Articles & Resources
Teaching Methods: Find student-centered teaching strategies that develop literacy, critical thinking, and historical understanding.
- General Methods/Ideas and website resources
- The 49 Techniques from Teach Like a Champion Instructional and Classroom Management Strategies for Academic Success http://specialed.about.com/od/managementstrategies/a/The-49-Techniques-From-Teach-Like-A-Champion.htm
- Achieve the Core- (Must register) Free, high-quality resources complied by Student Achievement Partners for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more. http://achievethecore.org
- Teaching Methods: Great Resource https://teach.com/what/teachers-teach/teaching-methods/
- New Teacher Survival Guide: Planning https://www.teachingchannel.org/videos/coaching-planning-lesson-planning
- What is your Teaching Style? 5 Effective Teaching Methods for your Classroom. (An interesting look at Teaching Styles.) http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroom-teaching-styles/
- Teaching Methods http://teach.com/what/teachers-teach/teaching-methods
- 5 Highly Effective Teaching Practices http://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber
- Bloom’s Taxonomy: Critical Thinking Skills for Kids: http://www.exquisite-minds.com/idea-of-the-week/blooms-taxonomy-critical-thinking-skills/
- Teaching with the Revised Bloom's Taxonomy http://www.niu.edu/facdev/programs/handouts/blooms.shtml
- Revised Bloom’s Taxonomy CATEGORIES COGNITIVE PROCESSES DEFINITIONS http://www.liceidibra.com/download/docs/Materiale Conoscenti.pdf
- Classroom strategies for Diverse Classrooms Effective teachers need an arsenal of strategies for instruction and classroom management. Use the simple tools and approaches below to create a more inclusive environment that promotes student learning http://www.tolerance.org/professional-development/strategies
- 10 Teaching Practices for the 21st Century Teacher: http://www.educatorstechnology.com/2012/06/10-teaching-practices-every-21st.html
- A list of 150 Teaching Methods: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/instructional-methods/150-teaching-methods
- 4 Proven Strategies for Differentiating Instruction Helping Each Child learn Within the Elementary Classroom http://www.scholastic.com/teachers/article/4-proven-strategies-differentiating-instruction
- 5 Highly Effective Teaching Practices https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber
- Be certain to review the Research on Effective Teaching Practices below.
- Elementary Teaching Methods http://www.teachelementary.org/elementary-teaching-methods/ The article discusses the pros and cons of Direct Teaching vs Teacher Centered, Hands On vs Inquiry Student Centered, and Collaborative/Cooperative vs Shared.
- Teaching Strategies from Teacher Vision https://www.teachervision.com/teaching-strategies
Ideas for Beginning the Lesson (Visit the Teaching Channel to view some of these strategies actual classrooms).
Be certain to view the PowerPoint on “Classroom Accommodations for ESL and ELD Students to help you with accommodations for your lessons. http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/classroom_accommodations.pdf
- Ask a question or two or three: See Bloom’s Taxonomy of Questions at the end of this document. Asking questions is the beginning of learning. Ask question that will encourage students to want to know the answer or want to find the answers.
- Closed or Open: That is the Question – Anticipatory Set, Scaffold - https://www.teachingchannel.org/videos/teaching-economic-systems
- Body Language: Lesson Starters https://www.teachingchannel.org/videos/classroom-lesson-starters
- 4 Proven Strategies for Differentiating Instruction Helping Each Child learn Within the Elementary Classroom http://www.scholastic.com/teachers/article/4-proven-strategies-differentiating-instruction
- Sample Question Stems Based on Revised Bloom’s Taxonomy (These are great questions to write on your lesson plans to improve understanding) http://tpri.wikispaces.com/file/view/05-2Bloom-16-17+Stems+for+Instruction.pdf Questions are an excellent way to get a lesson started.
