1. Strategy: Demonstration
2. Submitted By: Matt Protz
3. Resource: http://alyceeduproject.wordpress.com/1-teaching-strategy-1-demonstration/
4.
5. When to Use This Strategy: This strategy should be used when teachers are going to have students performing activities in class or in gym class. Demonstrations are meant to show students the correct way of doing a physical activity or the correct procedures in a classroom activity. For example in gym class a teacher will show the students the correct form of performing any sort of athletic function that is required in the unit being covered. In the classroom a demonstration can be used when a teacher is instructing his/her students on how to complete a lab or problem. These types of demonstrations can take place on the board or at a lab desk where all the students can see the correct steps in completing the task at hand.
6. Content Area: Demonstrations can be used in any content area. A gym teacher could show a demonstration on how to shoot a basketball or a science teacher could show a demonstration on a chemical reaction. In math a teacher can demonstrate the order of operations on the board and in language arts the teacher can demonstrate proper sentence structure on the board.
When to use this strategy: This strategy can be used when teaching students how to decipher important imformation out of books, predict what might happen in a book, and improve their comprehension. I would first DIRECT the students to scan the book. I would have them look at the covers, titles, chapter headings, illustrations if there are any, and other material like reviews of the book. I would have the students next make predictions about the book based on what they have looked at so far, like what the book is about. I would also encourage them to use their prior knowledge. Next I would have the students READ the book. I would have them stop at certain parts and reevaluate their predictions on new paper. This would continue until the book was completed. At the end, I would have the students start THINKING by going back through their notes and predictions and ask “What do you think about your predictions now? What did you find in the text to prove your predictions? What did you find in the text that caused you to modify your predictions?” to get their thinking process started. This can be modified to read entire books, just certain passages, or even chapters in math and science.
Content area: With modification this could be used in any content area. A teacher could use this to have the students predict what the next chapter in math or science could be about, but more likely I would use this in a reading class to discuss and predict a chapter book they will be reading, having them stop after each chapter to adjust their predictions and add notes.
1. Strategy: Discussion Web 2: Submitted By: Matt Protz 3. Resource: http://www.readingeducator.com/strategies/web.htm 4. Example: 5. When to Use This Strategy: This strategy is great when discussing a controversial topic in class that has clear differentiating viewpoints. The first goal in this strategy is to have the students identify the main question of the topic. After doing so, you should then divide the class into two different groups. One group designed to come up with multiple reasons supporting the main question of the discussion and the other group designed to come up with multiple reasons disagreeing with the main question. When both groups have given their reasons for and against the main question, it is essential to have the class agree on a conclusion or an agreement in order to show the students an example of having a productive discussion. 6. Content Area: Social Studies, Language Arts, Reading, Science. This strategy works well for nearly every content area’s because it is great for having a discussion on controversial topics including political elections, unclear texts or global warming.
1. Strategy: Exit Slips
2. Submitted by: Melissa Thomas
3. Resource: http://www.readingrockets.org/strategies/exit_slips/
4. Example:
Video: http://www.youtube.com/watch?v=-ECqWsCjjJ4
5. When to use this strategy: This strategy can be used as a written response to questions that teachers pose at the end of a lesson or at the end of class. It is a quick informal assessment that enables teachers to quickly assess student's understanding of the material that has been covered.
Why to use this strategy: Exit slips can be used to provide teachers with an informal measure of how well students have understood what has been covered in class. It can be about what was covered that day or at the end of the lesson. Using this strategy allows for students to reflect on what they learned or felt during the lesson. It also provides students a way to express what or how they are thinking about new information while teaching the students to think critically.
How to use this strategy: This strategy can be used for a whole class setting, small groups and/or individually. It should be used after the students read. To use this strategy, the teacher should ask students to respond to a question or prompt at the end of their lesson. For example, "write one thing you learned today," "I didn't understand....," "write one question you have about today's lesson," "I would like to learn more about...," etc. The teacher should display the prompt on an overhead, chalkboard, whiteboard, Smartboard or orally. The students should write their responses on a piece of paper or paper that the teacher provides the students. The exit slips should be collected as the students leave the classroom. Finally, the teacher should review the exit slips as a way to improve their lessons/instruction to meet the needs of all of their students.
6. Content area(s): This strategy is beneficial to use in every content area: Language Arts, Reading, Social Studies, Science and Math.
