transition words, may stay on the wall only for a particular unit of study. | http://tinyurl.com/l9882q5 | ||||||||||||||||||||||
7 | Anticipation Guide | Anticipation guides are used to create curiosity about a new topic and also to assess prior knowledge. In dyads, students will first mark agree or disagree with each statement. Then, students will take turns reading the statement using a language stem while the other student uses the language stem to make a response. Anticipation guides may relate to a form (what is poetry?) a specific topic (world languages) or big topics (what is goodness?) An anticipation guide can be used with Kahoot, Four Corners, or total response signals. | http://tinyurl.com/ovol9u3 | ||||||||||||||||||||||
8 | Ball Toss | Use a beachball (The Dollar Store is a great resource) and write questions on the ball with Sharpy. You can use getting to know you questions or broad topic questions (What was the most important word in today's lesson?). Throw the ball to student A who will read the question under his/her right thumb and then throw it to Student B to answer. Student B will now read the question under his/her thumb and throw it to the next student. For ELs, questions can be written as stems. | http://tinyurl.com/lj2tv63 | ||||||||||||||||||||||
9 | Bloom's Taxonomy Questioning | Use Bloom's Taxonomy when writing questions, asking students to write questions, writing objectives, or designing assessments. | https://tips.uark.edu/using-blooms-taxonomy/ | http://www1.udel.edu/educ/gottfredson/451/bloom.pdf | |||||||||||||||||||||
10 | Bulls-eye: | At the end of a lesson, students reflect on their learning and place a sticky dot (sticky note, marker dot) on the bullseye posted in the back of the classroom. The three concentric circles are labeled: I could use help, I’m almost there, I get it. The teacher can use this information to determine how to structure the next day’s lesson. | |||||||||||||||||||||||
11 | Card Sort | Give students cards with one important concept/vocabulary word written on each one. Students should work with their peers to sort the cards into meaningful categories and label them. The teacher can ask groups to explain their categories and thinking or students can go on a gallery walk to see what other groups did. This activity can be used before learning to activate prior knowledge or as a formative or summative assessment. In open card sorts, students determine the categories. In closed card sorts, that information is provided for them. | http://tinyurl.com/k69x2kh | ||||||||||||||||||||||
12 | Carousel brainstorm/feedback | This strategy can be used to activate prior knowledge or as formative/summative assessment or as preparation for writing an essay, taking a test, etc. First, the teacher identifies the topics or questions that will be written on butcher paper placed around a room or hanging on the walls in a hall, etc. The teacher will divide students into groups of 3-4 and will give each group a different color of marker. Students will move from poster to poster, discussing the previous information, brainstorming and recording their thinking, and even adding questions. The teacher should create a final activity (discussion, gallery walk with notebooks) in which students can synthesize the information, reject incorrect information (if applicable), and have questions answered. A variation of this activity is carousel feedback in which students move from display to display or presentation to presentation (maybe watching Swivl videos?) and give feedback to each group in this carousel structure. | http://tinyurl.com/366youx | ||||||||||||||||||||||
13 | Chair Talk | Divide the class into 2 teams. Place a chair in the front of the room facing the class. Team 1 player sits in the chair. The teacher writes a vocabulary word on the board above the student sitting in the chair (or the student holds up a card with the word on it for the class to see). Team 1 tries to get their team member sitting in the chair to say the word. The team cannot talk but they can give clues by using body gestures or movements. When the student gets the word correct, “the chair talks.” Team 2 then sends a student to the chair and the game begins again. This same approach can be taken with the game Headbanz or the Heads Up app. | |||||||||||||||||||||||
14 | Characterization Chart | A characterization chart is a chart created by students and/or the teacher (in cooperation with the students). This chart allows students to study a character in his/her entirety. Characterization charts might include physical traits, actions, words, and character traits. Characterization charts often require students to analyze the text evidence in order to make inferences about a character's personality. | http://tinyurl.com/lq2u6z8 | ||||||||||||||||||||||
