Professional Documents
Culture Documents
Tools and Strategies
Tools and Strategies
Teaching Strategies
and
Tools
Introduction
If we create the classrooms where students are engaged in meaningful tasks and where
students are motivated to learn, then we as teachers need to be able to employ a variety
of techniques to promote active in-depth learning.
In an effort to provide the time necessary for such teaching, many school leaders have
begun to utilize a more intensive block scheduling structure. However, educational
leaders will need to do more than just change the schedule. If they see dramatic
improvement in student achievement, they will need to provide teachers a way to
obtain the necessary knowledge, skills and methodologies to make active in-depth
learning a reality.
In this book, we will attempt to explain the essential features of active in-depth learning
and to teach you those tools and strategies to transform your classroom from a passive
learning environment into an “aerobic session for the mind” - one that engages,
stretches and builds students’ learning capacities.
Let’s begin by defining active learning and identifying its essential features. There are
many more ways to learn than by “telling.” Learning isn’t about pouring information
into students’ heads; learning requires thought. As Confucius noted, “Learning without
thought is perilous.” By the same standard, “Teaching without thought is a waste of
time!” Twenty-five hundred years ago Confucius understood that learning is an active
process. He reminds us of that concept by scripting the following adage:
i
To learn something well, it helps students to hear it, see it, ask questions about it and
to discuss it with others. Above all, however, students need to “do it.” They need to
figure out things by themselves: generate their own examples, trust their own
hypotheses, demonstrate their own skills, assess their own competencies, determine
the qualities of the efforts, apply what they have learned to new situations and teach
others what they have learned.
Active learning, then, is more than just engaging students in activities; it is a cyclical
process where participants constantly move between periods of action and periods of
reflection. We learn by doing, but we learn more deeply when we take the time to
look, to reflect upon our actions and to abstract meaning from the data. The cycle
then repeats itself again and again as we deepen and broaden our perspective.
Active in-depth learning is like a coil that constantly expands inward and outward.
In that process, three actions are present:
ii
The following graphic representation of a coil depicts the natural process of DO,
LOOK, LEARN:
Learn
Look
Do
Look
Do
Learn
The depth and breadth of the learning is enhanced when groups of students are engaged
in the process. Doing becomes coordinated actions; looking becomes public
reflection; and learning results from shared meaning. This graphic representation
depicts the reciprocal nature of the individual and group in-depth learning process:
Coordinated
Do
Shared Action
Reaction
Individual
Learn Look
Public
Reflection
Group
iii
What is in-depth learning?
To learn something deeply means four things - to know it, to understand it, to be able
to use it, and to see how what you have learned is connected to your own personal life
experiences.
Galileo said that with each lens he added to his telescope, he could see farther and
clearer. In the same way, each goal of teaching is a lens which helps us to understand
what in-depth learning means. For example, to know is the goal of mastery. Mastery
helps us see that learning must be memorable and that students need to learn meaningful
content to be able to use and apply specific skills. The thinking goal of understanding
helps us see that reasoning is the process of learning. This goal allows students to
discover, explain, and prove their understanding. The goal of self-expression helps
us to see the importance of creativity and aesthetics, and the need to synthesize and
transform what has been learned into expressive products and performances. The
goal of interpersonal learning helps us see that learning must be connected to personal
experiences. Learning is a vehicle for developing deep connections not only between
the learner and the content but also between learners themselves. To learn something
deeply requires students participating in the process of DO, LOOK and LEARN, as
well as, their “visiting each of the neighborhoods” of learning - Mastery,
Understanding, Self-Expression, and Interpersonal Connections.
We can teach faster than students can learn. There is far more to teaching than telling.
In order to achieve the four goals of in-depth learning - mastery, understanding, self
expression and interpersonal connection , students need to be actively involved doing
and reflecting upon their experiences. When students are actually involved, they use
their heads, hearts, minds and their hands. As a result real, lasting learning will
occur.
Active in-depth learning is hard work. It is both an engagement of the mind and a
transformation of the mind and body. There are no short cuts! Just as we cannot grow
crops without preparing the soil, planting the field and harvesting the plants, students
cannot really learn without preparing their minds. They, too, must plant the seeds of
knowledge in a rich experience of prior learning and harvest their own experiences
articulated in meaningful ways. In farming, as in learning actively, students will reap
only that which they sow.