- Elementary Teaching Methods http://www.teachelementary.org/elementary-teaching-methods/
- Teaching Methods https://www.teachervision.com/teaching-methods/resource/5810.html
- Using storytelling to get students motivated to learn: An example from a very old TV show. https://www.youtube.com/watch?v=Kpph4TWjhs0
- Brainstorming – can be used to allow students time to brainstorm ways for them to complete the days lesson. Giving student’s choices over how they will learn gives student’s ownership of their learning. http://streetlaw.org/en/Page/890/Brainstorming
Ideas for Teaching the Lesson
Each one, Teach one (Individual) The participants share selected information about the subject with other classmates. This method is good for building participant interest when introducing a unit or summarizing the points learned when ending a unit.
P.R.E.S. Method: This method provides students with a tool to develop their arguments and opinions. It helps them clarify their thoughts and articulate and present their opinions clearly and concisely. The P.R.E.S. method provides a useful format for conducting controversial issue discussions and public policy lessons.
Jigsaw - In this method students teach each other. Peer teaching is one of the most effective ways to learn content and practice many important skills: such as explaining difficult information, asking questions, listening, and communicating. This approach is designed to allow students to work together to learn a large amount of information in a short time (oftentimes in place of a long lecture.)·
Attribute Linking - Building Community by Taking Perspectives This activity is designed to help students discuss difficult issues, while also recognizing that they likely represent different perspectives. "Attribute Linking" can help students to define, clarify, and personalize the roles of victim, perpetrator, and bystander, By having students look for attributes they share before they discuss issues on which they may differ, the exercise emphasizes commonality over differences and helps students recognize the value of negotiation. Finally, this exercise builds trust and contributes to a climate of openness in the Facing History classroom.
Assertion Jar - Students produce assertions on slips of paper and “stock” the classroom Assertion Jar. As a daily or occasional activity, students practice refutation skills by pulling an assertion from the jar and refuting it either orally or in writing.
Barometer - Taking a Stand on Controversial Issues Taking a Stand on Controversial Issues https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issues
Contracting Establish your classroom as a place of mutual respect and inclusion, anchored by shared expectations about how classroom members will treat each other, by using this teaching strategy.
Evaluating Arguments in a Resource Book Reading In this activity, Students will develop analytical thinking skills
Fishbowl This exercise helps to ensure that all students participate in a discussion, allows students to reflect on what a good discussion is, and provides structure for discussing controversial or difficult topics.
Four Corners: A Four Corners Debate requires students to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room.
Give One, Get One Use this teaching strategy to stimulate students’ thinking about an issue or a writing prompt.
Graffiti Boards Use this teaching strategy to engage students in a written discussion. This exercise is easy to implement and allows for all students to share their opinions.
Human Timeline Help students understand and remember the chronology of events by using this teaching strategy
Iceberg Diagrams Help students gain awareness of the multiple factors that give rise to particular events by identifying the underlying causes that bring about such events.
K-W-L Charts - Assessing What We Know/What We Still Want to Learn K-W-L charts are graphic organizers that help students organize information before, during and after a unit or a lesson. They can be used to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor learning. https://www.facinghistory.org/resource-library/teaching-strategies/k-w-l-charts
Learn to Listen/Listen to Learn - Developing Deeper Conversations Structure a classroom discussion according to this format to help students develop their discussion skills and their listening.· Mini-lecture – take a few minutes to bring students together to clarify, summarize, etc.
Levels of Questions By increasing the complexity of the questions students are asked about a text, this strategy helps students to develop and strengthen their literacy
Life Road Maps - Who We Are and Where We've Come From Help students understand the key life events of historical or literary figures and the choices they made
Save the Last Word for Me “Save the Last Word for Me” is a discussion strategy that requires all students to participate as active speakers and listeners. Its clearly defined structure helps shy students share their ideas and ensures that frequent speakers practice being quiet.
Text-to-Text, Text-to-Self, Text-to-World Help students connect ideas in a text to their own lives, current events, and their understanding of history with this teaching strategy.
