Show Me The Strategies

4/26/13
Show Me the Strategies
*TeachersThefollowingstrategiescanbeimplementedintoyourdaily/weeklylessonplansbyusingtheInstructionalNewsletter
FolderonyourschoolsSharedFolder.Downloadacopyforyourfilesandcopyandpastethemintoyourlessonplan.Inaddition,you
willfindasampletemplateforplanningalesson,aswellasexpandedstrategiesandtipsforteachinginthemiddleschoolandforblock
scheduling.PleasecontactDonnaorLindaifyouneedmoreexplanationorwouldliketoshareastrategyyouusethatisnotonourlist.
StudentsStartYourEngines!
JustasHarryWongsayswhathappensonthefirstdaysofschoolwillbeanaccurateindicatorofyoursuccessfortherestoftheyear,what
happensinthefirstminutesofyourclasswillindicateyoursuccessfortherestoftheclassperiod.Tobeeffective,youmustbeatyourdoortogreet
students,aswellashaveaplannedstrategyforprovidingactivitiesthatwillimmediatelyengagestudentsastheywalkinthedoor.Activitiesusedto
startclass(whicharemeaningfultostudents)provideanemotionalhook,thatinturnfostersattentionandlearning.Thisdailyactivityand
routine(bellringer,etc.)mustbeexplainedandpracticedfromthefirsttimeyoumeetwithyourstudents,soitbecomespartoftheprocedurefor
enteringyourclassroom.Belowyouwillfind65differentwaystobeginyourclass.Planwellandadaptyourcontentforsuccess.Varyyour
beginningstrategiesformotivation.
BeginningYourClass(orHaveThemWithHello)
1)AdmitSlipsStudentswritetheanswertoaquestiongivenbytheteacherthepreviousdayandturnitinastheyenterclassthenextday.
2)Agree/DisagreeAformalapproachtodiscussingandresearchingissues.Asstudentsentertheclassroom,theyarepolledforagreementor
Matrixdisagreementwithastatement/sandtheirresponsesarerecordedinamatrix.Asclassprogresses,studentsresearchthe
topic,andagaintheirresponsesarerecorded.Finally,smallgroupsmeettodiscusstheresultsandchanges.
3)Agree/DisagreeTeachermakesorpostsastatementaboutacontroversialissue.Thestudentsthenlineupinproportiontotheiragreementor
disagreementwiththeissue.Canuse5forstronglyagree,4foragree,3fornotsure,2fordisagree,1forstronglydisagree.
Tellstudentstobepreparedtodefendtheirchoice.
4)AlphabetSummaryEachstudentisassignedadifferentletterofthealphabetuponenteringtheclassroomandaskedtogenerateawordstarting
withthatletterthatisrelatedtothetopictobediscussed.Studentssharetheirtermswiththeclass,partnerorwriteit
onpaper.
5)AnalogiesPostoneormoreunfinishedanalogyforstudentstocompleteastheygetseated.Ananalogyisathinkingskilldemonstrated
byastudentwhenheorshecangiveexamplessimilarto,butnotidenticaltoatarget.
Example:Maze:confusingasenigma:________,
IhaveaDreamwastotheCivilRightsMovementas__________________wasto_________________.
6)AnticipationGuideChecklistwrittenbyteachertoactivateexistingknowledge.Atthebeginningofalessonorunitofstudy,write35questions
ormake35statementsaboutthetopic.Studentsrespondwithagreeordisagree.Afterthelessonorunitofstudyis
complete,gobacktothestatementsandseeifanystudentswouldchangetheirresponse.
7)BiopoemsPoemswrittenbystudentsaboutanyspecificpersonorobject(characterinbook,livingorinanimateobjects).Itspurposeisto
summarizestudentknowledgeoftopic.
8)BrainTeaserAnactivitytostimulatethinkingthroughmultipleintelligences.Canbearhebus,lateralthinkingpuzzle,5minutemystery,etc.
9)CartoonsIntroduceathought,concept,skilletc.byposting,readingorcreatingcartoons.Cartoonscanalsobecutupandusedas
asequencingactivity.
10)ClassificationCreatepacketsorenvelopswithcutapartobjectsorconceptswithinstructionsforstudentstopickupandcompleteasthey
entertheclassroom.(Whenobjectsorconceptsareclassified,theyaregroupedwithother,similarthings,andthegroupis
givenalabel.Asathinkingskill,classificationrequirestheapplicationofknowledge.Whenstudentsinventtheirown
classifications,theypracticediscoveryandinventionalongwithbeingabletoapplypriorknowledgeaboutthe
objectsorconceptsbeingclassified.)
11)ColorbyNumberItsnotexactlycolorbynumber.Haveapagefullofwordsonatopic,andatthebottom,havewritteninstructionstocoloror
circlewithparticularcolor.(colororcirclealltheverbsred,nounsblue,etc.orforSocialStudies,colororoutline
Europeancountriesinyellow,NorthAmericaingreen,etc.Itworkswelltohaveaboxwithbundlesofcoloredpencilsor
crayons)UsingTablesinMicrosoftwordisagoodwaytomakeworksheet.
12)ComparingPostordisplayobjectsorconcepts,sostudentscanobserveorconsiderthecharacteristicsoftwoormore,lookingfor
bothsimilaritiesanddifferences.CanusegraphicorganizerssuchascomparisonmatrixorVenndiagramor
foldables.
fcstn.net/show me the strategies.htm
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13)ComparisonMatrixAgraphicorganizerhandedtothemastheyentertheclassroomorplacedwheretheycanpickitup,thatcanassiststudents
ingatheringinformationandcomparingobjectsorconcepts.
14)ContinuumUponenteringtheclassroomstudentstakekeywords(canbeplacedinenvelopesorbaggies)andarrangethemtoform
acontinuumbasedonavarietyofcriteria.Forexample,"beaver,rattlesnake,deer,plankton"wouldbearrangedas
"rattlesnake,deer,beaver,plankton"ifaskedtoarrangeaccordingtotheirpreferenceforwater,and"plankton,
rattlesnake,beaver,deer"ifaskedtoarrangeaccordingtosize.
15)ContrastingHavedisplayorwordsposted,etc.asstudentsentersotheycanbeginclassbyexploringordescribingdifferences
betweenobjectsorconcepts.
16)CopyingHavediagrams,drawings,text,motions,graphs,etc.postedandstudentsareresponsibleforreproducingastheyenter
theclassroom.Usedtoencouragestudentstolookmorecarefullyatsomething.
17)CurrentEventsAsstudentsenterhavethemrespondtopostedeventsinrecentnewsinvariouswayslistingthreewaysitcouldaffect
them,drawingacartoon,etc.Useresponsesforstudentdiscussionorstudentworkcenters.
18)DailyAnopeneractivityinwhichteacherspoststatementsoranynumberofdailyquestions,problems,etc.forstudentstocorrect,
finish,explain,etc.
19)DritingAsstudentsenter,haveawordorconceptforexplanationbydrawingandwriting.Oftenusedinforeignlanguageclasses.
20)EstimatingPostquestionsorproblemsorputcutupproblemsinenvelopesforapproximateanswersasanestimationreviewor
introductiontoanestimationlesson.
21)FindtheRuleStudentsaregivensetsofexamplesthatdemonstrateasinglerule(like"ibeforeeexceptafterc.")andareaskedtofindand
statetherule.Youcanuseexamplesofalawortheoryinmathorscience.
22)FishbowlCutupquestionsandputinafishbowl.Havestudentsdrawoutonequestionfromapastlessonandbepreparedtoanswer
on.yoursignalafterrollcall.Youcanalsousequestionsforreadingandfindingtheanswerinanassignedparagraph.
23)FlashbacksDesignandpostoneormorequestionsmadefromyoursubjectsspisorskillsanduseasadailyorbellringertostartyour
class.
24)FlowChartsHavestudentspickup,orhandtothemastheyenter,apartiallycompleteflowcharttofinish.Flowchartsaregraphical
depictionsofprocessesorrelationships.Typicallyflowchartsincludeiconsshowingparticularprocessesorsteps,and
arrowsindicatingpaths.
25)FoldablesCollectionpointsorvisualpaperactivitiesthathelpstudentsorganizekeyconceptsandinformation.Studentsfoldpiecesof
paperinvariouswaystoholdtheirwrittennotesandotherinformation.Greatstudytoolwithmultipleusesinallcontent
areas.AGlencoeresource.(CallLindaStewartforexamplesandmoreinformation)
26)ForcedAnalogyHavestudentsmakeanalogiesbycomparingproblemtermtoarandomlyselectedterm(forexample,comparealgebrato
acracker).Thenusethenewcombinationstosolveaproblemorcreatesomething.
27)FrayerModelAsstudentsenter,givethemwordchoicesforusingthisvocabularydevelopmenttool.Studentsuseagraphicorganizer
tocategorizetheirknowledgeaboutaword.Squareswith4to6blockedspacesworkwell.
28)GapsPostsentencesorsequenceswithgaps(missingwords,numbers,orsymbols)andstudentsareaskedtofillinthegaps.
29)GraphicOrganizersHandouttostudentsastheyenter,orhaveplacedtopickup,apartiallycompletegraphicorganizer.Graphicorganizers
arevisualframeworkstohelpthelearnermakeconnectionsbetweenconcepts.
30)HiddenWordGameHavestudentsfindawordimportanttothelessonbypostingorpassingoutsentencesinwhichawordishidden.For
example:Theschoolmouseateacherryforhermorningsnack.InthissentenceisthehiddenwordTEACHER
(TheschoolmouseaTEACHERryforhermorningsnack.)
31)HypothesesHaveadisplay,postaproblem,orloopademothroughLCDdisplaysostudentscangiveatentativeexplanationforpatterns
orobservations.
32)InformationTransferThisactivityneedstobemodeledaheadoftimeorshowanexemplarsostudentsknowhowtoperform.Thisactivityinvolves
thechangingofinformationeitherfromadiagramtowordsorviceversa.Theinterpretationoftext,diagramortablesisan
importantskill.Ex.Givestudentstextandhavethemtransfertheinformationtoanorganizermadebytheteacheroranoutline
andhavethemwriteaparagraphorviceversa.
33)JournalWritingTypicallydoneforafewminuteseachday.Thewritingisdoneinanotebookandisoftenusedforexplorationofideasof
interesttothestudentsortoencouragereflection.Journalwritingistypicallynotgraded,andinsomeinstances,isnotreadby
anyonebutthestudent.Inotherinstances,thejournalcanbeusedtoestablishanongoingwrittendialogbetweenthestudent
andtheteacher.
34)JumbledSummaryTeacherpostsorcutsupandplacesinanenveloperandomlyorderedkeywordsandphrasesfromalesson.Studentsput
thetermsandphrasesinalogicalordertoshowunderstanding.
35)KnowledgeRatingAprereadingstrategydesignedtoevaluatestudentspriorknowledgeofatopicbyhavingthemratehowwelltheyknowthe
contentvocabularywords.Thevocabularywordsarepresentedandstudentsrateeachwordwithanumber1knowit
wellenoughtodefineit,2thinkIknowit,3havehearditorhaveseenit,and4noclue.Teachercanthenidentifyhowmuch
prereadinginstructionwillbenecessaryforcriticalreadingaswellasidentifyingwordsforexplicitvocabulary
instruction.Italsoallowstheteachertodifferentiateinstructionbasedonastudentsneed.
36)KWL"Know,Wanttoknow,Learn"Studentsidentifywhattheyknowaboutatopic,whattheywanttoknow,andafterreadingor
instruction,identifywhattheylearnedorwouldstillliketolearn.
37)LetterWritingUponenteringtheclassroomstudentsareaskedtowritealettertoaspecificpersonorplaceforspecificreasonsrelatingto
priorlessons.Itencouragesstudentstothinkaboutaspecificaudienceandpracticeskills.
38)ListingAsstudentsenter,askthemtomakelistsofwords,objectsorideas.Canbeusedtoorganizethoughtsbeforeawriting
activityorasanassessmenttodemonstratetheabilitytorecall.
39)MatchingPostonboardorindividualslipsofpaperwords,phrases,concepts,skills,etc.Makingmatchescanbedoneinmany
contexts.Studentscanmatchwordswiththeirdefinitionsormathematicalexpressionswiththeirsolutions,etc.
40)MetaphorsGiveoutparagraphs,assignspages,etc.forstudentstofindmetaphorsorcreatemetaphors.Metaphorscanbeused
asexamplesbyteachers,orstudentscanformmetaphors.
41)MnemonicsPostalistofinformationtomemorizeandgiveamnemonicphraseforstudentstousetorememberinfo(sentencewithwords
usingthefirstletterofthekeywordformemory.Ex.KangaroosHopDownMountainsDrinkingChocolateMilk.Thefirst
lettersrepresentKkilometer,hhectometer,Ddecameter,Mmeter,Ddecimeter,Ccentimeter,Mmillimeter.Askfor
learnedinfoafterrollcallorgrouppractice.Mnemonicsisanyofseveraltechniquesordevicesusedtohelprememberor
memorizenamesorconcepts.
42)ModifyingProvidestudentsastheyentertheclassroomwithmodelsorinformationthatarenearlycorrectorcompleteandallow
studentstomodifythemodelorinformationtomakeitmorecomplete.Usefulintheclassroomasascaffoldingtool.
43)PopQuizGiveoutpopquiz,anassessmentgivenwithoutnotice(gradedornongraded),astheyentertheclassroomordisplayonboard.
Itissometimesusedasareview(nongraded),andisdefinitelyusedtomotivatestudentstostudyeachday.
44)PredictionsDisplaysituationsorproblemssostudentscanmakepredictionstoindicateextendedunderstandingofconceptsfrom
previousdayorpriorlesson.
45)QuestionnairesPostorhandoutquestionnaireastheyenterclassroom.Alistofquestionsconcerningaspecifictopicinordertogatherinfo
touseinhelpingyouplanlessonsaccordingtostudentlevelandinterest.
46)ScanningAssigntoeachstudentuponenteringclassasection,paragraph,pageetc.forreadingorlookingatmaterialquicklytogain
anoverviewofthecontent.Cannote,sharewithapartner,ordiscusswithclass.
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47)Similarities&DifferencesEitheringraphicorsymbolicform,representingsimilaritiesanddifferencesenhancesstudentsunderstandingofandability
touseknowledge.FourformstouseareComparing,Classifying,Creatingmetaphors,andCreatinganalogies.
48)SkimmingUsesameasscanning.Readingorlookingatmaterialquicklytogainanoverviewofthecontent.
49)SlipWritingPosttopicsostudentsenteringcanindividuallybrainstormonpapertobefollowedbysharingofthewrittenideasin
smallgroups.
50)SpellingPicturesStudentscopytheirspellingwordsbywritingtheminapatternthat"traces"apicture,orpurchaseaprofessionallydone
VocabularyCartoonsappropriateagelevelpackageforclassroomuse.www.vocabularycartoons.com
51)StoryImpressionsTheteacherpoststentofifteentermstostudentspriortoreading.Thesetermsappearinthesameorderthattheyappear
inthereading.Studentswriteapassageusingthetermsthattheythinkpredictswhatwillhappeninthereading.Students
sharetheirpredictionswithothers.Finally,studentsread,comparingtheirpredictions(storyimpressions)withthereading.
52)StoryStartersEnteringtheclassroom,studentsaregivenapromptorstorystarterwithguidelinesfortimeframe,lengthofwriting,etc.
Examplesofstorystarters:Alongtimeago,theoldpeoplesay...or,Atatimewhentheriversweremadeofchocolateand
wishescouldcometrue...Backinthedayswhenanimalscouldtalk...Here'sastoryIlearntfromanowl.Itoldittoaking.
Hegavemethispin.IwanttotellyounowthestoryofIwilltellyouastorywhichwastoldtomewhenIwasalittleboy/girl.In
alandthatneverwasinatimethatcouldneverbe...
53)SuggestionBoxUsefulforcollectinganyformofanonymousfeedbackofpreviouslessonoractivity.Studentopinionscanberegularlycollected
aspartofclassactivities,ortheboxcouldbeusedintheclassroomasaninformalmethodforstudentstomakecomments
aboutactivitiesintheclassroom.OftenmosteffectivewhenpairedwiththeAdmitSlip/ExitSlipapproach.
54)SurveysHandoutaminisurveyatthebeginningofaunit,topic,etc.thatasksforopinionsandknowledgeconcerningthesubject
material.
55)TransparenciesTransparenciesmaybeusedduringdirectinstructionasaguidetotheteacher,toallowthemtoeliminateusingseparate
lecturenotes,andalsoasameanstoquicklyshowmanygraphics.Otherusesoftransparenciesinclude:
presentationofquizzes,problemsoftheday,jokes,cartoons,andtopresentproblemsthatcanthenbeturnedover
tostudentstocompletefortheclass.