Active learning is also fun and rewarding because students are personally involved
and have the opportunity to work with other students. In learning the content they
iv
are engaged in the critical skills of learning how to think as well as in seeing the
product of their work as enjoyable and satisfying.
We can teach faster than students can learn. There is far more to teaching than
telling. In order to achieve the four goals of in-depth learning — mastery,
understanding, self-expression, and interpersonal connection, students need to be
actively involved doing and reflecting upon their experiences. When students are
actively involved, they use their heads, hearts, minds, and their hands. As a result,
lasting learning will occur.
1
Goodlad, John. A Place Called School, 1984. McGraw Hill Publishers. New York, NY
v
4 GOALS OF ACTIVE IN-DEPTH LEARNING
MASTERY INTERPERSONAL
Memory Relationship
Model, exercise, practice and quick feedback Experience and personal connections
Do Look
Learn
vi
Language Arts/ Social Studies
Tool Guide/Instructional Strategies
Title VI
Thoughtful Education Project
1996-1997
Table of Contents
PROCEDURE: The teacher poses a question for students to think about. The
students generate responses and share them with their neighbors. The teacher then
collects the students’ ideas.
STEPS:
THINK, PAIR AND SHARE
1. Teacher poses a question.
EXAMPLE: Based on our demonstration, think about how the boiling of liquids
is different from the freezing of liquids. Discuss your idea with
your neighbor and be ready to share.
1
KINDLING
PROCEDURE: Like T.P.S. the teacher poses a question for students to think about.
Instead of sharing with neighbors, however, students “jot down.” scribble, or draw
their responses to the question in their “Write to Learn” or “Thinking Logs.” The
students now share their ideas either with neighbors or with a small group. The students
can compare their ideas with others, critique their ideas, generate new ideas, or draw
conclusions from everyone’s responses. The teacher collects and records student ideas
on the board so they can be examined and explored further.
STEPS:
KINDLING
6. Teacher collects and records ideas so they can be examined and explored
further in class.
2
EXAMPLES:
3
GIVE ONE, GET ONE
PROCEDURE: The teacher poses a question and asks the students to record two
responses. The teacher then asks the students to stand up and move around the room
to make connections with other students’ responses. Each time a student “connects”
with a new student, he needs to give the student a different idea and get another idea
in return (new ideas should be added to student’s original list). If both participants
have the same ideas, they need to work together to generate a new idea. They then
can continue their journey connecting with other students. The teacher provides the
students with a goal for the number of different ideas to collect and a time limit
within which they have to collect them. It is important that students are reminded to
work with only one student at a time (before they move to another student). Students
should not form small groups to collect ideas. The point of the strategy is for students
to meet other students and to move from one person to another sharing and revising
ideas.
STEPS:
GIVE ONE, GET ONE
1. Teacher poses a question.
4. Students stand up and “connect” with another student only to give an idea
and get a new idea.
6. Students return to their seats (they can share ideas in small groups and try
to generate two or three additional new ideas).
4
EXAMPLE: How is a leaf like a factory? Generate two ideas. Move around the
room sharing ideas until you have given and collected six additional
ideas in two minutes.
5
ASSOCIATIVE THINKING
STEPS:
ASSOCIATIVE THINKING
1. Introduce the concept of associative thinking to students, “When I say the
word __________, what is the first thing that comes to mind?”
4. Read the title of the text you selected to share with your students. Then
ask them to generate associations in the four quadrants.
What comes to mind when I say the title of the novel, The War of
the Worlds?
6
BRAINSTORMING
PROCEDURE: The teacher organizes students into groups of three to five and
selects one to be the “recorder.” The class reviews the following rules for
brainstorming:
The teacher then presents a question or problem; the recorder solicits one idea from
each participant before proceeding to the next. Students are encouraged to build off
other students’ ideas. The goal is to generate as many ideas as possible within the
time limit. Once time is up, the ideas are examined for their quality. The group
decides which ideas are great ideas, which are good ideas, and which are just okay. It
is important to use all three categories. The students now reflect on the criteria they
used to distinguish which idea belonged in which group. Finally, students select the
idea that they feel best addresses / solves the problem situation.
7
STEPS:
BRAINSTORMING
4. The teacher poses the question or problem and sets a time limit.
EXAMPLE: What if the major rivers (Mississippi, Missouri) had flowed west to
east instead of north to south?
8
FACTSTORMING
PROCEDURE: The students are organized into small groups. The teacher poses
a question, i.e., names of natural resources. The students select a recorder for the
group and generate as many responses as they can in a designated period of time.
