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Interactive Learning Strategies
Explore below a number of helpful and engaging learning strategies and techniques. Expand your “bag of tricks” by adding them to your teaching reportoire. Try some of these strategies in your own classroom. Any feedback or sugestions would be greatly appreciated.
Basic Individual and Group Activities:
1.) Socratic Seminar: Socratic questioning recognizes that questions, not answers, are the driving force in thinking. Socratic seminars explore ideas, values, and issues drawn from readings or art works chosen for their richness. They also provide a forum to expand participants' familiarity with works drawn from many cultural sources. Leaders help participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence, connections, examples, and other aspects of sound thinking. A good seminar is more devoted to making meaning than to mastering information. Seminars strengthen participants' learning by getting them actively engaged in rigorous critical thought. Practical activities are always followed by periods of reflection and discussion about what has been experienced. The goal here is to allow learners to create a community of inquiry for the purpose of making meaning cooperatively.
Basic structure of exercise:
a.) Teacher chooses a topic or issue related to academic content. Students are given information about the topic to read about before attending class. The teacher arranges the desks into two circles, one surrounding the other. There should be equal number of desks in the outer and inner circle.
b.) Teacher begins with a round robin question that everyone has to answer. Following the round robin, there are open ended questions (increasing in rigor according to Bloom’s Taxonomy) that everyone can answer.
c.) Teacher acts as the facilitator and creator of questions. He or she grades student by placing a check next to their name.
*Source: Sheppard, Maia (2007) Lecture Notes, University of Minnesota
*Source 2: Creator: Mortimer Adler, Director of the Institute for Philosophical Research in Chicago. Adler published The Paideia Proposal (1982) and Paideia Problems and Possibilities (1983). http://www.greece.k12.ny.us/instruction/ela/SocraticSeminars/faqsfromstudents.htm
http://www.journeytoexcellence.org/practice/instruction/theories/miscideas/
FOR A FULL DESCRIPTION CLICK ON THE “ARCHIVED” LINK BELOW
2.) Structured Academic Controversy: Structured Academic Controversy is a valuable teaching strategy to use in the classroom. The general purpose of SAC is to promote higher achievement and increase the quality of problem solving, decision making, critical thinking, reasoning, interpersonal skills, and self esteem and well-being among students (2008, Sheppard). SAC can be used to communicate the controversy around compelling academic subjects and issues. Through SAC, students gain a deeper understanding of all positions related to the controversy and use reasoned judgment in their group discussion. The goal of the lesson is to stimulate a higher order of thinking about compelling subjects and issues and to help foster a supportive and collaborative environment.
Basic structure of exercise:
a.) Choose a topic that has content manageable by the student and one which at least two well documented positions (pro and con) can be prepared.
b.) Prepare the instructional materials so that group members know what positions they have been assigned and where they can find supporting information.
c.) Start SAC by breaking students into pairs. Each pair receives information favoring one side of the debate/subject. Each pair will read the document and discuss the main points of the argument to present to another pair. Then they will debate with another pair who has become familiar with the opposing side.
d.) Pairs then switch sides, become familiar with the opposing argument, and debate again. Finally, the two pairs will come together to discuss the strengths and weakness of each side of the argument. They will come to a consensus about their collective opinion about the argument, and present that idea in a class discussion.
*Source 1: Sheppard, Maia (2007) Lecture Notes, University of Minnesota
*Source 2: Creator: Johnson, R.. Johnson, D. (1988). Cooperation in the Classroom, Revised 2008 Edition
From: Johnson, R.. Johnson, D. (2000) Civil Political Discourse In A Democracy: The Contribution Of Psychology http://www.co-operation.org/pages/contro-pol.html
FOR A FULL DESCRIPTION CLICK ON THE “ARCHIVED” LINK BELOW
3.) Jigsaw:
Jigsaw is good for teaching complex concepts that have a number of pieces. For a basic Jigsaw activity, you would separate students into "expert" groups. Each "expert" group is assigned a different piece of the concept to present to the rest of the class. The class first meets to discuss their individual learning needs. Then each group member goes to his or her "expert" group. In the "expert" group, the students work on ways to present their piece of content effectively so that the rest of the class "gets" it. Once their presentation is ready, the "expert" groups teach their concept to the class. You can assess this learning activity through peer review or through a quiz that shows the success of the individual presentations within a group. Jigsaw is a good way to ensure individual responsibility while using collaborative learning.
