Students walk around the class until they are told to stop. Students then find a partner and discuss the question that the teacher presented before they students begin to mix. This is then repeated 2 or 3 more times. This strategy helps students to understand the opinion or hear the answer that a few other students have on the subject.
Inside, Outside Review
This instructional strategy is another great way for students to pair up with someone that they might not often talk to in class and discuss the question or material that the teacher has presented to them. Students stand in two circles, one inside the other, facing each other. The teacher can then call out a direction and circle to rotate, mixing up the students randomly.
When the teacher finds that chapter readings are becoming long and monotonous for their students, they might find a Jigsaw appropriate for their students. Students are divided into groups, and each group is assigned a chapter or section that they then become "experts" on. After carefully studying up their material, one student from every chapter or section comes together and shares what they have learned and why it is important.
The focus of this teaching strategy is to help students to practice the new information multiple times before they are asked to do it on their own. First the the teacher practices with the students, then the students practice with their class mates, finally, after the students have mastered the new information as a group, the student takes it on as an individual.
In this strategy students compose a piece of writing with a specific Role, Audience, Format, and Topic. In doing this students will better understand the material presented to them by placing themselves in a historical role, and stepping into the shoes of those they are writing about. This strategy significantly helps promote student understanding as this is necessary in order to write as a different character.
Author Says, I Say
This instructional strategy helps students to better understand what the author said and develop their thoughts and opinion on what the author said. Students are paired up and first talk about what the author said in the assigned text. After this is discussed the students then discuss how they responded to the text.
In this instructional strategy the teacher poses a question and allows the class to answer by assigning 4 possible answers to the four corners of the room. After briefly thinking about how the student would answer they then move to the corner of the room that they feel best reflects their answer and discuss why they chose the corner they did. This is a good instructional strategy for the teacher as well as the students, because it not only gives every student the opportunity to answer the posed question, but it then allows the teacher to see where every student stands.
I Have, Who Has
In this vocabulary instruction game, students are passed out cards with different vocabulary words and definitions. The student who starts saying who has, and reads their definition. The student who has the word that matches up with this definition says I have that word. After the class agrees that the definition and word match up, the student that just answered says who has and reads their definition. This is then repeated until all the students have gone and the cards are all used up. This is a great way to keep all students engaged and paying attention. It also can easily be used for math problems and other subject areas.
This instructional strategy is good for helping students look at art and study the history that the piece came from. In a 10x10 students first make 10 observations on the piece of work. Then after making these observations, the students then come up with 10 questions that they have. This instructional strategy is a great way to build interest in students.
In this instructional strategy, students analyze a piece of writing, novel, article, or political cartoon and make observations. Students then share with groups or the class what they read and learned from the reading.
Line Up Review
In this instructional strategy, students line up in two lines facing each other. The teacher assigns names to either lines and has one or more lines shift 3 to 4 spots to the left or right. The students that are now matched up discuss the question the teacher presented at the beginning of class. This, much like the mix, pair, freeze allow the students to share and listen to the opinions of their fellow classmates.
In this peer evaluation strategy, students post their work around the room. Every student then takes sticky notes and a pen with them as they visit different student works. At each piece of work, students write one thing that they liked, and one thing that they think the student could do better with on the sticky note and leave it.
This strategy helps students to organize their thoughts into different types of graphic organizers. These help students to also think critically about what they have learned and make relationships and connections between ideas that they have been presented in class.
In these interactive visual and graphic organizers created by Dinah Zike, students can create, organize and study their material for class. As teachers create these foldables with their students, not only are they able to engage the visual and auditory learners, but also the kinesthetic learners in these hands on activities.
When teachers use QAR's students are able to move from simply answering the question to understanding how the question they are asked related to the text. In this strategy there are four different types of questions; right there questions where the answer can be found on a specific page of the text, think and search questions where the answer is a conclusion the student comes to after looking through several different pages of the text, Author and you questions where students combine what they read with their own experiences to create an answer, and on my own questions where students answer the question from background knowledge and experiences. In using this type of question and answer format teachers can better help guide their students to find information in the text.