Reading

http://www.washoeschools.net/cms/lib08/NV01912265/Centricity/Domain/228/Instructional
%20Strategies%20List%20July%202015.pdf

The instructional strategy this PDF addresses is a word wall. Word walls are a collective,
interactive, and public collection of words to be used often. A word wall is a student driven and
collaborative literacy tool. A word wall can be related to the big ideas currently being studied in
the classroom or can be specific to one idea. Different representations include implementation as
simple as post it notes or a designated space on the white board for students and the teacher to
write words on. On the more complicated side, the classroom can decorate, add pictures, and
even some laminate the papers with the words on them.

A word wall would be useful in the classroom because it serves as a reference point for the
students. The wall shows the spelling and can also address the phonics on how to pronounce the
word. The wall can stay up for a single unit or can be used through out the entire year. The wall
helps students to identify and independently recognize the words in their reading and writing
activities. Students work together to build this wall which encourages them to help each other
learn all the aspects of the words. A teacher could archive words after so many days or weeks on
the wall proceeding to reference the archived words later in the school year. A fun game could be
created out of this for older groups of students.

A word wall can be used for students in first grade or higher.

Social Studies
http://www.learnnc.org/lp/pages/1989

Carousel brainstorming is a way for students to study a bigger overarching topic by looking into
subtopics or smaller aspects of the big topic, big idea. Carousel brainstorming can also be
called graffiti brainstorming if pictures are used instead of words. The teacher will lay out
multiple large pieces of paper for the students to write on. Each paper will be headed with a
different subtopic. The students will be broken into small groups and assigned to a subtopic. The
group will then write as many words, phrases, or pictures as they can think of within in an
allotted time frame. Once the brainstorming piece is complete the students take turns as a group
reading their connecting words and their subtopic to the other groups. The groups will have
turned their markers in to prevent the adding of words to their papers.

Carousel brainstorming can be useful as a pre or a post unit activity. At the beginning of a unit it
may serve well to illustrate to the students and to the teacher what all the students already know
or any misconceptions needing to be addressed later on. At the end of a unit the activity would be
a way for the students to connect all the information within a unit together. The groups may also
participate in aloud negotiation if someone disagrees with another groups placement of a word,
resulting in a whole class debate. Carousel brainstorming gives students time to socialize with
their peers in a structure related to the content of the class. The activity provides students the
chance to move from their seats to spend a few moments actively walking around or standing
with their group during the recording phase of the activity. Moving from their desks can be
beneficial especially in older grades when the students lack the chance to exert their energy in
positive ways.

Carousel brainstorming with words and phrases is best used in grades fourth and above.
However with pictures the activity could be implemented in a first grade classroom and above.

Math
http://www.ascd.org/publications/books/107059/chapters/Circle-of-Knowledge.aspx

A knowledge notebook is a spiral notebook or a binder filled with loose leaf paper. Each paper is
broken into three columns; definition, physical model, and visual representation. In the definition
column the student would write the definition of the concept or word from their textbook. In the
physical model column the student would write an example where they have witnessed the
concept in their world such as parallel lines on the road or a half circle on a basketball court. In
the last column, visual representation, students would draw the concept. Students may review as
a whole class or in small groups the chart they have created to see their peers ideas and
perspectives on the concepts.

A knowledge notebook is useful in the classroom because it provides text, picture, and real world
examples of all the concepts presented in class. Students may more easily connect to the
concepts this way by having access to three different connections. If a student learns through
visuals the third column will help them the most resulting in them studying this column more. A
student may in turn be more comfortable with text definitions so they in turn studying the first
column. Assessments of definition could then be more board assessments giving the students the
freedom to use whichever method they learn best in. This would result in higher understanding
and recall of the concepts.

A knowledge notebook is best fitting for grades fifth and higher.

