Teacher Toolkit
3-2-1
Description: Students complete a 3-section comprehension check by writing what they learned, what they would like to learn more about and what they aren’t sure of yet on their own piece of paper for teacher review.
How to Use:
Buddy Journal
Description: Students write to their “buddy,” answering the prompt the teacher has given them. When instructed, students will read what their buddy has written and respond to what their partner has written through questions or comments.
How to Use:
Password
Description: This educational strategy is used to review vocabulary and key concepts and deepen students’ understanding. It helps students make connections to learning in a unit. Password is not only a challenge for students, but allows them to have fun while learning!
How to Use:
Save the Last Word for Me
Description: This strategy encourages meaningful classroom conversations by eliciting differing opinions and interpretations of text. Asking students to think about their reading stimulates reflection and helps to develop active and thoughtful readers. Save the Last Word for Me also prompts classroom interaction and cooperative group discussion.
How to Use:
Turn and Talk
Description: This strategy permits all students to participate in discussion, rather than only a few students participating in a class-wide discussion. All students are able to process new learning while engaging in meaningful conversation with a classmate.
How to Use:
White Board Wipe-Out
Description: When the teacher asks a question, students use white boards to communicate comprehension. This allows the teacher to quickly see the level of comprehension of concepts that were just taught and keeps students engaged.
How to Use:
Discipline Strategies
Affirmations
Description: Classroom affirmations are used to create a positive and supportive environment by teaching students to be supportive of one another. Affirmations develop an atmosphere where it is the norm to acknowledge and affirm positive behaviors, thoughts and actions. Used consistently, affirmations can change students’ attitudes and their actions.
How to Use:
Cell Phone Parking Lot
Description: Use a “cell phone parking lot” to manage cell phone use during class. This allows the teacher to maintain control of when it is the appropriate time to use a cell phone during class.
How to Use:
When to Use:
Use this strategy when trying to:
Marble Jar Reward System
Description: Every time students exhibit desired behavior, the teacher will place a marble in the jar. Once the jar is full, the class will earn a pre-determined reward.
How to Use:
Mystery Motivator Reward
Description: Students will have the opportunity to receive a mystery reward for positive behavior. In order to receive this reward, students must follow predetermined classroom norms. If the class meets the behavior goal, one student gets to color in the Mystery Motivator calendar to see if the invisible X appears. When it does, students receive reward.
How to Use:
Student Responsibility Forms
Description: Students will receive a form when they break a classroom norm to not only acknowledge undesired behavior, but to also get a chance to explain why and provide suggestions for how the teacher can help prevent undesirable behavior in the future. This form can be used during student-teacher conference, parent-teacher conference or administrative meetings.
How to Use:
Table Points
Description: Allow students to work together to earn rewards for positive behavior. Reward students as a table group by creating a class competition to motivate individuals to work as a team.
How to Use:
Special Education and ESL Strategies
ESL Strategies:
A to Z Charts
Description: Students must come up with a variety of words related to a specific topic. Students organize their words in alphabetical orders and should be able to explain the meaning of the words they choose in their chart, as well as explain how the words relate to the topic.
How to Use:
Back and Forth
Description: Students must explain a concept or idea and share thoughts with a partner. This checks for the ability to explain their understanding of the concept, listen to a classmate’s explanation and check it for accuracy. In this way, students are able to help each other correct misunderstandings.
How to Use:
Card Sort
Description: This strategy gives students the opportunity to work with vocabulary, terms, and concepts. Students sort cards with the terms and concepts into categories based on meaning. Sorting the cards gives students a structure to talk meaningfully with one another about content and helps teachers check for understanding.
How to Use:
Special Education Strategies:
Accountable Discussions
Description: Accountable discussion empowers students to draw up arguments based on evidence. Students learn how to respect the views of their peers while strengthening their communication skills. They get practice in being good conversationalists, participating in conversations in a polite manner.
How to Use:
This tool can be used to aid special education students, especially those struggling with self-esteem, by providing guidance to engage in class discussion. This aids in building social skills. Use this tool:
Guided Notes
Description: Guided Notes are teacher-prepared handouts that accompany lessons, leaving blank space for students to fill in key concepts, facts, definitions, etc. Guided Notes promote active engagement during lecture or independent reading, provide full and accurate notes for use as a study guide, and help students to identify the most important information covered.
How to Use:
This tool can aid students struggling with learning disabilities or those who have trouble staying organized/on-topic. By providing a guided notes sheet, the teacher is encouraging student engagement and providing a note-taking aid. Use this tool:
Non-Verbal Signals
Description: Non-verbal signals may be used as a form of communication between teacher and students. Students can communicate a need without verbally asking or interrupting the discussion. Signals allow the teacher to immediately know what the student needs, rather than stopping to respond to a general hand raised in the air.
How to Use:
This tool can be used to aid in communication for students with both speaking and hearing disabilities. It allows the student to effectively communicate with teachers and classmates. Encourage the use of this tool to signal:
Gifted/Talented and Technology Strategies
Gifted/Talented Strategies:
Jigsaw
Description: Students become the teachers in this activity. After reviewing the material with a group of “experts,” students must go back to their original group and teach the content to their group. Students must use the knowledge they learn to answer questions in some sort of graphic organizer.
How to Use:
Learning Stations
Description: Students rotate through different stations set up around the room in groups of 3-4. Each station allows students to explore content through different methods of teaching that appeal to various learning styles.