Think, Pair, Share - Facilitating Discussions in Small and Large Groups This discussion technique gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogues with other students around these issues. Asking students to write and discuss ideas with a partner before sharing with the larger group gives students more time to compose their ideas.
Town Hall Circle Use this teaching strategy to structure a discussion that involves sharing different perspectives.
Wraparound (Whiparound) This strategy provides an efficient way for all students in a classroom to share their ideas about a question, topic or text. Wraparounds can be provocative discussion-starters as well.
Analyzing Visual Images and Stereotyping Use this teaching strategy to lead students in a critical analysis of an image, and to help students develop and enhance observational, interpretive, and critical thinking skills.
Gallery Walk Have your students physically move around the room to explore multiple texts or images that their peers have shared
Identity Charts Identity charts are a graphic tool that helps students consider the many factors that shape who we are as individuals and as communities. They can be used to deepen students’ understanding of themselves, groups, nations and historical and literary figures. Sharing their own Identity charts with peers can help students build relationships and breakdown stereotypes. In this way, identity charts can be utilized as an effective classroom community-building tool.
Word Wall - Building Vocabulary and Identifying Multiple Meanings Use this teaching strategy to help students comprehend and interpret ideas in a text. This exercise can also help students keep track of new terms.
Iceberg Diagrams Help students gain awareness of the multiple factors that give rise to particular events by identifying the underlying causes that bring about such events.
Chunking Help students gain awareness of the multiple factors that give rise to particular events by identifying the underlying causes that bring about such events.
Document Analysis Templates Create Document Analysis Forms using this strategy to help guide your students through an analysis of historical documents.
P.R.E.S. Method: This method provides students with a tool to develop their arguments and opinions. It helps them clarify their thoughts and articulate and present their opinions clearly and concisely. The P.R.E.S. method provides a useful format for conducting controversial issue discussions and public policy lessons.
Jigsaw - In this method students teach each other. Peer teaching is one of the most effective ways to learn content and practice many important skills: such as explaining difficult information, asking questions, listening, and communicating. This approach is designed to allow students to work together to learn a large amount of information in a short time (oftentimes in place of a long lecture.)·
Attribute Linking - Building Community by Taking Perspectives This activity is designed to help students discuss difficult issues, while also recognizing that they likely represent different perspectives. "Attribute Linking" can help students to define, clarify, and personalize the roles of victim, perpetrator, and bystander, By having students look for attributes they share before they discuss issues on which they may differ, the exercise emphasizes commonality over differences and helps students recognize the value of negotiation. Finally, this exercise builds trust and contributes to a climate of openness in the Facing History classroom.
Assertion Jar - Students produce assertions on slips of paper and “stock” the classroom Assertion Jar. As a daily or occasional activity, students practice refutation skills by pulling an assertion from the jar and refuting it either orally or in writing.
Barometer - Taking a Stand on Controversial Issues Taking a Stand on Controversial Issues https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issues
Contracting Establish your classroom as a place of mutual respect and inclusion, anchored by shared expectations about how classroom members will treat each other, by using this teaching strategy.
Evaluating Arguments in a Resource Book Reading In this activity, Students will develop analytical thinking skills
Fishbowl This exercise helps to ensure that all students participate in a discussion, allows students to reflect on what a good discussion is, and provides structure for discussing controversial or difficult topics.
Four Corners: A Four Corners Debate requires students to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room.
Give One, Get One Use this teaching strategy to stimulate students’ thinking about an issue or a writing prompt.
Graffiti Boards Use this teaching strategy to engage students in a written discussion. This exercise is easy to implement and allows for all students to share their opinions.
Human Timeline Help students understand and remember the chronology of events by using this teaching strategy
Iceberg Diagrams Help students gain awareness of the multiple factors that give rise to particular events by identifying the underlying causes that bring about such events.