56)UnknownObjectsDisplayanobjectinclassthatstudentsareunlikelytorecognize.Askstudentstowritethreequestionstheywanttoaskabout
it.Canbeusedaswritingordiscussionprompts,assubjectsforaninvestigation,oreveninanartclass.
57)VennDiagramsDisplaypartialVennDiagramandhavestudentsfillintherest.Itisaformofgraphicorganizercommonlyusedin
mathematicsandcomparisons.
58)VocabularyListGivestudentsawordoralistofwordsanddiscussbrieflytofamiliarizethembeforetheybeginthelesson,story,orunit.
59)WantAdsHavestudentswritewantads.Varietiesinclude"historical,""humorous,"andasafamouscharacter.
60)WhatIsIt?Theteacherdisplaysanobjectinclassthatisunfamiliarorhassomehistoricalsignificance.Studentsareaskedtoidentify
theobject,describehowitmighthavebeenused,orhowitmightberelatedtothetopic.
61)WordAssociatesRequirestudentsuponenteringclasstoidentifywhichwordorobjectisdifferentfromaseriesofothers.Studentsthenmakea
generalstatementtolinktheotherwordsorobjects.Itrequireshigherlevelthinkingskillsandhelpstudentsidentify
relationshipsbetweenwordswhilerecognizingcategorizingfactors.Examples:Inthesegroups,whichonedoesnot
belong?Explainwhy.FRANCEGERMANYGREECEJAPANcmmin.mm
70,25,13,1035,260condensation,
precipitation,perspiration,percolation
62)WordSearchEspeciallyforspellingwordsortopicvocabulary.Gotohttp://www.puzzlemaker.com/tocreateyourownwordsearchto
startclass.
63)WordSortHaveWordSortpacketsorenvelopesreadyforstudentsastheyentertheclassroomordisplayonboard.Organizing
andclassifyingwordssothatrelationshipsamongwordscanbeseenisthegoalofwordsorts.Awordsort
activityrequiresstudentstocategorizewords.Inopensortactivities,thewayofsortingwordsisnotgivenaheadoftime.
Rather,studentsaregivenwordstowriteonindexcardsandtoldtogroupthewordstogetherinsomeway.Thenthey
discussthedifferentwaystheygroupedthewordsandthereasonsbehindtheirgroupings.Inclosedwordsorts,students
aretoldhowtogroupthewords.Youmightsay,"SortthewordsaccordingtowhethertheyareplacesinSouthAmericaorNorth
America,orSortbysexualreproductionorasexualreproduction,Sortbypartsofspeech,etc.Wordsortscanbedonewith
thestudentsworkingindividually,inpairs,orinsmallgroups.
64)WordsplashPrepareacollectionofkeytermsfromawrittenpassagewhichthestudentsareabouttoreadandgiveastheyentertheclass.
Thetermsselectedrepresentimportantideasthattheteacherwantsstudentstoattendtowhentheyactuallydothe
readinglater,butinitiallythestudents'taskistomakepredictivestatementsabouthoweachofthetermsrelatestothe
titleofthereading.Displayselectedtermsrandomlyandatanglesonavisual(overheadorchart).Students
brainstormandgeneratecompletestatements(notjustwordsorphrases)whichpredicttherelationshipbetweeneachterm
andthetopic.Oncestudentshavegeneratedstatementsforeachtermtheyturntotheprintedmaterial,readtocheckthe
accuracyoftheirpredictivestatementsandrevisewhereneeded."Splash"referstotherandomarrangementofthekey
termsaroundthetopicatthestartoftheactivity.
65)SpotlightOnSimilarto"StudentoftheWeek."Theworkandbackgroundofasinglestudentisshowcasedtotheclassand
studentsareaskedtosaythreepositivethingsaboutthatpersonswork.
Ways to Hook/Present/Explain Your Lesson

Researchsuggeststherearespecificstrategiesthatwillincreasethelikelihoodthatstudentattentionwillbepromoted.Forexample,thebrainis
attunedtonovelty,sodontbeafraidtotrysomethingnew.Hookyourstudentsatthebeginningofyourlessonwithoneoftheanticipatoryset
strategiesbelowprovidingthementalsetthatcausesstudentstofocusonwhatwillbelearned.Itcangivestudentspracticeandyielddiagnostic
datafortheteacher.
Astheteacher,youareresponsibleforguidingstudentstoidentifyandarticulatewhattheyalreadyknow,providethemwithwaysofthinking
aboutthetopicinadvance,askingthemtocomparenewknowledgewithwhattheyknow,askingthemtokeepnotesand/orrepresent
knowledgeinnonlinguisticways,workindividuallyandsometimesincooperativegroups.Themethodinwhichyoupresentnewmaterial/topics
orhavestudentsdiscovernewinformationisfundamentalforretentionandunderstanding.Thefollowinginstructionalstrategiescanbe
incorporatedintoyourdailylessonplansusewhatisappropriateandworksforyou.
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1)AudioTapesEducationalaudiotapesaremostoftenusedinlanguageandmusicclasses,butarealsousefulinsocialstudies,physical
education,andinbuildingvocabularyinmanyfields.
2)AudiovisualsIncludesmanycategoriesofeducationalmaterialsincluding:posters,paintings,slides,videos,films,andvideotapes.
3)BooksonTapeAudiotapesofbooksthathavebeenreadaloud.
4)CartoonLecturetteUsecartoonsthatcommunicateelementsofyourlecturette.Displayasyoumakerelatedkeypointsverbally.
5)ChunkingAmemorizationtechnique.Teachershowshowbreakinginformationintopartsmakesiteasiertorecall.Forexample,phone
numbersarebrokenintochunkswhichmakethemeasiertorememberthaniftheywereina7digitsequence.Canalsobe
usedasawritingtechnique.
6)ClassMuseum Teacherandstudentsbringartifactsandmemorabiliafromhometodisplayintheclassroomforaspecifictopic.Set
parametersaheadoftime.(Extremelyvaluableitemsshouldnotbebroughttoschool)
7)CompactingThisstrategyencouragesteacherstoassessstudentsbeforebeginningaunitofstudyordevelopmentofaskill.Studentswho
dowellonthepreassessmentdonotcontinueworkonwhattheyalreadyknow.
8)ConceptAttainmentInductivemodelofinstructionwherestudentsarepresentedwithexamplesandnonexamplesofaconcept.Students
Modelgeneratehypothesesandattempttodescribe(andsometimesname)theconcept.
9)CueingVariousmeansusedbytheteachertoletstudentsknowthatparticularmaterialisimportant.
10)DaysSpecialdaysduringtheschoolyearwhenallactivitiescenteraroundatheme.Ex.PiDayon3/14orDictionaryDayon
October16th(NoahWebstersBirthday).Therearemanyothersappropriatetocontentarea.
11)DemonstrationsAnactivitytoshowstudentshowthingsworkorhowtheyhappen.Demonstrationsareoftenusedinscienceclasses.Some
contentappropriatedemonstrations/simulationscanbefoundonlineandshownwithLCDinclass.
12)DesignContestsInadditiontodesigncontestswithintheclassroom,manycorporationssponsordesignconteststoencouragecreativityand
innovationatmanylevelsofeducation.
13)DisappearingWritedefinitionontheboard.Readdefinitiontostudents.Studentschorusdefinitionback.Teachererasesafewwordsanda
Definitionstudentreadsoutthetextincludingthemissingwords.Teachererasesmorewordsandastudentreadsouttheentiretext
again.Teachercontinueserasinguntilthereisnotextontheboard.Studentsthenwritethedefinitionfrommemory.
14)FilmClipsMotionpicturefilmclipscanbeusedtoenhancelearningofliterature,language,orhistoricalevents.
15)FiveWhys?Askingachainof"whyquestions,"witheachquestiondeeperintotherootcauseofaproblem.
16)LectureThereputationoflecturinghasfallenonhardtimesinrecentyears.Therearetimesforwhichalectureisgoodsuchas:
Cognitivemodeling(Thelecturercandemonstratehowheorshethinksaboutaproblem.),Conveyingpersonal
enthusiasmforthesubject,andincitingstudentstoactivelearningwherethelectureisthesettingforactivitiesthatthe
studentsaretodo.Thelectureisstillanefficientwaytopresentinformationandcanbemotivatingtothestudents(if
theteachercanbemotivating).But,aswithallgoodinstruction,itisimportanttogetthelearnerstobeactivewiththeir
thoughtprocesses(activelearners),otherwiseyouwilllosetheirinterest.Lecturinghassuchabadrapbecauseitisboth
overusedandfrequentlydonepoorly.Alecture,usedsparinglyanddonewell(keyqualifiers),canbeeffective.
Lecturesmayincludevisualaidsornotetaking.
17)MagazinesAppropriatemagazinearticles,etc.canbeusedasarealworldsourceofinformation.
18)MetaphorsMetaphorscanbeusedasexamplesbyteachers,orstudentscanformmetaphors.
19)MnemonicsAnyofseveraltechniquesordevicesusedtohelprememberormemorizenamesorconcepts.
20)ModelingTeachermodelsbehaviorsorskills.
21)NewspapersNewspaperscanbeusedasarealworldsourceofcontent,orasaproductproducedbystudents.
22)NovelStudyPacketBeforebeginninganovelwithstudents,gothrough,chapterbychapter,andmakeanactivitysheetforeach.Itshouldinclude
35shortanswerquestions,vocabularywordsthatstudentsneedtolookup,35questionstocheckcomprehension,as
wellasanactivityforeachchaptersuchas,"Writeapoemaboutthischapter,"or"Drawapictureofyourfavoritescene,"or
"Put5ofthecharacters'namesinalphabeticalorder."Thenstaplethepagestogetherinordertomakeasmallbooklet
thateachstudentkeepswithhim/herastheyreadthenovel.Thistakesalotofpreparationbeforehand,butthe
payoffsarehuge!Youonlyhavetodothisonceforeachnovel,andthenreuseyourmastersyearafteryear.
23)OutsideExpertsOutsideexpertscanbeusedasguestspeakers,volunteerstoassistduringprojects,orasevaluatorsofstudentwork.
24)ReadAloudTeacherreadsaloudtotheclasstoimprovecomprehension,exposestudentstocorrectpronunciation,ortocreatepositive
feelingsaboutreadingoraparticularbook.
25)WindowPaneLecturetteDivideaflipchartoroverheadtransparencyinto48sections.Asyoulecture,draworpostgraphics,symbolsorimagesin
eachwindowpanetoillustratethepointyouaremaking.Whenyouhavecompletedthelecturette,removethecompleted
windowpane.Askstudentstorecreatetheimageineachpanerememberingthecontentassociatedwiththeimage.Afterthey
havefinished,sharewithoneanotherandcomparetooriginal.
ThePrimeTime,Cont.strategiescanbeadaptedtoallcontentareas.Usewhat
worksbestforyou.Thefollowingninecategoriesofinstructional
strategieshavebeenproventoadvancestudentachievement:
1.Identifyingsimilarities&differences
2.Summarizing&notetaking
3.Reinforcingeffort&providingrecognition
4.Homework&practice
5.Representingknowledge
6.Learninggroups
7.Settingobjectives&providingfeedback
8.Generating&testinghypotheses
9.Cues,questions,&advanceorganizers
Keeping Your Students Engaged/ Cooperative Learning & Group Activities/Assessments/HOTS
1)ActiveLearningAnyapproachthatengageslearnersbymatchinginstructiontothelearner'sinterests,understanding,anddevelopmental
level.Oftenincludeshandsonandauthenticactivities.
2)AcronymsMemorytool.Createanacronyminvolvingaclassroomtopic.Whenthelearnerisabletorecallthefirstletterofeach
elements,he/shewillrememberthebroaderinfo.Ex.ROYG.BIVRed,Orange,Yellow,Green,Blue,Indigo,Violet
LightColorsinrainbowPeasPhysical,Emotional,Academic,Social.Thefourcategoriesofstudentneeds
3)AdvertisementsStudentscreateadvertisementsof:10Whattheyhavelearned,2)Howtheylearnedit,3)Whatapplicationpossibilities
theknowledge/skillshave.Theyposttheiradvertisements.Theygoshoppingtourandjotdownnotestheywishto
remember.
4)AgendasThesearepersonalizedlistsoftasksthatastudentmustcompleteinaspecifiedtime,usuallytwotothreeweeks.Student
agendasthroughoutaclasswillhavesimilaranddissimilarelements
5)Agree/DisagreeTeachermakesastatementaboutacontroversialissue.ThestudentsthenlineupinproportiontotheiragreementorLine
Updisagreementwiththeissue.Teacherhassignswhichsay(stronglyagree,stronglydisagree)Studentsdiscusswiththe
personnexttothemwhytheytookthepositiontheydid.Examplesofappropriatequestionsincludeifstemcell
researchshouldbelegalintheUnitedStates,shouldimmigrationbestoppedinthiscountry,etc.
6)AgreementCirclesUsedtoexploreopinions.Asstudentsstandinacircle,facingeachother,theteachermakesastatement.Studentswho
agreewiththestatementstepintothecircle.
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7)AnalogyMakeanalogiesbycomparingproblemtermtoarandomlyselectedterm(forexample,comparealgebratoacracker)Then
usethenewcombinationtosolveaproblemorcreatesomething.
8)AlternativeAnyofavarietyofassessmentsthatallowteacherstoevaluatetheirstudents'understandingorperformance.Examples
Assessmentsinclude:portfolios,journals,andauthenticassessments.
9)AssumptionSmashingListassumptions,theneliminateone.Whatmighthappen?(forexample,"Allformsoftransportationarenowfree."Whatis
theeffectonsociety?)
10)Author'sChairStudentssitinachairatthefrontoftheclassandpresenttheirworktotheclass.
11)AutobiographiesStudentswritetheirlifestoriesorexplorethelivesofprominentpeoplebyreadingpublishedautobiographies.
12)AutopsiesGivestudentsachancetoimprovetheirscoresbydoingatestautopsy.Theycorrecttheirmistakesandthenwriteahalfpage
reflectiononwhytheydidsopoorlyandwhattheyshouldhavedonedifferently.Theyearnahalfpointforeachcorrected
answer.Forexample,iftheygot15outof25anddidanautopsycorrectingthemall,theirnewscorewouldbe20.
Testscoresimproveandthestudentsarereallytakingownershipoftheirwork.
13)BaggageClaimPassoutindexcardsorpaperwithtopicorvocabwordwrittenononesideortopastheirsuitcase.Haveasilent35min.
forstudentstofilltheirsuitcasewithwritteninfodescribingorfactsrelatedtocard.Thengetupandfindapartnerto
sharetheirbaggagewithbytakingturnsexplainingwhatthesuitcase:contains.Swapcards(suitcases)andfindanew
partnertoexplainandswapcards(suitcases)with.Whenyoucalltime,theyclaimtheirbaggagebylisteningtocardsread
aloud.Youcancollectcardsforlateruse.
14)BarrierExerciseStudentsworkinpairs.Adaptacrosswordpuzzlesothateachstudenthassomeoftheanswersandsomeofthecluesand
eachstudentmustfindthemissingclues/answersbyaskingtheirpartner.Eachmemberofpairisgiventhepuzzle,
whichtheothermembercannotseebecauseofabarriersuchasalowcardboardscreenonadesktopwhichisputbetween
thetwostudents.Thisactivityallowsstudentstopracticevocabularyrelatedtoanewtopic.
15)BasketStoriesWithstudentsinsmallgroupsgiveeachgroupabasketwiththreekindsofobjectsfromnature(flatleaves,sticks,stones...),3
colorsofpaper,cutupintosmallsquares,andpens.Discusssequencingwords(first,then,next,finally...)andcommon
storyendingsandbeginnings(onceuponatime,oncelongago,inalandfarfromhere..wasneverseenagain,still
livestheretoday...)Onthepiecesofpaper,studentswritethenameofaninterestingplace,pasttimeactions
orevents,andcharacternames.Now,onebyone,studentstellstories!Tocreatestory,s/hefirstreachesintothe
basketandpullouta"person".Thisismaincharacterinstory.Next,pullouta"place".Wheneverstorytellergets
stuck,anewactionispulledout.Continueatleast4differentitemshavebeentakenfrombasket.Allitemstaken
fromthebasketmustbeusedinthestory.Whenthefirststorytellerisdone,allpromptsgobackintobasket,
andnextstorytellerbegins.Addasmanyplaces,characters,actions,orobjectstothebasketsasyouwish.Shortcut:
bringthebasketsalreadymadeup.