Social Studies
https://traue.commons.gc.cuny.edu/issue-2-fall-2013/davis/

Devils advocate is an instructional strategy to be implemented in whole class or small group

discussion where the teacher prompts the students with an unpopular or uncommon viewpoint on
a subject. The teacher stating this view pushes the students to defend their point of view or break
down assumptions. The teacher should proceed with caution as certain unpopular or uncommon
views may cause inappropriate debates in the classroom. A viewpoint should meet the following
criteria; researchable, age appropriate, documented, and uncommon relative to the class (poll can
be given for familiarity).

Devil's advocate is useful in the classroom to challenge the students through analyzing,
evaluating, and creating new viewpoints. Mastering these skills will increase students critical
thinking abilities which can be used in their reading, writing, and personal home and work lives.

Devils advocate would be best for students in grades fifth or above.

Reading
http://literacy.kent.edu/eureka/strategies/expect_outlines.pdf

Expectation outlines can be presented in the form of a chart or a basic concept map. The class as
a whole would look at the title of an assigned section of reading, an article or magazine for
instance. The class would make predictions or asks questions the title prompts. These questions
and predictions would be placed in the first column of the chart or in a different color than the
title was written in. The class would proceed to skim the article in approximately a minute,
enough time to not allow students to read the entire article word for word. With the skim of the
article, the class would repeat the process making new questions and predictions. These
questions and predictions would be in the second column of the chart or in a different color than
the preceding words on the concept map. If using a concept map each round of questions and
predictions should written in a different color to signal each progressive addition to the map. The
students individually or the class as a whole would then actually read the article or section of
assigned reading. The third column or your fourth color would be where the questions are
answered or the predictions are confirmed or denied.

Expectation outlines are useful in the classroom because it helps students access four levels of
blooms taxonomy through prediction. Strengthening their prediction skills can be applied to
standardize testing where for reading comprehension the time is limited. These activities can
helps students create better ways to approach the standardize testing by reading the questions
first then skimming or quickly reading the article pulling out what they know they need to
answer about the reading.

Expectation outlines would be appropriate for grades fourth and higher.

Social Studies
https://www.facinghistory.org/resource-library/teaching-strategies/four-corners

Four corners is an instructional strategy used as a lead into a unit activity. The teacher would
assign the four corners of the room to a stance such as strongly agree, agree, disagree, and
strongly disagree. Explaining to the students they are required to pick how they feel about the
statements read aloud between the options given. Teachers can have students write down their
views first on a piece of paper then have them go through the moving around the room part. The
other option is for the teacher to read the statement, allow students a minute to think, and then
ask they choose a stance. The students will stand by the stance they identify with for the
statement. The class would take note of where the most people were standing to refer to at a later
point.

Four corners is useful in a classroom to show diversity of thought and context of history. This
instructional strategy is perfect for history lessons. The teacher can generalize certain historical
events into statements for this activity. Throughout the unit the teacher may reference the activity
to encourage students to share their point of view on certain topics or to illustrate the divide
societies can have.

Four corners would be appropriate for grades fifth and above.

Art
faculty.buffalostate.edu/beaverjf/documents/grab-bag.doc

A grab bag is a review activity where the teachers places concrete objects in a bag for the
students to come up in front of the whole class or in a small group and grab out. The student after
grabbing an object out would explain to their small group or the entire class what the object was,
how it relates to the current unit, and other aspects depending on the subject the activity is used
for. I listed this activity as art and science specific but you could apply this to any subject.
Students could add fun to the activity by bringing in a special funky hat. There is some freedom
with this activity to specialize it to ones own classroom.

A grab bag would be useful in the classroom because the activity appears to the students as a
game but also helps them master their recall of vocabulary words and their social interaction
skills. Speaking in front of the whole class may intimidate students. This game may be the
exposure some students need to overcome their fear of public speaking. The audience can also be
eased into. The teacher could begin the activity in groups of four or five and work progressively
with bigger groups to build to a whole class version. The activity is hands-on. Many recall
activities are as simple as worksheets or flashcards. However this game reshapes and disguises
the process of recall.

A grab bad is fitting for grades kindergarten and above.