*Source: Creator: Aronson, Elliot (2010). University of California Accessed 3/2/2009 from http://www.jigsaw.org/
3.) Buzz groups:
A small discussion group formed for a specific task such as generating ideas, solving problems, or reaching a common viewpoint on a topic within a specific period of time. The use of buzz groups was first associated with J. D. Phillips and is sometimes known as the Phillips 66 technique. Large groups may be divided into buzz groups after an initial presentation in order to cover different aspects of a topic or maximize participation. Each group appoints a spokesperson to report the results of the discussion to the larger group. Buzz groups are a form of brainstorming. Get students into home groups: four students
Source: University of Minnesota
4.) Reflection Journals
-Interactive reflection journals, double entry journal, learning log,
*Source: Schools of California Online Resources for Education accessed 4/17/2010 from: http://www.sdcoe.k12.ca.us/score/actbank/tjournal.htm
5.) Small Group Arrangements:
-Cross-Over (mixing students into groups by letter/number allocations)
-Ability Grouping
-Flexible Grouping
-Guided reading groups
-Cooperative groups of 2-3
6.) Think-pair-share: (Evaluation)
Ask the students a question and have each of them turn to a neighbor and discuss it before resolving on a final answer. This is a great way to motivate students and promote higher-level thinking. Open-ended questions promote discussion. Include time to discuss as a class as well as time for student pairs to address the question. A think-pair-share can take as little as three minutes or can be longer, depending on the question or task and the class size.
*Source: Creator: Lyman, F. (1981). Strategies for Reading Comprehension University of Maryland, accessed on 3/20/2010 from: http://www.readingquest.org/strat/tps.html
7.) Concepts questions:
Are conceptual multiple choice questions that are used to assess student understanding. Students work on the questions individually. These questions can be used to promote some kinds of higher-level thinking, but as they tend to be quick (often about 60 seconds), this is limited. As these questions take little time, you can ask several in a class period. They provide a quick objective assessment of students' prior knowledge or of how much of the class understood your lecture.
8.) The Question of the Day
Is a short project dealing with the lecture material that requires the student to think actively about it. It takes a few minutes at the start of class and requires a written response that the student turns in for a participation grade. These are not multiple-choice but require short explanations, annotations, calculations, or drawings that develop communication skills as well as higher-level thinking. Students come to class expecting to do one of these every day, and start the class as active rather than passive learners.
9.) Periodic Recall:
Students stop taking notes, close their books and write down two or three main points from the lecture thus far. Students could then compare and discuss what they have written with a partner.
*Source: Mayo, J.B. (2008). University of Minnesota
10.) Task Analysis:
a.) Determine what task you want the student to perform
b.) Figure out what steps will be required to complete the task.
c.) Teach the student one step until the student displays mastery of it.
d.) Decide what order to teach the steps in. You might have the student master the last step,then second to last and so on until the entire task can be done independently. Or vice versa, you can work from the first step to the last. This is known as chaining.
e.) As each part of the process is learned, add it to the chain until the task can be completed independently.
*Source: Seifert, K. (2010). University of Minnesota Powerpoint Lecture, EPSY 5615 accessed 3/10/2010
11.) Graphic Organizers:
a.) Chain of Events
b.) Clustering
c.) Compare/Contrast
d.) Continuum
e.) Cycle
f.) Family Tree
g.) Fishbone
h.) Interaction Outline
i.) Problem Solution
j.) Story board
k.) Spider map
l.) KWHL
j.) Graphic Representations: Ask students to represent a key topic in a non-narrative format (i.e. picture, graph, etc.)
k.) Venn diagram/ flow charts
l.) Anticipation/Reaction Guide
*Source: Schools of California Online Resources for Education accessed 4/17/2010 from http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
12.) Recap: Conclude your class session with a two to five minute recap
Ask students to summarize major points.
Have students take a short un-graded quiz individually, or in small groups. They should be able to answer the question(s) (without much difficulty) based on the lecture and their class participation.
Assign a one-minute paper by asking students one or more of the following questions: 1) "What do you consider to be the main point(s) of today's class?" or "What one or two things stood out for you from today's class?" 2) "What was the muddiest point?" or "What question(s) still remains uppermost in your mind?" Collect these papers and start the next class session by noting any trends in their responses and/or by addressing their muddiest points and/or questions.
13.) Start with a question:
Ask your students what they know or hope to learn about the topic.