K-W-L Charts - Assessing What We Know/What We Still Want to Learn K-W-L charts are graphic organizers that help students organize information before, during and after a unit or a lesson. They can be used to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor learning. https://www.facinghistory.org/resource-library/teaching-strategies/k-w-l-charts
Learn to Listen/Listen to Learn - Developing Deeper Conversations Structure a classroom discussion according to this format to help students develop their discussion skills and their listening.· Mini-lecture – take a few minutes to bring students together to clarify, summarize, etc.
Levels of Questions By increasing the complexity of the questions students are asked about a text, this strategy helps students to develop and strengthen their literacy
Life Road Maps - Who We Are and Where We've Come From Help students understand the key life events of historical or literary figures and the choices they made
Save the Last Word for Me “Save the Last Word for Me” is a discussion strategy that requires all students to participate as active speakers and listeners. Its clearly defined structure helps shy students share their ideas and ensures that frequent speakers practice being quiet.
Text-to-Text, Text-to-Self, Text-to-World Help students connect ideas in a text to their own lives, current events, and their understanding of history with this teaching strategy.
Think, Pair, Share - Facilitating Discussions in Small and Large Groups This discussion technique gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogues with other students around these issues. Asking students to write and discuss ideas with a partner before sharing with the larger group gives students more time to compose their ideas.
Town Hall Circle Use this teaching strategy to structure a discussion that involves sharing different perspectives.
Wraparound (Whiparound) This strategy provides an efficient way for all students in a classroom to share their ideas about a question, topic or text. Wraparounds can be provocative discussion-starters as well.
Analyzing Visual Images and Stereotyping Use this teaching strategy to lead students in a critical analysis of an image, and to help students develop and enhance observational, interpretive, and critical thinking skills.
Gallery Walk Have your students physically move around the room to explore multiple texts or images that their peers have shared
Identity Charts Identity charts are a graphic tool that helps students consider the many factors that shape who we are as individuals and as communities. They can be used to deepen students’ understanding of themselves, groups, nations and historical and literary figures. Sharing their own Identity charts with peers can help students build relationships and breakdown stereotypes. In this way, identity charts can be utilized as an effective classroom community-building tool.
Word Wall - Building Vocabulary and Identifying Multiple Meanings Use this teaching strategy to help students comprehend and interpret ideas in a text. This exercise can also help students keep track of new terms.
Iceberg Diagrams Help students gain awareness of the multiple factors that give rise to particular events by identifying the underlying causes that bring about such events.
Chunking Help students gain awareness of the multiple factors that give rise to particular events by identifying the underlying causes that bring about such events.
Document Analysis Templates Create Document Analysis Forms using this strategy to help guide your students through an analysis of historical documents.
- Direct Lecture by teacher, guest speaker, student,
- 3+1 Teacher talks for 3 minutes, then students discuss for 1 minute then repeat.
- Interactive Lecture – lecturer asking and taking questions during the lecture.
- Leading a Class discussion
- Game Based Learning
- Independent Reading
- Role-Play - http://www.streetlaw.org/en/Page/901/RolePlay_and_Simulation Role-playing is an activity in which students assume the role of another person and act it out. In a role play, students are usually given an open-ended situation in which they must make a decision, resolve a conflict, or act out the conclusion to an unfinished story.
- Act It Out – student(s) act out a concept, event, etc.
- Author's Chair: Students sit in a chair at the front of the class and present their work to the class.
- Class Meetings: When students are allowed to contribute to the operation of the classroom through class meetings, they have the opportunity to learn responsibility and decision-making skills.
- Class Demonstration of concept, a process of how something works, etc.
- Concept Formation Activity: http://www1.udel.edu/dssep/teaching_strategies/concept_formation.htm
- Simulations: Role-play: Participants feel like, think like, and/or act like another individual and “act out” a particular problem or situation. Simulation: Participants react to a specific problem within a structured environment;
- Legislative Hearings: http://streetlaw.org/en/Page/903/Legislative_Hearing
- Mock Trails: http://streetlaw.org/en/Page/906/Mock_Trial
- Pro SECourt (or Do it Yourself) Court allows participants to role play a case with a small number of participants and simple rules of evidence. The court is a triad, consisting of: a judge, who will hear the two sides and make the final decision; a plaintiff, who is the person bringing the action before the judge; and the defendant, who is accused of wrong‑doing.