1. Strategy: Fish Bowl
2. Paige Cowen
3.http://www.learner.org/workshops/tml/workshop3/teaching2.html
4.http://www.edchange.org/multicultural/activities/fishbowl.html
5. This teaching strategy I think would be very beneficial when you are discussing a certain reading, or a current event that is happening. With this strategy students will be bale to see different students points of view and understand different aspects of the book. It could be used best when all students are participating in the disucssion. I personally had this strategy used in my class, and students really got into the discussion. This also will help the students concentrate on a few students at a time, so not everyone is trying to talk at the same time.
6. This strategy could be used for content areas in social studies. It can be used in social studies by having discussions on current events, and debates on different topics. It also can be used in language arts and reading for discussion/debating books.
1. Field Trips
2. Dena Boyd
3.http://www.imakenews.com/crowcanyon1/e_article002145681.cfm
4.http://langwitches.org/blog/wp-content/uploads/2009/04/fieldtrip.jpg (picture of a class on a field trip)
5. This teaching strategy would be great to use when the teacher wants students to become involved in the world around them. Using this strategy will help broaden student's views to what is out in the world and what they could do to either change something or improve it. Students become more motivated to engage in what is around them and field trips usually provide great memories that students will remember.
6. In science students could go on a field trip to a museum or green house, in math they could go to an astronomy museum. In LA students for example could go to Abraham Lincoln Museum in Springfield IL to look at the different newspapers and articles and much more about our President. 1. Strategy: Four Corners 2. Submitted by: Melissa Thomas 3. Resource: http://www2.uregina.ca/ctl/2011/03/09/four-corners-teaching-strategy/
4. Example:
Video: http://www.youtube.com/watch?v=8L_QxqfSDAE
5. Annotation: This is a cooperative teaching and learning strategy that encourages students to participate in group activities. This strategy enhances listening, communication, critical thinking and decision making skills in the classroom environment. It can also spark a debate because it clarifies student viewpoints and allows for an understanding of differences in values and opinions. Four corners allows for students to participate in class by stating their own opinions and it also encourages conversation and for the students to justify their responses with an explanation. This also gives students the opportunity to discuss their opinions with their classmates who have similar and different viewpoints on the topic.
Some examples for using this strategy include:
In a four corners classroom, the instructor thinks of four or more options concerning a topic (can be controversial).
The instructor labels the four corners of the classroom with options such as: strongly agree, agree, disagree and strongly disagree.
The instructor asks the students to gather in a corner of the room that corresponds to their choice.
Students can from groups and discuss the reasons for selecting their particular choice.
6. Content area(s): This strategy can work in any content area: Language Arts, Reading, Social Studies, Science. For Social Studies it can be used to determine who agrees/who disagrees with what happened in history. For science, it can be used related to a science experiment. For example, before completing an experiment the students can break up into corners on whether they think the experience based off of their hypothesis.
1. Strategy: Frayer Model (Vocabulary Frame)
2. Submitted by: Bridget Wojciechowski
3. URL to strategy: http://www.readingeducator.com/strategies/frayer.htm
4. Example:
5. Annotation:I would use this strategy so students have a visual representation (graphic organizer) that can be used to analyze words. Also it’s a great way for students to learn a lot of vocabulary words within a larger text. Students are able to do this through this strategy because it concentrates on trying learning, remembering, and conceptually understanding the definitions of words within a text. I would have students use this strategy after they have read a text. The text could include anything from a chapter in a science notebook to a chapter book. Students would use this strategy when they need to know many definitions in order to have a better understanding of the text they are reading.
6. Content Area: This strategy can be used in all content areas.
1. Strategy: The Domino Effect (Can also be known as Story Chains)
I first heard this idea from a college professor of mine and could not remember what she called it. After searching online, I found several different ways teachers go about using this strategy but it does not seem to be widely used yet. Despite the lack of information on it, I think if it is used properly, a lot can be learned and the students will have fun. This strategy is very flexible and teachers can put their own spin on it!