Science
http://www.beesburg.com/edtools/glossary.html

An interactive video is a video allowing the instructor to make choices proceeding a video
segment. These videos are available in many systems such as DVDs or on the internet. The
videos are a way to incorporate the growing world of technology the students are surrounded by
into their classroom experience.

An interactive video would be useful in the classroom by eliminating lecture time. The students
have a chance to listen to someone knowledgeable besides the teacher. The interactive piece
helps the teacher ensure the student is attentively watching the video. A class could travel to a
computer room where each student has the chance to individually watch the video. The teacher
could then access their individual interactions to see how they are understanding the material.

An interactive video would be fit on a whole class basis for the second grade and above and on
an individual basis the fourth or fifth grade and above.

Science
http://www.edutoolbox.org/rasp/2078?route=node/102

The instructional strategy on this website is called jumbled summaries. This instructional
strategy is where the teacher would write four to five keywords or vocabulary words/terms on
the board. They would then ask the students to write a statement connecting all the terms. This
strategy works well as an exit card assessment. The website recommends allowing the students
eight minutes to work on their statements. Once all students have wrote their summaries, the
whole class would discuss the summaries aloud. The teacher can point out any more
misconceptions or the accuracy of the presented summaries. Students may learn from their peers
examples. Repeating the activity a second time is beneficial until the students become familiar
enough with the structure to properly complete the assignment in one round.

The strategy is useful in the classroom because it helps the teacher see how well the class is
understanding the big ideas. Also the activity allows the students to utilize their language skills to
work on their synthesis and analytical skills. The activity brings out misconceptions for the
teacher to correct on the spot. The strategy can be used to check for retention of the information
learned in the previous classes. The preference of when to use the strategy and its purpose is up
to the individual teacher. The strategy can be implemented as an individual, group, or whole
class activity.

Jumbled summaries should be used in a fourth or higher grade classroom.

Reading
https://www.sedl.org/cgi-bin/mysql/framework1.cgi?
element=Letter+Knowledge&andor=and&source=&sortby=element

The instructional strategy on this website is an activity called concentration. The learning in this
activity is presented as a game children are familiar with. The game is essentially the matching
game. Instead of with pictures on the flip side of the cards, the teacher would put uppercase and
lowercase letters. As the students flip the cards over they need to properly identify the letter
regardless of case to receive their next turn. If the letter is wrongfully identified the student
would lose their next turn. All other rules are the same. The winner is the student with the most
correct matches.

This instructional strategy would be useful in the classroom as a way to help struggling students
master their letters and the correct sounds. By presenting the information in the form of a game,
students tend to relax and enjoy the game. Learning becomes a byproduct of the fun while the
student is mainly focused on the fun part. This activity could be presented as a center. In the
classroom it is important to make all students feel competent. Using this activity as a part of
centers would allow the teacher to pull the struggling students away from the others and focus on
their learning without drawing attention to it. This would prevent the students from feeling
singled out. In my classroom I would probably change the name of the activity. I do not
understand the relation of the title to the game. I would use a name to catch the attention of the
students and draw their attention to want to play the game.

This instructional strategy is fit for pre-readers, preschool/pre-kindergarten or possibly

kindergarten.

Science
http://ehlt.flinders.edu.au/education/DLiT/2006/individuality/Web%20Page/Teaching
%20strategies%20for%20each%20intelligence.htm
Nature walks are taking the children out of the classroom to place them into their natural
environment around them. A school may have a nearby pond or field where the students could
walk to and from. A nature walk is a way to perform observations of animals and plants existing
in nature. As the teacher one could spark conversation about the effects of human actions on our
environment. In the event of bad weather the class could observe the outdoors through a window
big enough to see the sky and the ground at the same time from the students height if possible.
This view will let students see how the bad weather looks in the sky versus at ground level.

Nature walks are useful in the classroom because it gives students an outlet for their energy by
allowing them to move from behind the desk. The walk can prompt students for numerous
supplementary activities. A nature walk would be a fun segue between learning from the
textbook and performing an inquiry.