- Moot Court in your classroom: http://streetlaw.org/en/Page/905/Moot_Court
- Model United Nations in your Classroom: http://www1.udel.edu/dssep/teaching_strategies/model_un.htm
- Post it Poll: http://www1.udel.edu/dssep/teaching_strategies/postitpoll.htm
- Stay or Stray http://www1.udel.edu/dssep/teaching_strategies/stay or stray.htm
- Take a Stand:http://www1.udel.edu/dssep/teaching_strategies/takestand.htm
Cooperative Learning Teaching Methods/Strategies
Guidelines:
http://k6educators.about.com/od/helpfornewteachers/qt/Cooperative-Learning-Tips-And-Techniques.htm
Small Group Discussions Small-group activities enable participants to learn cooperation skills. These activities can also help participants learn to resolve differences among themselves. http://streetlaw.org/en/Page/892/Small_Group_Work
Assigning Roles for Group Work Many teachers find that assigning students’ particular roles is an effective way to structure group work.
Big Paper - Building a Silent Conversation
Café Conversations The Café Conversation strategy helps students practice perspective-taking by requiring them to represent a particular point-of-view in a small group discussion.
Jigsaw - Developing Community and Disseminating Knowledge Using the jigsaw teaching strategy is one way to help students understand and retain information, while they develop their collaboration skills.
Socratic Seminar The goal of a Socratic seminar is for students to help one another understand the ideas, issues, and values reflected in a specific text. Students are responsible for facilitating a discussion around ideas in the text rather than asserting opinions.
SPAR (Spontaneous Argumentation) SPAR is an event in forensic competitions around the country. In this structured debate, students have to frame an argument in one minute and then react quickly to their opponents’ ideas. This strategy helps students practice using evidence and examples to defend a position.
Fish bowl tag is a teaching method designed to engage students in carefully-constructed discussion and requires effective listening skills. It works well in many types of classrooms, including classes that include students with a wide range of skills and experiences, because it draws on personal knowledge and opinions.
Structured Conversations for Controversial Issues: In this method students are engaged in higher reasoning, problem-solving, and decision-making. The activity cultivates creativity and insight, while strengthening social links among participants. This method encourages interaction among students that promotes higher order thinking and the sharing of ideas in exchanges that are not scripted or controlled by the teacher. It will produce collective understanding of issues, policies, and viewpoints.
Think, Pair, Share - Facilitating Discussions in Small and Large Groups This discussion technique gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogues with other students around these issues. Asking students to write and discuss ideas with a partner before sharing with the larger group gives students more time to compose their ideas.
Two-Minute Interview Use this strategy to stimulate students’ thinking as they investigate a question or search for evidence in response to a writing prompt.
Living Images - Bringing History to Life Use this teaching strategy to provide students an opportunity to collaborate with their peers and develop a deeper understanding of a moment in history.
Reader's Theater Use this teaching strategy to help students process the dilemmas that characters experience within a narrative.· Jig-Saw: Students are grouped into five or six and each group member is assigned a specific task then must come back to their group and teach them what they learned.· Think-Pair-Share: Each member in a group "thinks" about a question they have from what they just learned, then they "pair-up" with a member in the group to discuss their responses. Finally they "share" what they learned with the rest of the class or group.
Round Robin: Students are placed into a group of four to six people. Then one person is assigned to be the recorder of the group. Next, the group is assigned a question that has multiple answers to it. Each student goes around the table and answers the question while the recorder writes down their answers. http://streetlaw.org/en/Page/894/Round_Robin_Debrief·
Numbered Heads: Each group member is given a number (1, 2, 3, 4, etc). The teacher then asks the class a question and each group must come together to find an answer. After the time is up the teacher calls a number and only the student with that number may answer the question.