14.) Student-generated Questions
Explain the intellectual levels of questioning (recall, understanding, application, analysis and evaluation) and ask
students to write a series of questions about the topic under discussion. Then ask students to answer the questions in pairs, groups, or the whole class.
15.) Debate:
-Cross Examination, Two person, team debate. Student must support position with evidence and the topics are policy based. Teams debate the same topic all year
-Lincoln Douglas debates: arose from the 1853 debates when Abraham Lincoln was campaigning to win a Senate seat. Even though he did not win the election, these 7 debates further led him to become President. Following in the footsteps of Lincoln, the Lincoln Douglas debates are based on morals and values instead of on what is either right or wrong because the participants of the debate have to argue both sides.
-Ted Turner or Policy Debate: a form of debate that generally calls for a change in a policy in the Federal Government of the United States. Two teams of two debate the sides saying that it should be changed or shouldn’t be changed.
-Student Congress/Public Forum debate is basically a four person Crossfire debate, like the ones televised during elections, where two groups of people argue over a matter of national importance in terms of what a “common” person would understand and believe. Public Forum is also based more on speaking abilities other than depth of arguments.
17.) Re-order the Steps: Present a series of steps in a mixed order and have students re-order the steps complete
18.) First day of School:
Generate classroom climate- Ask students who fears making mistakes at the beginning of the semester. Raise your hand first. Explain that you have the same amount of fear about making mistakes at the beginning of the year. Then tell the class that we can all work together as a community to make positive gains.
19.) Fly Swap Game: (Test Preparation)
Preparation:
a.) On the white board, write a list of short answers to questions about content area problems, a book’s themes, or issues. Arrange the answers on the white board so students will have to look to find the answer.
b.) Curl up two pieces of newspaper in a baton shape.
c.) Arrange the class into two teams.
d.) Place two chairs side-by-side facing the front of the white board. Tell one student from each team to sit on the chair. Show the two students the same question at the same time. When a student figures out the answer, he or she will stand up and physically swap the answer written on the white board. The first student to figure out and swap the answer on the white board wins and gains points for his or her team.
*Source: Holmberg, Brett (2010). Wayzata Public High School Special Education Department
20.) Current Events/Newspaper Game: Cut out titles of newspaper articles and sentences from the article alluding to what
the article is about. Pass out the article title clippings to one half of the class and the sentences from the full article to the other half. Then, have the students get up and talk to one another. The objective is for the students to match their particular article title to the corresponding sentence from each article title.
21.) Teacher to teacher classroom strategies:
An accumulation of 100+ ideas for teaching and learning
*Source: http://www.lehman.cuny.edu/deanedu/litstudies/pdf/ILSIdeaBookFinal31.pdf
22.) 1-6 Review Game for Tests: (Test Preparation)
a.) Before the game, create a series of questions that have at least 6 possible answers. On the classroom floor, arrange six pieces of paper vertically, labeled with the numbers 1-6. You may want to tape them down and laminate them beforehand. Place a desk in front of #1 for you to sit at.
b.) Tell the students to get into groups of four according to the rows they are seated. Also make sure the students push their chairs towards one another.
c.) Tell the students that they will receive points in the game by standing on a numbers on the floor. Each number represents the points that the group will earn.
d.) When the teacher asks a question, tell the students to confer with their group members about the answers. Each group will assign one runner to get up and stand on a number on the floor. Only one person is allowed to stand on one number. When a student stands on a number and answers the question correctly, they will be awarded the point corresponding to the number they stood on. If they answer wrong, they will be deducted the points according to the number they stood on.
e.) The teacher will first ask the student standing on #1 for the answer, followed by the student standing on #2, #3, #4, #5, and #6.
f.) Students must provide an answer that has not already been said or used by the person before them. In other words, for students who stand on numbers two and above, they will not be able to repeat the answer (or rephrase any answers) of the students before them. Again, if a student is standing on number four, they will not be given any points if they give the same answer as the people before them.
*Source: Ladd, Carolynee (2009). Mounds View High School.
22.) Making Cooperative Learning Groups
a.) Have students draw a large circle on a blank piece of paper. In the circle, have the students number the hands on a clock, from 1 to 12. Then, have students connect with a fellow classmate who shares a birthday in their same month. They would write their name next to number 1 on the clock. Then, tell students to walk around room and fill the remaining clock numbers with names of different classmates. Throughout the year, you will randomly tell students to get into a pair based on the time and name labeled next to the clock hand.