STEPS:
FACTSTORMING
EXAMPLE: List all that you know about World War II. How many geoic
shapes can you name?
9
CAROUSEL BRAINSTORMING
10
STEPS:
CAROUSEL BRAINSTORMING
2. Students divide into small groups. Each group uses a different color
marker to record ideas.
4. When the time ends, groups rotate to the next question (or the question
rotates to the group). Students read the new question, read the previous
responses and either develop new ideas or expand on existing ideas as
quickly as possible.
5. Either ask each group to summarize the response at their first station or
encourage students to walk around the gallery reading and reflecting on
the ideas.
11
Chart for Station Three (Classifying)
Natural Resources
Priority Pyramid
Sun
Soil
Oil
Wild Animals
Water
Diamonds
12
Chart for Station Five (Creativity)
13
GRAFFITI
STEPS:
GRAFFITI
14
EXAMPLE: Sample questions in the
four quadrants
east?
REMEMBERING RELATING
15
THINK OF A TIME
PURPOSE: Is a technique to help students see things from different points of view.
PROCEDURE: Students are grouped into threes and numbered one, two, and three.
Students are asked to examine an issue from three points of view:
1. As a “participant”
2. As an “observer”
3. As a “supporter”
In the first round the teacher asks students to think of a time when they experienced
something related to the content they are being taught (ie. When they were confronted
with prejudice, when they took advantage of someone, etc.) Record what they
remember about the experience in writing. They then compare their stories with
others in their group to determine common attributes. After exploring the various
points of view in their group the number one students move to another group where
they summarize their original ideas. The new group listens and compares its ideas
with the new ideas.
The process is then repeated from the second perspective. The teacher asks the students
to think of a time when they were observers (observed someone confronted with
prejudice). Students record and discuss in a similar manner with the group and
summarize.
Finally, students are asked to consider the experience from the third perspective -
what it was like when they supported someone. (ie. When they supported someone
who was experiencing prejudice). Students record and discuss; then number three
students move and summarize.
The last group develops a set of attributes or elements critical to the concept being
examined. The students reflect upon what they know about the concept and what
they noticed about themselves as learners. Then they establish goals for deepening
their understanding the next time they engage in the process.
16
STEPS:
THINK OF A TIME
4. After exploring one point of view, one student from each group
joins a new group where he shares his previous groups’ attributes
with his new group.
6. The students reflect upon what they now know about the concept
- what new insights they have that they didn’t have when the
process started. They also reflect upon themselves as learners and
establish a goal for the next time that will allow them to deepen
their engagement in the process.
EXAMPLE: Think of a time when you were confronted with responsibility and
learned something about freedom.
17
POSTER SESSION
PURPOSE: Is a novel way for students to present and exchange ideas about a topic
being discussed or studied.
PROCEDURE: Ask students to select a concept or idea related to the topic or unit
being discussed or studied. Have them prepare a visual display of the concept on a
poster board. The poster can include words and pictures and should be self-explanatory.
That is, observers would easily understand the idea without any further written or
oral explanation. Students can work alone or in pairs. They also can be asked to
write a small narrative to support their visualization. Have students post their visuals
around the room and then invite them to circulate freely around the room viewing
and discussing each other’s drawings. Give students post-it notes to record and provide
feedback to other students about their work. The teacher then convenes the class and
leads a discussion about the work and what they learned and what they found most
valuable. Posters can also be used for students to describe their thoughts and feelings
about a topic.
STEPS:
POSTER SESSION
2. Students post their visuals around the room and circulate freely
around the room viewing and discussing.
18
MAPPING
PURPOSE: Mapping, mind mapping and webbing are terms often used
synonymously to describe the visual representation of hierarchical relationships of a
central concept supporting ideas and important details. Mapping can be used to teach
vocabulary, to introduce outlining, to teach note-taking, to use as a prereading activity,
to demonstrate comprehension or to use as a study guide.
PROCEDURE: The first step in developing a map is for the teacher or students to
identify a topic, main idea or central question. The students circle the central concept
and write it in a circle on the center of their page. The secondary categories are
identified and connected to the main idea chapter or subheadings. The students either
generate or collect supporting details. The supporting details are connected to the
idea or topic they support. Maps force students to pay attention by reading, recalling
and studying. They demonstrate the hierarchical patterns of comprehension. Mapping
the entire chapter of a text may be too time consuming; it may be best to map a
portion of the chapter that the teacher has identified as important.
