This method gives the students an opportunity to talk informally with their peers before having a discussion with the entire class. This will create better discussion and retention. This is very similar to another strategy I found called Mix, Freeze, & Match, which is demonstrated with this video!
Author Says, I Say
Students will respond to text by writing down what the author is "saying." Students will either form groups or pairs. They will then share what they "say" or feel in regards to what the author says. Students must comprehend what they read in order to restate their original thoughts to their partners.
This strategy can be used as a way to get students into groups to talk about topics being discussed in the lessons. To divide the students up pick a question to ask and provide four answers that correspond with four corners of the room. For example asking the students what their favorite Detroit team is and having them choose between Red Wings, Lions, Pistons, and Tigers.
This works well when you are looking to provide feedback on a students work from other students. Once they have completed their assignment that they will be posting around the room, the students will group up with a stack of sticky notes and post their peer reviews on each assignment. This will strike conversation and discussion. One thing to remind the students is that there is a difference between criticism and constructive criticism and for this activity we need to make sure all students are using constructive criticism for the improvement of every students assignment.
The teacher will first have the responsibility to demonstrate the lesson. The teacher and students will then work together to master the task. Students will then work collaboratively to master the task. Lastly, the students will be accepted to show their mastery of the task individually. It is important for students to become independent learners.
This strategy works best when you split the students into two groups. The students can then be arranged in two likes or an inside circle (a) and an outside circle (b). Each student from the inside circle will find a student to pair up with on the outside circle. After each partner gets a chance to share the inside or outside circle will move one person to the right/left to review with another student. Repeat this as many times as you'd like.
Foldables engage students in a fun way. Students are engaged because they are using hands on techniques to learn. They are creating their own graphic organizers that will help them remember the information that was taught. Foldables can replace basic day-to-day worksheets that classrooms are filled with today.
QAR- Question, Answer, Relationship
This strategy is to aim your students into comprehending informational text. Reading assignments will have questions to go with it. These questions will be answered by either "Right There," "Think and Search," "On My Own," or "Author and You." Not only will the students be answering the questions but they should be able to identify what type of question is being asked.
10 X 10
Students will look at a piece of artwork or an artifact, as a class or in small groups all containing different mediums. They will write down or shout out 10 things they observe and 10 questions they have. As a class, a discussion will be held to share the observations and discuss the questions. This will teach students to analyze the pictures they see.
KWL is an instructional reading strategy used to guide students through a text. Students will begin by brainstorming what they already KNOW about the subject of the text. Next, the students will think about what they WANT to know. Lastly, the students will record what they have LEARNED. This strategy can be used before, during, or after the lesson.
Think, Pair, Share (TPS)
This collaborative learning strategy is when students work together to solve a problem or answer a question about an assignment. This technique to think individually about a topic or answer and share ideas with classmates.
This Strategy is intended to engage students in meaningful conversations with other students about a specific text. Students can be in a group with other students who are reading a different non-fiction text about the same topic. This allows students to read and learn for themselves then explain other students what they have learned.
Students will begin by summarizing the assigned text, using one sentence on a piece of paper. Next, they will write down the summary in a phrase, something catchy! Lastly, write down the theme of the text in one word. Teaching the students how to find the main point of a text is a skill they will use throughout their schooling career.
Four Square Vocabulary
Give the students a vocabulary word, or allow them choose one on their own, give each student a vocabulary chart. Students will write their vocabulary term in the middle. In one square, they will need to write a definition in their own words. In the other squares they will provide examples, draw a picture, and write a sentence using the word in the correct context. This organizer is effective because it allows the students to put the vocabulary in words that make sense to them.
Depending on the lesson, the students will write questions, comments (what they liked/disliked), or concerns they have from the day. This can be done with a formal worksheet or simply on a 3x5 card. This will allow the teacher to see what the students understand and what needs a little more focus. Turning in the card is the ticket to leave!