Instructional Strategies

Ashley Jordan

Think, Pair, Share

Social Studies, Reading, Math, Science, Art, Music

http://olc.spsd.sk.ca/De/PD/instr/strats/think/

The instructional strategy that this website covers is called “Think, Pair, Share”. This strategy is used to give students “food for thought” that way students can come up with their own ideas and then share those ideas with their peers. Students can be divided into groups of four; the teacher will assign each person in the group a number from one to four. A problem or topic that is to be covered is given to the students to think about for at least ten seconds. Then, using the students’ assigned number the teacher asks the groups of four to pair up into two s they can discuss the problem or topic they just thought about. The final step in this process is for the teacher to randomly call all students from each group to discuss what they talked about with their partner.

The reason why this strategy would be useful in the classroom is because “Think, Pair, Share” enables students to first think about a topic for themselves. The students then learn how to discuss their own ideas with their partners which can help with discussion. Then, the students also gain some experience discussing ideas to the entire class so it builds their public speaking skills.

This strategy would be best if it was used with first grade students or higher grade levels.

Word Walls

Spelling, Math, Science, Social Studies, Writing

http://www.readingrockets.org/strategies/word_walls

The teaching strategy that this particular website describes is Word Walls. A teacher must first talk with his/her students about which words the students believe should go on the word wall. These words may be concepts that the students may cover in a new unit, spelling words, or words that are difficult to spell. Once the words are picked out, the teacher can have the students put the words on a designated wall that has a bright background so the words can be seen easily. All of the words do not have to be put up at the same time they student may gradually add a new word daily or weekly. The goal for the word wall is for the students to have a reference and be able to spell or use the words regularly. In order to do this, the words have to be covered daily either with activities or games. The words should also be used in the unit that is being covered.

The reason why this strategy would be useful in the classroom is because Word Walls help build students’ vocabulary. Students will be able to recognize common words or symbols that appear in

every unit that they go over in class. Word walls can also help students refer back to main ideas presented in a unit or a word they may want to use when they are writing. Word Walls build recognition, spelling, and phonic skills.

This strategy can be best used with students who are in kindergarten or higher.

Graphic Organizers

Science, Social Studies, Language Arts, Art, Music

http://www.inspiration.com/visual-learning/graphic-organizers

The instructional strategy that this website covers is graphic organizers. Graphic organizers are visual displays of facts, concepts, or ideas and how these items connect. Some graphic organizers may include pictures and text, just pictures or just text. If a subject or idea corresponds with another idea then they are connected with an arrow.

The reason why this strategy would be useful in the classroom is because graphic organizers most importantly has student learn visually. Graphic organizers help students brainstorm ideas or concepts and put them in order or combine ideas. These tools aid in the thinking process but also build relationship skills. Students learn how to correspond words with pictures and can easily organize ideas this way.

This strategy can be best used for students who are in kindergarten or higher.

Analytic Phonics

Reading, Language Arts

http://k6educators.about.com/od/ReadingStrategies/qt/The-Analytic-Method-of-Teaching-Phonics.htm

The instructional strategy that this website addresses is the analytic phonics method. This method is used when students know all the letters of their alphabets and the sounds of the letters. The teacher can select a book that has text with tons of letter sounds. Sight words are then picked from the book; these are usually words that sound similar or have the same beginning or ending sounds. The students are asked how the sight words are all alike or similar; the students then respond. The next step is for the students to understand the sound the sight words make. The students then read a book that has words of a particular sight word group. They are asked to pick out the sight words while they read the story as a class.

The reason why this strategy would be useful in the classroom is because the analytic phonics method helps child recognize their sounds. Students are able to see how a set of words have the same beginnings, endings, or vowel sounds. Students also learn how to analyze words and their sounds. Overall, students learn the phonics of words and how they relate to other sight words.

This strategy can be best used for students who are in first or second grade.