This document has many other supporting ideas involving sequencing, cause and effect, fact and opinion and organizing of stories, but the main part that I saw this idea at was the area called "the domino effect"
4. Example: This is not a direct example but explains Why working off of one another creates great ideas
This example is not the main strategy, but students can do this too Interactive Chain Story (not written)
5. When would you use this strategy: You would use it to implement several different ideas involving storytelling, writing, and reading. Why would you use it? You would use it to help students recognize and learn the process of sequencing while introducing new ideas of order (examples: next, after that, and then). Or this strategy could be used to help enforce creativity upon students who are not engaged in the writing process because they might come up with good ideas with the assistance of others and having other people's sentences might help guide them or help them brainstorm. Finally, this strategy could be used to reinforce verb tenses. How would you use it? This strategy can be used in many different ways, depending on what the teacher wants the students to learn. First off, it can be used for the teacher to start off the story by giving the first sentence to each row of students and having the students pass the paper behind them after they write down a sentence. It could be started the same way but the paper gets passed around the whole entire class instead of just in rows, or the students can break off into pods and work together to finish the story. Lastly, this strategy can be used by having the teacher provide the students with a topic and then have each different row or group be assigned a different job within the topic that pertains to either 1) what is presently happening, 2) what has already happened, or 3) what is going to happen. For example a sports event and the team has just won. One group or row writes about how the game went, one writes as if they are the reporters and they are there, and the other group writes about what game is yet to come and the predictions they have.
6. Content area(s): This strategy is primarily focused in the Language Arts content, but if teachers are trying to use the Integrated Learning technique, they could apply this strategy in their other classes and just have the story line be related to the content.
1. Strategy: Debates
2. Submitted by: Kelly Conley
3. Resources to strategy: A page with multiple resources on debates How to hold a class debate
4. Example:Strong Debate in Movie...may lead to uncomfortable end 5th Grade Debate
5. When would you use it? When discussing issues that are two sided. Why would you use it? You would use this strategy to demonstrate to students that there are two sides to every argument and that they have an opinion and their opinion matters. This strategy can engage students, help students show their voice, provide relevancy to from course material to everyday issues, improve student learning, and also help students practice their written and oral communication skills. How would you use it? You can use debates by first introducing a topic and then opening the floor for discussion. You can have a topic presented and have students pick the topics they are most interested in, take a side and present on it. You can also have brainstorm topics and then together choose the top three as a class and then each individual can choose a topic and a side to defend. If you would like, you can have students up into agree groups and then they can defend why they chose the side they chose, which can be a quick presentation that lasts the class period or a project where they set up an outline and each group takes turns discussing their side to the entire class. After every debate there should be time for questions, comments, and reflection.
6. Content area(s): This strategy could be used throughout all content areas, however it would be the most difficult to implement in mathematics. 1. Strategy: Elaborative interrogation. 2. Submitted by: Ema Chorney 3.Resource: http://www.mun.ca/educ/faculty/mwatch/vol2/seifert.html 4. Example: Fact to memorize: the sky is blue. Why is the sky blue. 5. When to use this strategy: You would use this strategy to help students memorize what they are being taught Why to use this strategy: Many students have a hard time with memorization, this strategy would help for them to remember the facts being taught. How to use this strategy: When you teach a fact ask “why would that be true?” if they students understand why something is the way it is, it can help them to memorize the fact. 6. Content area(s): This strategy is beneficial to use in any grade and any subject.
1. Strategy: Demonstration
2. Submitted By: Matt Protz
3. Resource: http://alyceeduproject.wordpress.com/1-teaching-strategy-1-demonstration/
4.
5. When to Use This Strategy: This strategy should be used when teachers are going to have students performing activities in class or in gym class. Demonstrations are meant to show students the correct way of doing a physical activity or the correct procedures in a classroom activity. For example in gym class a teacher will show the students the correct form of performing any sort of athletic function that is required in the unit being covered. In the classroom a demonstration can be used when a teacher is instructing his/her students on how to complete a lab or problem. These types of demonstrations can take place on the board or at a lab desk where all the students can see the correct steps in completing the task at hand.
6. Content Area: Demonstrations can be used in any content area. A gym teacher could show a demonstration on how to shoot a basketball or a science teacher could show a demonstration on a chemical reaction. In math a teacher can demonstrate the order of operations on the board and in language arts the teacher can demonstrate proper sentence structure on the board.
Strategy: Directed Reading Thinking
1. Strategy: Discussion Web
2: Submitted By: Matt Protz
3. Resource: http://www.readingeducator.com/strategies/web.htm
4. Example:
5. When to Use This Strategy: This strategy is great when discussing a controversial topic in class that has clear differentiating viewpoints. The first goal in this strategy is to have the students identify the main question of the topic. After doing so, you should then divide the class into two different groups. One group designed to come up with multiple reasons supporting the main question of the discussion and the other group designed to come up with multiple reasons disagreeing with the main question. When both groups have given their reasons for and against the main question, it is essential to have the class agree on a conclusion or an agreement in order to show the students an example of having a productive discussion.
