Select (16-25) Words That Will Be Needed in the Upcoming Session Or Topic

Word Sort

Select (16-25) words that will be needed in the upcoming session or topic.
Provide pairs with the words on cards or to cut apart.
Instruct pairs to sort the words into categories (set parameters as you see fit to get a variety of sorts; example: at least 4 but not more than 7 categories). They must be able to justify their categories by stating why they put items together. You may ask them to name each category.
Debrief the sort, discussing meanings of the words to the extent necessary to understand the sorts and prepare for the upcoming session.

Focused Free Write

Designate a topic.
Every student writes about the teacher-selected topic for a specified period of time (between 1 and 4 minutes). The only rule is that they must write the entire time and about the assigned topic. If a writer runs out of thoughts, he should write the last sentence again until another idea comes. The writer is not allowed to review notes or look up information, but must put everything away and just WRITE!
These can be collected and reviewed by the teacher to make instructional decisions. The idea is to get feedback from the students about what they think they understand or even the questions they still have.

Double (or Triple) Entry Journals

Use for computation problems that need to be thought about in and out of context.
Create columns to record problem and procedure devoid of context, context, and meaning of procedure and solution in context.
Have studentswork a bare computational exercise with a strategy that uses meaning and properties of operations and place value in the first column.
In the second column, apply a context that would fit the computational problem.
Interpret both the solution and the procedure in terms of the context.

Say Something

Assign a guided or multi-part task to pairs of students. Partners agree on (or teacher dictates) how to divide up the task into small sections.
Each person works silently and simultaneously on the first portion of the task. Then, both stop and each comments on what was notable about the task and/or their work. They can say what they got out of it, what they are confused about, ask a question, make a prediction, or respond to the other’s ideas.

Round Robin

Provide a discussion topic (ex: personal experience, belief).
Students are seated with teams of 4-8 people. Going around the group, each person expounds on the topic for a minute (or specified length of time) while team listens.
A student may pass, but must share at the end.
Variation: Talking Slips-If you want everyone to speak three times (or two, or four), have each take three slips (sticky note, game chip). When a person shares, they place a slip in the center of the table. He may not comment again until everyone has placed the first slip, then second comments may be made. This way order is not important, but equal participation is.
Variation: Paraphrase Passport-When a team member shares, he must paraphrase the comment of the person just before.

Give One-Get One

This can be used in lieu of KWL or as a review of previously studied material.
Team uses Round Robin or Talking Slips to generate a list related to the assigned topic. (Ex: list 5 things you know about polygons). Each team member records the items on his paper in his own words in a column headed “Give One.”
Use Mix Pair Share to meet with members from other groups to give an item from your list and get an item for your “Get One” list. Record in own words.
Return to the team and Round Robin share the new information. Discuss each new item for understanding, and each team member records in his words.

Carousel Feedback

Teams work on a question, task or product and post their work at intervals around the room.
Teams “carousel” around the room, observing each team’s work for a specified period of time.
While observing, team leaves a written comment or question (on a sticky note) on the posted work.
At signal, teams rotate to the next product until all have been viewed.
Teams end at their own product and read the comments that were left.
Debrief with a whole group discussion. (Ex: Did you observe anything on someone else’s work you wish you had thought of? Did you see anything you would change?)

Carousel Brainstorm

This strategy can be used to brainstorm ideas, bring forth prior knowledge, or summarize the learning near the end of the workshop.
Provide several topics or questions, each posted on a sheet of big paper, posted around the room. Each team will begin at one sheet and provide ideas that answer the question or address the topic. Team will then rotate around the room (on signal), read the ideas from the previous group(s) and add ideas to the sheet that address the topic or question.
Debrief with a whole group discussion.

Inside-Outside Circle

Select a discussion topic (ex: a student work sample to share) and present it to the whole group.
Ask half of the students to form a circle around the perimeter of the room. This is the outside circle.
The remaining students each stand face-to-face with a person in the outside circle. This forms the inside circle.
Face-to-face pairs engage in discussion of the assigned topic for a specified period of time.
At signal, inside circle rotates (outside circle stays in place) as indicated by instructor (“rotate two places to the left”). New face-to-face partners discuss the topic.
Repeat as desired.
Debrief with a journal-writing period or whole group discussion.

Mix Pair Share

Select a discussion topic (ex: a homework problem from previous day) and present it to the whole group.
Have students stand and “mingle” to the music, greeting each other.
Stop the music, at which time everyone quickly partners with someone near them and discusses the topic for a specified period of time.
Start music and students continue “mingling.” Stop music, pair up, discuss. Repeat as desired.
Debrief with a journal topic, whole group, or team discussion.

Jigsaw

Place students in teams of four and assign each member a number 1-4.

Designate four areas of expertise. Ask all the “ones” to meet together to become experts on topic one, all the “twos” meet to become experts on topic two, etc.
Expert Groups meet to study their topic and become experts. This may include reading and discussing an article, viewing a video, reading a book passage, listening to a speaker, searching the internet, etc. They also plan what information to share with their teams and how they will share.
Teams reassemble, with each team member now being an expert on a particular topic. Team members teach each other.

Teammates Consult

Provide a task or problem for each student to work.
Team members place their pencils in the center of the table, read over the task or problem, and take a designated amount of time to discuss and consult about the task.
When time is up, students take their pencils and independently work the task or problem.