How to Use:
Tic-Tac-Toe Game
Description: This game requires students to answer the question/solve the problem in each of the 9 squares on a 3 x3 playing card. The students compete in a pair to try and be the first to link 3 squares (either horizontally, vertically or diagonally) by solving the problems in the squares. The student can only place their marker in the square if they solve the problem correctly.
How to Use:
Technology Strategies:
Freeze-Frame
Description: This strategy challenges students to create a still picture using an ipad, computer or other form of technology to capture and communicate the meaning of a concept. Students must truly understand the meaning of a concept or idea in order to communicate it using their created freeze-frame image
How to Use:
Quick Response:
Description: This strategy keeps students actively engaged while you perform a quick and easy check for understanding. At any point in the lesson, you can pose a question to your students and rather than hearing from just one or two students, you get to see everyone’s answer.
How to Use:
Stop and Jot
Description: This processing activity gives students the opportunity to respond to questions using iPads. Ask students to think and write/draw about what they are learning to promote retention and comprehension. These quick checks for understanding help students make sense of what they are learning before moving on in the lesson.
How to Use:
Description: Students complete a 3-section comprehension check by writing what they learned, what they would like to learn more about and what they aren’t sure of yet on their own piece of paper for teacher review.
How to Use:
- Instruct students to pull out a sheet of paper and divide it into 3 sections.
- In the first section, instruct students to write down 3 things he or she learned from the lesson.
- In the second section, instruct students to write down 2 things that they found interesting/would like to learn more about.
- In the last section, instruct students to write down 1 question they still have about the material.
- Review the students’ responses to determine what students know and what they still have trouble understanding
- During teacher input to check student understanding during a lesson
- During class discussion as a notetaking technique
- As a review at the end of a lesson
- As an exit ticket at the end of the day/class period
- During focus to check for previous lesson comprehension before introducing new content
- Reading 3-2-1: When reading, have students record three of the most important ideas from the text, two supporting details for each of the ideas, and one question they have about each of the ideas.
- Compare/Contrast 3-2-1: As a way to compare and contrast, have students record three similarities between two items, two differences, and one question they still have about them
- Pyramid 3-2-1: Have the students create a triangle and divide it into three sections horizontally. In the bottom section, the students record three things they learned for the day. In the middle section, the students record two questions they have. In the top section, the students describe how the information learned is applicable to their everyday lives.
Buddy Journal
Description: Students write to their “buddy,” answering the prompt the teacher has given them. When instructed, students will read what their buddy has written and respond to what their partner has written through questions or comments.
How to Use:
- Divide students into pairs. This can be done based on ability level or it can be randomized. Buddies can be changed every few weeks.
- Assign a prompt or question that the students will be writing about in their journals. Typically, this will be a response to something just covered in the classroom.
- The two students who have been assigned as buddies write to each other in separate journals for an allotted amount of time. While writing, students should be silent.
- After the time expires, the buddies switch journals and respond to what their partner has written.
- Monitor the writing in the Buddy Journals and occasionally collect them to read the entries. Spot-check the entries as students are writing to clear up any misconceptions.
- During the Guided Practice section of a lesson so students can discuss information just covered
- As an alternative to any verbal paired discussion
- During independent practice at the end of a “written round robin” based on a teacher provided question, category or prompt
- As an ice-breaker at the beginning of the school year for students to get to know their classmates
- As a closing activity so that students can review what was learned in the lesson
- Teacher Dialogue Journal: In this journal tool, students write back and forth with their teacher rather than another classmate. This dialogue allows both the students and the teacher to comment on each other’s entries.
- Team Journals: When working on group projects, all members of the group or team are responsible for writing in the journal. They can write about their views of the project, new information they have learned from the project, and they can respond to their teammates’ entries.
- Classroom journal: Allow students to contribute to a classroom journal at the end of a lesson or a unit and read their responses. This can be an effective tool for determining the effectiveness and comprehension of a lesson.
Password
Description: This educational strategy is used to review vocabulary and key concepts and deepen students’ understanding. It helps students make connections to learning in a unit. Password is not only a challenge for students, but allows them to have fun while learning!
How to Use:
- Create a list of vocabulary terms, important people, significant dates, etc. that go with the current topic. These will be the “passwords” for the game. Write a list of passwords for Partner A and another set for Partner B, using the template below.
- Pair students and have them face one another. Give Partner A and Partner B their separate lists.
- Partner A will be the first partner to give one-word clues about the first word on his or her list. Partner B will get one guess after each clue. Set a timer for 30 seconds (or longer, depending on the difficulty of the words) and ask students to begin the first round. When the timer rings, Partner A records how many clues he or she had to give before Partner B guessed the word. If Partner B has not been able to guess, Partner A records “10.”
- Next it is Partner B’s turn to give clues about the first word on his or her list. If Partner A is not able to guess before the timer rings, Partner B records “10.”
- Timed rounds continue until partners have finished all the words on their lists. At the end of play, partners total the number of clues given. The partner with the LOWEST score win!
- For Guided Practice, after a lesson where new vocabulary and concepts are introduced
- For review before starting a new unit
- To help students assess what they need to study for a quiz or test
- As a warm-up to review a topic covered in previous lesson
- As a vocabulary review before reading a new text
- Instead of a word, use images or pictures that the students must describe to their partner. Picture cards can be used. Students should take turns giving clues, one after the other. If the partner guesses correctly, the card is put into their personal winning pile. At the end of the allotted game play time, the partner with the most cards in their personal winning pile wins.
