What makes you say that?

-------PERSPECTIVES
• a picture/topic 1. What do you see? /What do you know?
2. What makes you say that?
Keep records of what S say – so they can view different interpretations and revisit own as the UI develops

3-2-1 bridge------- activating PRIOR KNOWLEDGE and making

CONNECTIONS
Your initial responses Your new responses
to the topic T’s provocation:
3 thoughts/ideas video, reading, visit etc. 3 thoughts/ideas
2 questions 2 questions
1 analogy 1 analogy

Color, symbol, image -------- non-verbal expression of IDEAS

• S read/view/listen something and make notes of what they find interesting/important/insightful
• S finish and SHOW the ideas using color/symbol/image

Peel the fruit-------TRACKING deeper levels of understanding

• put the map on a wall; state that we will be tracking progress and planning to arrive at CORE
understandings’ during the exploration of the topic, add post-its (and students) to mark insights associated
with map elements

See, Think, Wonder -------encourages OBSERVATIONS & thoughtful INTERPRETATIONS

• It works very well with works of art or other interesting things (thought-provoking)
• At the beginning/end of the unit provoke students with an interesting item (curiosity);
• Use a chart with 3columns (S, T, W) and post-its; allow students to think individually first before posting

Headlines -------capturing the ESSENCE of an idea/event/topic and SUMMING UP

• “If you were to write a headline for this topic that captured the most important aspect that should be
remembered, what would the headline be?”

Question starts -------brainstorming thought-provoking Why...?

How would it be different if...?
questions What are the reasons...?
Suppose that...?
• Brainstorm at least 12 questions about the topic/concept/object What if...?
What if we knew...?
• Select with S the most interesting 3 and let them think of answers What is the purpose of...?
What would change if...?

Anticipation/reaction guide -------survey of PRIOR KNOWLEDGE

• Respond to each statement twice: once BEFORE the lesson and again AFTER reading/discussing etc.
• Write A if you agree and B if you disagree
Response BEFORE TOPIC: Response AFTER
the lesson Dinosaurs the lesson
Dinosaurs were the most ferocious land animals
Most dinosaurs have Greek names.
Dinosaurs had small brains.