Gemma

Holdman Strategies Collection ESE 6345-0398

Strategy Name: Think, Pair, Share Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Teacher poses a complex* question to his/her students and gives them a couple minutes to think (THINK) about their response. Then, the teacher pairs (PAIR) up students and has them share (SHARE) their answers with their corresponding partner. The teacher assigns a certain time limit to the sharing portion of this strategy. Once complete, have a couple students offer to report their answer to the rest of the class and discuss as a group (if applicable). *Please note a complex question is one that has multiple answers. Each student may have a different response. Advanced Work Required by Teacher: Think about the question you would like to ask your class. Decide how you will pair up your students (neighboring desk, opposite gender, etc.). Determine the amount of time you want to give your students to share their responses. Strategy #2 Strategy Name: Blink Lights Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Turn on and off the lights to attract the attention of the class. Teacher must explain to students what the blink lights strategy is in order for them to successfully fulfill the request. Students should stop what they are working on and give the teacher their attention. Advanced Work Required by Teacher: No prior preparation. Strategy #1

Gemma Holdman Strategies Collection ESE 6345-0398

Strategy Name: Proximity Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Teacher uses this technique to help maintain a non-disruptive classroom environment. If the teacher sees a student or group of students talking, not paying attention, or displaying potentially troublesome behaviors/actions, the teacher will move towards the student(s) in order to end the inappropriate classroom behavior. When the teacher approaches the student(s), he/she/they should give their teacher their attention. Advanced Work Required by Teacher: No prior preparation. Strategy #4 Strategy Name: SLANT Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: SLANT is a classroom management strategy that is frequently seen in middle schools and KIPP charter schools. It used to actively engage students in classroom environments. SLANT stands for: S Sit up straight L Lean forward A Ask good questions N Nod to show understanding (or take good notes) T Track the speaker Teacher must present this participation strategy to his/her students and frequently practice it in order to make it routine for students. Advanced Work Required by Teacher: Devise a fun/creative method to introduce and practice the strategy with students. Strategy #3

Gemma Holdman Strategies Collection ESE 6345-0398

Strategy Name: Loop of Fury Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Loop of Fury is a game used to review concepts. Each student takes a piece of paper from a cup. The teacher selects a student to start the cycle. The selected student reads their question aloud to the class and the student with the correct response states it and then reads their question. Students continue answering and reading questions until everybody has had a turn. Advanced Work Required by Teacher: The teacher must create the questions and answers, put them on paper/index cards, scramble them up, and place them in a cup. There must be enough questions and answers so that all students can participate. Strategy #6 Strategy Name: Quick Scan (Thumbs Up) Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: This is used by teachers a formative assessment technique. The teacher asks students to give either a thumbs up, thumbs down, or thumbs to the side in regards to their understanding of the material or answering a question that the teacher poses. Thumbs up = yes, I understand. Thumbs down = no, I do not understand, I need more time, etc. Thumbs to the side = I am so so on the matter at hand. It allows the teacher to assess his/her students in a relatively discreet manner. Advanced Work Required by Teacher: Teacher must know when to assess his/her students understanding of the material or if they need more time on the assignment/project, etc. Strategy #5