15 | Circle map | Vocabulary words are written on circles and posted on the wall. Students can write a definition, draw a picture, write an example and non-example, or draw a real world example on a piece of paper. Teacher can select some to post around the circle. | https://tinyurl.com/mx7bbxr | ||||||||||||||||||||||
16 | Clarifying Bookmark: | Student are in dyads. With a reading selection, students will each read aloud or silently one paragraph. Students take turns using the clarifying book mark to summarize, pose a question, or make a connection to the paragraph just read. The other student will use the clarifying bookmark to respond using one of the language stems. | http://tinyurl.com/z32zqtn | ||||||||||||||||||||||
17 | Classroom Dialogue | Interactive style of classroom dialogue-Frame questions to help explore critical indicators of students” understanding. Increase wait time so that all students will be expected to become actively involved in question and answer discussion and provide longer replies. All answer, right or wrong, are taken seriously to develop thoughtful improvement rather than evoke the expected answers. Formulate meaningful responses and challenges to help extend that understanding. | |||||||||||||||||||||||
18 | Classroom Word Wall: | Before each lesson, think of necessary vocabulary for the word wall. Discuss the word before it is added, refer to the word wall often and draw pictures/symbols next to the word. | |||||||||||||||||||||||
19 | Cloze Sentences: | Fill in the blank sentences to help students’ process text. Cloze sentences or passages can be used to help students take notes, assimilate new vocabulary, get creative with conversational vocabulary, use verb tenses correctly... In order to use this strategically in a classroom, first determine your learning targets. How will this fill-in-the-blank format help your students reach their learning goals? Adapt this strategy as necessary for different purposes. | http://tinyurl.com/k2yopy6 | ||||||||||||||||||||||
20 | Cognates | Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. Although cognates are not helpful in all languages, Spanish shares 30-40% of English cognates, so it's helpful for teachers to know that cognates can be used as a bridge between the two languages. Teachers can also choose to use a word that shares a cognate (like "difficult" rather than "hard") when giving directions or explanations to relatively new English speakers. | http://tinyurl.com/mo8zbo4 | ||||||||||||||||||||||
21 | Cognative Content Dictionary | Well, it's stands for Cognitive Content Dictionary(say that ten times fast). It's a process of learning new vocabulary using critical thinking, cooperation and total body responses. This is a personal CCD for students to hold on to and use when they come to a tricky word. | https://docushare.everett..wa.us/docushare/dsweb/View/Collection-1685 | ||||||||||||||||||||||
22 | Collaborative Dialogues | Dialogue that is focused on building knowledge and solving problems. Research, based on Vygotsky, indicates that ELs should be engaged in collaborative dialogue to build their language skills. | |||||||||||||||||||||||
23 | Collaborative Poster: | Explain and discuss the collaborative poster rubric. Distribute butcher paper, a different colored marker for each team member, and masking tape or push pins to every team. Each student uses a single marker while working on the poster and signs his or her name to the completed poster with that marker. | http://tinyurl.com/z32zqtn | ||||||||||||||||||||||
24 | Compare/Contrast | Evaluate similarities and differences. | https://tinyurl.com/ospxdwz | ||||||||||||||||||||||
25 | Comprehension Checking | Students demonstrate their understanding orally, in writing, or in a non-linguistic representation. | http://tinyurl.com/mghxkw4 | ||||||||||||||||||||||
26 | Concept Map: | Begin with a single concept that is written in a square or circle. New concepts are listed and connected with lines and shapes creating a web showing the relationship between the ideas. | https://tinyurl.com/mnhbla7 | ||||||||||||||||||||||
27 | Concept Splash | Students work in groups of 4. There is a concept and then multiple representations of the concept on a paper. Person 1 selects a representation. Person 2 is the recorder. Each person takes a turn stating one idea/fact about the representation. They can pass if they want. Keep going around until no more ideas. Then change roles, select a new representation and repeat. Then make posters/gallery walk. | |||||||||||||||||||||||
28 | Connect 4 Thinking | This is a graphic organizer that helps students connect a word or concept in order to consider it more completely. | http://tinyurl.com/mwg8v5t | ||||||||||||||||||||||