*Source: Johnson, R.. Johnson, D. (2010). Classroom activity/lecture on 3/10/2010
23.) Getting to know you exercise: (Group Ice Breaker)
a.) Have students arrange themselves in a line based on their order of birthday. Tell students NO SPEAKING but just non-verbal communication. Then, pair up with person to left or right (you decide)
*Source: Seifert, K. (2010). University of Minnesota Powerpoint Lecture, EPSY 5615 accessed 04/10/2010
24.) Find Someone-Who: (Get to know you exercise)
a.) People Scavenger Hunt. Create questions on worksheet, such as (1), Who is an only child, (2.) Is and always has been an outrageous dresser (3.) Was born outside of the United States, (4.) Can milk a cow blindfolded, (5.) Attended more than 3 different schools between grade one and high school, (6.) Has more than one pet, (7.) Was the youngest child in their family, (8.) Was the only child in their family, (9.) Lived all this life in this state, (10.) Has taken swimming lessons, (11.) Participated in HS or college sports, (12.) Has been in an orchestra, band, or choir (13) etc.
Print out handout of questions. Have students get up and walk around the room to ask if the questions apply to their peers. They must have their peers initial the questions that apply to them.
*Source: Johnson, R.. Johnson, D. (2010). Classroom activity/lecture on 3/10/2010
25.) Corners (Class Building)
Purpose: Seeking alternative hypotheses, values, problem-solving approaches, knowing and respecting different points of view, meeting classmates. After constructive discussion in small groups about a topic, a teacher asks students to move to a corner of the room that best represents their position/view about a topic. This could be FOR, AGAINST, or UNDECIDED (neutral or indifferent) view. Students discuss within corners, then listen to and paraphrase ideas from other corners. Paraphrasing, summarizing or repeating ascertains (whether the listener listened and understood) and helps validate the ideas of former speakers.
b.) Example: Tell students to pick a corner that best represents their belief about life: 4 Corners are described as (1) TO GET TO HEAVEN, (2) THE PATH LEAST TAKEN, (3) IN IT FOR SUCCESS
*Source: Johnson, R.. Johnson, D. (1988). Cooperation in the Classroom, Revised 2008 Edition
*Source 2: Joritz-Nakagawa, J (2010). Spencer Kagan's Cooperative Learning Structures, Aichi University of Education, Accessed on 5/20/2010 from: http://jalt.org/pansig/PGL2/HTML/Nakagawa.htm
*Source 3: Kagan, S. (1990). The Structural Approach to Cooperative Learning. Educational Leadership vol:47 iss:4 pg:12-15
26.) Numbered Heads Together (Mastery of Subject Matter)
Purpose: encourages positive interdependence: the high achievers share answers because they know their number might not be called, and they want their team to do well. The low achievers listen carefully because they know their number might be called. Numbered heads Together is in contrast to Whole-Class Question-Answer in which only the high achievers need participate and the low achievers can (and often do) tune out (Kagan, pg 13, 1990).
Preparation: The teacher breaks the students into heterogeneous groups of one high achieving, two average, and one low-achieving student.
1.) The teacher has students number off within cooperative groups of four, so that each student has a number: 1, 2, 3, or 4.
2.) The teacher lectures in the traditional format, and asks questions.
3.) The teacher tells the students to “put their heads together” to make sure that everyone on the team know the answer. The students discuss the question in their cooperative groups so that every group member knows the answer.
4.) The teacher calls a number (1, 2, 3, or 4), and only students with that number can raise their hands to respond.
*Source: Hall, T., Stegila, A. (2010). Peer Mediated Instruction and Intervention, CAST, National Center on Accessing the General Curriculum, Accessed on 5/15/2010 from: http://udl.cast.org/ncac/index.cfm?i=2953
*Source 2: Kagan, S. (1990). The Structural Approach to Cooperative Learning. Educational Leadership vol:47 iss:4 pg:12-15
27.) Textbook Scavenger Hunt (Comprehension/Cooperation)
Students are given specific questions about material inside a textbook chapter. This can include (1) what is the heading on pg. 123, (2) what is the picture on pg 125 symbolize, (3) what is the main theme on pg 130? They are required to answer the list of questions in small groups of three. Assign students different roles such as writer, reviewer, and page finder.