Scavenger Hunt

Math, Science, Art, Social Studies, Music

http://www.ion.uillinois.edu/resources/otai/ScavengerHunt.asp

The instructional strategy that this website addresses is the internet scavenger hunt. Students are given a specific topic or a choice of concepts that they are to pick from. The students are then given a set of items or answers they need to find based on their topic. The students may be given a couple days to do this internet search to answer all of the questions that are given. After the time is up, the teacher may have the students one by one describe what their topic was and some interesting facts they found.

The reason why this strategy would be useful in the classroom is because the internet scavenger hunt builds students’ problem solving skills. Students will learn how to navigate through the internet to find the answers to the questions they are given. So, in other words this helps students become familiar with browsing the internet appropriately. This could also be a goal based strategy because students are given a set of questions and a time limit to answer all of those questions in. If the students succeed in answering all of their questions then they have met their goal, if they do not succeed then they know that they need to try harder next time.

This strategy works best for students who are in third grade or higher.

KWL chart

Science, Social Studies, Art, Music

http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html

The teaching strategy that this particular website describes is the KWL chart. The K in KWL stands for what students know. The W stands for what students want to know about a topic and the L is what students learned about a topic. When given a new unit or topic students are asked to divided a piece of paper into three equal columns and write down Know, Want to Know, and Learned as the titles for the columns. Before beginning the unit the students are to write down ideas that they know about the new unit. The teacher may then discuss with the students as a class ideas that the students know; others can add to their know list if they didn’t have an idea already written down that was discussed. The teacher then asks the students to come up with question or ideas that they want to know and put those in the correct column. The teacher may then have the students form groups of four to talk about ideas they want to know. The students may then read or do research about the new unit and fill in concepts that they learned. As a final overview, the teacher may have a group discussion about what questions the students had and what they learned during the unit.

The reason why this strategy would be useful in the classroom is because KWL charts help students tap into their prior knowledge about a subject. The charts guide students when they read or research so they can answer their “want to know” questions. The charts also lets students see how much they knew about a topic before beginning it and all the ideas they learned after doing the unit. Overall, students tap into their prior knowledge, formulate questions, and see how much knowledge they have gained by using the KWL chart.

This strategy works best for students who are in third grade or higher.

Collages

Science, Social Studies, Art, Music, Language Arts

http://www.teachingmethodsonline.com/63-collage-method/

The teaching strategy that this particular website describes is photo collages. This strategy can be done at any point during a unit but it is a very time consuming event so teachers need to plan accordingly. Students are asked to either pick a particular topic to do a collage on or are given a topic. This topic can be a concept that is being covered in class or a general topic. The students may be divided in pairs, or larger groups depending upon how many children are in the class. The students are given a stack of newspapers, magazines, and some color paper; they are also given markers or pens, glue, and scissors. The objective is for the students to cut out items that remind them of their particular topic and put those items on one large piece of paper all together. Sometimes students may pick pictures that are abstract or are not initially thought of to go with a topic. The students are given forty-five minutes to an hour to complete their collages. After completing their collages, the pairs or groups of students can be called up to the front of the class to present their collages. When in front of the class the groups are to explain a few of the pictures or words they have on their collage and how these items relate to the topic they were given.

The reason why this strategy would be useful in the classroom is because collages help students understand how common everyday items can relate to topics they cover in class. Students build on their teamwork skills. They also learn how abstract items may relate to a topic that they would have not thought of initially. The students are really tapping into their artistic abilities by making these collages. This is a great way for students to build on their interdisciplinary learning skills.

This strategy can be best used for students who are in second grade or higher.

