Planning & Collaboration
Breaking down/ assigning sections of reading information to students or groups of students to become "experts" to teach their peers
Jigsaw
Finding out what students already know about a topic or unit of study before teaching it
Surveys of Prior Knowledge
Systems divised to call on students without bias in order to gather information
Random Calling
Encouragement through grades, written feedback, verbal affirmation, phone calls home . . . etc. that recognizes student effort and achievement
Praise
Tasking students with showing their answer creatively on paper or the whiteboard rather than verbalizing or taking traditional notes
Drawing or Sketching
A fast paced and open ended strategy for collecting and collaborating ideas
Brainstorming
Posting chunks of information around the room (instructor or students) in order for students to rotate to each place and comment, add or collaborate new information, ask questions . . . etc,
Gallery Walks
Marking an X where you observe a student performing a skill correctly
Checklists
Attaching learning successes to some type of external motivation
Incentives or Prizes
Asking questions in such a way that students are forced to think about things in different ways that lead to discussion and helps them retain information better . . . i.e. How does X compare with Y? Why is it important to . . . ?
Quality of Questioning
A strategy for everyone in the room to have a voice by first pairing, then quadding, then . . . eighting? . . . before finally coming together for whole group discussion
2, 4, 8 Strategy
A type of note-taking in which the paper is is divided into sections for notes, keywords and/ or questions, & reflections and/ or summary (whatever works best for the topic)
Cornell Notes
A routine in which students complete a 5 question recall of their learning from the previous day or at the end of a learning session and hold up the appropriate amount of fingers for how many they got correct
5 Question Quick Quiz
Recognizing students by including their moniker when praising their work or answers during instruction/ discussion.
Say their name!
The art of punctuating your instruction with narratives about yourself and others in the field of work
Storytelling
Visualizing the end products or outcomes you want to see from students -- beginning planning at the end first -- is called this:
Backwards Planning
A most underrated and underused simple strategy for students to reflect and collaborate on learning or answers with a partner . . . It takes under 30 seconds . . .
Turn and Talk
Sticky Notes or Half Sheet student note demonstrations of learning, recall, questions, or comments to begin or end class . . . ALL students need to complete and post/ turn in before class begins or ends
Entry & Exit Tickets
A planned event for students to showcase their work or content knowledge
School/ Progra Expos
Planning your direct instruction strategically so that every 7-10 minutes there are spaces of time in between for reflection, processing, stretching, discussion . . . etc.
Brain Breaks
A framework for learning that includes eight criteria and is centered around student choice, independent research and reflection, collaboration, and public presentation
Project Based Learning (PBL)
A strategy for students to quickly jot down a summary or reflection of their learning
Quick Writes or Stop & Jot
An electronic form of data collection (name one;) conducted during or after a unit of study
Quizlet, Kahoot, Nearpod, Blooket . . .
A culmination of student learning gathered over the course of a year and organized into a formal and public presentation
Capstones
Organizational structures that help students break down information from textbooks or direct instruction . . . i.e. bullet points, webs, T-Charts, Venn Diagrams, flow charts
Graphic Organizers