16)BasketballWriteatleast25easyreviewquestions.Writeatleast25hardreviewquestions.Buyormakeasmall(34inches
ReviewGamediameter)balloryoucanmakeonewithapaperwadinthemiddlesurroundedbyafewlayersofmaskingtape.Setupthe
roomwithagarbagecaninthefront.Thiswillbethebasket.Placeapieceofmaskingtapeonthefloor
approximately3feetfromthebasketandplaceapieceoftapeonthefloorapproximately8feetfromthebasket.Dividethe
studentsintotwoteams.Explainthateachstudentmustanswerthequestionsgiventothem.Easyand
hardquestionswillbeevenlyinterspersed.Keepscoreforthequestions.Easyquestionsareworth1pointseachand
hardquestionsareworth2.Ifastudentgetsaneasyquestioncorrect,theyhaveachancetoshootforan
extrapoint.Theywillshootfromthetapemarkthatisfurthestfromthebasket.Ifastudentgetsahardquestion
correct,theyhaveachancetoshootforanextrapoint.Theywillshootfromthetapemarkthatisclosesttothebasket.
Whoeverhasthemostpointsattheendofthegamewins.
17)BeachBallAfunwayofsettingapurposeforreading.Aquestioniswrittenoneachsectionofthebeachball.
QuestionsClassformsalargecircle.Theteachercallsoutanameandtossesballtothestudent.Studentchoosestoanswerany
questionontheball.Thestudentthencallsoutanotherstudentsnameandtossesthemtheball.Thatstudent
maychoosetoaddtothelastanswerortoansweradifferentquestion.Continueuntilallquestionshavebeenanswered.
(Exampleofquestions:Whatisthetitleandwhoistheauthorofthestory?Whoarethemaincharacters?How
doesthestorybegin?Whathappenedinthemiddleofthestory?Howdoesthestoryend?Whatwasyourfavoritepart?
18)Bingo1Studentswritedownsixwordsabouttopicorfromvocabularylist.Theteachersaysaword.Studentscrossthroughthewordif
theyhaveit.Firstpersonwithallsixwordscrossedoutisthewinner.
19)Bingo2Studentswritesixwordsfromvocabularyofthetopic.Teachercallsoutthedefinition.Studentscrossoffwordifitisontheir
list.Firstpersonwithallsixwordscrossedoutisthewinner.
20)BingoCardsThewebsitebelowwillallowyoutomakeandprintbingocardsforyourclass.Youcanpurchaseplasticmarksormakeyour
own.
http://teachers.teachnology.com/web_tools/materials/bingo/
21)BioPoemIndividuallywrittenpoembyansweringquestionsorcompletingpromptstowriteapoem.
22)BookReportsAfactual,writtensummaryofabook.Canbeincreativeformssuchasposter,brochure,etc.
23)BrainstormingGroupprocesswhereallideasareacceptedandrecorded.Thisisagreatstrategyformotivatingstudentsatthebeginningofa
unitofstudy.Forexample,Tellmeeverythingyouknowaboutthewatercycle.Studentsliketoseetheirresponseon
board.
24)BrochuresStudentsresearchatopicthencreateabrochuretoexplainthetopictoothers.
25)BuzzSessionsSmall,informalgroupdiscussions.
26)CAIComputerAssistedInstructionStudentslearnatownpacewithinteractivecomputerprograms.
27)CATsClassroomAssessmentTechniques:Simple,inclassactivitiesthatgivebothyouandyourstudentsinstant,usefulfeedback
ontheteachinglearningprocess.Theycanbeintheformoforalresponses,writtenresponses,orsignals.Everyone
respondsatthesametime.Exampleoforalresponse:Class,whenIsayTellMe,Iwanteveryonetosaythenameof
thisfigure.Ready,TellMeUsethumbsup/thumbsdownforTrue/FalsequestionsAgreeorDisagreeCards,etc.
28)CapsuleVocabularyAteachingstrategytoexplorevocabulary.Studentslistento,speak,write,andreadwordsrelatedtoaparticulartopic.These
topicallyrelatedwords(usingapproximatelysixwordsworksbest)arepresentedoneatatimebytheteacher,whowrites
eachwordontheboard,brieflytellsthestudentsabouttheword.Afterallthewordshavebeenintroducedhaveeach
studentcopythewordsontoasheetofpaper.Pairthestudentsandgiveeachpairalimitedtime(35minutes)totryto
usethewordsinaconversationaboutthetopic.Studentsshouldcheckoffthewordsasthey'reabletosneakthem
intotheconversation.Finally,studentswriteaparagraphaboutthetopicinwhichtheyuseasmanyofthewordsas
possible.
29)CarouselTeachergeneratesXnumberofquestionsfortopicandwriteseachquestiononaseparatepieceofposterboardorchart
Brainstormingpaper.(Note:Thenumberofquestionsshouldreflectthenumberofgroupsyouintendtouseduringthisactivity.)Post
questionssheetsaroundyourclassroom.Dividestudentsintogroupsof5orlessDirecteachgrouptostand
infrontofahomebasequestionstation.Giveeachgroupacoloredmarkerforwritingtheirideasatthequestion
stations.(Useadifferentcolormarkerfortrackingeachgroup.)InformgroupsthattheywillhaveXnumberofminutesto
brainstormandwriteideasateachquestionstation.Studentsrotatearoundtheclassroominsmallgroups,stoppingat
variousstationsforadesignatedamountoftime.Whileateachstation,studentswilldiscusspostedtopicsordifferent
aspectsofasingletopicthroughconversationwithpeers.Whentimeiscalled,groupswillrotatetothenextstation
inclockwiseorder.Numberingthestationswillmakethiseasyforstudentstotrack.Beforeleavingthefinalquestionstation,
haveeachgroupselectthetop3ideasfromtheirstationtosharewiththeentireclass.
30)CauseandEffectAvisualrepresentationofwhathappenedandwhy.StudentswritewhathappenedandwhyinfirstboxorcircleInthesecond
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boxGraphicStructuretheytellwhathappenedandwhyasaresultoftheeventsofthefirstboxthiscontinuesthroughthereadingtoshowthe
relationshipsofthevariousevents.
31)ChantsRhythmictext,repeatedorallybyindividualsoragrouptoimproverecall.
32)ChoiceBoardsWiththisstrategy,workassignmentsarewrittenoncardsthatareplacedinhangingpockets.Byaskingastudenttoselecta
cardfromaparticularrowofpockets,theteachertargetsworktowardstudentsneedsyetallowsstudentchoice.
33)ChoicesOfferingstudentsachoicebetweentwoalternativesisasimpletechnique,butit'sverymotivating.Therealityisthathuman
beingspreferchoicestosingulardictation.Youngpeopleliketoexercisetheirfreedomofchoice,suchas,"Which
kindofprojectdoyoupreferwrittenororal?"Thesearemotivatorsofchoiceandchoiceworks.Remarkably,
thisapproachworksequallywellforbothlargeandsmallissues.
34)ChoralResponseInresponsetoacue,allstudentsinthegrouprespondverballyatthesametime.Theresponsecanbeeitherananswerora
question,ortorepeatsomethingtheteacherhassaid.Oftenusedinrepeatingofcomputationalfactsorvocabulary.
35)ChunkingAdividingstrategyprovidingstudentswiththeabilitytobreakthetextintoshorter,moremanageableunits.Teachermodels
andinstructsindeterminingappropriatechunking:indicators(i.e.,examples,transitionwords,andparagraphing)to
leadstudentsindependentlychunkingthetext.Methodformemorizinglists,numbers.Worksbestwhentheorderofthe
itemsisnotimportant.Keepchunksto59.
36)CIR(CooperativeIntegratedReading)Acooperativeapproachtoreadinginwhichstudentsworkinpairsforpracticeandto
prepareforassessments.Teacheradministeredassessmentsarenottakenuntilthestudent'steammatesdecide
theyarereadyfortheassessment.
37)ClassPublicationStudentscollaboratetocreateawrittenworktobepublished.Formatsmightinclude:magazine,newspaper,brochure,map,
newsletter,oryearbook.
38)ClockPartnersDistributeahandoutwithaclockonitorlinesforappointmenttimes.Askstudentstomakeappointmentswithpeers.You
cansignupforaspecifictimeifappropriate)Periodicallyduringclass,youaskstudentstofindtheir___oclock
appointmenttomeetanddiscusswhathasbeentaught.
39)ClozeProcedureAnactivitycreatedbytheteachertogivestudentspracticewithlanguageusage.Theteacherselectsapassageoftext,marks
outsomeofthewords,thenrewritesthetextwithblanklineswherethemarkedoutwordswere.Theresultisa"fillinthe
blank"thatshouldbeenjoyableforthestudentwhileatthesametimegivingtheteacherinformationaboutthe
student'slanguageskills.
40)ClueGroupproblemsolvingwitheachteammembergivenadifferentclue.
41)ClusteringGraphicwayoforganizingconceptsproposedduringbrainstorming.Similartoconceptmapping.
42)CoopCooperativelearningmethodwhereteamsworktoprepareandpresentatopictothewholeclass.
43)CollaborativeLearningAnykindofworkthatinvolvestwoormorestudents.
44)CollagesStudentsgatherimages(clippingsfrommagazines,photographs,ortheirowndrawings)andorganizethemtoillustratea
conceptorpointofview.
45)CompetitionsCompetitionscanbeusefulinmotivatingsomestudenttolearn.Teamcompetitionsespeciallyeffectiveintheclassroomifthey
aretiedtoacollaborativepracticeorreviewactivitybeforethecompetition.
46)ConcentrationPairsofcardsarecreated(nameofconceptonone,descriptiononotherforinstance).Studentstaketurns.Oneachturn
studentchooses2cardsfromfacedownarrangement.Studentskeeppairswhichtheycorrectlyidentifyas
matching.
47)ConceptMapAgraphicorganizerusedtorepresentrelatedconceptsandideas.Itgivesstudentsavisualmapoftheorganization
ofideas/concepts.Conceptmapshelpstudentsunderstanddifficultpassagesoftextthroughorganizationofthe
mainideaspresentedinthematerial.
48)ConnectTwoSelect10to12wordsorphrasesyouthinkareimportantforstudentstoknowpriortoareadingselection.Listthewordson
boardforstudentstocopyonsmallpiecesofpaper.Readthelistofwordswithstudents.Askstudentstoconnect
twoorchoosetwowordstheythinkmightbelongtogether,andstatethereason,e.g.Iwouldconnect______and_______
because.Duringreadingstudentswilllookforevidencetosupportorrefutetheirconnections.
49)CooperativeLearningTechniqueforgroupingstudentsforlearningincludingfivedefiningelements:1.Positiveinterdependence(asenseofsinkor
swimtogether),2.FacetoFacepromotinginteraction(helpingeachotherlearn,applaudingsuccessandefforts),
3.Individualandgroupaccountability(eachofushastocontributetothegroupachievingitsgoal),4.Interpersonalandsmall
groupskills(communication,trust,leadership,decisionmaking,andconflictresolution),and5.Groupprocessing
(reflectingonhowwelltheteamisfunctioningandhowtfunctionevenbetter).Varycriteriaandpatternsforgrouping,
managesize,anddontoveruse.SeemoreinMarzanosClassroomInstructionThatWorks.
50)CooperativeReviewGroupstaketurnsaskingothergroupsquestions.Oftenconductedasagamewherepointsareawarded.
51)CornersAcooperativestructurethatenablesstudentstochooseanddiscussaparticulardimensionofatopic.Postdifferent
dimensionsofatopicindesignatedcornersoftheroom.ExamplesmayincludeWhoisyourfavorite
character?Whatregionwouldyoumostliketostudy?,Ifyouweretheleaderofyourcountry,whichissuewouldbe
yourtoppriority?Eachstudentselectsaparticulardimensioninresponsetoaquestionaskedbytheteacherand
movestotheappropriatecorner.Onceintheircorner,studentspairuptodiscussthereasonsfortheirchoice.After
discussion,theteacherrandomlyselectspairsfromeachcornertoreporttheirthinkingtotheclass.
52)CrazyDefinitionsForthisactivityit'snotessentialthateveryonehaveacompleteunderstandingofeachterm,butatleastafewhavesome
idea.Pickseveraltermsthathavethebestpotentialtobemisunderstood.Tellthestudentstoeachtakea
pieceofpaperandripitintoeighths,puttingtheirnameoneachscrap.Calloutthefirstterm.Studentshaveoneminute
towriteitsdefinition.Ifsomeonedoesnotknowtheterm,theystillhavetowriteacreativedefinitionthatwouldbe
likelytofoolsomeoneelse.Whenthestudentsaredonewiththeirdefinitions,theywalksilentlyuptotheteacherandturn
itin.Atthispoint,theteachershouldbechoosingfouroftheslips:threeincorrectversionsandonethatiscorrect.Readall
fourdefinitions.Tellstudentsthattheyaretovoteforthecorrectone.Writethenumberofvotesreceivedoneachslip.
Havestudentstallytheirownpoints.Eachstudentwhovotescorrectlyearnstheamountofpointsyouassign.The
authorsofthefourdefinitionsgetonepointforeachpersonwhovotedforthedefinition.Yougetsomefairlyhilarious
definitions.Whatabondingexperience.
53)CubingAtechniqueforswiftlyconsideringatopicfrom6pointsofview,withtheemphasisputonswiftlyand6.Usingallsixsides
ofthecube:1)DescribeitLookclosely,describewhatyousee.Colors,shapes,sizes,etc.,2)CompareitWhatisit
similartoordifferentfrom?,3)AssociateitWhatdoesitmakeyouthinkof.Itcanbesimilarordifferentthings,different
times,people,places,4)Analyzeit,5)Apply,&6)Arguefororagainstit.Putstudentsinsmallgroupsandletthemroll
untilallareused.
54)Cues&QuestionsAtechniqueforactivatingpriorknowledgeinaninformalyeteffectiveway.Ithelpsstudentsretrieveinformationtheyalready
knowaboutatopic.Cuesinvolvehintsaboutwhatstudentsareabouttoexperiencequestionsdosimilarly.See
moreinMarzanosClassroomInstructionThatWorks.
55)Cushioning&AskingTeacheraimstoreduceanxiety&maximizearelaxedopenmindattentivenessbyannouncingthestudyofsomethingnew
todayandnottofeelaneedtounderstandcompletelyrightnow.Teacherthenpresentsconceptorprinciple.Then
teacherasksstudentstoworkonindividualquestions,butsaysPracticegoodthinking,Ifyougetstuck,askany
friendforhelp.
56)DebatesDebatesareargumentscarriedoutaccordingtoagreeduponrulesandusedintheclassroomtoengagestudentsandhelp
themmakeconnectionstothecurriculum.
57)DiscussionClassroomdiscussionstypicallybeginwiththeteacherdescribingthegoalorpurposeofthediscussion.Sometimes
discussionsmaybeinitiatedbytheposingofanopenendedquestion.Teacherscanemployanumberof
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techniquestoencouragestudentstoparticipateindiscussions,includingcallingonspecificpeople,orassigning
studentstobean"expert"orleaderforvariouspartsofthediscussion.Manycooperativeactivitiesincludea"small
group"discussionasteamsworktogether.
58)DiscussionAppointmentsUseaphotocopyofacountryorcontinent,USwithstateslabeledorEuropewithcountrieslabeled,andhavestudentsget
signaturesofclassmates(oneperstateorcountry)sothatatalatertime,teachercanaskthemtogettogetherwith
theirKentuckypartnerortheirSpainpartnerfordiscussionofconcept,etc.
59)DiscussionWebAnorganizerthatallowsstudentstolookatbothsidesofanissuebeforemakingadecisionbasedonevidence.Choosea
selectionthathaspotentialforopposingviewpoints.(AtransparencyoftheDiscussionWebtobeusedforclass
reviewishelpful.)Aquestionshouldbeposedandwrittenontheweb.Canworkwithapartnertobrainstorm
responsestothequestionandthengetwithotherpartnertocompareorcandoindividuallythencomparewith
another.Spokespersonforgrouporcallonindividuals.SeeLindaStewartorDonnaSearsforworksheettemplate.
60)DramatizingStudentsactoutrolesfromstoriesorhistoricalevents.
61)DrillPracticebyrepetition.Oftenusedtoreinforcegrammarandbasicmathskills.
62)DritingDrawingandwriting.Usedofteninforeignlanguageclasses.
63)DRTA(DirectedReadingandThinkingActivity)Teachersguidereadingandstimulatequestionsthroughthejudicioususeof
questions.Havestudentsreadchunkedtext,stopasdirected,andinteractwiththem,inordertomodelthebehaviorof
goodreading.Allowstudentstoskimthetext,makesomepredictionsaboutitsmeaning,mainideas/conceptsorother
information.Reviewthetitleaskforapredictionandexplanationcontinuethroughheadings,graphs,maps,even
pulloutquotestoactivateschemaandprovideanorientationtothetext.