Nature walks are best used in first grade or above classrooms.

Reading
http://education.ky.gov/curriculum/conpro/engla/Documents/vocabulary_rating_comprehension_
strategy_teaching%20tools.pdf

Knowledge ratings are a scale the students rank vocabulary words on pertaining to their
familiarity with the word. The scale can vary from classroom to classroom. The teacher may lead
by example writing a word the students are definitely aware of and a word the students are
definitely not aware of. The class could have an open discussion about where to rate the words
and what to factor into how well they know the words. Students may ask whether they can spell
the word on their own, know what the word means, or use the word properly in a sentence. After
the class example the teacher would supply a list of words from the new unit through a hard copy
per student and reading the words aloud. Next to the words the students rate they were a hundred
percent familiar with the students are asked to write their definition of the word. The class as a
whole or in small groups would review how they ranked the words and their definitions.

Knowledge ratings are useful in the classroom for assessing pre-unit knowledge and identifying
any misconceptions. The students also become aware of words they know they need to become
familiar with and words they already know. This strategy puts students in the know of what to
expect in the upcoming unit.

Knowledge ratings could be used at a third grade level or above.

Music
https://www.scholastic.com/teachers/articles/teaching-content/new-approach-learning-centers/

Learning centers are assigned places in the classroom which allow students to apply, play, and
explore the content they are learning in class. In a music classroom centers may involve different
types of instruments. The center where students start may vary per class period or weekly, this
choice is up to the teacher. Students will spend the allocated time at their center playing or
exploring the instrument in front of them. Once their time is over they go to the next center. All
centers should vary and exercise different levels of engagement.

Learning centers are useful in the classroom to be used to break up teaching instruction times. By
assigning students to centers the teacher is putting the student in control of their participation,
engagement, and instruction. Student driven instruction can come from themselves or from peers
at the same center as them. Student driven instruction in the classroom creates a community of
learners strengthening the students skills of productively working with their peers. Centers can
contain manipulatives, audiobooks, interactive educational toys, and anything the teachers
imagination and creativity permits.

Learning centers are appropriate for pre-school and above leveled classrooms.

Writing
http://www.chabotcollege.edu/learningconnection/WRAC/online/handouts/pie.asp

P-I-E (point, illustrations, and explanation) is an acronym to assist students in writing effective
paragraphs. Each letter represents a part of the paragraph to be included in a complete and well-
written paragraph. The acronym serves as a checklist for students to use when writing an essay.
The p stands for point. This step requires students to look at their paragraph and ask if the point
or the message of the paragraph is clear for the audience to understand. What are you trying to
say? The I stands for illustrations. This step is to add examples of the point or supporting
evidence the point is valid. How do you know your point? The e is for explanation. This step
represents explaining your thoughts completely; how you thought of your point, why your point
is valid, and the relevance of your point to the overall purpose of the paper.

P-I-E as an acronym is useful in the classroom as a reference point for students throughout a
language arts unit of writing. The acronym simplifies the process making the recall of the
information needed to build a proper paragraph easier. Acronyms create connections between
words and phrases where the letters serve as triggers to remember the linked word or phrase.

The acronym P-I-E can be used in sixth grade or higher classrooms.

Math
http://www.educationworld.com/a_lesson/00-2/lp2113.shtml

Around the world can be played with flashcards. The students form a line. The first two students
go head to head seeing who can answer the question on the flashcard the fastest. The student who
answers the fastest wins and faces the next student in line. The process continues until a student
has beaten all other students or until the deck of cards is out.

Around the world is useful to the classroom by helping the students quickly identify and answer
certain questions to cut down on overall test time. This allows students to focus on the more
challenging questions on the assessments.

Around the world can be used in first grade or higher level classrooms.
Reading
http://www.readingrockets.org/article/revisiting-read-alouds-instructional-strategies-encourage-
students-engagement-text

Read aloud is where the teacher reads a book falling above the zone of proximal development
out loud to the class as a whole.