Gemma Holdman Strategies Collection ESE 6345-0398

Strategy Name: Student Teams-Achievement Divisions (STAD) Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: This strategy is used to promote cooperative learning and active participation among students. Overall, it encourages low-ability students to perform their best and motivates high-ability students to help the low-ability students understand. After new content has been introduced to the class, students are arranged in their groups. The teams are provided with task sheets related to the recently presented content. The task sheet contains directions and specific responsibilities each team member will have. Students will work together to understand and complete the task listed on the sheet. Once they believe they have finished, students are then provided an individual summative assessment. The scoring of this strategy is designed to emphasize the importance of cooperation and active participation. Students test scores count for both individual and group scores. Each student can earn 10 points to be added to the group score. The individuals test score is compared to an average (base score) of his/her previous performance. If a student scores 3 points or more than the average, 3 points are added to the team score. If a student scores 10 points or more than the average, 10 points are added to the team score. Subsequently, if a students scores lower than their average, no points are added to the team score. Also, 10 team points are given for any perfect test score. Advanced Work Required by Teacher: Teacher must create the groups, each containing 4 or 5 students, containing students of high, average, and low achievers. He/she must also take into account the ethnicity and genders in the groups. It is best for the teams to be balanced and similar to the class diversity as a whole. The teacher must also develop the tasks and task sheets each group will perform/receive. Strategy #8 Strategy Name: Number in a Cup Category: Classroom Management Instruction Assessment Strategy #7

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Detailed Description of the Strategy: Number in a cup is used to assign students to groups. Advanced Work Required by Teacher: Teacher must create the groupings: decide how many students he/she wants in each group and whether or not there are any special roles within a group (ex: cards with a green sticker requires students to collect materials for the group, cards with red stickers require students to return all materials, etc.). Strategy #9 Strategy Name: Teams-Games-Tournaments (TGT) Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: TGT is a similar strategy to STAD. It is used to develop students abilities to work effectively in team settings. The teacher organizes students in heterogeneous groups containing varying ability levels. After new material is presented to the class, students are given a designated amount of time to review the material and make sure their team understands everything. Then, students compete in a tournament against other students in their ability level. The team scores are not calculated in relation to the average (or base score), like in STAD. Rather, by comparing members tournament scores to other similar ability level students, points are awarded. The team that has the most points from the tournament/competition wins. By this scoring scale, higher ability level students are motivated to help their lower ability level classmates learn the material. Also, due to the separation of ability levels, students perceive the system to be fair. Advanced Work Required by Teacher: Teacher must create the groups, each containing 4 to 6 students, containing students of high, average, and low achievers. He/she must also take into account the ethnicity and genders in the groups. It is best for the teams to be balanced and similar to the class diversity as a whole. The teacher must also develop the tournament tasks/questions for each ability level.

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Strategy Name: Stand Up, Hand Up, Pair Up Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: This strategy is a class building activity used for the following variety of reasons: to motivate students, to activate students prior knowledge, to wrap-up a lesson(s), and/or to review material. The strategy works in this fashion: 1. All students stand up and place their hands up 2. Students mingle, mix, practiced meeting and greeting, and find a partner. 3. Students sit and put their hands down once they have their partner. 4. Teacher assigns and defines the task. 5. Students are given think time. 6. Pairs of students complete the task. 7. Teacher randomly calls on groups to report. 8. Students thank their partners and depart. 9. Repeat as many times as needed. Advanced Work Required by Teacher: The teacher is required to develop all the tasks he/she will give to students and determine how many rounds students will complete. Strategy #11 Strategy Name: Questioning Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Questioning is a very effective technique used to formatively assess students understanding of class content. Can be a simple yes/no answer or more detailed. Advanced Work Required by Teacher: Teacher must formulate the questions he/she would like to use to assess students. Strategy #10

Gemma Holdman Strategies Collection ESE 6345-0398

Strategy Name: Contract Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: A contract is an agreement between an individual and the teacher. They are usually written and state the exact behavior(s) each student will display in class. A contract is used to provide students with a structure that encourages them to perform behaviors that they have been unable to display consistently in the past. Contracts are devised via a student- teacher discussion. They are the most effective when the terms of the contract are negotiated. The following statements should be considered/answered when creating a contract: 1. What is the contracts goal? Why has the contract been developed? 2. What specific behavior(s) must the student present in order to receive the rewards or the negotiated consequence(s)? 3. What reinforcers or consequences will be employed? 4. How long will the contract be in effect? 5. Who will monitor the behavior and how will it be done? 6. How often and with whom will the contract be evaluated? Advanced Work Required by Teacher: The teacher must be very conscience of student behaviors and decide when a contract will be the best method to help adjust the inappropriate behavior(s). The teacher should arrange a meeting/discussion with the student to negotiate the terms of the contract. Using a pre-designed template would be helpful. Strategy #13 Strategy Name: Teacher Look Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: If a student is behaving inappropriately, it is often very effective to give them a stern look. Further actions may need to be taken if this doesnt stop the bad behavior. Strategy #12