64)EightSquareGroupactivitytogatherinformationonissue/topicdiscussed.Studentsfoldapieceofpaperinto8squares.Studentthen
searcharoundroomtofind8peoplewhocangive8differentpiecesofinformation.Ex.8thingsyouhavelearned
aboutAncientRome.Thepersonwhohasaddedtheinformationistosignthesectiontheyhaveaddedthe
informationto.Debriefbyaskingstudentsfortheinformationtheyhavegatheredandwhoprovidedthemwiththat
information.Thiscanberecordedonblackboard.
65)ElevatorSpeechSmallgroupactivitytoencouragesharingofinformation.Allowpreparationtimeandthenstudentistogiveaoneminute
speechonwhattheyhavelearnedinlesson/unit.Changetheaudienceex.studenttopreparespeechforparent,
principal,anotherteacher
66)ElZippoGameUsedtoreview.Toprepare,askstudentstomakeupacertainnumberofquestionsandanswersbaseduponwhattheyhave
beentaught.ThenextdaythestudentshavetheirnotebooksandarereadytobegintheElZippoGame.Itscalled
'ElZippo'becauseonlyonepersonisallowedtospeakatatimeandnoonecansayanythingunlessthespeaker
recognizesandcallsuponthem.Teacherstartsgamebyaskingaquestion.Studentswhoknowtheanswerraise
theirhands.Thestudentwhoiscalledonandanswerscorrectlytakestheteacher'splaceatthefrontoftheroom,andthe
teachermovestothestudent'sdesk.Procedureisrepeatedwiththestudentaskingthequestionandthenmovingtothe
deskofthestudentansweringcorrectly.
67)Envelope,PleaseAnactivatingstrategyusedpriortobeginninganewtopic.Havetopicofthedayinenvelope.
68)EnvoyFormstudentsintogroupstodiscusstopic.Selectonestudentfromeachgrouptobetheenvoy.Groupsdiscussissueand
thentheenvoyreportstoanothergroupandalsolistenstothatgroupsreport.Envoyreturnstooriginalgroupand
exchangesnewideasthathavebeendiscussed.
69)EssaysAshort,writtenwork,centeredonasinglesubject.
70)EstimationLineupAnactivitydesignedtoactivatestudents'priorknowledgebeforenewmaterialispresented.
71)FannPickTeacherpreparesquestionsovercontentonindexcardsPutstudentsingroupsof3or4rotate
positionsPerson1:FanstheCards
Person2:Picksandreadsacard
Person3:Answersthequestion
Person4:Respondstotheanswer,praisingitoraddingtoit(Ifthere'snoperson4,skipitorpersons1&2candoit)
72)FindSomeoneWhoAvariationoftheHumanScavengerHunt.Usuallythisactivityisusedtoencouragestudentstoseekoutthestudentsinclass
whoknowtheanswerstospecificcontentquestions.Thisworksmosteffectivelyifeachstudentisan"expert"ona
differenttopicorsubtopicthantheothersintheclass.
73)FindtheFibTeamactivitywheregroupsofstudentswritetwotruestatementsandonefalsestatement,thenchallengeotherteams(orthe
teacher)to"FindtheFib."
74)FlashCardsTraditionalflashcardsarenotecardswithaquestion,problem,orfactononeside,andtheanswerorarelatedfactonthe
otherside.Flashcardscanbeusedbyindividualstudentsforindependentpractice,orcanbeusedbypairsof
studentstopracticeasateam.Morerecently,onlineflashcardshaveappearedontheInternet.Onlineflashcardstake
manyforms,buttypicallyincludeeitheraboxwhereyoucantypeinyouranswer,orhavesetsofanswerstochoose
from.
75)FocusedPracticeImportanttechniqueforpracticingacomplex,multistepskillorprocess,suchastheresearchprocess,scientificinquiry,or
thewritingprocess.Forexample,inwritingfocusingonwritingbetterconclusions,etc.
76)FoldablesPaperfoldingactivitiesthatcanbeimplementedintotheclassroomasreading,study,andassessmenttools.Theycanbeused
inprereading,during,andafterreadingforstudyguides,collectionpoints,etc.SeeLindaStewartformath,social
studies,andscienceexamples.
77)ForcedChoiceAclassroomactivityinwhichasmallnumberofchoicesareplacedaroundtheclassroomandstudentsareaskedtoexamine
allthechoices,thenstandnexttotheirchoice.Studentsselectingthesamechoicethendiscussreasonsor
advantagesanddisadvantagesoftheirchoice.
78)FourCornersLabelthefourcornersoftheroomwith"Disagree,StronglyDisagree,Agree,StronglyAgree."Readacontroversialstatement
andhavestudentswriteonapieceofpaperwhethertheyagree,disagree,stronglyagree,orstronglydisagreewiththe
statement.Whenallarefinishedwriting,havestudentsgotothecornerrepresentingtheirpointofview.Allstudent
sharingapointofviewworktogethertocollectevidentandpresentanargumentsupportingtheirbeliefs.
79)FreewritingFreewritingisatimedactivitytostimulatetheflowofideasandwords.Studentsaregivenatopicandmustwriteeverything
theycanthinkofaboutthetopic.Therulesarethatstudentsmustnotstopwriting,evenifthey"runoutofthingsto
say,"andtheymaynotdoanyeditingorcriticismduringthewriting.Afterthetimeisup,youcaneitherreadthewriting
aloud,orscanwhatyouhavewrittenandpulloutideasorphrasesyoucanuse.
80)GamesGamescantakemanyforms,butintheclassroom,anyactivitythatinvolvesacompetition,socialinteraction,andsomeform
ofprizeorawardwouldbeconsideredagame.Classroomgameactivitiesaretypicallynotgraded,andstudent
participationisbasedonthedesiretocontributetoateamortoindividuallyachievesomeprizeorrecognition.Usually
gameshave"winners."Ideally,eventhe"losers"ofthegameshouldfeelthattheexperiencewasenjoyable.
Examples:Hangman,Battleship,Win,lose,Draw
81)Generating&TestingGeneratingandTestingHypothesesisthemostpowerfulandanalyticofcognitiveoperations.Thistechniquecanbeapproached
Hypothesesinamoreinductiveordeductivemanner.Teachersshouldaskstudentstoclearlyexplaintheirhypothesesandtheir
conclusionsbyprovidingstudentswithtemplatesforreportingtheirwork,sentencestemstohelpthemarticulate,ask
studentstoturninaudiotapesonwhichtheyexplaintheirhypothesesandconclusions,providerubricssotheyknowthe
criteriaonwhichtheywillbeevaluatedarebasedonthequalityoftheirexplanations,andsetupeventsduringwhichparentsor
communitymembersasktostudentstoexplaintheirthinking.SixdifferenttasksincludeSystemsAnalysis,Problem
Solving,HistoricalInvestigations,Invention,ExperimentalInquiry,andDecisionMaking.SeemoreinMarzanos
ClassroomInstructionThatWorks.
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82)GISTStatementsThisstrategyassistsstudentswithfocusingonthemainideaofthepassage.Throughclassandgroupdiscussion,students
havetheopportunitytolearnhowothersthinkastheystatetheirideasandreasons.Throughthisprocessteachers
areabletocheckstudentsunderstandingofsummarizationanddetermineifstudentscanpinpointthemainidea.Assign
studentsashortpassagetoread.Thenhavethemwriteonestatementthatrevealsthegistormainideaofthe
selection.Discusswithclassandhavestudentswriteaonesentencegiststatementsummarizingwhattheclass
decidedwasthemainidea.Extensions:1.Studentsengagedinreadingchunkedtextandwritinggiststatementsaftereach
chunk.Aftercompletingtheentirereading,studentsusegiststatementstowriteasummary.2.Havestudentswritegistas
anewsflashsothatstatementmustbeabletobereadin30secondsorless.3.Createvisualsinsteadoforinadditionto
writtensummaries.
83)GraffitiWallsAgraffitiwallisavariationonthehotpotatostrategy.Aswithhotpotatoseveraltopicsorquestionsarewrittenonsheetsof
paperarepostedonthewallsorflooraroundtheroomandthestudentsmovefreelypaperandseveralstudentsworkon
eachpieceofpaperatthesametime.Thedifferencehoweveristhatthelargesheetsoringroupsfromonepieceof
papertothenext.Givethestudentsasignalforwhentheyshouldrotate.
84)GraphicOrganizersMetacognitivetoolinavisualformsuchasSunshineWheel,ConceptWeb,MindMap,VennDiagram,RankingLadder,
FishboneDiagram,SequenceChart,CrossClassificationChart,RightAngle,PieChart,andTarget.AlsoAtAGlance@
ThisWeekhelpkidsgetorganizedBigMacParagraphFormathelpkidswriteBingoCardsprintablebingocardsand
muchmoreatthewebsitebelow
http://www.teachnology.com/worksheets/graphic/
85)GreetingCardsPoetrywritingStudentsdesignandcreategreetingcardstosharewithfriendsandrelatives.
86)GreenLightAfterteachingtheday'slesson,assignthefirstpartoftheassignment.Whenthestudentshavecompletedthoseproblems
theyraisetheirhandsandtheteachercorrectsandputsagreendotontheirpaperiftheyreokoraredlightiftheyneed
tochecktheirwork.Greenlightmeanstheycangoandcompletetheassignment.
87)GroupInvestigationTheclassisdividedintoteams.Teamsselecttopicstoinvestigate,gatherinformation,prepareareport,thenassembleto
presenttheirfindingstotheentireclass.
88)GroupSummaryAskthestudentstostatetheimportantideasinwhattheyhaveread.Listthepointsthatthestudentsgiveintheformofnotes
Writingontheboard.Usingthesenotes,guidetheclassinconstructingagroupsummarystatement.Thistechniqueisanatural
predecessortoindividuallycreatedsummaries.
89)GuidedLectureStudentslistento15minutesoflecturewithouttakingnotes.Attheend,theyspendfiveminutesrecordingalltheycanrecall.
Next,studentsareputinsmalldiscussiongroupstoreconstructthelectureandpreparecompletenotes,usingthe
teachertoresolvequestionsthatarise.
90)GuidedPracticeGuidedPracticeisaformofscaffolding.Itallowslearnerstoattemptthingstheywouldnotbecapableofwithoutassistance.In
theclassroom,guidedpracticeusuallylookslikeacombinationofindividualwork,closeobservationbytheteacher,
andshortsegmentsofindividualorwholeclassinstruction.Teachermayposeaproblem,studentsworkatdesk,teacher
movesaroundroomcheckingprogress,thenworksproblemonboard,teacherassessesmastery.
91)HandsOnHandsOnmeansanyinstructionalactivitythatisemphasizesstudentsworkingwithobjectsrelevanttothecontentbeing
studied.Variationsinclude:HandsOnScience,HandsOnMath,andsoon.
92)HighlightingMarkingkeyconceptswithadifferentcolortoemphasizeimportance.
93)HotSeatBeforeclassbegins,have35HotSeatsselected.Studentssittinginthoseseatswillbeaskedtosummarizeyesterdays
lesson,tellthestepsinamathematicalsolution,etc.
94)HotPotatoHotPotatoisafastpacedgroupactivitywhereeachgroupisgivenasheetofpaperwithatopictobrainstorm.Onagiven
signalthepapersarepassedaroundtothenextgroupwhoreadwhathasbeenwrittenandaddextraideastothesheet.
Theprocessisrepeateduntilthepapersarrivebackattheirstartingpoint.
95)HOTS(HigherOrderThinkingSkills)Inthesimplestsense,higherorderthinkingisanythinkingthatgoesbeyondrecallofbasicfacts.
Thetwokeyreasonstoimprovehigherorderthinkingskillsarefirst,toenablestudentstoapplyfactstosolverealworld
problems,andsecond,toimproveretentionoffacts.Inadditiontothebasicmeaningof"higherorderthinking
skills"
96)HotSeatEachrowofstudentsisgivenastackofcardswithwords.Thefirststudenttogolaysthemalloutsohe/shecanseethem.
Theteacherreadsthedefinition.Thestudentspassthecorrectcardup.Otherstudentsintherowmustlookandsee
thatitisthecorrect.Theoneinfrontholdsitupandwhentheydosothatrowgetsapoint.Switchatleastevery3
points(everybodymovesupone)sooneisntstuckintheHotSeat.Rules:Theymustbeseatedatalltimes,itmust
passthrougheveryoneshands,theymustbesilentbeforethewordisannounced,andtheymustnothelptheperson
inthehotseat.Youmayalsotrygivingthestudentscardswithdefinitions,andteachercallsoutwords.Canalso
beusedwithmathproblemsandsolutions
97)IdeaSpinnerTeachercreatesaspinnermarkedintofourquadrantsandlabeled"Predict,Explain,Summarize,Evaluate."Afternewmaterial
ispresented,theteacherspinsthespinnerandasksstudentstoansweraquestionbasedonthelocationofthespinner.
Forexample,ifthespinnerlandsinthe"Summarize"quadrant,theteachermightsay,"Listthekeyconceptsjust
presented."
98)IHaveWhoHas?Studentseachreceiveacardwithavocabularywordandadefinition(notthedefinitiontothevocabularywordthatisontheir
card).Studentsmustbefamiliarwithallthedefinitionssothattheyknowwhenitstheirturn.Theteacherwillstartout
withadefinitionandwillsayoutloud,Whohasthewordmeaningcomingintoaforeigncountrytolive?.Thepersonwho
hasthatvocabularywordwouldstandandsay,Ihaveimmigration.Whohasthewordmeaningresistanceto
disease?Thepersonwiththewordcallsout,Ihaveimmunity.Whohas..andsoon.Thisgamerequiresall
studentstobepayingattentionatalltimes.Kidslovethisgame.(Canalsobeusedwithmathproblems/solutions.)
99)ImThinkingofaWordKeywordsarelistedonboard.Teacherhaslargeindexcardswithwordsononesideandcluesontheother.Givestudents
Gameclues:Ex.NotlongafterIwakeupinthemorning,Ibecomethis.Famishedisasynonymfortheword.Iendwithans.Ihave
threesyllables.Studentswritedowntheirguessonapieceofpaper.Thenturnthecorrectanswertowardthegroup.They
inturnholduptheiranswertoseeifthereisamatch.(keywordravenous)
100)IndexCard(3x5)Eachstudentgetsa3x5card.Theyaregiventenminutestowriteanything(asmuchastheycanwrite)onthecardtheywish
toremember.Studentspairandcomparecards.Theycanaddontotheiriftheywish.Thecardsmaybeusedduringpop
quizzesasaresource.
101)InsideOutsideCircleReviewtechnique.Insideandoutsidecirclesofstudentsfaceeachother.Withineachpairoffacingstudents,studentsquiz
eachotherwithquestionstheyhavewritten.Outsidecirclemovestocreatenewpairs.Repeat.
102)InterviewsInterviewsmaybebythestudentormaybeaformofassessmentofthestudent.
103)JeopardyLikethetelevisiongame.Manyvariations(individualorteamcompetitions).Boardwith"answers"ispreparedinadvance(for
overheadoronlargecardboardsheet).Studentsrespondwithacceptable"question."
104)JigsawEachstudentontheteambecomesan"expert"ononetopicbyworkingwithmembersfromotherteamsassignedthe
correspondingexperttopic.Uponreturningtotheirteams,eachoneinturnteachesthegroupandstudentsare
allassessedonallaspectsofthetopic.
105)JigsawIICooperativeactivity.Basicsteps:Readwithgroup,discussindividualtopicwithexpertgroups,reportbacktoteam(toteach
themwhatyoulearnedinyourexpertgroup),test,teamrecognition.
106)KeywordMemoryMethodInthekeywordmethod,studentsgeneratekeywordsthataresimilartotheconceptstobememorized,thenputthe
keywordsintoanarrangementthatcanbementally"pictured."Forexample,giventhetaskofmemorizing"St.
PaulisthecapitalofMinnesota,"thestudentwouldfirstbreakupthephraseintofiverelatedwords:saintpaul
capminisoda."Finallythestudentwouldimagetheirfavorite"Paul"withahaloasacapanddrinkingavery
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smallsoda.
107)LearningCentersIndividualstationswhereindividualorpairedstudentsexploreresources.Designedtoextendknowledgeintroducedinwhole
groupinstruction.
108)LearningContractsAformofindividualized,activelearning,inwhichthestudentproposesacourseofstudytosatisfyanacademicrequirement
andateacherchecksandapprovesthecontract.Thestudenttypicallyworksindependentlyuntilassistanceisneeded
fromtheteacher,atwhichpointitistheresponsibilityofthestudenttoaskforhelp.Thisformofinstructionisbecoming
morecommoninuniversitiesandindistancelearning.Asecondvarietyoflearningcontractissometimesundertaken
withelementaryorsecondarystudentsinwhichtheteachertakesamoreactiveroleandthefunctionofthe
contractistofocusthestudent'sattentiononspecificskillsorconceptstobelearned.