29 | Connect the Dots | This lead4ward strategy asks the student to make connections between 4 concepts/words/illustrations that are chosen by the teacher. In order to simplify the language, sentence stems could be added to the pdf. | http://www.lead4ward.com/docs/instructional_strategies/Connect_the_Dots.pdf | ||||||||||||||||||||||
30 | Content and Helper Words: | Students select words from a word list or word wall to use in a conversation or in writing. Content words are academic language words (integer, reciprocal, perpendicular) while helper words guide transition or give hints (however, disprove, agree with). | |||||||||||||||||||||||
31 | Content Learning Logs | Students record their understanding of content as well points of confusion. Students practice questioning their understanding. | https://tinyurl.com/kzg4pvt | ||||||||||||||||||||||
32 | Contextualize Language | Provide students with a context for concepts that are highly specific to a content area. | https://tinyurl.com/mhnuzs5 | ||||||||||||||||||||||
33 | Cornell Notes | Cornell notes is a specialized way of taking notes to help students retain information. Though there are several approaches to Cornell notes. the attached link shows the AVID style which is supported in Plano ISD. | http://coe.jmu.edu/LearningToolbox/cornellnotes.html | ||||||||||||||||||||||
34 | Cups – Red, Yellow, Green: | Each group has a set of cups. While working on a group activity, they decide which cup to have showing. Red – Need help right away; Yellow – Have a question but can wait; Green – good to go. | |||||||||||||||||||||||
35 | Data Collection Chart: | Student names are listed on the side and each column has a different learning target. Teacher works the room and uses this chart to track how students are meeting their goals and objectives. | |||||||||||||||||||||||
36 | Dialogue Journals | Journal is exchanged between student and teacher, or between two or more students. Dialogue Journal Questions: What did you expect when you walked in the door today? Summarize what you learned today. What are you square with, what are 3 points you want to remember from today, what is still circling in your mind? (draw square, triangle, circle). Could you explain _______ in another way? How can you be sure that ____? How do you feel about __? What is your life goal? What is your favorite subject in school? What do you really understand about _________? What was the most important idea you learned while working on ___ and why do you feel that way? Why is _____ important in the real world? How will you use what is learned today in your job? How have you changed your thinking? How will you make use of what you have learned? | |||||||||||||||||||||||
37 | Dictation | Dictation can be used to assess a student's listening capacity as well as their understanding of verb tenses and punctuation. Teachers could use the results of class dictation to look for common errors and create minilessons based on student need. | |||||||||||||||||||||||
38 | Directed Reading/Thinking (DRTA) | DRTA is an approach to reading in which a teacher walks the students through the text - title, chapters, headings, etc. and directs the students to make predictions based on what they see. Then, during reading, the students read up to a given point at which the teacher then may ask additional questions and have students check their predictions/amend them as necessary based on the text. For language learners, the teacher will add sentence stems during the directed portion (making predictions) and then will add sentence stems (whole group or dyads) for checking and amending predictions. | http://www.readingrockets.org/strategies/drta | ||||||||||||||||||||||
39 | Double Entry Journal: | As students are reading a narrative text in dyads, they will record what they learn about the protagonist of the story on one side of a T-chart and the evidence from the text on the other side. Give students 20 minutes to read the rest of the story independently, taking notes in the journal.. After students have finished reading, invite them to review their double entry journal and decide on the following: An image that captures the essence of the story One quote from the story that is especially powerful Ask students to first share their images using a round-robin format, and then without discussion, to do a second round of quotes. Remind students that during a round robin, each person speaks, no one may pass or interrupt, and discussion begins after everyone has shared his or her responses. For example, "I think an image that captures our table’s ideas would be ...because…I think the quote that best represents the spirit of this text is ..." | |||||||||||||||||||||||