- Two students stand at the front of the room with their backs to the “password.” The rest of the class gives clues to these two contestants. Contestants take turns guessing the password until one of the contestants guesses correctly. The contestant who guesses the password correctly remains at the front of the class to challenge another student.
- One student stands at the front of the room with his/her back to the "password." The class must give clues to the student until the correct word is guess. Students compete to see how quickly they can get different "contestants" to guess correctly.
Save the Last Word for Me
Description: This strategy encourages meaningful classroom conversations by eliciting differing opinions and interpretations of text. Asking students to think about their reading stimulates reflection and helps to develop active and thoughtful readers. Save the Last Word for Me also prompts classroom interaction and cooperative group discussion.
How to Use:
- Assign a section of text and ask students to find three to five quotes from the text that they think are particularly interesting. The quotes may be something they agree or disagree with, something they find interesting, something they didn’t know, something they would like to tell someone about, etc.
- Pass out index cards or slips of paper to each student, one card for each quote they have found. On one side of the card, ask students to write down the statements from the text. On the other side, instruct them to write any comments or feelings about their statements.
- Divide the class into groups of 3-5 students. All students in the group are allowed to share one of their quote cards. The first student reads one of their quotes to the group and shows where to locate it in the text. However, the student isn’t allowed to make any comments about his or her quote until the other members of the group give their reactions. Therefore, the student gets the last word in the discussion of the statement. This process continues until everyone in the group has shared at least one quote and has provided the last word in the discussion.
- While reading a story, novel, professional article, or chapter of text
- After completing a reading selection that could be debatable or thought-provoking
- Before students debate a topic
- When teaching fact vs. opinion and how to support an opinion
- As a researching or note-taking tool before writing a paper
- Students can use this same strategy while watching a film, (choosing five moments in the film, five actions, five characters, five images . . .)
- Use images instead of quotations. Give students a collection of posters, paintings and photographs from the time period you are studying and then ask students to select three images that stand out to them.
- Ask students to write down three “probing” questions the text raises for them. Students answer the questions on the back of their cards. In small groups, students select one of their questions for the other students to discuss.
Turn and Talk
Description: This strategy permits all students to participate in discussion, rather than only a few students participating in a class-wide discussion. All students are able to process new learning while engaging in meaningful conversation with a classmate.
How to Use:
- Pose a question or prompt for students to discuss and tell them how much time they will have. A one-to-two minute discussion is most productive.
- Have students turn to a specific partner. Pair students using Eyeball Partners, Shoulder Partners, or Clock Partners (see variations below). Partner assignments should be set up beforehand so that students can quickly and easily pair up.
- Set a timer for the allotted time, and have students begin discussing the assigned question or prompt. When time is up, ask partners to share out thoughts and ideas from their discussion.
- As a warm-up activity to discuss previous lesson or homework assignment
- After five to seven minutes of oral or written input, to help student process what they have just heard or read
- During class discussions as a way for students to discuss ideas before sharing them with the class
- As a closing activity so that students can review what was learned in the lesson
- As a clarification tool for a complex problem or new guiding question posed by the teacher
- When students are seated at tables or in groups, “eyeball partners” are students who are facing in front of each other.
- When students are seated at tables or in groups, “shoulder partners” are students who are seated next to each other. This may also be done when students are seated in rows.
- Using a clock template, have students “make appointments” with four other classmates, one for 12 o’clock, one for 3 o’clock, one for 6 o’clock, and one for 9 o’clock. Partners may not be repeated. When ready to use partners, simply say “Work with your [choose one of the times] partner.” In Primary Grades PK-1, partners should be assigned by the teacher.
White Board Wipe-Out
Description: When the teacher asks a question, students use white boards to communicate comprehension. This allows the teacher to quickly see the level of comprehension of concepts that were just taught and keeps students engaged.
How to Use:
- Create: Create a class set of white boards. These can be purchased individually, or for a cheaper alternative, purchase shower board from a hardware store and have the store cut the board down into the size you prefer. Another option is to put paper inside of clear sheet protectors. Each student or student group using the whiteboard will also need a dry erase marker and something with which to erase the board. Option: if you glue a pom-pom to the end of the marker, students will have their own eraser, too!
- Ask: Ask students a question regarding the material just covered in the lesson. This can be an open-ended question, or possibly a multiple choice, yes/no, or true/false question. Keep in mind that they are limited to the space on the white board when writing their answer.
- Assess: Have students hold up their white boards with their answer. Scan the room to assess the students’ answers.
- Multiple times during the teacher input portion of a lesson to ensure students are following along
- As a closing activity so that students can review what was learned in the lesson
- As a review game for an upcoming test or assessment
- At the beginning of a lesson to activate prior knowledge or to review material from a previous lesson
- During the Guided Practice section of a lesson so students can discuss information just covered
- Be the Teacher: Students can also use white boards to teach another student about a particular concept. They can write and draw on the boards to explain a concept or to review with a partner.
- Group Wipe Out: In groups, students must first discuss the question posed by the teacher, come to a consensus and write their answer on the white board. The first table to hold up the correct answer scores a point (table point or game point).
- Partner Practice: Students can practice spelling words or math facts in partners with one partner giving the word or problem and the other writing it on their white board. Students can compare answers and check each other's work.
Discipline Strategies
Affirmations
Description: Classroom affirmations are used to create a positive and supportive environment by teaching students to be supportive of one another. Affirmations develop an atmosphere where it is the norm to acknowledge and affirm positive behaviors, thoughts and actions. Used consistently, affirmations can change students’ attitudes and their actions.
How to Use:
- Predetermine set of affirmations to be used in class.