Team-Pair-Solo: Students work together in a group to solve a problem. Next they work with a partner to solve a problem, and finally they work by themselves to solve a problem. This strategy uses the theory that students can solve more problems with help then they can alone. Students then progress to the point that they can solve the problem on their own only after first being in a team and then paired with a partner. Three Step Review: The teacher predetermines groups before a lesson. Then, as the lesson progresses, the teacher stops and gives groups three minutes to review what was taught and ask each other any questions they may have.
Cooperative Learning- Graffiti Groups: http://www.udel.edu/dssep/strategies.htm
Card-O-Matic: Increasing Student Participation https://www.teachingchannel.org/videos/student-participation-tip
Tools for Reading, Writing, and Thinking – Graphic organizer templates in PDF format for incorporating reading and writing strategies in the content areas
Team Game Tournaments: http://www1.udel.edu/dssep/teaching_strategies/tgt_coop.htm·
Double Exposure: http://www1.udel.edu/dssep/teaching_strategies/Double_Exposure.htm·
Dueling Documents: http://www1.udel.edu/dssep/teaching_strategies/Dueling Document.htm·
Barometer - Taking a Stand on Controversial Issues https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issues
Teaching Channel Tips for increasing student participation: https://www.teachingchannel.org/videos/student-participation-tip
http://k6educators.about.com/od/helpfornewteachers/qt/Cooperative-Learning-Tips-And-Techniques.htm
- Arrange students heterogeneously in groups as few as two and no more than six.
- Assign each member of the group a specific role such as: recorder, observer, book keeper, researcher, time keeper, etc.
- Monitor each groups progress and teach skills necessary for task completion.
- Evaluate each group based upon how well they worked together and completed the task.
Small Group Discussions Small-group activities enable participants to learn cooperation skills. These activities can also help participants learn to resolve differences among themselves. http://streetlaw.org/en/Page/892/Small_Group_Work
Assigning Roles for Group Work Many teachers find that assigning students’ particular roles is an effective way to structure group work.
Big Paper - Building a Silent Conversation
Café Conversations The Café Conversation strategy helps students practice perspective-taking by requiring them to represent a particular point-of-view in a small group discussion.
Jigsaw - Developing Community and Disseminating Knowledge Using the jigsaw teaching strategy is one way to help students understand and retain information, while they develop their collaboration skills.
Socratic Seminar The goal of a Socratic seminar is for students to help one another understand the ideas, issues, and values reflected in a specific text. Students are responsible for facilitating a discussion around ideas in the text rather than asserting opinions.
SPAR (Spontaneous Argumentation) SPAR is an event in forensic competitions around the country. In this structured debate, students have to frame an argument in one minute and then react quickly to their opponents’ ideas. This strategy helps students practice using evidence and examples to defend a position.
Fish bowl tag is a teaching method designed to engage students in carefully-constructed discussion and requires effective listening skills. It works well in many types of classrooms, including classes that include students with a wide range of skills and experiences, because it draws on personal knowledge and opinions.
Structured Conversations for Controversial Issues: In this method students are engaged in higher reasoning, problem-solving, and decision-making. The activity cultivates creativity and insight, while strengthening social links among participants. This method encourages interaction among students that promotes higher order thinking and the sharing of ideas in exchanges that are not scripted or controlled by the teacher. It will produce collective understanding of issues, policies, and viewpoints.
Think, Pair, Share - Facilitating Discussions in Small and Large Groups This discussion technique gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogues with other students around these issues. Asking students to write and discuss ideas with a partner before sharing with the larger group gives students more time to compose their ideas.
Two-Minute Interview Use this strategy to stimulate students’ thinking as they investigate a question or search for evidence in response to a writing prompt.
Living Images - Bringing History to Life Use this teaching strategy to provide students an opportunity to collaborate with their peers and develop a deeper understanding of a moment in history.