109)LearningPostsAreasinroomaredesignatedaslisteningpostswithaparticulartopicorconcept.Groupsrotateorindividualsareassignedto
apost.Theyhave35minutestohearwhatisoffered.Onestudentsreportsoutwithaoneminutesummaryof
groupsdiscussion.
110)LearningStationsIndividualstationswhereindividualorpairedstudentsexploreresources.Designedtoextendknowledgeintroducedinwhole
groupinstruction.
111)LibraryResearchManyprojectsrequireresearchinthelibrarytoenablestudentstosupplementtheinformationtheycanfindintheirtextbooks
andontheInternet.Tofurtherencouragelibraryresearch,teacherscanprovideguidelinesforprojectsandwriting
assignmentstoencouragestudentstobecomefamiliarwithusingresourcesinthelibrary.
112)LineUpStudentteamsaregivenconceptsthatcanbeputinorder.Eachteammemberholdsoneconceptandthememberslineupto
representthecorrectorder.
113)ListenThinkPairShareStudentslistentoquestions,individuallythinkaboutaresponse,discusstheirideaswithapartner,thensharetheirideas
withtheclass.
114)ManipulativesManipulativesareobjectsusedintheclassroomtoallowstudentstomakeconnectionstoconceptsthroughtouch.Examples
mightincludeabagofbeansforcounting,oramicroscopeforscientificinquiry.
115)MapMakingStudentmapmakingcanbetiedtomanyobjectivesrelatedtomathematics,socialstudies,art,reading,andproblemsolving.
116)MarkItUpGivestudentseachatransparencysheetandhavethemlayitoverpageintheirtextbook.Withvisvismarkersyoucan
havethemunderlineimportanttext,words,etc.
117)MatchMinePairactivityinwhichonestudentdraws,whiletheotherwaits,thenthesecondstudenttriestocopythedrawingofthefirst
usingonlydescriptionssuppliedbythefirststudent.
118)MeaningfulSentencesGivenvocabularyterms,studentscanbeshownsentencesinwhichthetermsareusedinacontextthathelpsthemto
understandthemeaningoftheterms,orasanassessment,studentscanbeaskedtowritemeaningfulsentences
containingkeywords.
119)MediumSizeCircleFirst,510volunteerssharesomethingimportanttheylearned.Second,volunteersremember(restate)whatonefirstpeople
shared.Continueuntileachoftheoriginalspeakershavebeen"remembered."
120)MessageinaStudentswriteataleaboutanimaginaryadventureortripthathasleftthemstrandedonadesertisland.Theironlychancefor
Bottlerescueistowriteamessage,putitinabottle,andputthebottleinthewater,withthehopethatsomeonewillfindit.
Brainstorminformationtheyshouldinclude.(Forexample,explainwhotheyare,wheretheyweregoingwhen
theygotstranded,wheretheyleftfrom,andhowtheyweretraveling.)Theyshouldalsoincludeinformationabout
wheretheyare,suchastheclimate,whattheislandislike,whatplantsandanimalstheyhaveseen,andhowtheyare
surviving.Recordsuggestionsontheboardorchartpaper.Whenstudentsarereadytobeginwriting,make
mapsavailable.Whenstudentsfinish,theyplacethetalesinthebottlesandsetafloatinwater.(childrens
pool)Youmaywanttoarrangewithateacherofanotherclasstohaveyourtalessentthere.Thenthestudentsinthat
classcantrytofigureoutwhoisthewriterofeachtale.
121)MillionaireGameToreviewmaterialplaySoYouWantToBeAMillionaire.Insteadofonepersonansweringallthequestions,pickstudentsat
random.Nooneknowswhowillbepickeduntilafterthequestionisread.Therewardisextracreditpointsforeveryone
intheclassandthepenaltyisextracreditpointslostforeveryoneinclass.Thelifelinesare:(1)Phoneafriend.
(Asksomeoneelseinclass)(2)Polltheentireclass.(3)Asktheteacher.(4)Askforthequestiontoberepeated.Oncea
lifelineisused,itcannotbeusedbyanyoneelse.Dothecheer,'Isthatyourfinalanswer?'
122)MixandMatchStudentsmakepairsorsetsfromrandomlyorderedobjectsorconceptsoncards.
123)MixFreezePairCanbeusedasamatchinggameforreview.Eachstudentgetsacard.Studentsswitchcardsuntiltheteachersaysfreeze.
Whentheteachersaysfreeze,studentsmustfindtheirpartner.Checkrandom(orall)pairsforcorrectmatch.(cardsmay
havewords/definitions,problems/solutions)
124)MockTrialsStudentslearnaboutthelegalsystembyassumingtherolesoflawyers,witnesses,andjudgestoactouthypotheticallegal
cases.
125)MostImportantWordAduringreadingstrategyinwhichtheteacherremindsthestudentstothinkaboutthe"mostimportantwords"foraparticular
readingassignment.Theteachergivessomeexamplesofsomeimportantwords,thenstudentsworkingroupsto
identifyothers.
126)MoveFreezePairWhenstudentsneedtobephysicallyactive.Havestudentsmovearoundtheroom,Freezeonyoursignal,thenPair
withsomeoneclosebytogiveand/orreceiveinformation.
127)MusicFourkeytimestousemusic:1)Beforeclassbeginsmusicsetstheemotionaltone,promotesinteraction2)Whilelearners
arephysicallymovinguptempomusicmotivatesandencourageslearnerstomobilize3)Whilelearnersaretalkingin
pairsorsmallgroupsprovidesapad4)Afterclassconcludesleavesafinalpositiveimpression
128)NewspapersNewspapersasarealworldsourceofcontent,orasaproductproducedbystudents.
129)NonlinguisticAnimportantaspectoflearningusingtechniquesthatgeneratementalpicturestogoalongwithinformation,aswellascreating
Representationsgraphicrepresentationforthatinformation.IncludingCreatinggraphicrepresentations(avarietyofgraphicorganizers),
Makingphysicalmodels(concreterepresentations,manipulatives,exemplars),Generatingmentalpictures(imagination),
Drawingpicturesandpictographs,andEngaginginkinestheticactivity(physicalmovement).SeemoreinMarzanos
ClassroomInstructionThatWorks.
130)NoteTakingTheprocessofrecordinginformationpresentedbyateacherforthepurposeofimprovingrecallorunderstandingbythe
student.Notestypicallyincludeacombinationofdirectquotesofwhatateachersays,diagrams,and
additionsbythestudenttoaddemphasisortoindicateareaswhereoutsidestudymayberequired.
131)NumberedHeadsEachstudentisassignedanumber.Teacherposesquestion.Studentshuddleintheirgroupstomakesureallcanrespond,
teachercallsanumber,thestudentwiththatnumberanswersforthegroup.
132)OnlineAssessmentsTeacherscangotothewebsitebelowtofindvariouspreparedassessmentsaccordingtogradelevelandskill,including
TCAP,Gateway,EOC,ACT,&SAT
http://www.internet4classrooms.com/assistance.htm
133)OralPresentationOralpresentationsareaformofdirectinstruction.Lecturesarethemostcommonformoforalpresentationintheclassroom.
Otherformsoforalpresentationincludetalksgiventodescribeaprojectorresearchfindings.
134)OutlinesAnoutlineisaskeletalversionofsomelargerpresentationorwriting.Outlinesusuallyincludephrasesorsentencesthatare
criticaltothetopicandarearrangedinthesameorderthattheconceptswillbe(orwere)presentedinthefinal
version.Outlinesmaybeusedtoguidethecreationprocessinwritingorplanning,duringalecturetohelp
studentsfollowtheconceptsbeingpresented,orbystudentsintheirnotetakingorstudying.
135)PairProblemSolvingAproblemsolvingtechniqueinwhichonememberofthepairisthe"thinker"whothinksaloudastheytrytosolvetheproblem,
and
theothermemberisthe"listener"whoanalyzesandprovidesfeedbackonthe"thinker's"approach.
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136)PairProjectPairprojectstaketwobasicforms.Inthecommonestform,twostudentsworktogethertoaccomplishsometask.Thetask
maybetoproduceatangibleobject(likeaposterormodel)ormaybetomakeapresentationtotheclass.Themore
globalformofpairprojectisforclassesindifferentpartsoftheworldtocollaborateonaproject.Thestudentsperform
similaractivitiesinbothlocationsthencompareresults.
137)PairsCheckPairsworktogetherandcheckeachother'swork.
138)PairsWorksheetStudentswithpartner.Onedoesoddonedoesevenonepartnerwatchesastheotherpartnerworksandexplainsthe
process,thentherolesreverse.Studentturnin1paperandbothgetthesamegrade.
139)PanelsInapaneldiscussion,asmallgroupactsasexpertstoanswerthequestionsofthepeopleinthelargergroup.Inaclassroom
setting,studentsareselectedtobecomeexpertsonatopicandaregivenatleastadaytoprepareforthediscussion.
Paneldiscussionscanalsobeheldusingoutsideexperts.
140)PaperPassStudentseachdeveloptworeviewquestionsonseparateindexcardsorpaper,andputtheanswersontheback.They
autographtheircard.Theypasstheircardstooneanotherasmusicisplayedinthebackground.Theymaysitor
standastheydothis.Whenmusicstops,eachclassmembermusttakethecardinhandandanswerthequestion.Thenflipit
overtochecktheiranswer.Continuepassingleft,right,etc.whilemusicplays.
141)ParagraphShrinkingPartnersreadinpairs.Forthefirstparagraph,onereadsandtheothersummarizesbystatingthemainideaofthatparagraph.
Thepartnersthenswitchrolesforthesecondparagraph.
142)PartnerReadingPairsofstudentsreadtogetherandthelistenercorrectstheactivereader.
143)PasswordObjective:Studentswillbeabletoidentifyvocabularywordswithonewordclues.Procedure:
Writewordsonindividual3x5cards.Divideclassintotwoteamswitheachteamchoosingthefirstgiverandreceiver.Thegiver
triestogetthereceivertosaythewordbyusingonewordclues.(Synonymsarerealhandytoknow.)Giversand
receiversarechangedifthegiverhastopass(doesnothaveaclue)andthereceiverischangedwhenthereceiverhas
missedtwowords.Teamwiththemostcorrectwins
144)PeerEditingStudentsreadandgivefeedbackontheworkoftheirpeers.Peereditingisnotonlyusefulasatooltoimprovestudents'
analyticalskills,butalsoprovidesstudentswithanalternativeaudiencefortheirwork.
145)PeerEvaluationStudentsevaluatepresentationsorworkoffellowstudents.
146)PeerQuestioningStudentsaskquestionsofeachother.Oftenoccursduringstudentpresentations.
147)PeerTeachingEachlearnerreadsadifferentselectionandthenteachestheessenceofthematerialtohisorherrandomlyassignedpartner.
148)PersonalWhiteBoardsWhiteboard(showerboard)purchasedatahardwarestoreandcutintoindividualwhiteboardsforstudents.Haveaprocedure
forpickingthemuporhandingthemoutaswellasamarker&wipertogowithit.Studentscanthenwriteananswer,work
aproblem,performaskill,etc.forinstantfeedbackorassessment
149)PhotographedCurrentbrainresearchtellsusthatthingsaremostoftenrememberedwhentheyhavebeenexperiencedorvisualized.With
Vocabularythisstrategy,dramaiscombinedwithvocabularydevelopment.Astudentchoosesoneofthevocabularywordsandcreatesa
frozenrepresentationoftheword.Forexample,astudentwouldstrikeaposetoconveytheword"timid."
150)PhotoJournalismCanbeusedasassessment.Studentschronicleeventsthroughpicturesandreporting.
151)PictionaryStudentscreatevisualrepresentationsofvocabularywords.Classisdividedintotwogroups.Teacheristhehost.Aplayer
fromeachteamstepsuptotheboard.Player1isgivenakeywordtodraw.Teammembershopefullyguess.Points
awarded.Teamtwodoesthesame.Wordsareputintocategoriessothegameprogressivelygetsmoredifficult.Itsniceto
havedifferentcolorsofmarkers.Also,ifyouusechartpaperyoucankeepthedrawingsonthewall.
152)PictorialAutobiographyStudentscreatecollagesrepresentingtheirinterests,background,orculture.Studentscaneithersharethemandexplain
themtotheclass,orpostthemanonymouslytoallowstudentstotrytoguesswhichcollagebelongstowhich
student.
153)PlacematGroupactivityforsharingofideas.Dividedlargepieceofpaperintosections1sectionpergroupmember.Drawacircleinthe
middleofthepaper.Eachgroupmemberwritesideasaboutissue,ortopicintheirsection.Aseachgroupmembershares
withrestofgroup,thepersontotherightofspeakersummarizesandrecordsspeakersmainpointsincircle.
154)PMIPlus/Minus/Interesting.Groupstudents.Giveeachgroup3columnorganizerwithheadingsPlus/Minus/Interestingfor
recordingresponsestothreequestionsaboutatopicassignedbytheteacher:1.Whatarethepositiveideasabout
this?2.Whatarethenegativeideasaboutthis?3.Whatisinterestingaboutthis?Thisstrategycanbeusedwithin
arangeofclassroomactivitiessuchasanalyzingtextsorexaminingissues.
155)PositiveProfileStudentsanalyzecharactersfromreadingbycompletingapersonalityevaluationformthatincludespositivecharacteristics
suchas"hobbies,""strengths,"and"smartestactionperformed."
156)PostersStudentscreatepostersontopicaccordingtoteacherguidelines.
157)PredictionPairsStudentsarepairedastheylistentotheteacherreadapassagealoud.Ateachpauseinthereading,theteacherprompts
studentstodiscusswiththeirpartnerwhattheypredictwillhappennextinthereading.
158)PrepositionCreativityactivity:listofprepositions(above,in,because,opposite)isinterposedbetweentwolistsofwords,thentrytomake
Creationsenseofthecombinations.Usedtogeneratenovelsolutionstoproblems.
159)PresentationsStudentspreparepresentationsontopicaccordingtoteacherguidelines.
160)PreviewingtheTextPreviewingthetextprovidesanopportunityforreaderstoskimthroughthetextbeforeactuallyreading.Thisstrategy
providesstudentswithamentaloutlineofthetexttheywillbereading.Previewingwillhelpstudentsimprovetheir
comprehensionandshouldbeusedautomaticallywheneverstudentsarefacedwithanewtext.
161)ProjectsStudentsprepare:adance,aletter,alesson,advertisement,animatedmovie,annotatedbibliography,artgallery,block
picturestory,bulletinboard,bumpersticker,chart,choralreading,claysculpture,code,collage,collection,comic
strip,computerprogram,costumes,crosswordpuzzle,database,debate,demonstration,detailedillustration,
diorama,diary,display,edibles,editorialessay,etching,experiment,facttile,fairytale,familytree,fictionstory,film,
filmstrip,flipbook,game,graph,hiddenpicture,illustratedstory,interview,jingle,jokebook,journal,babeleddiagram,
largescaledrawing,learningcenter,lettertotheeditor,mapwithlegend,mazes,mobilemodel,mosaic,mural,museum
exhibit,musicalinstruments,needlework,newspaperstory,nonfiction,oraldefense,oralreport,painting,pamphlet,
pantomime,papiermache,petition,photoessay,picturespicturestoryforchildren,plasterofParismodel,play,poetry,
politicalcartoon,popupbook,postagestamp,commemoratives,pressconference,projectcube,prototype,puppet,
puppetshow,puzzle,rap,radioprogram,rebusstory,recipe,riddle,roleplay,sciencefictionstory,sculpture,skit,
slideshow,slogan,soliloquy,song,sound,storytellingTallTales,survey,tapesaudiovideo,televisionprogram,timeline,
transparencies,travelbrochure,venndiagram,webhomepage,workinghypothesis,writeanewlaw,videofilm,andothers.
162)PuppetPuppetsareusefulforroleplayandpresentations.
163)PuzzlesStudentcreatedpuzzlescanbeusedinavarietyofways.Ex.Havestudentsdrawmapofcontinentwithcountrieslabeled.
Thentheycutup,placeinbaggieandpasstopartner.
164)OnlineLessonsAssistanceforhelpingteachers.Hereisoneveryhelpfulwebsite.Therearetoomanyotherstolist.
http://www.internet4classrooms.com/index.htm
165)OutcomeSentencesHavestudentscompleteoutcomesentencestoexpresswhattheylearnedfromthelessonpresented.Es.:Ilearned...I
wassurprised...Imbeginningtowonder...Irediscovered...Iwonder...Ifeel...IthinkIwill...Inorderforthis
strategytoworkeffectively,outcomesentencesshouldbevariedneverrepetitive.