- Teach students affirmations and appropriate time to use them.
- Review behavior that will result in affirmation
- When using affirmation, acknowledge who is being praised and what they did to earn praise out loud for all students to hear. - Allow students to choose which affirmation they will receive for desired behavior.
- Lead class affirmation cheer!
- When targeting a desired behavior for 504/Special Education students
- When a student exhibits desirable behavior
- When a struggling student achieves a personal goal
- When teaching/reviewing classroom rules
- When celebrating a correct answer during class discussion, review session, etc.
- Written Affirmations: Use an affirmation board in the classroom to leave notes of encouragement and praise for both students, parents and other teachers to see. Both students and teachers can add to the board, as long as the note is encouraging and positive!
- Good News: Send a “Good News” postcard home with a special note of praise!
- Phone Call: Make a fake phone call to a famous person, praising desired behavior of an individual or group of students.
Cell Phone Parking Lot
Description: Use a “cell phone parking lot” to manage cell phone use during class. This allows the teacher to maintain control of when it is the appropriate time to use a cell phone during class.
How to Use:
- Designate an are in the classroom where students can both store and charge their cell phone. Example: Use a hanging shoe bag with individual pockets for each cell phone.
- Label each individual “lot” using a number or picture so students can easily remember where they left their phone.
- Teach students your class cell phone procedure, reminding them that if they keep their phone out of sight in either their backpack or pocket, they don’t have to use the “lot.” It’s simply a tool to help them avoid the temptation to pull it out at inappropriate times.
- Instruct students to write spot number in their notebook after placing the phone in a pocket.
- Power cords are not provided, so if a student wishes to use one, they must remember to pick it up with their phone after class.
- Set guidelines for appropriate use of phones (when the students may access the parking lot)
- If students wish to keep their phone instead of using the lot, they must not get distracted or they will be instructed to “park” their phone in the lot and cannot access it until after class. Multiple requests will result in a “tow,” in which a student cannot retrieve their phone until after a parent has been contacted.
When to Use:
Use this strategy when trying to:
- Teach students appropriate technology use in a classroom
- Integrate technology in the classroom
- Prevent unwanted behavior
- Cultivate respect for education in the classroom
- Reward desired behavior during free time
- Media drawer: Allow students to place all technology in a drawer until appropriate time to use
- Personal parking lots: Have students place technology on a designated spot on the desk where the teacher can see it. This allows for use during class without distraction of getting up to retrieve it.
- Table parking lots: Allow students to place phones in a box in the center of the table to ensure use is only during appropriate time. Designate a “ticket person” at each table to help monitor cell phone use.
Marble Jar Reward System
Description: Every time students exhibit desired behavior, the teacher will place a marble in the jar. Once the jar is full, the class will earn a pre-determined reward.
How to Use:
- Set up the empty jar on the teacher’s desk within student visibility. Select jar according to classroom needs (smaller jars used for simple rewards and large jars for bigger rewards). Explain the procedures of the marble jar.
- Add a marble every time students exhibit desired behavior, being sure to praise the positive behavior by saying the name of the individual group completing the behavior and what the behavior is.
- Reward students when the jar is full. Remember to use apporpriate reward for size of jar.
- Quick and quiet transition time
- Good hallway behavior
- Participating in class discussions
- Answering correctly during discussion, review session, etc.
- Everyone in the class turns in an assignment
- Points Marble Jar: The class can earn multiple marbles for specific positive behaviors. However, if the entire class misbehaves, marbles can be taken away.
- Personal Marble Jars: Each student will have a personal jar. Set individual goals for targeted behaviors. When the jar is full, the student can either receive a predetermined reward or “buy” a reward with a portion of their marbles from a list of rewards.
- Tiered Marble Jar: Place 3 stickers at 3 different levels on the jar. When the class reaches the first sticker, they will receive a small reward. When the middle sticker is reached, a bigger reward is given. The class will receive the biggest reward (class party, pajama day, etc.) when the last sticker is reached.
Mystery Motivator Reward
Description: Students will have the opportunity to receive a mystery reward for positive behavior. In order to receive this reward, students must follow predetermined classroom norms. If the class meets the behavior goal, one student gets to color in the Mystery Motivator calendar to see if the invisible X appears. When it does, students receive reward.
How to Use:
- Create the calendar, using an invisible ink pen to draw an X every 10 days (approximately).
- Create a list of rewards as a class. Place these rewards in sealed envelopes and select one to place next to the calendar.
- Write the desired behavior at the top of the calendar, such as raising hand to speak, lining up quietly, turning in homework, etc.
- If the students meet the criteria, one student will color in the square for that day with a developer pen. If a marked day, students receive reward immediately. If no X appears, praise students and encourage them to keep up the good behavior until the reward is given! If the goal is not met, do not allow students to color in the square to check for missed reward. Simply discuss how class can improve behavior and try again the following day.
- School work completed
- Good lunchroom behavior
- Few classroom norms broken
- Class participation in discussions
- Good behavior during teacher absence
- Bonus Square: At the beginning of the week, write a number 1-5 in the bonus square using the invisible pen. At the end of the week, one student may color in the bonus square. If the students met their goal for the number of days in the bonus square, class will receive bonus reward.
- Mystery Motivator Chart: Instead of using a calendar and invisible ink, a simple chart with 5, 10, or 20 squares can be used. As students exhibit the desired behavior during class, a square is marked off. Once all the squares are marked off, students earn the mystery reward.