STEPS:
MAPPING
19
EXAMPLE: BOILING
EVA PORATING
VIBRATE MELTING
MOLECULAR INCREASE IN HEAT
PA CKED
CLOSELY SOLIDIFYING
TOGETHER
FREEZING
CHANGE
SOLIDS PROCESS
SHAPE CONDENSING
HAS A
DEFINITE
SHAPE DECREASE IN HEAT
STATE OF
20
MATTER
DEPENDS ON SHAPE
OF CONTAINER FURTHEST APART
SHAPE
MOLECULES
LIQUIDS GASES NO ATTRACTION
APART
VIBRATE
RESPONSE TECHNIQUES
PROCEDURE: There are many ways to call upon students in class. The important
thing is for the teacher to vary the techniques. One obvious way to call upon students
is to call on the students who have their hands raised. In random calling the teacher
poses a question and then randomly calls on students in the class to respond.
Alternatively the teacher can design a deck of cards with the students’ names and
choose one card at a time. In student calling students who are called upon can call
on other students to respond. In a whip the teacher goes around the classroom obtaining
a short response to the question from everyone.
STEPS:
RESPONSE TECHNIQUES
EXAMPLES: Some examples are raised hands, random calling, student calling
and whips.
21
PRIORITY PYRAMID
STEPS:
PRIORITY PYRAMID
2. The teacher provides a list of ideas (or the students can select
their own ideas). The teacher explains that the most important
idea is placed at the top of the pyramid followed by the next idea,
etc., so that the least important idea is at the base.
3. Students examine items on the list or in the text and rank them
according to importance.
4. Students reflect upon their choices and establish the criteria they
used to determine the rankings.
22
EXAMPLE: Task: Which is the most important to you - friends, career, education,
money, physical or financial security, leisure?
Directions
4. Reflect on priorities.
Education
Friends
Financial Security
Health
Job Satisfaction
House
Vacation
23
RANK ORDER LADDER
PROCEDURE: Unlike the priority pyramid the teacher will establish an objective
criteria of organizing this information (i.e., it can be quantity, time, order). The students
need to know the order and criteria. For example, put four documents in order -
Declaration of Independence, Mayflower Compact, Articles of Confederation, Magna
Carta and explain their relationship according to the principles of American
Democracy. Sequence the events first to last.
STEPS:
3. The students rank items and explain how they used the criteria to
obtain their order.
EXAMPLES: Rank order your favorite TV programs using most favorite to least
favorite as the criteria. From this list generate three or four overall
favorite TV programs. Rank them according to which you think
will continue to be shown for the longest period of time.
24
LEARNING PARTNERS
PURPOSE: Is a technique to use when you want to involve everyone in the class in
a collaborative activity but don’t have the time to establish small discussion groups
or to complete a cooperative learning activity.
The teacher then establishes the pairs and the amount of time students will have to
work on the task. During the work the teacher should walk around the room monitoring
the student performance and judging how much time students will need to complete
the task. They should not be stopped abruptly from working. The teacher will announce
to the students that they have a minute to complete their task and that they should
look up as they finish. After the partners have completed their task the teacher should
collect student responses and then ask students to reflect upon their work and how
they worked together to complete the task.
STEPS:
LEARNING PARTNERS
25
EXAMPLES:
26
COOPERATIVE STRUCTURE FOR PROMOTING
POSITIVE INTERDEPENDENCE
PURPOSE: These are techniques to promote interdependence and individual
accountability in group work.
PROCESS: This process is based on the belief that a product that is produced by a
group is usually better than one that has been produced by an individual. The teacher
identifies a task that he/she wants the students to work on cooperatively and then
determines a specific structure that is best suited to complete the task. The structure
creates a need for students to work cooperatively and, at the same time, promotes
individual accountability. The teacher needs to make sure that the students fully
understand their roles in the structure. After the work is completed the teacher grades
the students appropriately according to the structure that was chosen.
STEPS:
3. Present the structure to the students and make sure they fully
understand their role in each structure.
27
EXAMPLES:
UNITED WE STAND
In this technique, each group is required to produce one product that
compiles each member’s best work. For example, each group would
develop one set of answers, one chart, one essay, one poem, one
illustration, one graph, one diagram, one lab report, etc. Students
understand that the group’s product should be the result of everyone’s
efforts and contributions and that they will receive a shared grade.