40 | Exit Cards | Exit cards are a formative assessment, and the structure can vary. The basic premise is that the teacher poses a question to the students, and the students answer on a "ticket" of some kind (index card, actual ticket, electronic device) on their way out of the classroom. The teacher uses this information to assess the students' understanding and design the next day's lesson (or minilesson/bellringer.) | |||||||||||||||||||||||
41 | Fan-n-Pick: . | Cards have a word and definition/picture. Person 1 selects a card and covers up the definition/picture. Person 2 reads the word aloud. Person 3 writes the definition or draws a picture of the word on a white board. Person 4 gives a thumbs up or down. Repeat with a new word and rotate numbers clockwise (Person 1 becomes Person 2 and so on). Can also be done solving math problems. | http://www.theteachertoolkit.com/index.php/tool/exit-ticket | ||||||||||||||||||||||
42 | Feature Analysis | Feature analysis, also known as semantic feature analysis, asks students to look for certain properties in order to better understand a concept. Once a semantic feature organizer has been completed, students can engage in a discussion about examples, non-examples, and the information that was revealed during this process. | http://tinyurl.com/n7g9g8w | ||||||||||||||||||||||
43 | Feedback Through Marking | Provide comments on how to improve. The focus should be on how to move learning forward rather than on trying to interpret a mark or grade. To make the most of the learning opportunity, have student follow up from comments as part of the overall learning process. Students should be able to express key features of their understanding. | |||||||||||||||||||||||
44 | Find Someone Who... | Find someone who can explain a given word. They have to write the definition, draw the representation and then sign. You cannot use the same person for more than one word. | |||||||||||||||||||||||
45 | Flash Cards: | Students say the word out loud, write the word on the front of an index card, draw a picture/symbol and definition on the back, and then describe a real world example of the word. Cards are kept in a baggie so students can practice with their shoulder buddy whenever they have extra time in class, or they can be used to play memory, inner-outer circle and other games. | |||||||||||||||||||||||
46 | Foldable: | Folded paper to be used as a graphic organizer. Teachers can use these as part of interactive notebooks or as study guides or a synthesis of information. Foldables can contain illustrations, symbols, and words. | http://tinyurl.com/mj72lhn | http://tinyurl.com/kq27rja | |||||||||||||||||||||
47 | Formative Use of Summative Tests | -Prior to testing, provide a list of key words or topics of which the test will be set and ask students to ‘traffic light’ areas they feel their learning was secure and where they needed to concentrate their efforts. This helps students think about developing a strategy for preparing for a test by formulating a strategic appraisal of their learning. -Students could generate and answer their own questions from an outline of topics to be covered in the assessment. | |||||||||||||||||||||||
48 | Four Corners | Label four corners of the room: I strongly agree, I agree, I disagree, I strongly disagree. The teacher presents a statement and asks students to consider. Students should reflect by discussing or writing. When the teacher indicates that it is time, students move to one of the four corners. Depending on the teacher may want students to talk with their like-minded peers before explaining their thinking. Teacher will provide sentence stems to help students explain their thinking and give several students in each corner the opportunity to explain their thinking and provide evidence. For example, I agree with this statement because ..." Encourage students to move from one corner to another if they become convinced of another perspective. This can be used in combination with an anticipation guide. | http://tinyurl.com/grz54f2 | ||||||||||||||||||||||
49 | Frame Routine | The frame routine is a graphic organizer to support reading. Students use the frame to identify main ideas, supporting details, and determine the big idea for the reading. Students compare and evaluate their entries, enabling listening and speaking to support their reading and writing. | https://tinyurl.com/zbmpxpw | ||||||||||||||||||||||
50 | Frayer Model: | Divide paper into 4 quadrants: definition, characteristics, example, non-example. Write the vocabulary word in the middle. Students fill in each quadrant. | |||||||||||||||||||||||
51 | Gallery Walk: | Questions are posted on charts located in different parts of the classroom, each chart having its own question. Teams rotate around the classroom, answer the questions and reflect upon the answers given by other groups. The technique closes with a "report out" by each group. | |||||||||||||||||||||||