- Team Mystery Motivator: Assign each student to a team of three to four students. Give each team their own calendar with Xs marked in invisible ink. If all students in the team accomplish the specified behavior, the team colors in a square on a team form to see if an X appears, indicating that all of them get a reward. If some of the students do not meet the goal, then their team does not get to color in a square.
Student Responsibility Forms
Description: Students will receive a form when they break a classroom norm to not only acknowledge undesired behavior, but to also get a chance to explain why and provide suggestions for how the teacher can help prevent undesirable behavior in the future. This form can be used during student-teacher conference, parent-teacher conference or administrative meetings.
How to Use:
- Create the forms with a list of misbehaviors to check off. Be sure to include “other” and space to write why the student is receiving the form, the date and both teacher and student signature. Remember to leave space for student input as well.
- Teach students the purpose of the form and how it will be used. Emphasize its importance for student-teacher communication during “tough” times.
- Set consequences for multiple forms as a class – missed recess, parent phone call, missed points on a late assignment.
- Use the form anytime a student breaks a classroom norm, explaining why the student is being given the form. Give the student time to fill out the form and place it in the student’s file.
- Late/Missing homework assignments
- Multiple tardies
- Missing required supplies
- Unwillingness to participate in class
- Exhibiting undesirable behavior that distracts other students from lesson
- Color Slips: Rather than calling them “Student Responsibility Forms,” give students a colored paper for each undesirable behavior (blue – late assignment, pink – tardy, green – missing supplies, etc.) Be sure to post a list of the color chart near the classroom norms.
- Take Home Responsibility Forms: This requires that students must take form home to receive parent/guardian signature. Use this for more severe cases: physical misbehavior, bullying, etc.
- Class Slips: If the teacher struggles to regain control of the class, the teacher may issue a class-wide responsibility form in which the students must discuss the unwanted behavior. If no forms are issued, teacher may use a weekly or monthly reward system!
Table Points
Description: Allow students to work together to earn rewards for positive behavior. Reward students as a table group by creating a class competition to motivate individuals to work as a team.
How to Use:
- Determine table groups, explaining that these groups are made up of partners who will work together to earn rewards. Determine which behaviors will earn rewards and when rewards will be given.
- Determine point system, placing a value on each “good” behavior. Allow the class to come up with rewards to include that will be enjoyable to the entire group. Set a class goal to determine when a group can receive a reward.
- Create a visual representation that keeps track of each group’s points. This chart must be within view of the students and must be accessible to teacher to mark points as they are rewarded.
- Award positive behavior with points, being sure to say out loud which group is receiving a point and why.
- The first group to win the predetermined amount of points may receive the reward. Use smaller increments when teaching table points to have more winners and spark student interest.
- Rewarding positive behavior per classroom norms
- Good citizenship – when a student is spotted being a good citizen to their classmates
- Rewarding participation in class discussion, review session, etc.
- Redirect misbehavior by rewarding groups who are following classroom norms
- Throughout the entire year through regular use!
- Points Economy: Instead of rewarding the group who meets the requirement first, allow students to “buy” rewards with their points!
- Race to the Finish Line: Rather than building upon the points, once a table meets the goal, all points are erased and the groups all start over at zero. NOTE: This means some groups may earn rewards more frequently than others.
- Class Points: Allow the class to work together as a whole to earn rewards. This can be given for excellent behavior with a substitute, in a special class, etc.
Special Education and ESL Strategies
ESL Strategies:
A to Z Charts
Description: Students must come up with a variety of words related to a specific topic. Students organize their words in alphabetical orders and should be able to explain the meaning of the words they choose in their chart, as well as explain how the words relate to the topic.
How to Use:
- Choose the topic for the chart. This topic can either be new, recently introduced, or a review.
- Allow the students to work in groups.
- Students write down words related to the given topic and record that word on the chart in the box of the first letter of the word.
- Encourage students to come up with as many words as possible for each box and to fill in as many letter boxes as possible.
- As an introduction to a topic to assess prior knowledge
- As a warm-up to review a topic covered in previous lesson
- During the presentation of new material as a way for students to take notes
- As a closing activity so that students can review what was learned in the lesson
- As a vocabulary building exercise using any category (not just from the content areas; for example, shades of white – cream, egg shell, off-white, ivory)
- Graffiti A-Z Chart: Hang letter sheets around the room for the chose topic. Have students walk around the room and add to the charts, creating a class A-Z Chart.
- Synonym Chart: Students can use the chart to write synonyms for the given word.
- A-Z Chart Contest: Allow the students to compete with each other to see who can come up with the most words or find a word for every single letter from A to Z. Give a reward to this group and allow them to set the next topic.
Back and Forth
Description: Students must explain a concept or idea and share thoughts with a partner. This checks for the ability to explain their understanding of the concept, listen to a classmate’s explanation and check it for accuracy. In this way, students are able to help each other correct misunderstandings.
How to Use:
- Pair the students and assign each student in the pair either A or B.
- Instruct Partner A to explain the problem, process or concept selected by the teacher.
- Partner B writes down Partner A’s explanation.
- Partner A checks the written explanation, ensuring that Partner B captured the explanation correctly.
- Partners discuss whether they agree on the response until they come to agreement.
- Students reverse roles with a new problem, process or concept so that Partner B has the opportunity to explain verbally while Partner A records the explanation.
- After introducing a new topic
- After teaching a classroom procedure
- In review for an upcoming assessment
- Before beginning a new assignment to assess for prior knowledge
- After introducing new vocabulary
- Trio Back and Forth: Students can work in groups of three so that one student explains the concept, the second student writes, and the third student checks the explanation.