6. Content Area: Social Studies, Language Arts, Reading, Science. This strategy works well for nearly every content area’s because it is great for having a discussion on controversial topics including political elections, unclear texts or global warming.
1. Strategy: Exit Slips
2. Submitted by: Melissa Thomas
3. Resource: http://www.readingrockets.org/strategies/exit_slips/
4. Example:
Video: http://www.youtube.com/watch?v=-ECqWsCjjJ4
5. When to use this strategy: This strategy can be used as a written response to questions that teachers pose at the end of a lesson or at the end of class. It is a quick informal assessment that enables teachers to quickly assess student's understanding of the material that has been covered.
Why to use this strategy: Exit slips can be used to provide teachers with an informal measure of how well students have understood what has been covered in class. It can be about what was covered that day or at the end of the lesson. Using this strategy allows for students to reflect on what they learned or felt during the lesson. It also provides students a way to express what or how they are thinking about new information while teaching the students to think critically.
How to use this strategy: This strategy can be used for a whole class setting, small groups and/or individually. It should be used after the students read. To use this strategy, the teacher should ask students to respond to a question or prompt at the end of their lesson. For example, "write one thing you learned today," "I didn't understand....," "write one question you have about today's lesson," "I would like to learn more about...," etc. The teacher should display the prompt on an overhead, chalkboard, whiteboard, Smartboard or orally. The students should write their responses on a piece of paper or paper that the teacher provides the students. The exit slips should be collected as the students leave the classroom. Finally, the teacher should review the exit slips as a way to improve their lessons/instruction to meet the needs of all of their students.
6. Content area(s): This strategy is beneficial to use in every content area: Language Arts, Reading, Social Studies, Science and Math.
1. Strategy: Fish Bowl
2. Paige Cowen
3.http://www.learner.org/workshops/tml/workshop3/teaching2.html
4.http://www.edchange.org/multicultural/activities/fishbowl.html
5. This teaching strategy I think would be very beneficial when you are discussing a certain reading, or a current event that is happening. With this strategy students will be bale to see different students points of view and understand different aspects of the book. It could be used best when all students are participating in the disucssion. I personally had this strategy used in my class, and students really got into the discussion. This also will help the students concentrate on a few students at a time, so not everyone is trying to talk at the same time.
6. This strategy could be used for content areas in social studies. It can be used in social studies by having discussions on current events, and debates on different topics. It also can be used in language arts and reading for discussion/debating books.
1. Field Trips
2. Dena Boyd
3.http://www.imakenews.com/crowcanyon1/e_article002145681.cfm
4.http://langwitches.org/blog/wp-content/uploads/2009/04/fieldtrip.jpg (picture of a class on a field trip)
5. This teaching strategy would be great to use when the teacher wants students to become involved in the world around them. Using this strategy will help broaden student's views to what is out in the world and what they could do to either change something or improve it. Students become more motivated to engage in what is around them and field trips usually provide great memories that students will remember.
6. In science students could go on a field trip to a museum or green house, in math they could go to an astronomy museum. In LA students for example could go to Abraham Lincoln Museum in Springfield IL to look at the different newspapers and articles and much more about our President.
1. Strategy: Four Corners
2. Submitted by: Melissa Thomas
3. Resource: http://www2.uregina.ca/ctl/2011/03/09/four-corners-teaching-strategy/
4. Example:
Video: http://www.youtube.com/watch?v=8L_QxqfSDAE
5. Annotation: This is a cooperative teaching and learning strategy that encourages students to participate in group activities. This strategy enhances listening, communication, critical thinking and decision making skills in the classroom environment. It can also spark a debate because it clarifies student viewpoints and allows for an understanding of differences in values and opinions. Four corners allows for students to participate in class by stating their own opinions and it also encourages conversation and for the students to justify their responses with an explanation. This also gives students the opportunity to discuss their opinions with their classmates who have similar and different viewpoints on the topic.
Some examples for using this strategy include:
In a four corners classroom, the instructor thinks of four or more options concerning a topic (can be controversial).
The instructor labels the four corners of the classroom with options such as: strongly agree, agree, disagree and strongly disagree.
The instructor asks the students to gather in a corner of the room that corresponds to their choice.
Students can from groups and discuss the reasons for selecting their particular choice.
6. Content area(s): This strategy can work in any content area: Language Arts, Reading, Social Studies, Science. For Social Studies it can be used to determine who agrees/who disagrees with what happened in history. For science, it can be used related to a science experiment. For example, before completing an experiment the students can break up into corners on whether they think the experience based off of their hypothesis.