DIFFERENT STROKES
With this technique each group member is expected to provide an
individual product after conferring with team members. This technique
promotes divergent thinking since students are expected to look for many
varied responses to the question. A problem or question is posed and
after group discussion, each student must formulate a unique and correct
answer. Students are given credit for every correct group response that
is different.
PICK’EM AT RANDOM
The students work together in a group making sure that each member of
the group has the same answer and can explain how they acquired the
answer. The teacher then randomly calls on one student to represent the
group and share the group’s answer. A shared grade is given to each
participating group member.
SIGN OFF
This technique ensures student cooperation and accountability within
the group structure. Each group member must sign all work that is
submitted, but all members must agree that each student has done
appropriate work before the signature is allowed. This technique
promotes high levels of cooperation because the signature guarantees
that all students have worked on the question, that they understand the
answer and that they can explain and defend the group’s position if asked
to do so.
28
DIVIDED RESOURCES
This technique limits resources given to each group member so that the
members of the group must share materials and work cooperatively. The
teacher may give each member of the group different documents or clues
needed to solve a mystery or a puzzle or
provide each group with one worksheet
containing the questions, one map from which
to work, one copy of directions, one pen that
must be shared, etc. Each method ensures the
need for students to work together.
29
SURVEYING
PURPOSE: Is a way to assess what students are thinking and to invite them to
participate in class.
PROCEDURE: The teacher asks the class a question which requires students to
make a choice:
Students can raise their hands, do thumbs up or down, etc., to show their responses.
Both the teacher and the students get a quick sense of the class ideas or feelings about
the issue being discussed. The teacher can then use the students’ responses to give
direction to the lesson.
STEPS:
SURVEYING
How many people have ever felt strongly about something that they
were willing to protest?
30
JEOPARDY
PROCEDURE: The first step for the teacher is to introduce the topic being studied.
Then the teacher asks, “ If _______________ is the answer, what are the questions?”
The students generate as many questions as they can where the term the teacher
presented would be the answer. The teacher records the possible questions. The
questions are examined and grouped, and the teacher and class assess what they know
and understand.
STEPS:
JEOPARDY
31
PHYSICAL BAROMETER
PURPOSE: Is a technique both for assessing student positions quickly and for
having students physically participate in the class.
The students think about the statement or question, get up from their seats and move
to the part of the room that reflects their position or answer. The students first discuss
the reasons for their choice with other students who think like them. They then
explain their position to the rest of the class. The groups can ask questions of each
other. After the question and answer period the students are asked to reflect again
and to take a final position (either stay where they are or move). Students who choose
to move should be prepared to explain why they moved.
32
STEPS:
PHYSICAL BAROMETER
4. The students discuss the rationale for their position with others
who have the same position.
7. Students take a final position and defend their choice either ver-
bally or more commonly in writing.
33
FEEDBACK TOOLS
PROCEDURE: The teacher designs a special code or system that allows the
students to make it known when they do not understand. The code can be red light,
yellow light or green light cards (signifying extreme confusion, moderate confusion,
and no confusion, respectively); hand signals; pictures; knowledge barometers; etc.
The teacher begins teaching and periodically asks students to assess their understanding
and provide him/her with feedback. If students say they are confused (red light cards,
for example) the teacher asks students to state at what point they became confused
and clarifies, and then asks another student to restate. The teacher now reteaches the
“confusive” material. The teacher slows down or accelerates the pace of the
presentation depending upon the student feedback he/she receives.
STEPS:
FEEDBACK TOOLS
34
EXAMPLE:
Go Slow Stop
35
CATEGORIES
PURPOSE: A technique for forming groups and reviewing content.
PROCESS: The teacher identifies a general theme or topic and categories according
to the number of groups he/she wants to establish. The teacher then generates specific
items for each category depending upon the number of students to be in each group.
For example, if the subject is geography, specific categories could be land forms,
weather, natural disasters, names of continents, countries, rivers or mountain chains.
The items for each category for a class of 28 students would be as follows:
Each student is given a card with a specific term on it. The student is asked to
identify the topic, then to consider the category in which the term belongs. The student
then searches for others who fit into their category. When most of the groups have
found their members, the teacher brings the students to a halt and has those groups
that are complete name their category, read their items and explain why the items
relate. The remaining students who have not found a group are coached by the others
until they find their respective groups. The teacher, at some point, may provide an
answer key to help the students identify their groups.