Read aloud strategies are beneficial because they expose children to new words and the correct
pronunciation of the words. Comprehension can also be discussed as a whole class to show the
structure for pulling out characters, important events, and plot or setting details.

Read aloud activities are appropriate for all ages.

Reading
https://robertclewis.wordpress.com/2008/05/29/reading-strategy-3-x-marks-the-spot/

X marks the spot applies best to nonfiction reading. Students are given a certain amount of post it
notes. One the post it notes are an X, an exclamation mark, and a question mark. While the
reading the students place the post it notes in their books. The books can be read individually or
as a whole class while placing the post it notes individually. The X stands for an important fact or
piece of the book. The exclamation mark stands for interesting or excited. Students can stick this
post it note to something they find cool. The question mark serves as a reminder to go back and
ask the teacher or their peers about what the text meant or how to understand it.

X marks the spot is useful for the classroom as a tool to enhance reading comprehension. X
marks the spot can be paired with read aloud advantages.

X marks the spot is suitable for second grade and above.

Music
https://books.google.com/books?isbn=8189093290

Telephone is a common game. However the instructional strategy varies a little from the game
you are most likely familiar with. The teacher will ask one or a group of students to wait in the
hallway. While the student(s) are in the hallway the teacher will proceed to instruct the class on a
simple quick lesson. Once the remaining class feels confident in the lesson the hallway student(s)
are asked to join the group back inside. The teacher will then observe the students teach the
lesson they previously heard to the students who were not present in the classroom.

Telephone is useful in the classroom to serve as a way for teachers to see the information in a
lesson the students understand well enough to teach others or what concepts were not
communicated and picked up properly. The activity is fun for the students which can help them
subconsciously learn while competing with their friends.

Telephone is appropriate for first grade or higher.

Music
http://www.brighthubeducation.com/special-ed-inclusion-strategies/12359-treasure-hunt-activity-
to-build-teamwork-in-a-classroom-environment/

Scavenger hunts are generally lists or words (can be pictures) to find in the students immediate
surroundings. Students will generally stay in the classroom or use a computer to complete these
hunts. Teachers can incentivize the hunt with prizes or extra credit points. Students may have the
opportunity to write their findings down, take pictures, or draw pictures. Scavenger hunts can be
performed in groups or individually. For a music classroom, the list may include instruments,
types of notes, equipment, etc.

Scavenger hunts are useful in the classroom to improve communication and group thinking
skills. Students have to create that community of learners which means respecting each other and
working together. Scavenger hunt is a fun way for students to learn while getting to know the
members of their group.

Scavenger hunts can be implemented in kindergarten classrooms or above.

Math
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3612179/

Unconscious problem solving is defined as application of knowledge without deliberate and

controlled attention. I believe inquiry could fall under this instructional strategy as well. To
implement this strategy in a math classroom, the teacher would supply the students with a
problem slightly above their zone of proximal development. The students would work for a
structured amount of time followed by a short break. During the breaks there is freedom of
choice as to whether the students socialize, play on their phones, draw, etc. The break allows the
challenging problem to process in their minds while their attention is uncontrolled. Returning the
problem after their short break students look at the problem differently or have a better chance of
seeing something they did not see before the break.

Unconscious problem solving is useful in the classroom because it recognizes the fact of students
control their learning. This instructional strategy gives the control half to the teacher and half to
the students. Unconscious problem solving permits time for the students to access their
conceptual frameworks and connect existing to existing frameworks or new to existing
frameworks. The human brain constantly produces emotional stimuli. As a product of the
attention having time to be uncontrolled the brain produces emotional stimuli more likely to be
positive than a challenging math problem. Placing the time for positive emotional stimuli to be
produced in between negative stimuli can help the brain associate the positive stimuli to the
object cause the negative stimuli. The result of this is the next time the students are presented
with a similar problem the stimuli produced does not yield panic and anxiety but rather joy.

Unconscious problem solving is best used in second grade or higher.