52 | Give One – Get One | In this Kagan strategy, the students are asked a question and then brainstorm ideas in a group. Once they have decided on a given number of quality answers, they get up and mingle to find other students in the class. When they find a partner, they give an idea and then get an idea. | http://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/Give_One_Get_One.pdf | ||||||||||||||||||||||
53 | Graffiti with 3-way thinking | In this activity, students use graffiti to show their understanding of a concept. They then make an inference,conclusion, and prediction based on the lesson. Finally, the teacher uses a Kagan strategy to have students share their thinking with each other. | http://lead4ward.com/docs/instructional_strategies/Graffiti_with_3_Way_Thinking.docx | ||||||||||||||||||||||
54 | Graffiti Writing: | Word art to help students visualize and remember words. | |||||||||||||||||||||||
55 | Graphic Organizer for Reading | Organizing information visually helps students comprehend what they are reading. | http://www.sanchezclass.com/reading-graphic-organizers.htm | pubs.cde.ca.gov/tcsii/documentlibrary/documents/cntntareardngorg.doc | |||||||||||||||||||||
56 | Graphic Organizers for Writing | Students should organize their thinking before they begin writing in order to maximize their capacity, language skills, chosen structure. | https://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html | ||||||||||||||||||||||
57 | Group Reflection: | At the end of a lesson, students work with a group to decide if they have any questions. Possible sentence starters are: We don’t understand ____; A question we still have is ___; Before the test, we’d like to review ____; We didn’t expect ___. The teacher collects the questions, sorts them quickly and addresses all questions on the same issue at the same time. | |||||||||||||||||||||||
58 | Guided Reading | The teacher works with small groups - grouped together by their approximate reading level. The teacher works with these small groups to help build vocabulary, explore background knowledge, make predictions, and coach them through the reading process. | |||||||||||||||||||||||
59 | H Charts | This variation on a Venn Diagram gives students an opportunity to compare two concepts, topics, vocabulary words, and/or texts. | www.readwritethink.org/.../lesson_images/lesson1041/H-ChartRunning.pdf | ||||||||||||||||||||||
60 | Helpful websites | http://lead4ward.com/docs/staar4ward2014/webinar3/Instructional_Strategies_Aligned_to_PLC_Menus_v2.pdf | |||||||||||||||||||||||
61 | Helpful websites | https://qtelelementary.wikispaces.com/Planning+Tools | |||||||||||||||||||||||
62 | Helpful websites | http://www.esc20.net/users/0048/docs/eslstrategies.pdf | |||||||||||||||||||||||
63 | Helpful websites | http://lead4ward.com/instructional-strategies/ | |||||||||||||||||||||||
64 | Helpful websites | http://www.ride.ri.gov/Portals/0/Uploads/Documents/Students-and-Families-Great-Schools/English-Language-Learners/go-to-strategies.pdf | |||||||||||||||||||||||
65 | Helpful websites | http://pdst.ie/sites/default/files/Oral%20Language%20Booklet%20PDF.pdf | |||||||||||||||||||||||
66 | Helpful websites | https://www.flipsnack.com/A9F65DD9E8C/oral-language-activities-tips-from-the-trenches.html | |||||||||||||||||||||||
67 | Helpful websites | www.gcisd-k12.org/cms/lib4/TX01000829/.../Instructional_Strategies_Alpha_List.docx | |||||||||||||||||||||||
68 | Human Timeline | Give each student an index card with an event from history written on it. The students should research their event and prepare to talk about it. Students then move around the room, talking with others about their event and finding their place in the "human timeline." The teacher can have students tell about their event once they are lined up or create connections (causal) between events or work with the information in some other way so that all students can learn from this experience. | https://www.facinghistory.org/resource-library/teaching-strategies/human-timeline | ||||||||||||||||||||||
69 | I Have…Who Has…? | Students have "I Have---- Who has---?" cards that they use to pose questions and then find answers. For example, if the question is "Who is the protagonist in Night?,"the student who has the card with the answer (Elie Wiesel) would say, "I have Elie Wiesel. Who has the name of the person who played the haunting violin music?" These cards can be student created and are a great review before a quiz. | https://www.superteacherworksheets.com/multiplication/multiplication-ihavewhohas_TWZDR.pdf | ||||||||||||||||||||||