166)PresentationsCanbeusedasassessment.Studentpresentsinformationischosenpreapprovedformat.
167)QARQuestion/AnswerRelationshiporQARhelpsstudentsunderstanddifferentlevelsofquestioningandtherelationships
betweenquestionsandanswers.Oftenstudentsrespondtoquestionswitheitheraliteralanswerorbystatingthatitis
notinthetext.QARprovidesfourlevelsofquestions:1.)RightThere!Theanswerisfoundinthetext.Thewordsinthe
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questionscanusuallybefoundinthesamesentencewiththeanswer,2.)ThinkandSearch!Theanswerisinthe
text,butthewordsareprobablynotinthesamesentence.Readthetextlookforideasthatcanbeputtogether,andthink
aboutwhattheauthorissaying3.)TheAuthorandYou!Theauthorprovidesideasandmakesstudentsthink,but
connectionstostudentsknowledgeareneededtoanswerthequestion,and4.)OnYourOwn!Studentsmustapplytheir
ownknowledgeandwhathasbeenlearnedtoanswerthequestion.
168)Question,AllWriteTheteacherasksaquestion,allstudentsreflectandmaketheirownnotes.AnexampleisWhatmakesforagoodparagraph?
169)QuestionsHavestudentsapply"who,what,when,where,why,how"toallproblems.Oraskstudentstogeneratequestions.
170)Questioning(fromRonWalker)UsedraisedhandsonlyfordifficultquestionsuseCallandRespondformaterialthatshouldbemastered
TechniquesRemembertogivewaittimeaftereachquestion,andaskfollowupquestionsWhy?Doyouagree?
171)QuickdrawPairactivityinwhichstudentshaveashortperiod(typically30seconds)tosharealltheyknowbywritingwithsymbolsor
drawings.
172)QuicktalkResearchindicatesthattheactoftalkingaboutthethingswelearnmovesshorttermmemorydataintolongtermmemory.
First,studentsarenumberedoffasonesortwos.Say,"Number1sraiseyourhands.Turntoyourpartnerandtellthemwhat
youknowabout____.Youhavethirtyseconds.Go!"Once30secondshavegoneby,regaintheattentionandthen
say,"Alright,Number2s,itsyourturntosharewhatyouknow.Youhave30seconds.Go!"
173)QuickwriteCousintoQuicktalkexceptstudentshaveashortperiod(typically30seconds)tosharealltheyknowbywriting
174)QuizQuizTradeStudentsquizapartner,getquizzedbyapartner,andthentradecardstorepeattheprocesswithanewpartner.Teacheror
classcreatesasetofcardsbasedonthecontenttomaster.Eachcardhasamatchingcard.Forexample,tolearn
vocabulary,onecardwouldbethewordandthematchingcardwouldbethedefinition.Eachstudentreceivesonecard.
StandUpHandUpPairUp.Withcardsinhand,allstudentsstandup,putahandup,andfindapartner.PartnerA
Quizzes.PartnerAquizzesPartnerB.Forexample,ifPartnerAhasavocabularyword,he/sheaskshis/herpartnerto
definetheword.IfPartnerAhasadefinition,he/shereadsthedefinitionandaskshis/herpartnertoidentifytheword
defined.Whendone,studentstradecardsandgetreadyforanotherround.Repeatanumberoftimes.
175)RandomizedInsituationswheretheteacherwantstoensurethatallstudentshaveanopportunitytoanswerquestions,theteacher
Questioningcreatesnotecardswiththestudents'namesonthem,thenshufflesthecards.AFTERaskingeachquestion,theteacher
revealsthenameofthestudentchosenatrandomtoanswerthequestion.
176)RapsSongsaboutclasstopicwrittenandpresentedbystudents.
177)Reader'sTheaterStudentsadaptsomeoftheirreadingtopresenttootherstudentsintheformofaplay.Theseproductionscanbesimpleor
elaborateandincludeposters,programs,sets,andcostumes.
178)ReadAloudDonebythestudentortheteacherisahelpfultechniqueforimprovingreadingskillsandengagingreadersofallages.
Hearingthetextwhilelookingatitonthepagehelpsmanyreadersprocesstheinformationmoreeffectivelyand
understandhowitshouldberead.Readingaloudalsodevelopsstudentslanguagesenseastheyhearthewaywords
areused,pronounced,andinterpreted.
179)ReadingforAtypeofreadinginwhichlearnersinteractwithtexttocollectinformation,ortoimprovetheirunderstandingofspecific
Informationtopics.
180)ReadingRoadmapMaptoguidestudentsintheirreading.Showswhentoskim,whentoreadcarefully,questionstoconsider.
181)ReciprocalTeachingThisstrategyinvolvesfourcomponents:summarizing,questioning,clarifying,andpredicting.Beginwiththegenerationofa
ReinforcingEffortsummarystatement,consideredafirstdraftofasummary.Proceedwiththequestioning,clarifying,andpredictingphasesto
engagestudentsinanalysisactivities.Studentstaketurnsbeingtheteacherforapairorsmallgroup.Teacherrolemaybe
toclarify,askquestions,askforpredictions,etc.orformpairs,oneAandoneB.Afterachunkofcontenthasbeen
presented,askAstorehearsehalfofwhatwaspresented.InviteBstorehearsetheremaininghalf.Theteachercirculatesas
pairpartnersrehearse,correctinganymisconceptionsoransweringquestion.Teacherscanaskcontent/process
questionstotheentireclass.Classcanrespondchorallyorwithcardstheyholdup,etc.
Instructionaltechniquestoaddressstudentsattitudesandbeliefsthroughreinforcingeffortandprovidingrecognition.
TeachingaboutEffortandAchievementandKeepingTrackofEffortandAchievementareimportantcomponents.
RecognitionthroughEffectivePraisevs.IneffectivePraiseistheotherhalfofthisimportantstrategy.Seemorein
MarzanosClassroomInstructionThatWorks.
182)RelaySummaryTeamactivitytosummarizereading.Oneteammemberwritesonesentencesummarizingreadingthenpassespageto
teammate.Continuesuntileveryoneinteamhasaddedatleastonesentence.
183)ReportsUseexemplarsandmodelsandgooverrubricforsuccess.
184)ResearchPapersUseexemplarsandmodelsandgooverrubricforsuccess.
185)ResearchProjectUseexemplarsandmodelsandgooverrubricforsuccess..
186)RetellingProvidesanopportunityforreaderstoprocesswhattheyhavereadbyorganizingandexplainingittoothers.It
developsstudentsstorygrammarbecausetheymustidentifycrucialpointsandthesupportinformation.Also
reinforcessequencingsinceitdemandsrememberinginformation,events,andprocesses.
187)RevisingStudentscanlearnbyrevisingtheirownwork,orbyrevisingtheworkofothers.
188)RivitPicksixtoeightimportantwordsfromreading.Beginbywritingnumbersanddrawinglinesontheboardtoindicatehowmany
letterseachwordhas.Fillintheletterstothefirstwordoneatatime,asstudentswatch.Stopaftereachletterandseeif
anyonecanguesstheword.Oncesomeonehasguessedthecorrectword,askhimorhertofinishspellingitand
writeitontheboard.Beginwritingthelettersofthesecondword,pausingforasecondafterwritingeachlettertoseeif
anyonecanguesstheword.Continueinthisfashionuntilallthewordshavebeencompletelywrittenand
correctlyguessed.Havestudentsmakepredictionaboutreadingbaseduponthewords.Boardatthebeginning
lookslikethis:1._____
2._______
189)RolePlayStudentsplaytherole/sofestablishedpersonorcharacter.
190)RoundTableIngroups,studentswritedowntheirthoughts,solutions,andideas.Passthepaperaroundthegroup.Aseachpersonreads,
theyinitialiftheyagreeorleaveblankiftheydonot.Whenpaperreturnstoownertheyreadideasandreviewown
thoughtstopresentanargumentusingnewanddifferentideas.
191)RoundTableDiscussionAtatable,4or5participantsinformallydiscusstopicamongthemselvesandwiththeaudience.
192)RotatingReviewTeacherputsheadingsonposterboardorpaperforreview.Rotatepostersaroundclassroomfromgrouptogroup.Ingroups,
eachindividualmustaddonethingtheyrememberabouttheheading.Postersrotatearoundroomuntilallgroupshaveseen
allposters.Usedifferentcolormarkersforeachgrouptotrack.
193)RSQC2(Recall,Summarize,Question,Comment,andConnect)AsummarizationtechniqueinwhichstudentsRecall(list)keypoints,
Summarizeinasinglesentence,askunansweredQuestions,Connectthematerialtothegoalsofthecourse,andwrite
anevaluativeComment.
194)RubricsAtoolforassessment.Teacherscangotothewebsitebelowtocustomizeatemplateforprojects,etc.
http://rubistar.4teachers.org/index.php
195)SayItEncouragesstudentstoputthemselvesintheplaceofcharacters.Itcanbedoneingroupsorasaclass.Thefirstperson
nominatesanotherstudenttoansweraquestionbygivingthereferencefromtheteachermadegridof
questions.Whenthatstudenthasansweredshenominatesanotherstudentuntilthegridhasbeencompleted.(Ex.of
questionsYouarethegrandfather.Whatwasspecialaboutseeingtherainbow?
196)SelfAssessmentsStudentsreflectontheirperformanceandselfperformance.Canberubrics,checklistorquestions.
197)ScaffoldingProvidingtemporarysupportuntilhelpisnolongerneeded.Cantakemanyforms(examples,explanations,organizers,etc.)
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198)ScrapbookCanbeusedasassessment.Studentputevents,pictures,etc.inscrapbookform.
199)ScriptStudentgeneratedscriptsandscreenplays.
200)ScavengerHuntCanbedoneontheWeborintextforlesson.
201)SelfAssessmentsStudentsreflectontheirperformanceandassessthemselves.
202)SendAProblemEachstudentingroupputsaquestionononesideofanindexcardandananswerontheotherside.Stackcardsquestionside
up,placeinenvelope,andpassontothenextteam.Thoseteammemberspassthecardsout.Ateammember
fromgroupnumberonereadsitsquestionfirst.Theteamdiscussesthequestion,then,iftheyhaveconsensus,thecardis
turnedover.Iftheteamdoesnotagreewiththeanswer,theycanwriteanalternativeansweronthebackofthe
card.Theteamcontinuesuntilallcardsareread.Collectandpasstothenextgroup.Afterthecardsarereturnedtothe
originalwriters,discussanyalternativeanswers.
203)SequencingChoosereadingmaterialappropriateforyourstudentsshortbooksorshortstories.Usetwoworksunfamiliartoyourstudents.
Pairstudents.GiveonestudentstoryA,andstoryBtotheother,andhavethemreadthestory.Havestudentslistthe
orderofeventsinthestory.Studentsrewritetheirlist,jumblingtheorderofevents.Studentsexchangepapers.Have
studentssorttheorderofeventstheyhavereceivedfromtheirpartner.Additionalexercise:Studentscanwritetheirown
storybasedontheeventstheyhavejustsorted.Youcanthenleadadiscussioncontrastingstudents'writingwiththe
originalstories.Options/Variations:Usereadingsofhistoricaleventsanddiscusshowhistorywouldhavebeen
differentifcertaineventshadtakenplaceinadifferentorder.
204)SetObjectives&Usedinapreciseandsophisticatedway,goalsettingandfeedbackenhancesstudentslearning.Goalsettingistheprocessof
ProvideFeedbackestablishingadirectionforlearningtorealizebothshorttermandlongtermdesires.Feedbackisatechniqueproviding
studentsinformationonhowwelltheyaredoing.Itshouldbecorrectiveinnature,timely,specifictoacriterion,andcanbe
studentgeneratedfromrubrics.
205)SharePairCirclesDivideclassintotwoequalgroupsandeachgroupformsacircle.Theinnercirclefacesoutwardandtheoutercirclefaces
inward,toformpairsoffacingstudents.Inresponsetoteacherquestions,eachpairdiscussestheirideas,thenoneofthe
circlesrotatestocreatenewpairs.Repeatuntiltheoriginalpairsareagainfacingeachother.
206)SharedWritingEachstudentcontributesoneortwosentencestoastorywrittenbythewholeclass.
207)SilentReading
208)SilentScavengerHuntGoodforreviewofmultiplepagesofpracticedoneundertimerestraints.Teachernumbersonesideofindexcardsforas
manystudentsasareinclassplus24more.Ontheothersideoftheindexcard,teacherputspartiallistof
correctanswerswithpagenumberwheretheyarefound.Cardsareplacednumbersideuponstudentsdesks(onecardper
deskwithextrasplacedontables,etc.)Onsignalstudentsstartbyturningoverthecardontheirowndesktocheckanswers
andchangeanyincorrectontheirpaperwithabsolutelynotalking.Whentimeisup,studentsturnthecardbacktonumberface
upandleaveitontheirdesk.Next,withsignal,studentsgetuptofindthenextnumberandbringthecardbacktotheirdesk,
checkthenewsetofanswersagainsttheirownandwaitforsignal.Onsomecardsteachercanleaveblankandinstructupon
questioningtousethattimetolookovertheirexistinganswersorblanks.Startwith45secondintervals,then30.Endby
explaininglearningcantakeplacewithoutspeaking.
209)SittersandMoversNumberstudents1sand2sdownrowsoracrossseatingarrangement.Havetwolistsofquestions,oneforthe1sandanother
forthe2s.Taketurnsaskingquestionsandwhenfinishedoronsignal,let1sstayseatedand2smovetonextpartner.
Continuemovinguntilallquestionsareanswered.
210)SkillInventoryTherearetwobasicformatsforaskillinventory.Individualsmayeithergeneratetheirownlistofskills,orindividualsmay
"checkoff"skillstheypossessfromalistofskills.Usedasaselfassessmentinmanyfieldsbutmostoftenused
aspartofcareerexplorationorprofessionaldevelopment.
211)Skits
212)SnowballTeacherassignseachpairofstudentsaword(A/Bpartners).StudentAwritestheword.StudentBwritesthedefinition.After
allstudentshavefinished,eachstudentcrusheshis/herpieceofpaperintoa"snowball."Definitionsgotooneside,
wordsontheother.Whenteachersignals,studentsthrowtheirsnowballtowardthemiddleoftheroom.Eachstudent
picksupthesnowballclosesttohim/herandreadsit.Studentsthentrytofindthematchtothewordof
definitiononthesnowball.
213)SomebodyWantedButSoAfterreadingactivitythatusesagraphicalorganizertohelpstudentsevaluatecharacter("somebody"),motivation
("wanted"),conflict("but"),andresolution("so").
214)SpeechesUseareadymaderubricormakeyouown.Discusswithstudentstherequirementsforsuccess.
215)SpellingNotebookAstudentgeneratedlistofwordsmaintainedbythestudenttoremindthemofwordstheyneedmoreworkon.
216)SpiderMapAformofgraphicorganizertohelpstudentsseetherelationshipbetweendetailsandthemaintopic.
217)SpongyVocabularyToreviewvocabularyinanysubject,takestripsofmaskingtapeandtapethemtoarectangularsponge.Useamarkertowrite
Reviewthevocabularywordsonthetape.Havethestudentstossthespongearoundtheroomtootherstudents.Thewordsthatget
chosencandependonwhichfingeristouchingaparticularpartofthesponge.Forexample,ifastudent'sleftfinger
landsonaspecificwordthatisthewordtheymusttrytodefine.
218)SQ3R(Survey,Question,Read,Recite,Review)
219)StationsUsingstationsinvolvessettingupdifferentspotsintheclassroomwherestudentsworkonvarioustaskssimultaneously.
Thesestationsinviteflexiblegroupingbecausenotallstudentsneedtogotoallstationsallthetime.
220)StickerPartnersHandoutquestions,vocab,etc.withastickeratthetop.Havetwoofeachkindorcolorsotheymustfindtheirmatching
partnerforwhatevertheassignment.
221)StickyReadingDuringreadingstrategy.Giveeachstudentalargestickynote.Studentsaretowritedownanyunfamiliarwordsthatwerenot
introducedwhengoingovervocabularyandthepagenumberwherethewordwasfound.Afterstudentshavefinished
reading,discussthewordstheyhavewritten.Rereadpassagethatincludesword,lookingforcontextcluesto
helpwiththedefinition.Lookupwordinthedictionary.Readthedefinitionanddiscussit.