Team Statements

Provide a topic about which students should have a personal belief or opinion.
Ask each student to write a one or two sentence description of his belief or opinion about the topic.
Have teams Round Robin share their statements.
Ask teams to develop a single statement (one or two sentences) that their entire group can agree to.
Post the statements. Optional: Conduct a Carousel Feedback activity.

Think-Pair-Share

Provide a topic, task, or problem.
Assign a specified period of time for each student to think and work independently.
At signal, students pair up and continue work and discuss the topic, task or problem together for a designated time.
Debrief with a whole group discussion. Optional: After whole group discussion, write in journals.

Team Mind Map

This activity can be used to summarize the learning near the end of the workshop.
Provide a topic (probably the major topic for the workshop). Give each team a sheet of big paper and have them collaborate to create a mind/concept map using the topic as the central idea (with an image) and map the major concepts learned.
Be sure students know the importance of brainstorming main ideas, adding details, using symbols and images, and emphasizing important ideas.
Post Team Mind Maps and engage in Carousel Feedback.

ABC Brainstorm

This activity can be used to bring forward prior knowledge when beginning a new topic of study or to predict upcoming information.
Provide a topic (probably the major topic for the workshop). Have each team take a sheet of clean paper and list the letters of the alphabet A-Z.
Working in teams, students try to brainstorm a word or phrase for each letter of the alphabet that relates to the topic.
Compile ideas into a class list on the overhead or chart paper.

Three-Minute Pause

When students are asked to read passages or excerpts during a workshop, institute a three-minute pause.
Ask teams to divide up the reading equally. Roles are assigned that will rotate as each person reads his section aloud. The roles are: Reader, Summarizer, Reactor, and Questioner.
After each person finishes reading his section aloud, the group stops for three minutes and the other team members do the following things (one minute each): Summarize what was read, React to it by pointing out interesting or troubling things, and pose Questions about the reading. Rotate.
Variation: A simpler version is to pair off for reading. One person reads, and then the other personal says something about the reading. Alternate.

Sticky Note Discussion

When students are asked to read passages or excerpts during a workshop, you can use sticky notes to encourage thought and discussion.
Each student reads the passage silently, dedicating one sticky note per page to notes about what was important or interesting from the page.
After everyone finishes reading, the team engages in a Round Robin “sticky-note discussion” by sharing the comments they wrote as they read.

Word Splash

This strategy can be used before reading to get students to predict and set purposes for reading. It also increases interest and involvement.
Provide a collection of terms, concepts, and phrases from the passage/article that you are about to study. The words are to be “splashed” onto the page.
Ask teams to combine the words into statements that predict how they think the terms/phrases will be related to the passage/article they are about to read.
After reading students revise their statements to reflect what they have learned.

Anticipation Guide

This strategy can be used before reading to get students to predict and set purposes for reading. It also increases interest and involvement.
Provide a set of teacher-generated statements about the topic that students respond to before reading. The statements reflect major concepts. The response format is usually agree/ disagree.
Discuss opinions before reading.
Read the passage and revise guides (in pairs) to reflect the content read.

Semantic/Feature Analysis

Category/ Feature

Item A

+

-

Item B

-

Item C

Analyze a group of items (methods, laws, strategies, philosophies) and determine if they have a particular feature (+ Has it; - Doesn’t have it) or address a particular category.
Variation: Analyze a group of items to determine their impact on other things (example: impact of certain laws on economic, social, environmental issues). The coding changes (+ Positive impact; - Negative impact; 0 No impact).

One and All

Each team member lists his own ideas/ beliefs/suggestions in his area. Through discussion the team determines items on which they can all agree and list in the center.

Frayer Model

Vocabulary Organizer

Word: / Rating: Unknown 1 2 3 4 5 Expert
Characteristics/properties: / Examples: / Drawing:
Definition:

Vocabulary Map

Concept Definition Map

Window Pane Note-taking

Teacher leads the note taking by designating what each pane will contain and helping students/students take the necessary notes in each pane.

Cooperative Learning Basics

Positive Interdependence-Is “gain for one” also “gain for another?” Is helping each other necessary?

Individual Accountability-Is individual public performance required?

Equal Participation-How equal is the participation?

Simultaneous Interaction-What percent are overtly active at once?

Brain-Friendly Environment

Light-Provide natural lighting whenever possible.
Snacks-Provide water that is easily accessible, fruit and pretzels as snacks.
Temperature-Maintain thermostat at 68-72 degrees.
Aroma-Lemon scent creates a positive response in the brain; peppermint is energizing; lavender is relaxing.
Music-Energizing at 90-120 beats per minute; creative at 60-70 bpm; learning and reflection at 40-60 bpm; de-stressing at 30-60 bpm.

Processing and Reflection

Use a problem or task at the beginning to tie on new learning throughout the class.
Paint a big picture early on, study details, regularly referencing the big picture. Use concept mapping to accomplish this.
Wait Time-Wait at least five seconds after asking a question before calling on a respondent. Wait at least five seconds after the response before posing the next question.
Provide opportunities for journal writing and written reflection, pair reflection, etc.

Motivating the Learner

Is this important to me?
Can I be successful with this?
Do I have a positive association with this environment?