Concept/Definition MappingThis is a good strategy for teaching new vocabulary words and concepts which can be used as a review and to study for tests. Show students what a blank concept/definition map looks like and model how to use it by using a term that is familiar to the students. Have the main word or concept in the center with related questions and answers branching off of it (questions such as: What is it? What is it like? What are some examples? etc.). Then give students a new term or concept related to the content being taught and have them use information from a text or background knowledge to create their own concept/definition map with a partner. After students have finished their maps, have them write a complete definition for the concept or term in the "My Explanation" box which should explain the category of the word, its properties or characteristics, and specific examples, and should be written in more than one sentence (as opposed to a dictionary definition). You can now have students create concept/definition maps for other important words and concepts relevant to the what is being taught. This strategy will help students fully understand important words and concepts of particular content and will help the teacher see if each student is actually understanding it. I included a link below to different examples of concept/definition mapping.
Concept/Definition Mapping Entrance/Exit CardsThis is another good strategy that the teacher can use to get an idea of the understanding of each individual student. At the very beginning or very end of the class period, have students write down a summary or important reflection (their thoughts, questions, confusions, or key ideas) on index cards of the content presented as an entrance or exit to the classroom.
K-W-L (Know/Want to Know/Learned)After introducing a topic, have students create a three column hart with the words know, want to know, and learned at the top of each column, with the title of the topic at the top of the paper. Have students write down what they already know about this topic. Then have them write down what they would like to know about this particular topic. After teaching or having students read about this topic have them write what they have learned. Have students get into small groups or whole class discussions to present the ideas formed in their charts.
Gradual ReleaseGradual release is a strategy that teachers can use to ensure success for all students. The first half of this strategy is the teachers responsibility which then gradually builds towards the students responsibility. First, the teacher will create a focused lesson. Then, the teacher will lead guided instruction where the teacher and students will do it together. Next, students will collaborate and do it together. Finally, students are independently able to do it on their own. This is a good strategy that gradually releases students in being able to perform content related tasks on their own and learn/understand the necessary content.
3-2-1After specific content has been presented (whether it was though discussion, video, text, etc.) have students write down 3 things that they remember, 2 things that they learned, and 1 question that they still have. This is a good way for students to think about the content being taught and a way to expand their knowledge and thinking. This is a great way for teachers to see what each individual child is understanding and what they may still be struggling with, and a way to answer questions that students still have. This activity can be altered in many other ways so I have included a link below with many examples of the 3-2-1 strategy.
3-2-1 10X10This is a good strategy to get students thinking about and understanding historical art. Present students with a piece of artwork related to the specific content you are teaching. Have them individually or with partners create a list of 10 things that they see, and 10 questions that they have about the piece of artwork. The reason for using the number 10 is so that students are encouraged to notice things more challenging to see and think of more difficult questions than just the obvious few. Then have a classroom discussion about what they have noticed and questions they have about the artwork to help students notice things that they may or may not have prior to the class discussion.
Jig-SawsThis strategy is a good way to introduce new content to students and requires them to be responsible for learning and teaching it. Students will be divided into groups of about 4 which will be their home groups. Each student within their home group will be assigned a specific expert group where they will collaborate with students from home groups other than their own to learn about a specific topic. After these groups are experts on their topic, students will then go back with their home groups where they will present/teach one anther about the topic from their expert group. I included a link below for more detailed instruction on a jig-saw strategy.
Jig-Saw QARQuestion/Answer Relationship (QAR) is a strategy for reading informational text. Students first need to be taught the four types of questions: right there, think and search, author and me, and on your own; and also need practice finding and answering these. Students can then relate these types of questions to questions and answers about certain textual information. This will give students a better understanding of what they are reading and why. I included a link below for more detailed instruction on a QAR.
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Quick WriteAt the end of an important learning moment, have students quickly jot down the thoughts that occurred to them. Quick writes are a good way for children to get their thoughts and ideas about what they have just learned down on paper. These are also a good way for teachers to get an idea of how well students are understanding the content.
RAFTThe RAFT strategy is a writing assignment that requires students to use imagination and creativity in their writing and allows them to gain other perspectives on the content learned. It involves writing from a viewpoint other than their own, to an audience other than the teacher, and in a format other than traditional writing assignments (which is also a big motivation for students). RAFT is an acronym for: R- role of the writer ("Who are you?"), A- audience for the writer ("To whom are you writing?"), F- format of the writing ("What form will your writing assume?"), T- topic to be addressed in the writing ("What are you writing about?").I included a link below for more detailed instruction on this strategy.
RAFT Think/Pair/ShareAfter giving students a specific question or issue, give them some time to first think about it on their own, then discuss their thoughts with a partner, and then share their findings with the whole class or a large group. This is a good strategy for students to reflect on and extend their thoughts and understandings. I included a link below for more detailed instruction, applications, and worksheets for this strategy.
Think/Pair/Share SimulationA simulation activity is a good way for students to gain knowledge and understanding on a particular topic in a very engaging, active, and fun way. Have students role-play (or act-out) a particular scene or event relative to the content being learned with partners or small groups and present to the rest of the class. A simulation activity may also involve the whole class by giving each student a different role. I included a link below to one example of how the whole class may be involved in a simulation activity.
Simulation Text-RenderingThis is a good strategy for students to understand the big idea of what they have read. After giving students some type of informational text to read, put them into groups of about three. As a group, have them first create a sentence of what they thought was the most important concept of what they have just read. Then have them come up with a phrase of what they thought was most important. Finally, have them think of one word that could describe what they thought was most important. Now, have a whole class discussion allowing each group to share their sentence, phrase, and word with the rest of the class. This strategy will help students understand the main concepts of what they have just read and allow for a greater understanding.
Literature CirclesThis is a good strategy to introduce new content to students and to have them get familiar with a specific topic. First put students into groups of four and have them briefly discuss the main topic (key words or statements of what they already know). Let the groups share with the rest of the class some things that they already know about the main topic. Divide the main topic into four main parts so that each person in a group is reading something different but related to the main topic. Have students read their text (in whichever form that you find appropriate: articles, stories, poems, etc.) and mark words, lines, or sections that they find important to their specific reading, and identify the main topic of their reading. Then each student will give their group a brief summary and personal reaction to their specific reading. Literature circles can vary in many ways but are an overall good way to get across the main points of a topic and a good way for children to gain background knowledge before learning new content.
Chapter ToursHaving students do a chapter tour is a good strategy for them to build prior knowledge before reading a book. It is a way for children to become familiar with what they will be reading, give them important things to look for while reading, and figure out where useful things are located (table of contents, different chapters, sections within chapters, index, glossary, etc.). Students will be provided a worksheet where they are asked different questions of where these particular things are located (on what page) and for them to turn to certain pages and ask them to write what they see (titles of chapters, sections, pictures, questions, etc.) and how it contains useful information and in what ways it could be beneficial for them. This strategy will help students to use/learn from a text.
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