Gemma Holdman Strategies Collection ESE 6345-0398

Advanced Work Required by Teacher: No prior preparation. Strategy #14 Strategy Name: Concept Map Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: A concept map is a great graphic organizer and instructional strategy that shows the relationships among concepts. Teachers can use this to help students build connections between the ideas they learn in class. The center of the map has an overall idea or concept. Around the main node students are to add components of the overall point. This will create a web of interconnected ideas and helps organize the material learned. Advanced Work Required by Teacher: Teachers should provide students with a concept map template, especially if they are unfamiliar with the tool. It is useful for the teacher to create a good concept map to reference to and show students as an example. Strategy #15 Strategy Name: Showdown/Reveal Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: This is a useful strategy to formatively assess students understanding of material. The teacher poses a question to students, they solve/write out their answers on individual cards/whiteboards. Upon the teachers request, students reveal their answers. Teacher can evaluate the classes understanding and either move on to a new topic or revise the content related to the problem. This strategy helps students be more at ease with sharing answers as opposed to the teacher calling upon students randomly and creating potential discomfort. Its also a great way to monitor all students understanding rather than a few.

Gemma Holdman Strategies Collection ESE 6345-0398

Advanced Work Required by Teacher: Provide students with cards/whiteboards and markers. Must prepare the questions to ask. Strategy #16 Strategy Name: Exit Tickets Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Before students leave the classroom at the end of the period, they are to complete an exit ticket. The teacher provides students with a slip of paper and then poses a question to the class. The question should target a concept or idea addressed during the lesson. Teachers use this technique to formatively assess his/her students understanding. If a majority of students do not answer the exit ticket correctly, the teacher should revise the concept the following class to ensure understanding by all. Advanced Work Required by Teacher: Provide students with exit ticket slips and formulate the question to give to students. Strategy #17 Strategy Name: Snowball Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Snowball is a fun technique that can be used to introduce students, review concepts and ideas, and quiz/test preparation. The teacher should give students a piece of paper and ask them to write a question from recent topics they would like answered. Next, students crumple the paper up and on the teachers say throw the paper around the room. Once the snowball fight is over, students pick up a ball and read/answer the question inside one by one. After all questions have been answered, the teacher should review any topics that were difficult for students to answer to ensure understanding. Advanced Work Required by Teacher:

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Provide students paper and include any questions you want to review. Strategy #18 Strategy Name: Quiz-Quiz Trade Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Quiz-Quiz Trade is a valuable strategy used for a variety of reasons including practicing a topic, reviewing, communication, etc. The steps proceed as follow: 1. Teacher distributes a question, quote, or problem to each student. 2. All students stand up and pair up. 3. Pairs determine who is first and second. 4. First student read the question to the other student. 5. The other student answers. 6. The first student corrects, if necessary, then gives a praise statement (whether the answer is right or wrong.) 7. The students switch roles. 8. When both questions have been answered, the students trade questions, and then put their hand up. 9. They look around for other students with their hand up, and pair up with a new partner. 10. Repeat steps. Advanced Work Required by Teacher: Teacher must prepare questions/quotes/problems. Strategy #19 Strategy Name: Fishbowl Category: Classroom Management Instruction Assessment Detailed Description of the Strategy:

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Fishbowl is an instructional strategy that helps students become effective listeners and contributors in discussion. The classroom is set up in two groups - one for the active participants located in the fishbowl and the other for the listeners observing the active participants. After the teacher gives students a few minutes to think about the topic posed, the group of students in the fishbowl asks questions, voice opinions, and discuss the topic presented. After a designated time, the students switch groups. It is important for the teacher to debrief after the activity. Ask students to reflect on the discussion and what they have learned. It is important for the teacher to develop a healthy environment for the students to express their opinions. Advanced Work Required by Teacher: Set up the classroom for the activity and decide what to ask the students for the discussion topic. Strategy #20 Strategy Name: Graffiti Board Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: The graffiti board allows students to post questions and/or concerns on a topic discussed in class. Students can either write on the board anonymously or list their name. Teacher will check the board and discuss posts with class. This strategy is very useful to continue classroom discussion. Its beneficial for shy students who are more comfortable to write their ideas, so it helps engage all students in conversation. Advanced Work Required by Teacher: Post the board in an accessible part of the classroom. Provide markers for students to write their thoughts/questions/concerns. Teacher needs to explain to students how the graffiti board works. Strategy #21 Strategy Name: Give Me Five Category: Classroom Management Instruction Assessment

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Detailed Description of the Strategy: Give me five is a classroom management strategy that helps regulate students behavior and listening. The teacher will hold up his/her hand and display a certain number of fingers. Each finger has a different meaning or rule that, with routine, students will understand and demonstrate the appropriate behavioral response. An example of each meaning follows: 5 fingers = eyes on the speaker, 4 = mouth is quiet, 3 = body is still, 2 = ears are listening, 1 = hands are free. Advanced Work Required by Teacher: Determine the rules and respective finger number, teacher/explain to students. Strategy #22 Strategy Name: Carousel Feedback Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: This strategy helps build communication skills and information sharing among groups. This technique proceeds as follows: Teams rotate from project to project to give feedback to other teams. 1. Teams stand in front of their projects 2. Teams rotate clockwise to the next project. 3. For a specified time, teams discuss their reactions to the other teams projectno writing this time. 4. Person #1 records feedback on the feedback form. 5. Teacher calls time. 6. Teams rotate, observe, discuss, and give feedback on next project. A NEW recorder is selected each round. 7. Teams continue until each team rotates back it its own project or until the teacher calls time. 8. Teacher distributes feedback forms to all groups. 9. Teams review the feedback they received from the other teams and determine what should be added, changed, etc. Advanced Work Required by Teacher: Teacher must determine the various projects each group will conduct, provide the materials needed for each project, and make the feedback forms.

Gemma Holdman Strategies Collection ESE 6345-0398

Strategy Name: Bell Ringer/Warm-Up Activity Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: A bell ringer or warm-up activity is an effective classroom management technique used at the beginning of class. Its purpose is to get students focus after they have entered the room, set the tone for the class, and allow the teacher to take attendance and do other administrative tasks. Each bell ringer activity should take between 2 and 4 minutes and address content previously learned. Different types of bell ringers include: a question, definition, problem to solve, journal prompt, describe a procedure, etc. As students enter the classroom they will begin the bell ringer posed on the board/overhead. After the designated time, the teacher will discuss students answers and review the question. Advanced Work Required by Teacher: Teacher must create the bell ringer activity he/she wants to give students. This strategy is more effective when it is routine for students, so it is valuable for teachers to introduce this technique at the beginning of the course/year. Strategy #24 Strategy Name: Frayer Model Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: The Frayer Model is an instructional strategy similar to concept maps. The Frayer Model includes the following components: concept word, definition, characteristics of the concept word, examples of the concept work, and non-examples* of the concept word. The teacher gives students a frayer model template and provides the main concept. Students then work either individually or in groups to fill out the sheet for a designated amount of time. The teacher should review the various components students developed to ensure proper understanding. Strategy #23