222)StirtheTeamsStudentsareassignedtoteamsandeachstudentintheteamhasanumber(typically1through4).Teamsdiscusstheirgroup
answertotheteacher'squestion,thenwhentheteamisdonetheygiveasignal.Whenallteamsaredone,the
teachercallsanumber(from1to4)andthestudentswiththatnumberrotatetothenextgrouptosharetheirteam'sanswer
withtheirnewteam.Theprocedurethenrepeatsthroughtheseriesofquestions.
223)StoryImpressionsTheteacherpresentstentofifteentermstostudentspriortoreading.Thesetermsappearinthesameorderthattheyappear
inthereading.Studentswriteapassageusingthetermsthattheythinkpredictswhatwillhappeninthereading.
Studentssharetheirpredictionswithothers.Finally,studentsread,comparingtheirpredictions(storyimpressions)
withthereading.
224)StoryMethodforMemorizationEachwordtobememorizedisincludedinastorymadeupbythestudent.
225)StoryPyramidUsingthepyramidwordformattorespondtoreading.Adapttoyourcontentarea.Addasmanylevelsas
needed.
_____
Onewordreaction
__________
Twowordsdescribingmaincharacter
_______________
Threewordsdescribingtheproblem
____________________
Fourwordsdescribingthesolution
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_________________________
Sixwordsdescribingthemoralofthestory
226)StoryStartersWritingactivityinwhichstudentsaregivenapromptorstorystarter.Examplesofstorystarters:Alongtimeago,theold
peoplesay...orAtatimewhentheriversweremadeofchocolateandwishescouldcometrue...Backinthe
dayswhenanimalscouldtalk...Here'sastoryIlearntfromanowl.Itoldittoaking.Hegavemethispin.Iwant
totellyounowthestoryofIwilltellyouastorywhichwastoldtomewhenIwasalittleboy/girl.Inalandthatnever
wasinatimethatcouldneverbe...
227)StoryStructureReviewStudentsareaskedtorecallkeyfeaturesofastoryusingablankstorymap.
228)StoryTelling
229)StoryTelling/RetellingTeachersreadstoriestostudentsthenstudentsretellthestorybyactingitout,answeringquestions,orwritingaboutthe
story.
230)StructuredNoteTakingStudentsaregivenagraphicorganizerinwhichtorecordnotes.
231)StudentResponseGroupsSmallgroupsofstudentswhoprovidepeerevaluationoftheworkoftheotherstudentsinthegroup.Usefulforwritingor
othercreativeprojectsbecauseitgivestheauthoranaudiencetoexperimentwithbeforesubmittingworktoalarger
audienceorforevaluation.
232)StudentsWritingHavingstudentswritetestquestionsisaveryadaptabletechniquethatcanbeusedforallsubjects.
TestQuestionsSteps:IngroupsorindividuallyStudents:
RICAMethodReadorstudyapassageorgraphic.
Identifyrelevantinformation.
Createaconnectedquestionandcorrectanswer.
Add3distracters(incorrectanswers)
Tip:Remindstudentsthatincorrectanswersshouldbeplausible.Inthebeginning,itmaybebesttohavestudents
createquestionswithcorrectanswerandteachercreate3incorrectanswers.
233)StudyGroups
234)StudyGuidesGuidepreparedbyteachertohelpstudentsstudyfortest.
235)StudentMadeTohelpstudentsreviewforexam,dividetheclassintothenumberofunitscovered.Eachgrouphasabouttwentyfiveminutes
StudyGuidestoprepareoneoverheadtransparencywiththemostimportantinformationfromthesection.Attheendofclass,eachgroup
sharestheiroverheadwiththeothers.
236)StumptheTeacher1Gamewherestudentsmakeupquestionsbasedonareadingassignment.Theteachergetsapointifheorshecananswer
thequestion,andthestudentsgetapointiftheteacherfailstoanswerthequestion.
237)StumptheTeacher2Haveeachstudentfindaspellingwordfortheteacher.Theycanchooseanywordfromthedictionary,buttheyhavetobeable
topronounceit,givethedefinition,partofspeech,theoriginoftheword,anduseitinasentence.Teacherthenattemptsto
spelltheword.Thisstrategynotonlygivesstudentspracticeinalltheusesofadictionary,butalsotheyobservethe
teachermodelthestepsinspellingaword:soundingitout,lookingatthenumberofsyllables,matchingconsonantsand
vowelstothesound.
238)SummarizingandNoteTakingUsefulacademicskillrequiringstudentstodistillinformationintoaparsimonious,synthesizedform.Musthave
classroompracticeinsummarizingtocheckstudentskilllevel.UseMarzanorulesDeletetrivialmaterialthatis
unnecessarytounderstandingDeleteredundantmaterialSubstitutesuperordinatetermsforlistsandSelectatopic
sentence,orinventoneifitismissing.Also,canuseTheNarrativeFrameinfictionsummary.TheTopicRestriction
IllustrationFrameisanothersummarytechniqueusedinexpositorymaterial.TTIpatterncanhaveanumberof
questionsTopic(T)generalstatementaboutthetopictobediscussedRestriction(R)limitstheinformationin
somewayandIllustration(I)exemplifiesthetopicorrestriction.TwomoretechniquesareTheProblem/Solution
FrameandTheConversationFramefromMarzanosClassroomInstructionThatWorks.
239)SQ3RSurvey,Question,Read,Recite,Review.Astudystrategy.Primarilyusedwithselectionsfromtextbookorarticleswith
headings.Itprovidesasystematicwaytoapproachinformationaltextpriortoreading.Anapproachtostudyingand
readingtoimprovecomprehensionandretention.
240)TaskCardsSpecificinstructionsorguidesforstudentuseatlearningcenters.Maybeanassignment,orhowtopracticeskills.
241)TeamGamesTournamentDivideclassintoseveralgroupsandhavegroupssitinacircle.Eachgroupisgivenananswersheetinanenvelopeand
anenvelopecontainingquestionscutintostrips.MovementandTurnsrotateclockwise.Startingpersondrawsaquestion
outoftheenvelope,readsitaloud,andgivesananswertothegroup.Thepersononhis/herrightpersonpicksuptheanswer
sheetaftertheanswerisgiventochecktoseeifansweriscorrect.Ifthepersonontheleftofpersonwithquestion
challengestheanswer,he/shemaygiveadifferentanswer.Whoeveriscorrectkeepsthequestionasasigntheygotit
correct.Ifneithergetsitcorrect,itgoesbackintotheenvelope.Nextpersondrawsoutanotherquestion,readsaloud,
givesanswertogroup.Personontheirleftchecks,andthegamegoeson.Atendofgameoronsignal,teacherseeswho
hasmostpoints(numberofcorrectquestions)orjustgivesextracredit,etc.forcorrectanswers.
242)TeamProjectsStudentsworkinteamstoaccomplishatask(eitherlearning,orcreatingaphysicalproduct).
243)TelephoneOnestudentischosentoleavetheroomwhiletheteacherteachesashortlessontotherestoftheclass.Theabsentstudent
returnsandistaughtthelessonbythestudents.Thestudentwhowasabsentisgivena(typicallynongraded)quiz.
Resultsofthequizareusedforreteaching.
244)TelevisionEducationaltelevisionprogrammingisusedintheclassroom.
245)TestAFriendHavestudentsformulateandwritetestquestionsononesideoftheirpaperandputtheanswersonthebackofthesame
paper.Onsignaltheyexchangewithsomeoneandtaketheirtest,writingtheanswersonacleansheetofpaperand
labelingwiththetestmakersname.Thentheychecktheiranswersbylookingonthebackandmarkingthenumberthey
havecorrect.Thentheyexchangewithanotherstudentandtakeanewtestandcheck.Aftertheyhaveexchangedthree
tofivetimes,stopandcollectanswersheetstoseehowtheydo.
246)ThinkInkPairShareLikeThinkPairSharebutwithwritingcomponent.
247)ThinkAloudTeacherdescribesownthoughtswhilereadingaloudtoclasstohelpreadersbetterunderstandwhattheyarereadingby
forcingthemtothinkaboutwhattheyreadastheyreadit.Thinkaloudstrategiesarenotasequencebutasetofhabitsof
mindcommontoalleffectivereaderswhich,ifusedwell,canhelpreadersmakesenseofawidevarietyoftextsin
differentmediaandofvaryingcomplexity.Theyarepredicting,describing,comparingmakingconnections,monitoring
andcorrecting,questioning,clarifying,applyingpreviousornewknowledge,identifyingwhatisimportant,
troubleshootingandproblemsolving,speculating,philosophizing,estimating,etc.Canalsobeusedasaninformal
assessmentofstudentsthinkingandcomprehension.
248)ThinkPairShareTeacherposesaproblem.Studentsthinkindividually,thenpair(discusswithpartneranswers),thenshareideaswithclass.
249)ThreeStayOneStrayStudentsareingroupsandeachgroupmemberhasanumber(14).Aftertheproblemsolvingdiscussionsarecompleteand
allteammembersindicatethattheycangivetheteam'sreport,youdesignatethestudentfromeachteamwhowill
"stray."(Ex.Say,Numberstwosstrayeveryoneelsestays)Thatis,theonestudentfromeachgroupdesignatedas#2
leavesitandrotatestoanotherteamtogivethereport.
250)ThreeTwoOne(321)Writingactivitywherestudentswrite:3keytermsfromwhattheyhavejustlearned,2ideastheywouldliketolearnmore
about,and1conceptorskilltheythinktheyhavemastered.
251)ThreeTwoOneOralactivity.Studentsgivethesametalktothreedifferentstudentswithdecreasingtimetodoit.Studentsworkinpairs.
StudentAtalkstoStudentBandhasatimelimitof3min.Blistensanddoesnotinterrupt.Whenthe3
minutesareup,teachersays,"Changepartners".StudentAthenmovestoanewStudentB.Teachersays"Begin"and
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StudentAgivesexactlythesametalktothenewpartnerbutthistimehasonly2minutes.Whenthe2minutesareup,the
teachersays"Stop.Changepartners."Withanewpartner,StudentAnowhas1minutetotalk.Duringthethree
deliveriesofthesameaccount,theBstudentsdonottalkandeachlistenstothreedifferentpeople.WhentheA
studentshavegiventheirtalkthreetimes,theBstudentscannowgothroughthesamesequence,thistimeas
speakers.Couldalsobe432
252)ThreeStepInterviewAcooperativestructureinwhichteammatesinterviewoneanotheronaparticulartopic.Consistsofaninterviewer,a
responder,andarecorder.Rolesrotateaftereachinterview.Inateamofthree,partnerAinterviewsB,while
Crecordskeyaspectsoftheresponse.Rolesrotateaftereachinterview,allowingallmemberstheopportunitytobe
interviewed.Inagroupof4AinterviewBwhileCinterviewsD.ReverserolessothatBinterviewsAandD
interviewsC.Reconvenegroupwitheachpersonsharingpartnersresponse.
253)TicTacToeDivideclassintoteams.Writethenumbers19ontheboardinatictactoearrangement.Thestudentscalloutanumberand
youhavealistofwordsassignedto19.Theymustgivethecorrectdefinitiontotakethespace.
254)TimedDrill
255)TimedPairSharePairactivitywithtimelimit.
256)TimelinesStudentscreateatimelinewritingandillustratingsignificanteventswitheachsectionofthetimeline.Take2unsharpened
pencilsandtapetoeachendofthepaper.Thisallowsstudentstorolluptheirtimelinelikeascrollandtie
togetherwithapieceofyarn.Usefreezerpapercutinlongstrips.Makeatimelineoftheirownlife,astoryorbooktheyve
read,orforhistory.
257)TossaQuestion/Formofreviewofwhatstudentshavelearned.Theycanformquestionsandresponsesfrommemory.Usea
CatchanAnswersoftball(likeanerfball)Explainthattheywillbepracticingthequestionsandanswersyouhavebeen
studying.Beginbythrowingtheballtoonestudentandaskher/himaquestion.Thestudentwhocatchestheball
mustgiveanappropriateanswer.She/hethenmustaskanotherquestionandthrowtheballtoanother
student.Thestudentwhocatchestheballmustgivetheappropriateanswerandaskthenextquestion,andsoforth.
258)TNotesProvidesstudentsanorganizedmethodofnotetakingwhilelisteningorreading.Studentsdivideasheetofnotebookpaper
inhalf.Whilelisteningorreading,studentsrecordwordsorkeypointsintheleftcolumn.Intherightcolumn,students
recorddefinitionsorexplanationsofkeypoints.
259)TransformationofTextSupplystudentswithatextandaskthemtotransformitfromitsoriginalgenretoadifferentgenre.Forexample,supplyprose
andaskstudentstocreateapoemwiththesameessentialideas.
260)TrashorTreasurePutstudentsintosmallgroups.Collectanumberofnewspaperarticlesonatopicandgivecopiesofthearticlestoeachgroup
ofstudents.Askaquestionandtellthestudentstosortthearticlesintotwogroupsaccordingtowhethertheyare
relevanttothequestion(treasure)ornot(trash).Thestudentscanthenrankthearticlesfromthemosttotheleast
useful,andjustifytheirrankings.Askanotherquestionandletyourstudentsreconsidertheirselections,toshowhow
therelevanceoftheinformationdependsonthequestion.
261)TurntoYourPartnerTeachergivesdirectionstostudents.Studentsformulateindividualresponseandthenturntoapartnertosharetheiranswers.
Teachercallsonseveralrandompairstosharetheiranswerswiththeclass.
262)TutoringOneononeapproachtoteachingorreteachingconcepts.Maybedonebyteachers,peers(otherstudents)orprofessional
tutors.
263)TwentyQuestionsStudentsworkinpairs,seatedbacktoback.StudentAisgivenanordinaryobjectfamiliartoboth.StudentBmusttrytofind
outwhattheobjectisbyaskingupto20questions.Afterasuccessfulidentificationor20questions,changerolesand
tryanotherobject.Afterstudentsbecomeadeptataskingquestionsaboutfamiliarobjects,theymightwanttotrythe
sameactivityusingartifacts.Discusshowtoformulatequestionsthatgeneratebroadinformationversusthosethatyield
onlyalittledata.
264)TwoCentsWorthToencourageparticipationfromallstudents,everyonehastogivehisorher'twocentsworth'.Eachstudentisgiventwo
penniesatthebeginningofclassandhastohaveacommentorquestioninordertoturninhis/herpenniesinby
theendofthediscussion.Itreallyworkswell,forcingthequietonestoparticipate,andlimitingtheeageronestocontemplate
theirthoughtsbeforespendingtheirpennies.
265)TwoColumnNotesAnotetakingguidewherestudentslistmainideas,headings,orvocabularyintheleftcolumnandexplanationsintheright
column.Ex.forcauseandeffectlistingcausesintheleftcolumnandtheeffectsintherightorlistkeyvocabulary
intheleftcolumnanddefinitionsintheright.Advantages:Usingthefoldedsheetcanbeagreatstudyaidestudentscan
quizthemselvesoreachotherwiththeanswershiddenontheothersideofthesheet.
266)TwoMin.TalksGroupstudentsintopairs.InformstudentsthattheywilleachbetalkingabouttopicXfortwominutes.Theywillneedtoselect
whichstudentwillbeginfirst.Usingastopwatch,tellstudentstobegintalking.Attwominutes,instructstudentsto
switch.Atthispoint,theotherpartnerbeginstalking.Itisokayforthesecondpersontorepeatsomeofthethingsthe
firstpersonsaid.However,theyareencouragedtotryandthinkofnewinformationtoshare.Shareresponseswith
theentireclass.
267)UnderstandingGaugeStopatanypointduringinstructionandaskstudentstogaugetheirunderstandingoftheconceptusingthefingersonone
hand.Fivefingersindicatesfullunderstandingandonefingershowsthereisfrustrationorconfusion.Quicklyscanthe
roomandseeifafullclassreteachisnecessaryorperhapssomeindividualorsmallgroupinterventionwouldbemore
efficient.
268)VideotapesCommerciallyproducedtapesforeducationalpurposes,orstudentmadeforassessmentpurposes.
269)VideotapingStudentsproducevideotapesthenreviewtheirpresentations.Usefulinimprovingmetacognitiveandcommunicationskills.
270)VisualAidsAnygraphicalaidsusedinpresentationsortoclarifyorimprovewriting.
271)VisualMemoryDisplaypictureforasecondortwo,thenaskstudentstodescribeasmuchastheycanrememberfromwhattheysaw.
272)VocabularyMatchListGivestudentslistofwordstomatchbeforetheyreadthechapterorstory.
273)VocabularyReviewAfterreadingastoryorstudyingachapter,writekeyvocabularywordson4x6cardswithamarker.Teacherholdsa
wordcardaboveastudent'sheadmakingsurestudentdoesnotseecard,butrotatingcardsorestofclass
does.Withoutsayingtheword,callonanotherstudenttogivedefinitionoftheword.Thefirststudenttriestoguess
theword.Continuetheactivityuntilallthevocabularywordcardshavebeenansweredcorrectly.Canalsobeusedwith
numbersonthecardsstudentsmakeupamathproblemansweredbythenumberonthecard,whichthefirst
studentmustguess.
