Social Studies Teaching Strategies

Strategy Name

Explanation

Considerations

What is it called?

How does it work?

When would I use it? Why would I

use it? Are there challenges of
using it I should think about?
Great to use when there are
many aspects of a topic
Helps students identify key
points

4 Square Note Taking

3-2-1

Anticipation Guide

Case Studies

Cornell Note Taking

Students divide paper into four

squares for four aspects of a
topic. Students jot down key
points and one question in each
section.
Students write down 3 things to
remember about the topic, 2
interesting comments, and 1
question they have.
Before looking at a topic/reading,
give students a list of statements
addressed by the reading and ask
them to identify if they are true or
false. After they have made their
choices, let students read the text
and check their answers.
Using real-life examples (or
plausible examples) to
demonstrate a concept/topic or to
examine critically.
Divide paper so that there is a
large margin on the left side of
the page. Students take notes
about key words and main ideas
in the main section of the page. In

Good to use after reading or

learning about a topic
I might switch the 2 and 1
to promote more questions
Gives a purpose for reading
because you want to know if
youre right
Some students may be
nervous about being wrong.
Stress that this is NOT a test
Make the topic more
concrete by explaining
through examples
Authentic
Good for videos, lectures,
etc.

Corners/Voting With Your Feet

Grab Bag

the margin, students summarize

the main idea and identify the key
question.
Students physically move to
different areas of the classroom to
demonstrate their alignment with
a particular point of view.

The teacher assembles a bag full

of items. In groups, students draw
an item from the bag and make
inferences about how the item
could relate to the topic at hand.

Headings to Questions

Invite students to turn headings

into questions while reading.

Jigsaw

Divide students into groups. Each

group researches a topic or
aspect of a topic and each
member of the group becomes an
expert on that particular topic.
Then divide each member of the
existing groups into new groups
so that one student from each
expert group is now in a new
group together. Students share
the information they collected in
their expert groups with their
peers.
Before looking at a particular

KWL

Students may follow the

crowd. Be sure to
congratulate students
willing to break from the
crowd for their intellectual
confidence
Makes abstract topics more
concrete
Students will need
foundational knowledge
about the topic to make
informed inferences
Gives purpose for reading
Helps identify key
information
Good for topics with many
aspects, especially when
there are time restraints
keeping you from looking at
each in detail
Requires all students to be
responsible members of a
group (you cant let
someone else do the work
because you will need to be
able to present it later)

Use it with topics students

topic or concept, students

document what they think they
Know and Want to know. After
teaching the topic, students write
what they have Learned.

Pie Charts

Pitch It

Placemat

Students make a pie chart that

represents the emphasis one
should place on aspects of or
approaches to a particular topic.
Choose a topic or issue that has
many sides or solutions. Place
students in groups and assign
each group a side or solution.
Students learn about their side or
solution and then create a short,
persuasive presentation (like a
commercial). They should create
an image and slogan to use in
their presentation.
Make groups of four. Draw one
large rectangle in the center of a
large piece of paper. Draw lines
from the corners of the rectangle
to the corners of the paper
(making four sections; one on
each side of the rectangle). Each
student writes their ideas about a
topic in a section. The group then
discusses their ideas and writes
the ideas that come up

do know something about

Written assessments have
challenges allow pictures
W is useful for shaping
instruction in a way that is
engaging for students and
giving the activity purpose.
Identifies emphasis
Makes an interesting visual
that can be easily compared
and understood.
Demonstrates knowledge in
an engaging way
Be careful it doesnt get too
silly
Good activity to use as lowstakes public speaking

Good for tracking individual

ideas and how those are
negotiated in a group.

Reading Guide

consistently in the rectangle in

the center.
Asks thoughtful questions for
students to consider before,
during, and after reading. Work
through the reading
chronologically and identify the
page(s) that students will need to
consult to answer each question.
End the activity with a question
that draws on the students
opinions.

SEE-I

Venn Diagrams

Students State a definition of a

concept, Elaborate on the
definition, give an Example (and
often a non-example), and create
an Image to help them remember
the concept.
Students use circles to represent
relationships between topics
(overlapping somewhat,
completely disconnected, nested,
etc.)

Guides reading (helps

students know what is
important to get out of the
reading)
Vary question styles to
prevent this activity from
getting boring (definitions,
pictures, tables, making
comparisons, drawing on
personal experiences, etc.)
Avoid telling students what
they have read (let them do
that!)
Great to work through to
solidify understanding of a
concept

Helpful for looking at

relationships between topics