Concept Fan

Science

http://www.toolkitforthinking.com/creative-thinking/concept-fan

The instructional strategy that this website covers is the concept fan. The goal of the concept fan is for students to gain a new perspective about a topic and see how they can approach a problem

in a different way. The students are instructed to draw a on a large piece of paper or on a white board; the circle must be just right of the center of the paper or white board. The students are then told to write down the problem they are trying to solve (or a problem they are given). TO the right of the circle the students are then asked to draw lines for possible solutions to the problem with the solutions written on the lines. Students are asked to draw another circle to the left of the first circle; they need to connect these circles with an arrow going from the first circle to the second circle. In the second circle students need to write the broad definition or idea that they are trying to solve based on the problem. New ideas can be written in circles that are linear with the first circle. Students need to make sure that they have possible solutions coming from each circle and that the proceeding circles are linked to the second circle. The teacher needs to make sure that he/she draws an example of the concept fan on the board so the students get an idea of what it should look like.

The reason why this strategy would be useful in the classroom is because concept fans help students view a problem from a different perspective. This method really has students open their eyes to several different problems that can come from one major topic. Students give solutions for each problem thus broadening their perspective. Students learn how to problem solve and think outside the box.

This strategy can be best used for students who are in fourth grade or higher.

Cross- Age Tutoring

Math, Reading, Writing, Science

http://eric.ed.gov/?id=ED409281

The teaching strategy that this website addresses is cross-age tutoring or peer tutoring. The idea of the cross- age tutoring method is for students of higher grade levels to pair up with students of lower grades that are struggling in a particular subject area. The pairs are matched either by the two teachers that are participating in the tutoring or by other school assistants. The older students are given warm-up activities, a major task they are to work on, and an ending activity that they will cover with their younger peers. The teachers may put a time limit on how long the tutors and peers work together; this may be an hour or so. The tutors are to then go over the material and ideas they were trained to use that week with their peers. The teacher needs to make sure he/she is watching the interactions between the tutor and the peer. The objective is also for the older students to try and scaffold the learning of their younger peers.

The reason why this strategy would be useful in the classroom is because cross- age tutoring benefits both the tutor and the peer. While, it may be true that the peer may gain more from the experience the tutor also gains some concepts too. The peer may advance in their reading level, or move up in their math level. The peer also gains a better understanding of topics by having someone have one-on- one time with them. Both students gain a sense of teamwork because the

students are essentially working together as a team. Both of the students work on their discussion skills within a group. The tutor is benefitting by covering previous material; sparking a greater understanding of the topics that were reviewed. Overall, both students benefit greatly from the cross- age tutoring method.

This strategy can be best used for students that are in fifth grade as the tutors and the peers should be in a lower grade level.

Nutshelling

Writing, Reading

http://www.bedfordstmartins.com/technotes/workshops/nutshelling.htm

The instructional strategy that this website covers is the “Nutshelling” method. This strategy can either be done individually or in pairs but it is better in pairs. The purpose behind this strategy is for two students to write a paragraph or an essay. Then, each student switches papers with his/her partner. Taking turns, the students summarize each paragraph in the essay. If it is just a paragraph they are summarizing they can break it down and explain what each sentence is saying. The idea here is for the students to get the “nutshell” or general idea across for each paragraph or sentence. The students can then confirm or disagree that the “nutshell” for each paragraph is correct or incorrect based on what they were trying to say. This sets up a great way for the students to discuss their essays or paragraphs and get another person’s opinion about their writing. This strategy can also be used to revision an essay or paragraph.

The reason why this strategy would be useful in the classroom is because “Nutshelling” provides a way for students to summarize what they are reading. Children learn how to sum up the content of a paragraph. They also work on their reading skills because they are reading another person’s paper. Students gain experience with revising a paragraph or an essay. They build on their discussion skills because they have to talk with another person in a group.

This strategy can be best used for students who are in fifth grade or higher.

Find the Fib

Science, Social Studies, Art, Music, Math, Language Arts

http://ceocg.catholic.edu.au/learning/Pages/FindtheFib.aspx

The instructional strategy that this website addresses is the “Find the Fib” strategy. The concept behind this strategy is for students to write down two true statements and one false statement and have their peers try and find the false statement (the fib). The teacher first divides the students into groups of four for this strategy. The teacher then tells the students to write two true statements and one false statement about a particular topic. The teacher should give examples of what a true and false statement is. The students need to try and make their statements difficult for

the other students to pick out the fib. Once the students are done writing down their statements as a group they are then called up to the front of the class; each group is called separately. The students in the group then say all of their statements and the rest of the class has to try and guess what the fib is. If the fib is guessed then the class may discuss how that statement is a fib and not true.

