Mix-Freeze-PairStudents begin by walking around the room until the teacher signals freeze. At this point the students will find a partner and begin discussing a topic specified by the teacher. After ample time for discussion the teacher signals mix and the students begin mixing around the classroom. Once again the teacher signals freeze and the students must freeze and find another partner to discuss a new topic. This strategy is great for bringing together different students to share their ideas and get to know new people.
|
JigsawIn this strategy, students are divided into small groups and each member of the group is assigned a different topic, this could also be a chapter from a book, or sections of the textbook. Students then meet with other students with the same topic for discussion until the topic is mastered. At this point each student returns to their original groups to share what they have learned. This way each group has a member that has mastered each topic or "puzzle piece", completing the jigsaw puzzle. This strategy is great for introducing texts that would normally be too long into the classroom, because students are only responsible for a few chapters as opposed to the entire book.
|
FoldablesFoldables are an alternative way to organize information. They are essentially graphic organizers, however they have a creative twist that engages students as they create, record, and eventually study the information. Foldables are a great because they can be used in any classroom for any subject or topic.
|
Text RenderingThis strategy can be used individually, in pairs, or in small groups. Students begin by reading a text and then creating one sentence to sum up what they have read. Students then turn that sentence into a phrase, and finally that phrase into a word which represents the main idea of the text. This strategy is used to take a large text and render it down to its core, therefore it can be used by students in various contexts for any text that they read to solidify their understanding.
|
QARQAR's or Question Answer Relationships is a strategy used for informational texts. This strategy is beneficial because it teaches students that there are different types of questions and each type requires a different level of thinking. The types of questions include Right There in which the answers can be found in the text; Think and Search in which the answer involves multiple parts of the text; On My Own in which students must use some of their prior knowledge; and Author and You in which the student must relate the text to their own experience. This strategy is great for the classroom because it teaches students an academic skill that can be used throughout life.
|
Concept MapsA concept map is a strategy which creates a visual organizer for any subject. To begin a concept map the student must identify main topics or categories in their information. After these are mapped out, more details are "branched" out of each category, and these may branch into more details yet. As different categories or details connect an arrow is placed on the concept map demonstrating that connection. Concept maps are wonderful because they provide an effective visual of information and also because they help student to develop a deep understanding of the connections and relationships between different categories.
|
Literature CirclesLiterature circles are a great strategy for promoting critical thinking and discussion of literature. Students will be divided into small groups of three to five students, where they will then read and discuss the text. This is beneficial for students because they can share their thoughts about the text, collaborate on text meanings, and incorporate other's ideas into their own understanding.
|
RAFTA RAFT is a writing strategy which helps students to understand their Role as the writer, their Audience or who they are writing for, the Format in which they are writing, and the Topic that they are writing about.
|
10 x 10This strategy begins by students being divided into small groups. Each group is then assigned a picture or piece of artwork which will later be studied. The group first writes down ten things that they notice or see in the picture. After this the students write down ten questions that they have about the piece.
|
Reading GuidesReading guides are lists of prompts and questions about a text that are to be answered as that text is being read. The purpose of these prompts and questions is to guide students through the reading while drawing students attention to the information the teacher wants them to focus on. Reading guides are great for the classroom because they often help students to navigate through a text in a more organized manner and also help them to extract the important ideas from the text.
|
K-W-LA K-W-L is a three columned graphic organizer which can be presented to students before beginning a new unit in class. Three sections are Knowledge where students write what they already know about the topic; What I want to know is where students write what it is that they wish to learn about the topic; Learned is where students record what they have learned about the topic. This organizer can be used as an aide for reading comprehension.
|
Think-Pair-ShareTeacher begins by giving students some sort of topic, this could be in the form of a question or a prompt. Students then take five to ten minutes to think about this topic, possibly jotting down notes. Students then form pairs and share with each other their thoughts about the topics. The class can then come together and discuss their ideas as a whole.
|