70 | Individual Word study book | This is a variation on a word wall. The word study book can be ordered by root words, prefixes, suffixes, adjectives, topic words, etc. Each student keeps his/her own list of words. Teachers should teach students to organize the word study book with an index of some kind. | |||||||||||||||||||||||
71 | Information Gap | An information gap activity is when students are missing information to complete a task and must talk with one another to get it. This is particularly helpful for ELs because they have to assess what information they are missing and then formulate questions to find it by talking with their peers. | http://learnenglishteens.britishcouncil.org/exams/speaking-exams/information-gap-activity | ||||||||||||||||||||||
72 | Inner Outer Circle: | Students form two concentric circles facing one another. The outside partner shows a question and the inside partner answers. Repeat the process with the inside person showing the question and the outside partner answering. Then exchange cards. Then one of the circles moves per teacher instruction. | http://wvde.state.wv.us/strategybank/Inside-OutsideCircle.html | ||||||||||||||||||||||
73 | Inquiry Chart (Hoffman, 1992) | An inquiry chart is a method of organizing student inquiry. This can be done with individual students or in groups or partners. First, the teacher introduces a topic (or students select) and write down questions that they have about that topic and the questions are recorded along the top of the chart. Then the students talk/read/research to complete the chart and summarize their learning. When "facts" contradict, students write and research new questions in order to solidify their understanding. | http://www.readingrockets.org/strategies/inquiry_chart | ||||||||||||||||||||||
74 | Inquiry based KWL | https://www.readorium.com/2015/09/inquiry-based-learning-and-the-kwl-chart/ | |||||||||||||||||||||||
75 | It says, I say, and so | This method of thinking helps students to create inferences. After being asked a question, the student ponders what the text says and what the student knows in order to create meaning/answer the question/ or make an inference. | http://www.readingrockets.org/pdfs/inference-graphic-organizer.pdf | ||||||||||||||||||||||
76 | Jigsaw Readings | In a jigsaw reading, the teacher creates "expert groups" who will work together to make sense of one text. They dive into that text, explore it with guiding questions, and then return to their "jigsaw group" to present the information. Jigsaw is not an ideal structure for narratives although it can be accommodated for that purpose. Teachers can group students strategically so that they are interacting with "just right" levels of text when appropriate. | http://www.readwritethink.org/professional-development/strategy-guides/using-jigsaw-cooperative-learning-30599.html | ||||||||||||||||||||||
77 | Jigsaw: | Students get in a team of five and count off 1 through 5. They then individually work on the problem that corresponds with their number. After two minutes, students report to the area of the room with their number. They will meet with the others in their group assigned that number, check their work and help each other. Then they go back to their original team and each person explains their problem/solution. | |||||||||||||||||||||||
78 | Justified list | Students are presented with a sentence stem (Which of the following is a _________?) and then given a list of examples and nonexamples. The students check which are examples and then start creating rules based on their justification of their answers. In the end, they share and compare answers until the group agrees on a rule. | http://www.lead4ward.com/docs/instructional_strategies/Justified_List.pdf | ||||||||||||||||||||||
79 | KWL Chart | A KWL chart allows students to talk about what they Know, what they Want to Learn, and what they Learned while studying a topic/concept/text. KWL charts can be continued throughout a unit of study or used for one lesson. | http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html | ||||||||||||||||||||||
80 | Language Experience Approach (LEA) | The Language Experience Approach is a whole language approach that involves students in creating their own texts based on their experience and then reading, revising, and extending their writing. In this process, students use their own personal experiences or a shared communal experience to "write." They dictate their thinking to a teacher who transcribes their thinking. Students then read the text with the teacher, revising and editing as they go. Choral reading and repeating are utilized while the readers learn the language and become familiar with the text. | http://www.cal.org/caela/esl_resources/digests/LEA.html | https://k12teacherstaffdevelopment.com/tlb/understanding-the-language-experience-approach-lea/ | |||||||||||||||||||||