- PreK – K Back and Forth: PK-K students could complete this activity orally, using repetition of their partner’s response, and then discuss any incorrect parts of the explanation. As an option, the teacher could scribe the conversation.
- Re-tell: Ask students to retell a story in their own words of from a different perspective. For instance, the students may tell the story of The Three Little Pigs from the Wolf's perspective.
Card Sort
Description: This strategy gives students the opportunity to work with vocabulary, terms, and concepts. Students sort cards with the terms and concepts into categories based on meaning. Sorting the cards gives students a structure to talk meaningfully with one another about content and helps teachers check for understanding.
How to Use:
- Decide which concepts or terms you want students to learn from the current unit of study and prepare cards with the name of each concept or term. Make enough sets of cards for pairs or trios to use.
- Have the students sort the cards into meaningful groups or matches. Model the conversation students will have with one another to determine how to sort their cards or how to match them.
- Discuss the categories or matches. Ask groups to explain how they decided to sort their cards.
- Before beginning a new assignment to test prior knowledge
- After introducing new vocabulary
- After learning about categories and classification
- When a unit is completed to review concepts and terms
- As a closing activity to review vocabulary learned in lesson
- Concept Sort: Ask students to group terms or concepts into piles and have them write the name of the category or relationship on a blank card to be placed on top of each pile.
- Resort: Ask students to sort the cards various times (2-3) in the same sitting and make different connections and categories for the terms/concepts. They should write the names of the new categories or relationships on blank cards to be placed on top of the differently sorted piles.
- Individual Sort: Ask students to sort their cards individually and compare their sorting strategies with table partners.
Special Education Strategies:
Accountable Discussions
Description: Accountable discussion empowers students to draw up arguments based on evidence. Students learn how to respect the views of their peers while strengthening their communication skills. They get practice in being good conversationalists, participating in conversations in a polite manner.
How to Use:
- Conduct a class discussion to define accountable talk. Explain that in a learning discussion, each contributor to the conversation is held accountable to give reasons and evidence for opinions.
- Call on student volunteers to read accountable discussion cards about a concept you have just studied. Prepare these cards in advance to contain the accountable sentence stems such as “I believe ____ because ____” and “I agree with ______ because ______.”
- Ask the students, “What evidence of accountable talk were we good at? How could we improve?”
- Pass out the list of accountable talk sentence stems.
- Ask an open-ended question and guide students in an accountable talk discussion. After letting students discuss, highlight some positive ways they used accountable talk along with areas to improve.
This tool can be used to aid special education students, especially those struggling with self-esteem, by providing guidance to engage in class discussion. This aids in building social skills. Use this tool:
- Before introducing new material to tap into prior knowledge
- After watching a film clip to gauge a reaction
- During a read-aloud to get students thinking about a thought-provoking question
- When debating a current event or issue that’s important to students
- When discussing any concept in which students should “explain” or “prove” their thinking
- Small Group Accountable Talk: Break students into groups of 3-4 and provide them with sentence stem cards that they draw at random to formulate conversations.
- Accountable Journals: Ask students to record the sentence stem(s) and their completed idea(s) in their notebooks or journals.
- Accountable Debate: Break students into 2 teams, assigning each team a side for a topic. Allow students to use the sentence stem cards to form argument. Hold a class debate, requiring each student to speak at least once.
Guided Notes
Description: Guided Notes are teacher-prepared handouts that accompany lessons, leaving blank space for students to fill in key concepts, facts, definitions, etc. Guided Notes promote active engagement during lecture or independent reading, provide full and accurate notes for use as a study guide, and help students to identify the most important information covered.
How to Use:
- Choose the important information students must understand in a lesson.
- Prepare a set of notes that contain the essential information from the lesson.
- Underline the key concepts that students will fill in for the final version.
- Replace those key concepts with blank spaces for the students to fill in.
- Before handing out the guided notes in class, explain how students will use the notes sheet and how it can help them.
- Discuss the notes sheet during and after the presentation, ensuring that students have filled in the correct information.
This tool can aid students struggling with learning disabilities or those who have trouble staying organized/on-topic. By providing a guided notes sheet, the teacher is encouraging student engagement and providing a note-taking aid. Use this tool:
- After a lecture to serve as a review
- Keep students focused and engaged
- Accommodate diverse learning styles
- Support the structure/outline of language
- Assist in vocabulary building and concept understanding
- Student-Created Guided Notes: Assign each group a section of the text to create a set of guided notes for their classmates. Students must select which information they feel is crucial to comprehension and leave blanks to be filled in by their peers. After completion, the teacher will review the notes sheet and provide it to the rest of the class to fill in the blanks.
- Context Clues Cloze Exercise: Write a paragraph, leaving out certain words for the students to fill in. This will evaluate the students’ use of context clues as they fill in the blanks with words that fit the context of the paragraph.
- Guided Notes – Student’s Choice: Rather than giving the students blank spaces to fill in, give the students a template that states the main ideas and leaves blank spaces for the students to fill in 3 supporting details they believe to be most important. Allow the students to select the crucial information to fill in these spaces and review with the teacher to ensure crucial information comprehension.
Non-Verbal Signals
Description: Non-verbal signals may be used as a form of communication between teacher and students. Students can communicate a need without verbally asking or interrupting the discussion. Signals allow the teacher to immediately know what the student needs, rather than stopping to respond to a general hand raised in the air.