36
A variation of this technique is to provide students with a single line from a limerick
or other poetic form, such as a sonnet, which the students would have to reconstruct
into a complete poem. Another variation is to have students solve a mathematical
equation and find others who have a similar answer. This technique is highly adaptable
to various classroom needs.
STEPS:
CATEGORIES
2. Have the students mingle and try to find other students that they
believe belong to their category.
4. Have each group identify its items and explain why the terms go
together.
37
ENERGIZERS
PROCEDURES:
ADD-ONS
One person is invited to come to the front of the room and act out or present something
that he has learned from the class. Another comes up and joins the impromptu living
sculpture. Others come up, one at a time, to add and create a giant scenario that
represents what they have learned.
BALL TOSS
Five to seven students stand in a circle about ten feet apart following each other. One
has a ball or a bean bag. The person tosses it to another person to start. Content could
be “Q” or “A,” items in a category, work association or to continue a story.
BARNYARD
This tool provides an energizing way to form groups. Secretly assign numbers to
everyone up to the number of groups you want (eight groups everyone gets a number
from 1-8). Assign a noisy animal from the barnyard to each number: all one’s are
dogs, all two’s are cats, all three’s are goats, all four’s are horses, all five’s are sheep,
all six’s are chickens, all seven’s are ducks and all eight’s are mules. Then have all
the students stand up, and mix around the room making the appropriate noise of their
animal trying to find the other members of their group. To add to the fun and difficulty
have everyone close their eyes and try to find the members of their group.
38
BIRTHDAY LINES
Invite students to stand up. Ask them to get into single file, in order of their birthdays
from January 1 to December 31. To add to the fun, divide the class in two and have
them compete to see which half is the fastest or you can have them line up without
speaking. Have students discuss what they learned from this about problem solving,
team work and communication.
CHALK TALK
Put a question or a prompt on the board. Then invite students to come to the board
one at a time to respond. Each student can come to the board and respond to the
question, the prompt or the previous student response.
PICTIONARY
Divide the class into teams. Select concepts that you have taught and put each one on
a card. Invite a member of the team to come to the board and draw a picture without
words that represents the idea. The other members of the team have three (3) minutes
to figure out the idea being communicated to them. This is an excellent activity to
stimulate visual intelligence.
COMMERCIAL BREAKS
This is a great technique to review information. Divide the class into teams. Each
team is assigned a topic or they choose one. Each team is responsible for developing
an impromptu television commercial. The point of the commercial is to review the
content. This can also be done with partners or by individuals.
EXPERT INTERVIEWS
Half of the students become experts in the topic you are teaching and half are
interviewers. The interviewers have two (2) minutes to get the story. The roles are
then reversed.
HUMAN KNOT
The class is divided into six eight-person teams. The team stands in a circle and each
member grabs the hand of a team member next to him and another hand of someone
in the circle not next to them. Make sure that everyone is connected. One person
squeezes the hand of the person next to him; that person squeezes the other hand of
the next person and so on until the “squeeze” returns to the person who started it. The
group is then asked to try to untangle themselves so that they are all facing the same
way in the circle holding hands. The one important rule is that the group cannot
break hands at any time.
39
INQUIRY
The teacher selects specific terms or names of people that she wants the students to
remember and writes each one on a card. Each student is given a card and asked to
tape it on the back of another student. One card is given per student. The students
then stand up and walk around the room looking at the backs of all the other students.
They stop and ask other students yes or no questions to collect information before
they guess. When they think they know the concept, they make a guess. If they are
correct they wear the card in front. When everyone has guessed their terms, the
teacher has the students form groups of terms that go together and has each group
explain why.
SQUARE DANCE
The students form two circles - one inside the other. A command is given to one or
both members of the circles. The teacher may say, “Inside circle walk three steps to
the right; outside circle, two steps to the left,” etc. Participants stop in front of their
new partner and are asked a question to think about. They discuss their responses.
The question can be content oriented, (i.e. Which character in the book is most like
you and why?) or personally oriented, (i.e. If you found $25.00 what would you do
with the money?).
SCRUNCHES
Have the students scrunch their toes, then their ankles and continue up the torso to
the top of their heads so their whole body is scrunched tightly. Then have them
release the scrunch slowly from the top of their head to their toes. This increases
the blood flow through the body and brings oxygen to the cells which enhances
their ability to think.