81 | Learning from mistakes | Learning from mistakes is an obvious approach in which teachers celebrate the mistakes that students make and look at mistakes as a learning opportunity. This is more than a strategy or lesson - it's an approach to teaching and creating a safe environment in your classes. However, these videos from the Teaching Channel also show activities that support this approach. In the first, a teacher uses "my favorite no" to analyze student mistakes. She has students complete their warm up on a note card, separates the notecards into Yes and No, and then chooses her "favorite NO" in order to demonstrate a common error and how to fix it. In the second video, a teacher places students in groups and has them analyze the work of other students. She guides their thinking with questions such as the following: What do you like about this student's work? What method did she use? Is it clear? Is it accurate? Is it efficient? What errors did this student make? How might her work be improved? | https://www.teachingchannel.org/videos/class-warm-up-routine | https://www.teachingchannel.org/videos/students-learn-from-mistakes-ccssmdc | |||||||||||||||||||||
82 | List-Group-Label (Taba, 1967) | Have students brainstorm a word list related to a concept that you have chosen. Divide your class into small groups and have the students group the words into subcategories and explain why they did so. As the students explore the topic, have them come back to the list and edit/correct/revise as necessary. | http://www.readingrockets.org/strategies/list_group_label | ||||||||||||||||||||||
83 | Literature Chart (Roser and Hoffman, 1990) | The teacher creates a literature chart on which students (the class) records their thinking as they read. Categories vary, but the teacher can use sentence stems to get students started in their responses: I noticed, I wonder, This reminds me of... | Page 23: http://www.esc20.net/users/0048/docs/eslstrategies.pdf | ||||||||||||||||||||||
84 | Literature Circles: | Students form small groups to discuss literature. Each has a role which includes facilitator, passage picker, illustrator, connector, summarizer, vocabulary enricher, investigator, figurative language finder. | |||||||||||||||||||||||
85 | Make-a-date: | Students draw the face of a clock. They write the numbers 12, 3, 6, 9 in the appropriate places on the clock and draw a line by each. This clock becomes their vehicle for making appointments with their peers in class. Students walk around room and make appointments with 4 other people, writing the name of each person under the time. During the class period, ask them to get with their 3:00 date to do a problem, then their 9:00 date to complete another task and so on. | |||||||||||||||||||||||
86 | Mind Mirror | Explain to students that they are going to convey the thoughts, feelings, concerns, dreams, and frustrations of one of the characters in the text. In groups of four, students choose the character on whom they would like to focus. Emphasize that good Mind Mirrors should show what is going on in the character’s mind as if he were looking at himself in the mirror and were only able to see his or her thoughts and emotions. Before students begin, share the mind mirror rubric that groups will use to evaluate their own production. | http://tinyurl.com/z32zqtn | ||||||||||||||||||||||
87 | Mix-n-Freeze: | The teacher will pose a question. Students walk around room while thinking about the question and answer. When teacher calls out “freeze” the students stop, find a partner, and discuss their thoughts. Teacher then calls on a pair to share out. | |||||||||||||||||||||||
88 | Mix-n-Match: | Create a class set of cards that match in pairs (for example, one card has a 60 degree angle and another has a 30 degree angle. Students will match complements). Use these to find your seat, play memory, find a partner or play card games. | http://naeaworkspace.org/presentations/7.Mix-N-Match.pdf | ||||||||||||||||||||||
89 | Model Academic Language | Many strategies can help teachers model academic language. Teachers can use sentence frames, allow students to practice changing academic to social language and vice versa, teach transition words and key academic words, have students analyze writing, and introduce students to a wide variety of texts. | https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley | ||||||||||||||||||||||
90 | Most Important word | After reading a text, have students consider what they believe is the most important word. They may discuss in groups to practice explaining and open their minds to other possibilities or to agree upon a "best" answer. The value in this activity lies in the decision making and also in the conversation following the choice. The attached handout is elementary but could be modified to meet the needs of secondary learners. | http://elementarypgms.sp.brevardschools.org/Home/Comprehension/Most%20Important%20Word.pdf | ||||||||||||||||||||||