The reason why this strategy would be useful in the classroom is because “Find the Fib” builds on public speaking and teamwork skills. Students gain experience speaking in front of the class when they present their statements to the rest of the class. Students benefit from working with groups because they learn how to come up with statements as a team. Children also gain knowledge of the difference between a true statement and a false statement. Children may also gain some discussion skills as they talk with their classmates about the fib and what it is not true.

This strategy can be best used for students who are in second grade or higher.

Find the Rule

Math

http://www.mathsisfun.com/algebra/sequences-finding-rule.html

The instructional strategy that this website addresses is the “Find the Rule” method. The purpose of this strategy is for students to find the missing number(s) in a given sequence. The teacher gives the students a set of numbers either on the board in the front of the classroom or on a worksheet. The students are then asked to try and find the pattern within all of the given numbers. The pattern in the sequence of numbers (terms) may be adding a certain amount of number to get the next number. It could also be subtracting, multiplying or dividing numbers in the sequence to get a proceeding or succeeding number. The finding the rule comes into play when the students find the particular rule that is used in the sequence. This strategy can be made more difficult for secondary school age students.

The reason why this strategy would be useful in the classroom is because “Find the Rule” really helps students determine patterns or rules that are used in math. Students gain knowledge of how numbers can compare or contrast. They gain experience determining patterns that may occur with a sequence of numbers. Students also work on adding, subtracting, multiply, and dividing because they have to use these rules to find the missing numbers in the sequence.

This strategy can be best used for students who are in the third grade or higher.

Grab Bag

Science, Math, Social Studies, Music, Art, Language Arts

http://www.gips.org/assets/files/Learning/CheckingForUnderstanding/Grab_Bag.pdf

The instructional strategy that this website covers is the grab bag. For this strategy, the teacher has to write words, phrases, or questions on a small piece of paper, fold the paper up, and put the papers into a bag. The teacher needs to make sure that he/she makes enough paper slips for the entire class. The students can also write up the slips of paper to put in the bag instead of the teacher doing so. The students are divided into pair or larger groups so they can have other people to discuss their slips of paper with. The teacher then walks around to each group and has each student pick out a slip of paper. The students are instructed to take turns opening and discussing what is written on their lips of paper until each person in the group has a turn. While, discussion is occurring among the groups the teacher walks around to direct the discussions. The teacher may also put a time limit of say five minutes for each slip of paper to be discussed in the group.

The reason why this strategy would be useful in the classroom is because the grab bag benefits children’s conversation and group skills. Children how to take turns sharing their thoughts and discussing the topic that is written on each slip of paper. They have to learn patience because not every student in the group can talk at once. Students learn how to work together as a group and build their teamwork skills.

This strategy can be best used for students who are in kindergarten or higher.

Talking Chips

Music, Art, Social Studies, Reading

http://mckayschooleducators.wordpress.com/2014/02/25/talking-chips/

The instructional strategy that this website addresses is talking chips. The students divide themselves or are instructed into groups of four to six students. The teacher then passes out two or three checkers or plastic chips to each student in every group. The teacher describes how talking chips works, which means that students are to listen to a question or topic that the teacher is describing. The students, after the teacher stops talking, put their chips in the middle of the table if they want to talk. If more than one student puts their chip in the center than whoever was first to do so will talk first. After one student I done talking, another student gets a chance to put their chips in the center and talk. This process continues until every member in the group has used one of their chips. The teacher can conduct two or three more rounds of this type of discussion depending upon the amount of chips each child are given.