274)VotingCardsStudentscanbegivenlaminatedcardsatthebeginningoftheyeartobeusedtoexpresstheiropinionsinclass.Whenthey
agreewithastatement,theymightholdupagreencard,disagreementcouldbesignifiedwitharedcard,and
yellowcouldbeusedtoshowindecisionoruncertainty.
275)VSS(VocabularySelfcollectionStrategy)Asaclass,studentsnominatewordsthey'dliketolearnmoreabout.
276)WallpaperTaskStudentsreviewinformationtheyhavelearned.Eachstudentdesignsapieceofwallpaperthatencapsulateskey
learnings.Wallpaperisposted.Studentstakeagallery/wisdomwalkandnotewhatothershavewritten/illustrated.Can
jotdownideas.
277)WalkingTourPassagesfromreadingarepostedonindividualpagesaroundtheroom.Groupstourtheroomanddiscusseachpassage,
thensummarize.
278)WantAdsStudentswritewantads.Varietiesinclude"historical,""humorous,"andasafamouscharacter.
279)WebWebbinginwriting.
280)WebQuesthttp://webquest.sdsu.edu/designpatterns/all.htm
http://webquest.sdsu.edu/
http://webquest.org/matrix3.php
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281)WhatIsIt?Theteacherbringsanobjecttoclassthatisunfamiliarorhassomehistoricalsignificance.Askstudentstoidentifytheobject
ordescribehowitmighthavebeenused.
282)WhatsMyWordStudentsplayinpairs,usingpencilandpaper.Player1choosesaspellingwordanddrawsashortlineforeachletter.Player2
triesfirsttoguessandgetsfiveguessesaskingquestionssuchas"Doesithaveanion?"Iftheanswerisyes,Player1
fillsinthewordpart."Doesithaveanyn's?"andsoon.Doesitrhymewith?andsoon.Byusingtheprocessof
elimination,theyshouldbeabletogettherightwordbythefifthguess.Thenplayers1and2thenswitchroles.Atthe
endofthegame,playersadduptheirincorrectguesses.Theplayerwithfewerincorrectguesseswins.
283)WhereAmI?Pairactivitywherepartner1pointstoaplaceonablankmapandpartner2selectsthelocationfromalistornamesthe
location.Partner1checkstheresponsewithakey.Partnersswitchroleshalfwaythroughthelist.Alternative
approach:partner1describeslocation(nomaps)andpartner2guesseswhereitis.
284)WhereIsIt?Toimproveabilitytodescribeplaceandlocationinwriting.Numbersmallpaperobjects(about2inchestall).Thiscanbe
seasonal.Youcouldusepumpkins,Christmastrees,evencartooncharacters.Numberfrom1toaround20.
Eachteamwillneedpapernumberedfrom1to20.Makeachartandpreteachalessononcommonprepositions(on,
over,beside,above,under,etc.)Hideyournumberedobjectsaroundtheroom.Placesomesotheycanbeeasily
found,othersinmoredifficultplaces.Dividethestudentsintogroupsof4.Twostudentsarethesearchersand
twoaretherecorders.Whenyousay"Go",thetwosearchersbeginlookingforanumberedobject.Whentheyfindone,
theyreturntotheirgroupandwhispertotherecordersexactlywheretheyfoundit.Therecorderswriteiton
theirpaperinacompletesentence.Thisshouldallbedonequietlysootherteamsdon'thearwhattheyfound.Theobjects
canbefoundinanyorder.Whenthetimelimitisup(15minutesisgood)havestudentssharetheiranswers.Give
apointforeachcorrectresponse.Theteamwiththemostpointswins.
285)WhereWereYou?Writingactivity.Students'interviewtheirparentsaboutcertainhistoricalevents,takingnotesaboutwheretheywereand
whattheyremember.Addtothislist:Firstmanonmoon,Kennedyassassinations,RonaldReaganshot,Mount
SaintHelenserupting,Nixonresigning,Challengeraccident,BombinginOklahomaCity,JohnLennonshot,ElvisPresley
dies,911PointtoRemember:Gooverthejournalismtopics:who,what,when,where,why,how.Havestudentsmake
theirownlistofeventsfromlastyearthattheyremember,todiscusswiththeirparents.
286)WhisperingGameVocabularystrategy.Divideclassintoteams.Givethelastpersonineachteamaword.Whenteachersays"Go",thelast
studentwhispersthewordtotheoneinfrontandsoonuntilthefirstinlinehasthewordandrunsuptotheboard
andwritesit.Firstteamwithcorrectlyspelledwordonboardgetsapoint.Attheendthestudentsseethewholeliston
theboardagain.
287)WhoAmI?Studentsattempttodeterminetheirsecretidentity(tapedontheirback)bycirculatingandasking"yes/no"questionsof
classmates.Theyareallowedthreequestionsofclassmatesorunlimitedonesuntiltheyreceivea"no"
response.Theythenfindanewclassmatetoquestion.(useforcharactersinastory,peopleinhistory)
288)WhosGottheOnmany3x5cardsputproblemsandanansweronback,buttheydonotmatch.Startthestudentsoutbyputtingaquestion
Answerontheboard.Someonehastheansweronhis/her3x5card.Theywalkupandputtheanswerontheboardandalsoputup
thenextquestion(thequestionontheircard).Givethemanewcardandtheysitdown.Theprocesscontinuesand
everyoneeventuallygetsuptotheboard.
289)WordAssociatesRequiresstudentstoidentifywhichwordorobjectisdifferentfromaseriesofothers.Studentsthenmakeageneralstatement
tolinktheotherwordsorobjects.Itrequireshigherlevelthinkingskillsandhelpstudentsidentifyrelationshipsbetween
wordswhilerecognizingcategorizingfactors.Examples:Inthesegroups,whichonedoesnotbelong?Explainwhy.
FRANCEGERMANYGREECEJAPANcmmin.mm
70,25,13,1035,260
condensation,precipitation,perspiration,percolation
290)WordBankListorcollectionofwordsforstudentstochoosefrom.
291)WordChainGamethathelpsstudentscategorize.Teachersuppliescategoryandafirstword,thenstudentssupplythenextword"inthe
chain."Thechainisformedhavingthenextwordstartwiththeendingletterofthepreviousword.Forexample:
Category=Thingsfoundinthekitchen.Words:SinKKnifEEggbeateRRefrigeratoRandsoon.
292)WordWallsWordwallsarenotonlyagreatuseofspace,butanexcellentlearningtool.WordWallsareasystematicallyorganized
collectionofwordsdisplayedinlargelettersonawallprovidingstudentswithadaily,easilyaccessiblereminder
oftheimportanceofdevelopingtheirvocabulary.Atthesametimeitgivestheteacherareadysourceforongoing
activitieswithstudentforextendingandpracticingtheirwords.
293)WordsplashAcollectionofkeytermsfromawrittenpassagewhichthestudentsareabouttoread.Thetermsselected
representimportantideasthattheteacherwantsstudentstoattendtowhentheyactuallydothereadinglater,
butinitiallythestudents'taskistomakepredictivestatementsabouthoweachofthetermsrelatestothetitleof
thereading.Displayselectedtermsrandomlyandatanglesonavisual(overheadorchart).Studentsbrainstorm
andgeneratecompletestatements(notjustwordsorphrases)whichpredicttherelationshipbetweeneach
termandthetopic.Oncestudentshavegeneratedstatementsforeachtermtheyturntotheprintedmaterial,read
tochecktheaccuracyoftheirpredictivestatementsandrevisewhereneeded."Splash"referstotherandom
arrangementofthekeytermsaroundthetopicatthestartoftheactivity.
294)WorkSheetsMosttextbookscomewithworksheetsthatcanbecopied.Also,therearenumerouswebsiteswhichhaveprintable
worksheetsthancanbedownloadedforfree.
http://www.schoolexpress.com/
READING IN THE CONTENT AREA (INFO AND STRATEGIES)
All subject areas, especially social studies and science related classes, can benefit from
FOR MIDDLE SCHOOLS:
visiting the appropriate age website below.
http://www.state.tn.us/education/ci/cistandards2001/la/cicontentreadmiddle.pdf
FOR HIGH SCHOOLS:
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4/26/13
http://tennessee.gov/education/ci/cistandards2001/la/cicontentreading.pdf
Endingyourclassisasimportantasbeginningyourclass.Fiveminutesorlessmayseemlikeashortamountoftime,however,overaperiodof
severalweeks,itbecomesasignificantchunkofwastedorlostlearningopportunities.Mostofthetime,unusedendminutesbecomeabreeding
groundfordisciplineproblems.TimeonTaskmeansstudentsarespendingeveryminuteoftheirtimeinclassfocusedonthetaskoflearning.
Itisuptotheteachertoplanandadaptforusingthattimewisely.Herearesomequickactivitiestohelpyoumanagethoseendingtimes
successfully.
Ending & Exiting Your Class

1)ApplicationCardsAttheendofinstruction,studentswritearealworldapplicationfortheknowledgeonasmallcardandsubmitittoteacher.
2)CATsClassroomAssessmentTechniques:Simple,inclassactivitiesthatgivebothyouandyourstudentsinstant,usefulfeedback
ontheteachinglearningprocess.Theycanbeintheformoforalresponses,writtenresponses,orsignals.Everyone
respondsatthesametime.Exampleoforalresponse:Class,whenIsayTellMe,Iwanteveryonetosaythenameof
thisfigure.Ready,TellMeUsethumbsup/thumbsdownforTrue/FalsequestionsAgreeorDisagreeCards,
etc.
3)CheatNotesSummarizationtechnique.Attheendofclassorminilesson,studentsprepareasinglenotecardofinformationtheybelieve
willbeontest.Studentsareallowedtobringthesenotestotest.Asstudentsgainconfidence,withdrawuseofcardsduring
test.
4)ChecklistAttheendofclass,studentscanuseachecklisttoseeiftheyhaveinfofornextlesson,completednecessaryactivities,
etc.Checklistscanbeusedtosatisfymanyobjectives.Theycanbeusefulasamemorytoolorinencouragingcreativity.
Theycanalsobeuseddirectlyasassessments,orasareviewtoolinpreparingforassessments.
5)CROWNAclosuretechniquethatencouragesstudentstoreflectonthecompletedlesson.CROWN=Communicatewhatyoulearned.
Reactiontowhatyoulearned.Offeronesentencethatsumsupwhatthewholelessonwasabout.Waysyoucoulduse
whatyoulearned.Notehowwellyoudidtoday.
6)DebriefingAformofreflectionimmediatelyfollowinganactivityorattheendofclass.AskingquestionssuchasWhatworkedwell?
Whatshouldhavebeendonedifferently?andsoon.
7)ExitSlipsStudentsmustwritetheconcepttaughtinclassthatdayorexplainthreevocabularywordsandhowtheyarerelated,etc.as
atickettoleaveclass.
8)GettheGistThisactivityforcesstudentstosqueezemeaningintoatight,precisesummary.ThegoalofGISTistohavestudentsconvey
with20Wordsthe"gist"ofwhattheyhavereadorwhattheyhavelearnedbysummarizingin20words.Ifreading,extraneousdetails
mustbediscardedasaclearlydefinedfocusisfound.Itisbesttorequireasentenceformat.Studentslearntoask
themselves:Whatisthemostimportantperson,place,orthing?Whatisthemostimportantideaabouttheperson,place
orthing?Ifattheendofthelesson,studentslearntoaskthemselves,WhatskillorconcepthaveIlearnedorWhat
didIdoinclasstoday?,etc.
9)GrabBagNeartheconclusionofalesson,haveastudentdrawanobjectorwordfromabag.Thestudentmustexplainorillustratehow
theobjectisrelatedtowhattheyhavelearned.
10)LearningLogsLearninglogshelpstudentsintegratecontent,process,andpersonalfeelingsandoperatefromthestancethatstudentslearn
fromwritingratherthanwritingwhattheyhavelearned.Havestudentsmakeentriesintheirlogsduringthelastfive
minutesofclassoraftereachcompletedweekofclass.Theydifferfromjournalsinthatjournalsareusuallyfreeflowing
whereasLearningLogsaremoreconcise.Thefollowingquestionscouldbeusedtoguidestudents:WhatdidIdoin
classtoday?WhatdidIlearn?WhatdidIfindinteresting?WhatquestionsdoIhaveaboutwhatIlearned?Whatwasthe
pointoftoday'slesson?Howdoesthisconnecttoapreviouslesson?
11)LuckoftheDrawAllstudentsnamesareputintoacontainer.Attheendofclass,astudent'snameisdrawnatrandomfromthecontainer.At
thebeginningofthenextclassthestudentwhosenamewasdrawnisrequiredtopresenta12minutereviewoftheprevious
day'slesson.
12)MeaningfulSentencesGivenvocabularyterms,studentscanbeshownsentencesinwhichthetermsareusedinacontextthathelpsthemto
understandthemeaningoftheterms,orasanassessment,studentscanbeaskedtowritemeaningfulsentences
containingkeywordsastheyleave.
13)MinutePapersAnendofclassreflectioninwhichstudentswritebrieflytoanswerthequestions:"Whatdidyoulearntoday?and"What
questionsdoyoustillhave?"
14)MuddiestPointAquestionusedtostimulatemetacognitivethinking.Studentsareaskedtonameordescribetheconcepttheyunderstandthe
leastfromthelesson(theirmuddiestpoint).
15)NewscastUsethelastfewminutestoshownewscastswrittenandproducedbystudents.Newscastscaneitherbeabout
currenthappenings,orbeusedtoexplorehistoricalevents.Ex.WorldWarIINewscasts
16)OneSentenceSummaryStudentsareaskedtowriteasinglesummarysentencethatanswersthe"who,what,where,when,why,how"questions
aboutthetopicortodayslesson.
17)OneWordSummarySelect(orinvent)onewordwhichbestsummarizesatopic.Havestudentswrite23sentencesjustifyingtheselectionof
thesummaryword.
18)QuickwriteCanuseduringthelastfewminutesofclass.CousintoQuicktalkexceptstudentshaveashortperiod(typically30seconds)
tosharealltheyknowbywriting.Canthenswapwithpartnerorpasstotheright,etc.forotherstoread.
19)PairReviewTeacher(orstudents)generates10questionsforAand10forBpartners.Answerchoicesarelistedforpartnertochoosefrom
aspartnerasksquestionfromthelist.
20)SelfAssessmentsStudentsreflectontheirperformanceandassessthemselveswithteachercreatedinstrumentsorstudentmade.
21)SumItUpHavestudentsimaginetheyareplacingaclassifiedadwhereeverywordusedcoststhemmoney.Tellthemeachwordcosts
10cents,andtheycanspend"somuch."Forinstance,ifyousaytheyhave$2.00tospend,thenthatmeanstheyhaveto
writeasummarythathasnomorethan20words.Youcanadjusttheamounttheyhavetospend,andthereforethe
lengthofthesummary,accordingtothetexttheyaresummarizingandthetimeyouleavetofinish.
22)SummariesCondensinginformationintosmallerchunks.Theteachercontrolsthelengthbyvaryingthemethodandbylimitingthenumber
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ofwords.Canbeusedattheendofclassorlesson.
23)TheLastWordSummarytechnique.Eachletterintopicnameisusedtorememberkeyideasintopic.(example:snow,Sixsidedicecrystals.
Nearcenterisdustparticle.Onesnowflakeisusuallymadeofmorethanonecrystal.Watervaporfreezestoform.)
24)TriangleReviewDrawasmalltriangleandhavestudentsanswer,Whatarethe3pointsIwanttoremember.Othershapescanbeused
CircleforWhataresomequestionsstillgoingaroundinyourhead?orSquareforWhataresomethingsyousaw,heard,
ordidthatsquaredwithyourbeliefs?
25)TickettoLeaveClosingactivitywherestudentsrespondinwritingorverballytoshortassignment.Listthestepsofthescientificmethod,etc.
Websites:
http://www.internet4classrooms.com/assistance.htm
This website has multiple content resources and activities.
http://www.internet4classrooms.com/index.htm
This website has assessment assistance, online teaching modules, and all kinds of links for
teachers.
NOTES:
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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

Ways to Hook/Present/Explain Your Lesson

Show Me the Strategies

Keeping Your Students Engaged/ Cooperative Learning & Group Activities/Assessments/HOTS

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

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Show Me the Strategies

READING IN THE CONTENT AREA (INFO AND STRATEGIES)

Show Me the Strategies

Ending & Exiting Your Class

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Show Me the Strategies

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