91 | Motor Mouth: | Person 1 holds a card with a list of words and provides clues (not including any part of the term being described). Person 2 guesses each term. The pair will raise their hand when the list is completed correctly. Change roles. Repeat process with new list of words. | |||||||||||||||||||||||
92 | Mystery Bag: | Artifacts are put in a bag. Students pull out one object at a time, identify and describe it, and note similarities and differences as they pull out more. Then they are given two key words and they discuss the connection between the artifacts and words. Then they predict what the day’s lesson will be about. | |||||||||||||||||||||||
93 | Nine squares | Students read a text and divide it into 9 squares: 5 details (What does it say?) 2 inferences (What does it mean?), and 2 valid conclusions (Why does it matter?) They may trade papers with a peer who should identify the nine squares. Teachers can also complete the square and have the students identify the details, inferences, and conclusions. | http://lead4ward.com/docs/staar4ward2014/webinar3/Instructional_Strategies_Aligned_to_PLC_Menus_v2.pdf | ||||||||||||||||||||||
94 | Notice/Wonder: | Give students the problem stem (not the question). They work alone and write everything they notice and anything they wonder. Then they share with group. Then they share out as a class and teacher boards ideas. The teacher then facilitates a discussion highlighting the key points. The students are then given the question and time to answer it on their own. | |||||||||||||||||||||||
95 | Novel Ideas Only | In teams of four, brainstorm together and jot down possibly responses to a prompt (ex. We think the story called “The Circuit “ is about…). All participants’ papers must have exactly the same information written on their papers. Next, groups can share out by teacher calling on specific number assigned to student groups (Prepare the Learner). | |||||||||||||||||||||||
96 | Numbered Heads Together (Kagan, 1995) | Each student in a group is assigned a number (1, 2, 3, 4). When asking a question, the teacher asks all 1’s to speak first. For the next question, the teacher will ask only 3’s to speak and so on. | |||||||||||||||||||||||
97 | Observation Chart: | Use as a first activity to introduce a unit. Use high interest real photos, magazine pictures or internet pictures that have a relationship of some sort. Put several pictures together at a station and have a card for students to write on at each station. Students work in groups. They look at the pictures at a station and write an observation, question or comment on the card. Then their group moves to next station. Each group will add to the card as they visit a station. The groups will then stand by their last station and share out what has been written while the teacher facilitates the discussion. The teacher can assess background knowledge and the lesson is made more meaningful with illustrated, real world examples. Another variation of this is to make the pictures into little laminated cards, and give each group of students an entire set of cards and ask them to sort as they see fit. The students then think about what the pictures in each group have in common and address the points listed above. | |||||||||||||||||||||||
98 | Odd one out | Students are given four pictures and move into expert groups to analyze the picture: What does it show? What are five main points/ideas? They return to their jigsaw groups to share their thinking and then, as a table, decide which picture is the "odd one out" and why. This can also be used with concepts or vocabulary rather than visuals. | Page 19: http://lead4ward.com/docs/staar4ward2014/webinar3/Instructional_Strategies_Aligned_to_PLC_Menus_v2.pdf | http://www.lead4ward.com/docs/instructional_strategies/Odd_One_Out.pdf | |||||||||||||||||||||
99 | Parallel Lines | Students form 2 parallel lines facing the teacher. The first person in each line plays for the team. Teacher reads a definition and then shows it, and the first person to guess the word correctly gets a | |||||||||||||||||||||||
100 | Parallel Modeling: | Use one paper for each pair of students. Each student will be working on a different problem that has the same theme (for example, both will be finding area but Student A will be given a right triangle and Student B will be given a parallelogram). The partners work together to write the steps for solving the problem in the middle column of the paper. Then they work on their own problem (person 1 in the left column and Person 2 in the right column), using the steps and each other to guide their work |