The reason why this strategy would be useful in the classroom is because talking chips allows students to take turns talking. In lower grade level student may struggle with allowing others to talk in a group setting. This strategy allows every person in a group a turn to talk or discuss a topic. The use of the chips helps others not speak until they have a chip in the middle of the table. Students gain knowledge from their peers because they have to listen to what their peers are saying. Using the chips and a time limit really helps students stay on topic about a question

or subject. The strategy also helps students think about what others are saying and can provide deeper understanding of a topic.

This strategy can be best used for students who are in first grade or higher.

Hot Potato

Science, Writing, Social Studies, Music, Art

http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy/ESOL-teaching-strategies/Oral-language/Teaching-approaches-and-strategies/Thinking/Hot-potato

The instructional strategy that this website addresses is hot potato. A variety of objects can be used for this strategy such as a potato, ball, a piece of paper and other items. The first step in this strategy is for the teacher to divide the students or the students form their own groups of four to six students depending upon the amount of students in the classroom. Once the students are divided into groups they are instructed to get out a piece of paper (or another item) and a pencil. The students are then asked to brainstorm ideas about a particular topic the teacher gives them. Once the students think of something they can write down a key point on their piece of paper. The teacher may use a bell of an alarm to signal that the paper needs to be passed to the next student to the right in the circle. Every time the paper I passed the student reads what is written and writes down a new idea or information about the statements. They however may not repeat any idea of key point on the paper they are writing on. This is done until the initial paper that every student had at the start gets back to its original owner.

The reason why this strategy would be useful in the classroom is because hot potato helps students think, process, and write down their own ideas. This strategy helps students brainstorm or think of new key points to write down. Students then learn how to process their thoughts and write down what they are thinking. This activity benefits students by having them read and write. Students learn how to comprehend key point and come up with new ideas of their own.

This strategy can be best used for students who are in first grade or higher.

Jumbled Summary

Reading, Art, Music, Social Studies, Science, Writing

http://www.tncurriculumcenter.org/resources/60:jumbled-summary

The instructional strategy that this website addresses is the jumbled summary strategy. This strategy should be used in the middle or at the end of a unit. The teacher first develops a set of randomly selected key words or phrases from a unit that is covered in class. The teacher needs to display or write these key words on the board so all of the students can see. Ask students to then write one of two sentences describing the ideas that were presented in order. The teacher can determine the amount of time he/she wishes for the students to write their sentences. After the

students write their sentences, have them put each one of the words or phrases posted in a logical order similar to how it was covered in the unit. The teacher can call on several students to put the key words in order, explain their understanding and the sentences they wrote. If there are any misunderstandings the teacher/ other students should clarify them.

The reason why this strategy would be useful in the classroom is because the jumbled summary method provides students with the tools they need to put events or items in order. Students use writing skills to write down their summaries of the words and the order they put them in. The students then learn how to put items in chronological order which is very important when organizing dates or events in time. The students gain a deeper understanding of the key words or topics they covered throughout the unit.

This strategy can be best used for students who are in third grade or higher.

Jigsaw

Science, Social Studies

http://www.readingrockets.org/strategies/jigsaw

The instructional strategy that this website covers is the jigsaw method. Teachers first introduce a topic or subject that the students will be covering. The students are then divided into “home groups” which consist of three to five students with variety of reading abilities. The teacher then determines a set of reading selections for each student. “Expert groups” are then created from the “home groups” these new groups will read the same chosen selections. The teacher then describes a framework for students to manage their time for each jigsaw. Students are given resources that can help them become “experts” on their particular topic. The “experts” will then report back to their “home groups” with their new found information that they will share with the group. The “home groups” can then write down the “expert’s” information in a graphic organizer. “Home group” members are required to learn all of the information presented to them from other students.

The reason why this strategy would be useful in the classroom is because the jigsaw method gives students the opportunity to build their comprehension skills and encourages cooperative learning among students. Students build their comprehension by reviewing information that the “expert” student brings back. Cooperative learning is encouraged because students learn how to work with their team members to understand the content. Students also gain listening skills when they listen to their “experts”. Communication is another skill that is enhanced by this strategy because the students have to talk with one another. Problem- solving skills are improved when students learn how to work through misunderstandings or disagreements.