*Source: Seifert, K. (2010). University of Minnesota Powerpoint Lecture, EPSY 5615 accessed 04/10/2010
28.) Fishbowl
Purpose: Promotes effective interpersonal communication skills,
According to Miller and Benz (2008), “A fishbowl structurally consists of a large group divided into subgroups of approximately equal number. If the classroom permits, the students can be divided into an in-group (those with the primary responsibility for solving a particular problem) and an outgroup seated in a circle surrounding the in-group. The out-group members observe and listen to the problem solving efforts of the in-group and when asked, provide advice and guidance to the members of the in-group. The out-group can be of assistance when no solution to the problem occurs to members of the in-group, or when alternative solutions are desired, or as a sort of quality control - critiquing the solutions generated by the in-group” (pg 3).
Source: Miller, R. L, Benz, J.J. (2008). Techniques for Encouraging Peer Collaboration: Online Threaded Discussion or Fishbowl Interaction, Journal of Instructional Psychology, Vol:35(1) pg:87 -93
Reading and Writing Strategies:
1.) Close Reading: Miai Sheppard website for activities for writing
1.) Give directions about close reading. (5 min)
a.) Underline sentences that you think are important to remember.
b.) Put a question mark in the margin of issues that you don’t understand
c.) Put a star in the margin of something you strongly agree with
d.) Put an arrow next to a section/ thought that you disagree with.
*Source: Sheppard, Miai (2007). Lecture Notes, University of Minnesota
2.) Interactive Writing:
Small groups or the whole class, teacher engages the students in composing and constructing a written paper on the board. Teacher invites students to come up and share the pen. Students write anything from a single word to a whole sentence. While student is writing on board, other students write on individual notebooks or paper, which keeps them attending to the lesson and makes it more likely that the learning will transfer to their individual writing.
3.) Individual Writing Folders:
Assign students individual writing folders to keep track of their writing progress and achievement
4.) Formula Card:
Develop a card format where students can write down the skills they have mastered. After mastering simple, compounds, and complex sentences, write down on formula card
Source: Seifert, K. (2010). University of Minnesota Powerpoint Lecture, EPSY 5615 accessed 3/10/2010
5.) Teaching how to Write a 5 Paragraph Essay:
- Whole class activity -
a.) Brainstorm the topic: Ask students what they did over spring break, Christmas, Easter, Thanksgiving, etc.. Put their responses on the white board in a list format.
b.) Categorize items: From the list student generated, tell the class to construct or choose three main categories
c.) Categories are topic sentences: Tell class that the categories they have chosen are the topic sentences of the three body paragraphs; items become support
d.) Tell class Paragraph 1; begin with a grabber, make a statement about each category, end with a thesis statement
e.) Tell class Paragraph 5; restate thesis, summarize each body paragraph, wrap-up sentence.
f.) Check for transitions
g.) Edit
*Source: Seifert, K. (2010). University of Minnesota Powerpoint Lecture, EPSY 5615 accessed 3/10/2010
6.) Pair Reading (For book chapters)
a.) Students are assigned partners to read a book chapter
b.) Have students jointly read all section headings prior to reading chapter.
c.) Have students break chapter up into paragraphs to read, stopping at each paragraph ending to debrief
d.) Explainer: Summarizes in own words what paragraph was about
e.) Accuracy Checker: Corrects, adds, and relates
f.) Reverse roles and repeat
*Source: Johnson, R.. Johnson, D. (1988). Cooperation in the Classroom, Revised 2008 Edition
7.) Cornell Notes: Note Taking (Organizing Notes)
a.) Start with a blank piece of paper
b.) Write course name, date and topic at the top of each page
b.) Fold the paper in half vertically and then unfold it and place it in front of your desk
c.) On the Left Side write Main Ideas/Terms and on the Right Side write Notes/Definitions.
d.) Review the notes as soon as possible after class, Pull out main ideas, key points, dates, and people, and write them in the left column.
e.) Write a summary of the main ideas in the bottom section, Study your notes, Reread your notes in the right column.
f.) Spend most of your time studying the ideas in the left column and the summary at the bottom. These are the most important ideas and will probably include most of the information that will be tested.
*Source: Creator: Pauk, Walter. (1997). How to study in college (6th ed). Boston:Houghton Mifflin. Learning Toolbox. Steppingstone Technology Grant, James Madison University, MSC 1903, Harrisonburg, VA 22807.