Reader's Theater Use this teaching strategy to help students process the dilemmas that characters experience within a narrative.· Jig-Saw: Students are grouped into five or six and each group member is assigned a specific task then must come back to their group and teach them what they learned.· Think-Pair-Share: Each member in a group "thinks" about a question they have from what they just learned, then they "pair-up" with a member in the group to discuss their responses. Finally they "share" what they learned with the rest of the class or group.
Round Robin: Students are placed into a group of four to six people. Then one person is assigned to be the recorder of the group. Next, the group is assigned a question that has multiple answers to it. Each student goes around the table and answers the question while the recorder writes down their answers. http://streetlaw.org/en/Page/894/Round_Robin_Debrief·
Numbered Heads: Each group member is given a number (1, 2, 3, 4, etc). The teacher then asks the class a question and each group must come together to find an answer. After the time is up the teacher calls a number and only the student with that number may answer the question.
Team-Pair-Solo: Students work together in a group to solve a problem. Next they work with a partner to solve a problem, and finally they work by themselves to solve a problem. This strategy uses the theory that students can solve more problems with help then they can alone. Students then progress to the point that they can solve the problem on their own only after first being in a team and then paired with a partner. Three Step Review: The teacher predetermines groups before a lesson. Then, as the lesson progresses, the teacher stops and gives groups three minutes to review what was taught and ask each other any questions they may have.
Cooperative Learning- Graffiti Groups: http://www.udel.edu/dssep/strategies.htm
Card-O-Matic: Increasing Student Participation https://www.teachingchannel.org/videos/student-participation-tip
Tools for Reading, Writing, and Thinking – Graphic organizer templates in PDF format for incorporating reading and writing strategies in the content areas
Team Game Tournaments: http://www1.udel.edu/dssep/teaching_strategies/tgt_coop.htm·
Double Exposure: http://www1.udel.edu/dssep/teaching_strategies/Double_Exposure.htm·
Dueling Documents: http://www1.udel.edu/dssep/teaching_strategies/Dueling Document.htm·
Barometer - Taking a Stand on Controversial Issues https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issues
Teaching Channel Tips for increasing student participation: https://www.teachingchannel.org/videos/student-participation-tip
- Teaching Concepts:
- Concept Development: A Hilda Teaching Strategy https://www.rfwp.com/samples/conceptdevelopmentp1-15.pdf
- Concept Teaching: http://educ5208.pbworks.com/w/page/18651060/Concept%20Teaching
- Concept Teaching Instructional Strategy http://www.csus.edu/indiv/r/rodriguezm/373bspring06/concept_teaching_instru_model.htm
- Concept Mapping http://users.edte.utwente.nl/lanzing/cm_home.htm
- Teaching Concepts: http://www.slideshare.net/wartschowk/teaching-concepts
- Six Ways to Use Examples And Nonexamples To Teach Concepts http://theelearningcoach.com/elearning_design/examples-and-nonexamples/
- Think Inductively: http://www.csus.edu/indiv/m/mcvickerb/imet_sites/fundamentals/inductive/index.html
Inquiry Lessons
Teaching Methods/Strategies
https://www.edutopia.org/article/bringing-inquiry-based-learning-into-your-class-trevor-mackenzie
Types of Inquiry Lessons
Structured Inquiry: Students follow the lead of the teacher as the entire class engages in one inquiry together
Controlled Inquiry: Teacher chooses topics and identifies the resources students will use to answer questions.
Guided Inquiry: Teacher chooses topics/questions and students design product or solution.
Free or Open Inquiry: Student choose their topics without reference to any prescribed outcome.·
Resources and Downloads to Facilitate Inquiry-Based Learning: Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems. https://www.edutopia.org/article/inquiry-based-learning-resources-downloads
Resources and Downloads to Facilitate Inquiry-Based Learning: Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems. https://www.edutopia.org/article/inquiry-based-learning-resources-downloads
https://www.edutopia.org/article/bringing-inquiry-based-learning-into-your-class-trevor-mackenzie
Types of Inquiry Lessons
Structured Inquiry: Students follow the lead of the teacher as the entire class engages in one inquiry together
Controlled Inquiry: Teacher chooses topics and identifies the resources students will use to answer questions.