How to Use:
- Determine the non-verbal signals that you would like to implement in your classroom. Depending on the age of the students, it’s recommended that only a few are used so that students are not overwhelmed or confused. Commonly used student signals include using an agreed-upon number of fingers for using the restroom, for sharpening a pencil, and for drinking water. Commonly used teacher signals include nodding the head for “yes,” shaking the head for “no,” pointing the index finger for “go ahead” and holding up an open hand for “wait”.
- Create a sign or poster that displays an example of the signal as well as what the signal should be used for.
- Display the signs or posters in the classroom where they can always be seen and can serve as a reminder to students.
- Teach these non-verbal signals with the beginning of the year classroom procedures.
- Review signals frequently until students are using them consistently.
This tool can be used to aid in communication for students with both speaking and hearing disabilities. It allows the student to effectively communicate with teachers and classmates. Encourage the use of this tool to signal:
- Physical Need: Using the restroom, drink of water, etc.
- Student needs assistance with assignment
- Emphasize actions that students need to perform
- Reply to student requests
- Emphasize memorization of phrases/concepts
- Other Teacher Signals: Using teacher signals is a less-intrusive deterrent technique to get students on track with what they should be doing. Students who might protest an oral request often respond more readily to a hand signal. Signals used by the teacher may include pointing to his or her eyes and then to the student’s paper in order to communicate “eyes on your paper.” The teacher may use his or her hands in a book formation to signal “open your book.” Many teachers also mime writing to indicate “you should be writing.”
- Attention Signal: One of the most powerful non-verbal tools is a specific hand signal used by the teacher as a way to gain the attention of the entire class.
- Hand-Signal Lessons: Apply non-verbal signals to lessons to help students memorize and comprehend difficult concepts. Adding this movement will help solidify the information in students’ brains.
Gifted/Talented and Technology Strategies
Gifted/Talented Strategies:
Jigsaw
Description: Students become the teachers in this activity. After reviewing the material with a group of “experts,” students must go back to their original group and teach the content to their group. Students must use the knowledge they learn to answer questions in some sort of graphic organizer.
How to Use:
- Divide the reading selection into four segments or prepare four separate reading selections on the content you are teaching. Put students into groups of four. These groups will be the “home groups” of the jigsaw. Prepare a direction sheet to help students to answer questions and gather information on each segment or selection.
- Divide the class into their home groups. Explain the strategy and the topic of study. Tell students that they are going to be responsible for teaching one segment or selection to the group they are sitting with now.
- Now students will leave their home group to sit with a group of students assigned to the same reading segment or selection, their “expert group.” Ask students to begin reading to themselves or have them take turns reading aloud. When students are finished reading, the group should discuss their segment, fill out their direction sheet, and decide what and how they should present to their home groups.
- Students regroup with their home groups. Each student is responsible for teaching their reading segment or selection to their home group. All students are responsible for learning all material. Determine how you’d like students to organize and summarize all the information they’ve learned.
- Building background knowledge on a unit of study
- Conducting an author study before beginning a new novel
- Learning about different viewpoints on a historical event or discovery
- Focusing on complementary – or divergent – concepts in a unit of study
- Reviewing different aspects of a unit of study to prepare for an assessment
- Expert Group Panels: To work on students’ discussion and presentation techniques in a larger group setting, have the expert groups present to the class. In turn, the whole class is responsible for asking questions and learning about each topic.
- Partner Teach: Instead of teaching a concept to a group, break students off into pairs and have them teach the content to each other
- Teacher Teach: Allow the students to work together as a class to teach the concept to the teacher (after the lesson has already been taught and the class is reviewing). Instruct them to come up with a lesson and pretend the teacher is a new student who needs to learn the material they have been learning in class. Give each student a section and allow them to teach however they choose.
Learning Stations
Description: Students rotate through different stations set up around the room in groups of 3-4. Each station allows students to explore content through different methods of teaching that appeal to various learning styles.
How to Use:
- Set up various stations around your classroom that appeal to different learning styles but all relate to your lesson (video station, draw a picture, write about it, play a game, complete a puzzle, listen to a song, etc.) Divide students into groups of 3-4 and assign them a station.
- Students have 3-5 minutes to complete activity in the stations. After time is up, students will rotate to the station on the right and complete the next activity until all activities are complete.
- Hold a class discussion upon completion of all stations to help students process the content reviewed.
- Getting to know the students at the beginning of the year as a learning style assessment
- Reviewing content before an exam
- During independent practice after activity is completed (during “learning preference time”)
- Introducing new complex material
- As a concept review before reading a new text
- Students can complete the tasks individually
- Students can hold mini-discussions in their group at the end of each task
- After completing every station, ask students an open-ended question about what the learned and how they learned it
- At each station, leave a notepad with a + on one side and a – on the other. Instruct students to write their names under the + if they liked that learning station or to write their names under the – if they didn’t.
Tic-Tac-Toe Game
Description: This game requires students to answer the question/solve the problem in each of the 9 squares on a 3 x3 playing card. The students compete in a pair to try and be the first to link 3 squares (either horizontally, vertically or diagonally) by solving the problems in the squares. The student can only place their marker in the square if they solve the problem correctly.
How to Use:
- Divide the students into pairs and give each student a playing card, a bag full of plastic Xs or Os, and a dice. Make sure the students in a pair don’t have the same plastic letters.
- Instruct students to roll the dice to determine who will go first. (the player with the biggest number, the smallest number, etc.)