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*Note: It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not. Advanced Work Required by Teacher: Create frayer model templates and choose the concept/topic. Strategy #25 Strategy Name: Above Head Game Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: The above head game is an instructional strategy used to review concepts and confirm whether or not students understand the recently taught material. The teacher selects 3 or 4 students to come to the board. He/she places a concept/idea/definition above each students head. The students take turns trying to guess what they are by asking the class yes or no questions. If students have difficulties with a certain concept, the teacher should review it with the class. Advanced Work Required by Teacher: The teacher must develop the concepts/ideas/definitions he/she wants to review with students. Strategy #26 Strategy Name: Lecturing/Direct Instruction Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Lecturing is a useful instructional strategy used to present material to students. This technique is most effective when it is interactive and combined with other educational strategies. An interactive lecture is where the teacher includes students by asking questions, having students come to the board, etc.

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Advanced Work Required by Teacher: Create the content to be presented to class in some sort of documented format (PPT, Prezi, etc.). Strategy #27 Strategy Name: Flashcards Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Teachers can use flashcards to familiarize their students with key concepts, formulas, definitions, etc. Students can study the cards individually or in pairs. This is a great technique for studying for a quiz or test. Teachers can either present students with prepared cards or have them create their own notecards. Advanced Work Required by Teacher: Determine the concepts to place on flashcards. Provide students with materials. Strategy #28 Strategy Name: Literature Circles Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: In literature circles, small groups of students gather together to discuss a piece of literature or any text in depth. The discussion is guided by students' response to what they have read. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response. The teacher groups students and assigns the varying roles*. Students work in their groups and discuss the given text. After the allotted time, the class has a discussion to review the content.

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*Some of the student roles are as follows: Connector: Their job is to find connections between the book/text and the outside world. Must connect what they read with their own life, to what happens at school or in the community, to similar events at other times and places, or to other people or problems. After the student shares their connections, each member of the group will also relate their own connections. Summarizer: Their job is to prepare a summary of the reading and the important points. The other group members will be counting on this student to give them a quick statement that tells about the story (the summary), and the key points. Travel Tracer: In a book where characters move around a lot and the scenes change frequently, it is important for everyone in the group to know where things are happening and how the setting may have changed. This students job is to track where the action takes place. Describe each setting in detail, either in words or with a picture map that they can show and discuss with the group. Include page numbers. Vocabulary Enricher: Their job is to look for a few important words in the reading. Words will include ones that are unfamiliar, puzzling, or have significance to the text. Define the words and share with the group. Discussion Director: Their job is to write a list of questions that the group might want to discuss about this part of the text. The best questions will come from ones own thoughts, feelings, and ideas about the text. Write down the answers to the questions too. Illustrator: Their job is to draw some kind of a picture related to what you read in the section. It can be a sketch, cartoon, diagram, or stick figure scene. It can be about something that the student read, something that the reading reminded the student about, or an element of the story (plot, character, setting). Presentation Plan: When the Discussion Director invites this student to participate, they may show the picture without commenting on it, and let the others in the group individually guess what the picture means. After everyone has had a turn to guess, it is this students turn to tell the group what the picture means, where it came from, or what it represents to them. Literary Luminary: Their job is to choose a paragraph or sentences from the text to discuss with the group. Their purpose is to help other students by spotlighting something interesting, powerful, funny, puzzling, or important from the text. They can read parts aloud or ask another group member to read them. They should include their reasons for picking the paragraphs or sections chosen. It is important to record the page number and paragraph. Advanced Work Required by Teacher: Determine the students for each group and the roles each student will have. For classes that are unfamiliar with this technique, provide students with prompts to guide students questions and discussions.