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Notes to Myself to Begin the Change...
MASTERY
INTERPERSONAL
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CIRCLE OF KNOWLEDGE STRATEGY
TEACHER PREPARATION:
STEPS:
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STEPS (continued)
NOTES:
KEY QUESTIONS:
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COMPARE AND CONTRAST STRATEGY
DESCRIPTION:
TEACHER PREPARATION:
STEPS:
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NOTES:
• Tell students that it is easier to describe similarities when comparing two things
which are very much alike and harder to describe the differences. When two
things are very different the opposite is true.
EXAMPLE:
VISUAL ORGANIZER:
Heart Lungs
Physical description, how it works, and importance to the body are criteria selected
for comparing and contrasting
SYNTHESIS: Design an activity in which students are asked to apply or use the
new learning. An example may be: A five minute writing piece to answer the
questions: If you had to choose between a heart transplant or a lung transplant,
which would you choose? Why?
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FOR ADDITIONAL INFORMATION SEE:
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CONCEPT ATTAINMENT STRATEGY
TEACHER PREPARATION:
STEPS:
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NOTES:
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COPE STRATEGY
TEACHER PREPARATION:
STEPS:
NOTES:
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EXAMPLE:
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DECISION MAKING STRATEGY
TEACHER PREPARATION:
• Decide on content you want students to learn.
• Prepare the question, dilemma, or situation.
• Determine if student is to be a decision maker or decision evaluator or both.
• Determine information students need. (background information, key issues,
facts, resources)
• Determine the possible alternatives, and the significance or consequences of
each. (short-term? long-term? affects whom?)
• Determine criteria to be used to compare/contrast alternatives.
• Decide how decision will be communicated.
• Determine how students will demonstrate and apply what they know and have
learned.
STEPS:
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STEPS (continued):
Phase 3. Synthesizing
Predict long-range effects/significance.
Form text hypotheses regarding outcomes.
Draw conclusions about future events.
Plan and justify course of action based on predicted outcomes/decisions.
Evaluate/judge effects or significance.
NOTES:
For students to learn content, to become good decision makers, and to think
critically, creativelycatscats and independently, a risk-free environment is essential.
EXAMPLE: Use a Rank Order Ladder (or other graphic organizer) to have
students rank order the reasons the United States entered World
War II.
Decision Making Strategy for Georgia Critical Thinking Skills Program (available
for checkout at NJC)
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DIVERGENT THINKING STRATEGY
TEACHER PREPARATION:
• Select content.
• Design a question that evokes different kinds of thinking.
• Plan an environment in which free and spontaneous responses are accepted.
• Determine the mode of expression (speaking, writing, movement) you will use
and support materials which may be needed.
• Explain what divergent thinking is.
STEPS:
NOTES:
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EXAMPLE:
Content: math
Goal: develop a conceptual understanding of measurement
Explain that there is often more than one way of looking at things.
Students, working in groups, will find many possible answers to a question.
Any answer that works counts.
Provide groups with large sheets of paper to record their work.
The topic is MEASURING and the question is WHY DO WE?
Take five minutes to write down as many different answers as possible.
Students generate responses and teacher records answers on a master list.
Point out that some answers lead to other possibilities.
Allow small groups to meet to explore new ideas.
Record additional answers on master list.
Work in groups to organize answers in some way.
Ask students to represent answers in art project.
• Talents
• Teaching Styles and Strategies, Manual #2, pp. 133-138.
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INDUCTIVE LEARNING STRATEGY
TEACHER PREPARATION:
STEPS:
1. Teacher created: The teacher may make a list of items he/she wishes
students to organize into categories. (Ex.: Generate a list of words that have
to do with the concepts/principal of U.S. Government.)
or
2. Students organize the data into categories (there are no right or wrong
categories) and group items they feel have common attributes (Ex.: fit
together).
3. Students give their categories names. (Ex.: Using the government theme
they may have Judicial Branch, Executive Branch, etc.)
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STEPS (continued):
NOTES:
EXAMPLES: You are in a time machine and have returned to the year 1750 to a
New England colony. What would you expect to see? Make a
list of those things you would expect to see.
After your reading/viewing, etc. write in your learning log a description of life in
Colonial New England in 1750.
TEACHER PREPARATION:
STEPS:
NOTES:
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MYSTERY AND INQUIRY STRATEGY
TEACHER PREPARATION:
STEPS:
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EXAMPLE: A colony on the edge of a river in Jamestown, VA was founded in
(1609)? by English settlers. In the first 20 years of the colony the
death rate was 75% to 80% and far exceeded the death rate in
Europe during the height of the plagues.
