Instructional Strategies
10x10
10x10 is a strategy with students in groups. It is when they are asked to be looked at a picture that will be used in their future study. The goal is for them to make 10 observations about the piece of art, as well as 10 questions about it that they would like answered. Students then discuss the art work, their observations, and questions.
3-2-1
3-2-1 is a strategy students can use to assess themselves, as well as a way for teachers to assess what their students have grasped about their learning. Students are asked to write 3 concepts, ideas or issues with the lesson, write 2 example uses of the ideas or concepts related to the lesson, and write 1 unresolved question about what they have learned.
Anticipatory Sets
Anticipatory sets are strategies to hook students into the lesson prior to starting it. There are many ways to present anticipatory sets including quotes, songs, movie clips, and stories. They are primarily utilized to help the students get a head start on thinking about what they will be learning about. They can be used at the start of a unit, lesson, or at the beginning of each day. This linked website gives tips to make anticipatory sets more interesting to students.
Author Says, I Say.
This strategy is used for students to create a connection with their reading. This is utilized by giving students a section of reading to read through, think about, analyze, and reflect. They can put what they author says into their own words and reflect on what it means or how it relates to them. This strategy allows students to gain a personal connection with the text as well as better comprehend what the author is trying to get across to them.
Cloze Procedure
Cloze procedure is a strategy in which words are omitted from a passage before being presented to students. Students are then asked to insert words as they read to complete and construct meaning from the text. The Cloze procedure can be used as a diagnostic reading assessment technique. More information can be found about the Cloze procedure here.
Entry Card
As students enter the classroom or as a lesson begins, a question or prompt pertaining to the day or specific lesson will be readily available to them. They will have a few minutes to reflect and respond to it on a note card or in their writing journal.
Exit Card
The exit card can be done at the end of a lesson, as students are leaving for lunch, recess, or a special class. The teacher can ask a question or give them a prompt to consider regarding what they learned that day or in a particular subject. The students will respond on a note card or in a writing journal and hand to the teacher as they exit the classroom.
Foldables
Foldables are a truly engaging method to get students interacting with the material they are learning. They can be utilized in every subject and lesson and do a wonderful job of replacing worksheets. I love that they incorporate fine motor skills and art in one activity that can be based on anything you or your students choose! There are dozens of different foldables to pick from. It is a great way to spark some creativity and self-directed learning. For more information you can visit the website of Dinah Zike, the creator of Foldables.
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K-W-L
Prior to starting a new lesson or topic in class, students will make a tri-fold foldable. They will then write what they KNOW about that topic in the first column and what they WANT to know about the topic in the second column. Once the lesson or unit is complete, they can take them out and write what they LEARNED about the topic in the third column.
Line-Up Review
Line-Up Review is when students line up in two lines (Line A and Line B) facing each other. The person directly across from them is their partner. The student in Line A is given 1-2 minutes to explain what they have written about a topic or question given by the teacher. The student in Line B then responds, clarifies, or asks questions about what the student in Line A said. This can be done again with the roles reversed.
Literature Circles
Literature Circles are a wonderful way to engage all students in class activities and discussions regarding the literature they are reading. All students are given a job title and responsibility to uphold in their discovery of the text. Literature Circles are a great way to ensure all students participate and connect to the stories they are discussing. More information can be found here.
Post-It Notes
The teacher attaches a question, image, or other prompt relating to a topic of study to different walls throughout the classroom. Students then move around the classroom reading each prompt and write a brief response on a post-it note. After all the post-its are stuck, the students and teacher can go through each prompt and discuss the different answers that students gave. The students can have their post-it notes be anonymous or they can put their names on them.
Quick Write
Teachers can use quick writes by asking students to write in response to a question or writing prompt for 1-10 minutes. The students can complete a quick write before, during, or after a lesson has been taught and are a great way for them to refresh or remind them of previous knowledge or what they have learned in a lesson.
Text-Rendering
Using text-rendering is a strategy to take a wordy chapter and make it very clear for students. This strategy is done by asking students to
1.) develop a single sentence that summarizes the chapter, 2.) develop a phrase that summarizes the chapters, and 3.) develop a single word that summarizes the chapter. Students can work on this alone or with other classmate which may help them realize sections about the chapter that they did not first see or pay much attention to. They also are given the chance to see the chapter from another perspective and hold discussions about it. Think - Pair - Share
Think-Pair-Share is when a teacher asks a question and students think of a response on their own. Students are then students moved into pairs to share their individual ideas and discuss their point of view with each other. After a brief moment of paired discussion, students then have the opportunity to share their responses with the entire class.
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