Guided Inquiry: Teacher chooses topics/questions and students design product or solution.
Free or Open Inquiry: Student choose their topics without reference to any prescribed outcome.·
Resources and Downloads to Facilitate Inquiry-Based Learning: Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems. https://www.edutopia.org/article/inquiry-based-learning-resources-downloads
- Bringing Inquiry-Based Learning Into Your Class: A four-step approach to using a powerful model that increases student agency in learning. https://www.edutopia.org/article/bringing-inquiry-based-learning-into-your-class-trevor-mackenzie
- What is Inquiry Based Learning? “Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new.” knowledge.http://www.thirteen.org/edonline/concept2class/inquiry/index.html
- Project Based Learning: Project-Based Learning: https://www.edutopia.org/project-based-learning
- 5 keys to Rigorous Project –Based Learning Well-designed project-based learning (PBL) has been shown to result in deeper learning and engaged, self-directed learners. Learn more about the five core elements of successful PBL https://www.edutopia.org/video/5-keys-rigorous-project-based-learning
- Preparing a Classroom Culture for Deeper Learning https://www.edutopia.org/blog/preparing-classroom-culture-deeper-learning-elizabeth-garcia
- Bringing Inquiry-Based Learning Into Your Class: A four-step approach to using a powerful model that increases student agency in learning. https://www.edutopia.org/article/bringing-inquiry-based-learning-into-your-class-trevor-mackenzie
- Case Study: Case studies can take many forms: legal cases based on written opinions of courts; hypothetical situations involving some conflict or dilemma; and real‑life situations drawn from newspapers, magazines, books, or other sources.
Resources and Downloads to Facilitate Inquiry-Based Learning: Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems. https://www.edutopia.org/article/inquiry-based-learning-resources-downloads
Ending the Lesson
- End the lesson with a short review of what students learned in the lesson.
- Check for understanding of lesson goals/benchmarks.
- Student’s complete “I Can” statements on the benchmarks.
- 3-2-1 This activity helps structure students’ responses to an activity, a reading or a film. It provides an easy way for teachers to check for understanding and to gauge students’ interest in a topic.
- Exit Cards Exit cards require students to answer particular questions on a piece of paper that is turned in before they leave the class. These cards provide teachers with immediate information that can be used to assess students’ understanding, monitor students’ questions or gather feedback on teaching. For students, exit cards serve as a content review at the end of a daily lesson and enhance their meta-cognitive skills.
- Found Poems Use this teaching strategy to provide a structured way for students to review material and synthesize their learning.
- Alphabet Summary: Each student is assigned a different letter of the alphabet and asked to generate a word starting with that letter that is related to the topic being discussed. Students share their terms with the class
- Application Cards: At the end of instruction, students write a real world application for the knowledge on a small card and submit the card to the teacher
- Questions, reflections, and think-alouds: Questioning students about new content gives teachers clear data on the effectiveness of their lessons. Giving ample think time allows students to better formulate their responses, so teachers should get comfortable with pausing after each question. When students start providing answers, teachers can use this opportunity to model the sort of thinking process the student must have gone through to arrive at their answer. This process makes clear the level of thinking required to make new connections and understandings, and gives students a clearer path to success.
While it may be tempting to move quickly though challenging material, taking the time to slow down and scaffold lessons can lead to more enduring understandings and greater academic success. http://education.cu-portland.edu/blog/teaching-strategies/teacher-techniques-scaffolding-elementary-education/
- Lesson Reflection: Planning the Next Step https://www.teachingchannel.org/videos/analyze-team-teach-socratic-seminar-nea
- Lesson Reflection: Getting Students to Talk https://www.teachingchannel.org/videos/getting-students-to-talk