Examine the clues and construct a theory about what might have
happened in the Virginia colony. Specifically include: Why did
this occur? Who was dying? and Why did it continue so long?
Teacher will make the clues from primary sources; textbook, etc.
NOTES:
• Inquiry Strategy for Georgia Critical Thinking Skills Program (available for
checkout at NJC)
• Mystery Strategy for Georgia Critical Thinking Skills Program (available for
checkout at NJC)
• Teaching Styles and Strategies, Manual #2, pp. 99-115.
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NEW AMERICAN LECTURE STRATEGY
TEACHER PREPARATION:
STEPS:
1. Begin with a Hook (Example: How many of you have visited a historical site
that dealt with the America Revolution? What do remember about that historical
site? Sights, smells, etc.)
2. Students are given a visual organizer (Ex.: Time line)
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STEPS:
3. The teacher begins the lecture over the American Revolution. After
lecturing for about 5 to 10 minutes the teacher stops and allows
students to collect information to put in the visual organizer. The
organizer may be a chronological time line, cause and effect, map of
the 13 colonies, etc.
After students write down information, the teacher continues the
lecture, stopping after about 5 to 10 minutes. Have students record
more information on the visual organizer.
4. Elaborate or review in the 4 thinking styles.
EXAMPLE:
PRACTICAL: Turn your paper over and write down as many causes of the
America Revolution that you can remember.
ANALYTICAL: Look at the statement and either prove or disprove it. “The
colonists were well prepared for war.”
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RECIPROCAL TEACHING STRATEGY
TEACHER PREPARATION:
STEPS:
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NOTES:
EXAMPLE:
A B B A
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READING FOR MEANING STRATEGY
(READS)
TEACHER PREPARATION:
NOTES:
SAMPLE QUESTIONS:
A Mastery statement is a sentence that is trying to say what other sentences in the
story say.
Understanding Statements
An understanding statement tries to say what a lot of the story is about. Sometimes
in stories it is important to know why things happen. At the end of this story the
mouse feels happy and contented. I wonder why?
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Read the list of events below and write a “C” next to those events that you think
helped cause the mouse to feel happy at the end.
____ 1. The mouse’s parents did not want him to make the trip.
____ 2. The mouse wanted to see the ocean.
Self-Expressive Statements
Self-expressive statements try to say what the whole story means.
“The Mouse at the Seashore” is a fable. Fables are stories that use animals to teach
us how to behave in order to be happy. Fables have morals. These sentences say
clearly what the story is trying to teach.
Read through the list of moral statements below and put a check mark next to those
that you feel fit with the story.
Interpersonal Statements
Directions: Often authors want us to feel a certain way when we finish reading
their stories. Sometimes we feel that way and sometimes we feel differently. Think
back over the story. Think about what the author said and what you felt. Then, in
column A put a check mark next to those feelings you experienced. Put another
check in column B if you think the author wanted you to feel that way. Be ready to
talk about your responses.
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THE MOUSE AT THE SEASHORE
A mouse told his mother and father that he was going on a trip to the
seashore.
“We are very alarmed!” they cried. “The world is full of terrors. You
must not go!”
I have made my decision,” said the mouse firmly. “I have never
seen the ocean, and it is high time that I did. Nothing can make me
change my mind.”
“Then we cannot stop you,” said Mother and Father mouse,
“but do be careful!”
The next day, in the first light of dawn, the mouse began his
journey. Even before the morning had ended, the mouse came to
know trouble and fear.
A cat jumped out from behind a tree.
“I will eat you for lunch,” the cat said.
It was a narrow escape for the mouse. He ran for his life, but he
left a part of his tail in the mouth of the cat.
By afternoon the mouse had been attacked by birds and dogs.
He had lost his way several times. He was bruised and bloodied. He
was tired and frightened.
At evening the mouse slowly climbed the last hill and saw the
seashore spreading out before him. He watched the waves rolling
onto the beach, one after another. All the colors of the sunset filled
the sky.
“How beautiful!” cried the mouse. “I wish that Mother and
Father were here to see this with me.”
The moon and the stars began to appear over the ocean. The
mouse sat silently on the top of the hill. He was overwhelmed by a
feeling of deep peace and contentment.
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