****Create Your Personal Student Notepaper: http://eleven21.com/notetaker/ ****
8.) Skeleton Notes: Note Taking (Detailed lecture outlines)
The notes have two purposes, (1) to insure the material is well organized, and (2) to lessen the time spent in writing, thereby freeing the student for thinking and more active participation in the lecture. The notes are not complete, nor are they intended to be. They student must re-phrase the instructor’s words and supply the missing information. The purpose of the procedure is to encourage the student to think about the material, and by making him/her more mentally active in the learning process, to improve learning.
Skeleton Notes are distributed before class and contain the basic framework on which the lecture will be based. The notes have an emphasis on key words which are supposed to stimulate a mental picture for the student. Thus, in his/her review, the student should look at the key words and quiz him/herself to supply the associated elaboration.
*Klemm, W.R. (1976). Efficiency of Handout "Skeleton" Notes in Student Learning, Improving college and university teaching [0019-3089] Klemm yr:1976
References/Resources:
1.) Seifert, K. (2010). University of Minnesota Powerpoint Lecture, EPSY 5615 accessed 3/10/2010
2.) Panitz, T. (1996) The Definition of Collaborative vs. Cooperative Learning.
A Few “Selected” Excellent Websites (FREE learning and materials)
1.) Strategies for Reading Comprehension
A list of twenty or more strategies and free downloads for teaching students reading comprehension. Made available by Raymond C. Jones, PhD.
*Source: accessed on 9/3/2010 from http://www.readingquest.org/strat/
2.) Differentiated Instruction
A great amount of information/documents/downloads, and resources on differentiating instruction for students: Source: accessed on 9/3/2010 from: http://www.eht.k12.nj.us/~Jonesj/Differentiated%20Instruction/1%20links%20page.htm
3.) Research-based best practices!! Doing What Works!!
ED's Doing What Works website is a growing collection of research-based instructional practices. Currently it provides information on early childhood education, English language learners, math and science, and the psychology of learning.
*Source: accessed on 9/3/2010 from: http://dww.ed.gov/ also look at: http://ies.ed.gov/ncee/wwc/
4.) Classroom Strategies: Reading Rockets!!
Website’s FREE classroom strategy section is designed to share with teachers what research suggests are the most effective ways to build fluency, vocabulary, comprehension, and writing skills. Each strategy in the library includes:
a.) Instructions on how to use the strategy
b.) Downloadable templates
c.) Examples
d.) Recommended children's books to use with the strategy
e.) Differentiation for second language learners, students of varying reading skill, students with learning disabilities, and younger learners
f.) Supporting research
*Source: http://www.readingrockets.org/strategies
5.) The Reading Strategy Library (Before, during, and after)
Another informative and well designed website for FREE research based reading instruction for Before Reading (strategies activate students' prior knowledge and set a purpose for reading), During Reading (strategies help students make connections, monitor their understanding, generate questions, and stay focused), and After Reading (strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text).
Source: All About Adolescent Literacy, Resources for Parents and Educators of Kids in Grades K-12, Accessed on 5/10/2010 from http://www.adlit.org/strategy_library
6.) The Learning Toolbox (Learning Strategies)
James Madison University Special education program created a website with a list of strategies to help students with learning difficulties to become more effective learners. Strategies for organization, test taking, study skills, note taking, reading, writing, math, and advanced thinking
Source: The Learning Toolbox: accessed on 9/3/2010 from http://coe.jmu.edu/learningtoolbox/
7.) Instructional Strategies Online
Website containing a explanation of instructional strategies and study skills for each strategies. Instructional strategies include Direct Instruction, Indirect Instruction, experimental learning, independent study, and interactive instruction,. Website also has instructional skills/strategies for students.
Source: Instructional Strategies Online accessed 9/3/2010 from: http://olc.spsd.sk.ca/de/pd/instr/index.html
8.) Activate Prior Knowledge Strategies
Website filled with engaging strategies designed to activate students' prior knowledge. Contains strategies like: Carousel Brainstorming, Two Minute Talks, think-pair-share, Talking Drawing, Possible Sentences, The First Word, Walk Around Survey, Three Step Interview, and In The Hot Seat.
Source: Instructional Strategies for Engaging Learners, Guilford County Schools TF, 2002, accessed online on 9/3/2010 from http://its.guilford.k12.nc.us/act/strategies/Activating.htm
9.) Teaching Resources
An amazing amount of resources and information about student learning developed by veteran teacher Laura Candle. Also, free classroom-tested activities you can print and use right away.
Source: Laura Chande, accessed 9/7/2010 from: http://www.lauracandler.com/
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