This strategy can best be used for students who are in third grade or higher.

Six Thinking Hats

Reading

http://www.learnerslink.com/journal_article.htm

The instructional strategy that this website covers is the six thinking hats. This strategy is based on ideas described in Bloom’s taxonomy. Each color hat represents a level of Bloom’s taxonomy. Bloom’s knowledge is for fact or information this color hat is white. The red hat is for feelings or emotions and is for Bloom’s evaluation stage. The black hat is or cautions, risks, and judgments. The yellow hat represents Bloom’s evaluation and synthesis level. Green is for creativity, new ideas, or predicting. Finally, the blue hat represents Bloom’s comprehension and application stage. For each color hat, the student wearing it is supposed to come up with or express the designated ideas. The students are expected to share the hats and think in the way that each hat is described.

The reason why this strategy would be useful in the classroom is because the six thinking hats enable students to think in the six different ways. For each hat, students can see a variety of ways to process their thoughts, express them, or summarize what they are thinking. This strategy builds students metacognitive thinking skills. It also helps with building students’ level of comprehension.

This strategy can best be used for students who are in fourth grade or higher.

Fishbowl

Social Studies

http://www.udel.edu/dssep/teaching_strategies/fishbowl.htm

The instructional strategy that this website covers is the fishbowl method. For this particular strategy, the teacher selects a topic that he/she wants the students to debate over. The teacher or students find facts or idea that can support a pro or con side of the assigned argument. The desks in the classroom are arranged so that five to seven chairs are on the inside these students will be the “fish”. The other remaining desks are put into a larger circle these students are the “observers”. The students are assigned to either sit in the inner circle or outer circle. The teacher then puts the topic on the board that is to be discussed. The debate is started and for each “fish” they are allowed thirty to sixty seconds to finalize their thoughts. Once every student in the inner circle has time to get their thoughts across the class has a whole discusses the ideas that were brought up or debated by the “fish”. The observers take charge of this part of the strategy that way they can get a chance to talk.

The reason why this strategy would be useful in the classroom is because the fish bowl incorporates the method of debate with discussion. Students will be able to learn how to take a stand on the pro or con side of a topic. They gain experience in discussing their own points of

view and how they can defend their own ideas. The students also invest in critical thinking because they have to think about how to defend their side of a topic.

This strategy can best be used for students who are in the fourth grade or higher.

Mix, Freeze, Group

Science, Spelling, Social Studies

http://troup612resources.troup.k12.ga.us/strategies_resources/strategies.html#Mix,%20Freeze,%+20Group

The instructional strategy that this website covers is the “Mix, Freeze, Group” strategy. The teacher choses ten or more words that are to be reviewed; each word is written on an index car or on paper. The students are then put into groups depending upon the amount of cards there are; groups of four to five are fine. Each group of cards for the groups is put into a bag. The students are instructed to pick one card out of the bag and define it verbally or on the card; all the group members should see the definition of the word on the card. The teacher walks around and checks the students’ answers or the students can check their answers in the book. Every student in the group gets to explain the definition of their card. The students are then told to get up and go to another group (this is the “mix” part of the strategy). The teacher then tells the students to “freeze” after a short amount of time. I number is called out to the class and they form in groups of the spoken number. The students have now “grouped” back together and are instructed to explain their word and definition to the new group members. This strategy can be repeated as many times as the teacher wishes.

The reason why this strategy would be useful in the classroom is because “Mix, Freeze, Group” teaches students how to form their own groups, communicate with others and comprehend their own understanding of a word. Students learn how to make their own groups without much instruction. Their communication skills are enhanced because they have to express their word and definitions to their peers. The students’ comprehension skills are helped when they recall and understand the meaning of their word. Students also build their listening skills because they have to listen to their teacher’s instructions.

This strategy can be best for students who are in the third grade or higher.