- Say, “When I say to start, take turns trying to win 3 boxes in a row, either horizontally, vertically or diagonally.” *
- Use the doc cam to show younger students what horizontal, vertical, and diagonal lines look like - Tell students the only way to win a box and place a letter on it, is by solving the problem or answering the question correctly. If the student answers incorrectly, the pair will work together and solve the problem, but neither student can place their marker on that box. That box becomes “blank” and can only be used if needed AFTER every other box has been used!
- The first to link 3 boxes in a row wins!
- Walk around the room. Encourage friendly competition and offer assistance when needed.
- Reviewing material before beginning new lesson
- Introducing new material to see what students know
- Reviewing material before an exam
- Reviewing definitions of vocabulary words by providing either the word or the definition
- Reviewing math concepts such as how to solve for X
- Students could complete the game board alone, timing themselves to see how quickly they can complete it.
- Pairs can compete to see who can complete entire board game first.
- Class can work together to solve a game card broadcasted on doc cam using individual white boards. Teacher will divide students into 3-4 and give each group a square to solve. When directed by the teacher, the entire class will solve their group problems individually and turn their board over when completed. When instructed, the students will share their answer with their partners to come to a unanimous answer before showing the teacher. If the group answer is correct, the teacher will place either an X or O on that spot before moving on to the next. The goal is to clear the entire board as a class!
Technology Strategies:
Freeze-Frame
Description: This strategy challenges students to create a still picture using an ipad, computer or other form of technology to capture and communicate the meaning of a concept. Students must truly understand the meaning of a concept or idea in order to communicate it using their created freeze-frame image
How to Use:
- After reading a story or teaching a concept or idea, prompt the students to convey the meaning by creating a freeze-frame using some form of technology (iPad, computer, etc.). Give specific parameters for the project.
- Have students work in pairs or trios. Assign them their topic for the project. You can assign a variety of topics related to a concept, or give one just one concept to the whole class. Give students time to brainstorm ideas and create their image.
- Students present their final freeze-frame product to the entire class. After presentations, students can vote on the presentation that best captured the concept.
- Check students' understanding of key concepts
- See if see of students can apply content in a new way
- Formulate guided groups for students who do not demonstrate understanding
- Create extensions for students who demonstrate mastery
- Evaluate students ability to evaluate information and draw conclusions
- Give each group of students their freeze-frame topic as a secret they should keep. When each group presents, the class should guess what each group is presenting and provide evidence for their choice.
- Have students create a series of freeze-frames with short captions to link the freeze-frames (assuming each group has a different prompt or concept that they are working on, within the same unit).
- Encourage the students to create dialogue for each figure in their freeze-frame. After the students present their freeze-frame, the teacher points to a figure in the image and the student makes a short statement about their character in the freeze-frame.
Quick Response:
Description: This strategy keeps students actively engaged while you perform a quick and easy check for understanding. At any point in the lesson, you can pose a question to your students and rather than hearing from just one or two students, you get to see everyone’s answer.
How to Use:
- Create an online quiz (use websites such as Kahoot, Interact, etc.) of questions you will cover during the lesson.
- Allow students to use their phone or provided iPads to connect to the quiz using the app or the online website.
- Read the questions aloud and have students click the corresponding answer of their choice.
- Quickly assess the data from the quiz to check for the percentage of students who understand the concept and which concepts require more attention.
- Periodically throughout the input section of the lesson to keep students engaged
- During Independent Practice to gauge understanding
- When playing a review game where students answer questions
- At the beginning of a lesson to activate prior knowledge
- At the end of a lesson to check for overall understanding of important concepts
- Allow students to create the own online quizzes to test the knowledge of their classmates! Encourage them to think of challenging questions that will require higher order thinking.
- Allow students to work in pairs to answer the questions, competing to see which pair answers the most questions correctly.
- Divide the students into 2 groups. Instruct the students to select an official "spokesperson" for the team. This person is the only one allowed to click the answer to represent the team's response. Display the question and encourage students to work together to select the correct answer, competing to beat the other team!
Stop and Jot
Description: This processing activity gives students the opportunity to respond to questions using iPads. Ask students to think and write/draw about what they are learning to promote retention and comprehension. These quick checks for understanding help students make sense of what they are learning before moving on in the lesson.
How to Use:
- Ask students to open "Notes" on the iPad or to open a drawing app such as "Sketchbook." This will serve as their “stop box.”
- At least once during a lesson, stop and ask an important question for students to respond to in their “stop box.”
- Reconvene and ask volunteers to share one or two responses with the whole class, or model your own response. These boxes also help students later by serving as a study tool, highlighting important information about the topic.
- Before introducing new material to activate prior knowledge
- Before a new lesson to help assess what students already know
- Before a lesson to assist with planning instruction
- During the middle of a lesson to provide opportunity for students to make sense of the material
- During a lesson as a check for understanding
- During a lesson to provide time for students to create a written summary statement of auditory material
- After the lesson to provide closure, check understanding, and clarify any misunderstandings
- After a lesson to clarify key ideas or critical pieces of information
- After the lesson to allow students to make connections to previoiusly learned material
- After a lesson to allow students to find personal relevance
- Students jot down his or her own thoughts, pairs with a partner to exchange ideas, and then partners share their ideas with the rest of the class.
- Quick Jot: Students are given between 60 to 90 seconds to respond to a given question or statement posed by the teacher.
- After completing the original Stop and Jot activity, ask students to compare their jots with a small group of students. Students discuss their Jots and add information to their notes based on this discussion. Students may also be asked to present a summary of their thoughts to the class.
References:
http://www.theteachertoolkit.com/
http://www.theteachertoolkit.com/