1. Strategy: Frayer Model (Vocabulary Frame)
2. Submitted by: Bridget Wojciechowski
3. URL to strategy:
http://www.readingeducator.com/strategies/frayer.htm
4. Example:
5. Annotation:I would use this strategy so students have a visual representation (graphic organizer) that can be used to analyze words. Also it’s a great way for students to learn a lot of vocabulary words within a larger text. Students are able to do this through this strategy because it concentrates on trying learning, remembering, and conceptually understanding the definitions of words within a text. I would have students use this strategy after they have read a text. The text could include anything from a chapter in a science notebook to a chapter book. Students would use this strategy when they need to know many definitions in order to have a better understanding of the text they are reading.
6. Content Area: This strategy can be used in all content areas.
1. Strategy: The Domino Effect (Can also be known as Story Chains)
- I first heard this idea from a college professor of mine and could not remember what she called it. After searching online, I found several different ways teachers go about using this strategy but it does not seem to be widely used yet. Despite the lack of information on it, I think if it is used properly, a lot can be learned and the students will have fun. This strategy is very flexible and teachers can put their own spin on it!
2. Submitted by: Kelly Conley3. Resources to strategy: Story Chain in groups
4. Example: This is not a direct example but explains Why working off of one another creates great ideas
This example is not the main strategy, but students can do this too Interactive Chain Story (not written)
5. When would you use this strategy: You would use it to implement several different ideas involving storytelling, writing, and reading.
Why would you use it? You would use it to help students recognize and learn the process of sequencing while introducing new ideas of order (examples: next, after that, and then). Or this strategy could be used to help enforce creativity upon students who are not engaged in the writing process because they might come up with good ideas with the assistance of others and having other people's sentences might help guide them or help them brainstorm. Finally, this strategy could be used to reinforce verb tenses.
How would you use it? This strategy can be used in many different ways, depending on what the teacher wants the students to learn. First off, it can be used for the teacher to start off the story by giving the first sentence to each row of students and having the students pass the paper behind them after they write down a sentence. It could be started the same way but the paper gets passed around the whole entire class instead of just in rows, or the students can break off into pods and work together to finish the story. Lastly, this strategy can be used by having the teacher provide the students with a topic and then have each different row or group be assigned a different job within the topic that pertains to either 1) what is presently happening, 2) what has already happened, or 3) what is going to happen. For example a sports event and the team has just won. One group or row writes about how the game went, one writes as if they are the reporters and they are there, and the other group writes about what game is yet to come and the predictions they have.
6. Content area(s): This strategy is primarily focused in the Language Arts content, but if teachers are trying to use the Integrated Learning technique, they could apply this strategy in their other classes and just have the story line be related to the content.
1. Strategy: Debates
2. Submitted by: Kelly Conley
3. Resources to strategy: A page with multiple resources on debates
How to hold a class debate
4. Example:Strong Debate in Movie...may lead to uncomfortable end
5th Grade Debate
5. When would you use it? When discussing issues that are two sided.
Why would you use it? You would use this strategy to demonstrate to students that there are two sides to every argument and that they have an opinion and their opinion matters. This strategy can engage students, help students show their voice, provide relevancy to from course material to everyday issues, improve student learning, and also help students practice their written and oral communication skills.
How would you use it? You can use debates by first introducing a topic and then opening the floor for discussion. You can have a topic presented and have students pick the topics they are most interested in, take a side and present on it. You can also have brainstorm topics and then together choose the top three as a class and then each individual can choose a topic and a side to defend. If you would like, you can have students up into agree groups and then they can defend why they chose the side they chose, which can be a quick presentation that lasts the class period or a project where they set up an outline and each group takes turns discussing their side to the entire class. After every debate there should be time for questions, comments, and reflection.
6. Content area(s): This strategy could be used throughout all content areas, however it would be the most difficult to implement in mathematics.
1. Strategy: Elaborative interrogation.
2. Submitted by: Ema Chorney
3.Resource: http://www.mun.ca/educ/faculty/mwatch/vol2/seifert.html
4. Example: Fact to memorize: the sky is blue. Why is the sky blue.
5. When to use this strategy: You would use this strategy to help students memorize what they are being taught
Why to use this strategy: Many students have a hard time with memorization, this strategy would help for them to remember the facts being taught.
How to use this strategy: When you teach a fact ask “why would that be true?” if they students understand why something is the way it is, it can help them to memorize the fact.
6. Content area(s): This strategy is beneficial to use in any grade and any subject.