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Strategy Name: Fan-N-Pick Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Fan-N-Pick is a Kagan strategy used for team building, mastery of content, communication, and thinking. Students play a card game to respond to questions. This technique is useful for practice and review of topics. Directions go as follows: 1. Student 1 holds question cards in a fan and says, Pick a card, any card! 2. Student 2 picks a card, reads the question out loud and allows five seconds of think time. 3. Student 3 answers the question. 4. Student 4 restates the answer. a. For right or wrong answers, Student 4 checks and then either praises or coaches. b. For high-level thinking questions that have no right or wrong answer, Student 4 does not check for correctness, but praises and paraphrases the thinking that went into the answer. 5. Students rotate roles for each new round. Advanced Work Required by Teacher: Create the cards for the students. Strategy #30 Strategy Name: Anticipatory Guide Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: An anticipatory guide is used to activate students prior knowledge and build curiosity for a new concept. Teachers present students with the anticipatory guide template complete with statements. The teacher reads the statements to students and asks them to either agree or disagree. Class reads the text, either by taking turns or the teacher doing so, and then revisits the responses to the statements. Class discusses their results. Strategy #29

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Advanced Work Required by Teacher: Provide students with anticipatory guide templates. Must make sure to include statements that are both true and false. Strategy #31 Strategy Name: Corners Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Corners is a instructional strategy that gets students up and moving around the room. It also helps stretch students way of thinking and expands their views/thoughts. The teacher poses a question and four answer choices. Students think about their answer and when prompted by the teacher, move to the corner of the room most closely representing their answer choice. Students discuss their answers/choices with their respective groups and then present a group summery to the rest of the class. Advanced Work Required by Teacher: Teacher needs to prepare the questions to ask students and their respective options/answer choices. May need to arrange the desks in a way that allows for easy student movement. Strategy #32 Strategy Name: Music Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Music is a very powerful tool that teachers can incorporate in their instruction. A majority of students have an interest in music so creating a song that helps students remember important concepts is not only useful but also fun. Examples include: the alphabet song and the song representing the cycles of water. Teachers can create songs with their students to help them remember tricky and/or confusing concepts.

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Advanced Work Required by Teacher: Determine concepts to include in song. Brainstorm with class on the music. Strategy #33 Strategy Name: Mnemonic Devices Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Mnemonic devices are excellent tools to help students remember tricky concepts. Examples of mnemonic devices include: SOHCAHTOA (trigonometry), PEMDAS (algebra), ROYGBIV (rainbow colors), King Phillip Cuts Open Five Green Snakes (taxonomy order). Teachers can have students create their own mnemonic devices for this promotes creativity and imagination. Advanced Work Required by Teacher: No prior preparation. Strategy #34 Strategy Name: Numbered Heads Together Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Numbered heads together is an instructional promotes mastery of content and thinking skills among students. The teacher arranges students in groups and will present the groups a question. Teammates must work together to ensure all members understand. (One team member is, by random selection, accountable to ensure this.) Instructions for this activity include: 1. Students count off numbers in their groups. 2. Teacher poses a problem and gives wait time (Example: Everyone think about how slope is formed. [Pause] Now make sure everyone in your team knows how slope is formed.) 3. Students stand up and put their heads together to discuss and teach each other.

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4. Students sit down when everyone knows the answer or has something to share or when time is up. 5. Teacher calls a number. The student with that number from each team answers question individually. Students do not necessarily do this verballyit could be done with response cards, chalkboard response, etc. Teacher provides clarification if students struggle with the presented problem. Advanced Work Required by Teacher: Teachers must pre-establish the groups and problems to present the class. Strategy #35 Strategy Name: Rally Coach Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Rally coach is an instructional strategy used to improve students thinking skills, communication skills, and mastery of the content. The process works along these lines: 1. Teacher pairs students and determine who is A and who is B. 2. Teacher presents a set of problems to each group for which there is only one correct answer per question. 3. Partner A solves the problem while Partner B coaches, checks the accuracy of the answer and praises. 4. If the answer is incorrect, Partner B coaches Partner A to the correct answer. 5. Present a new one answer only problem. 6. Partner B solves the problem while Partner A coaches, checks the accuracy of the answer and praises. 7. Repeat from step 1 for as many rounds as teacher pleases for the particular lesson. Advanced Work Required by Teacher: Teacher must determine how to group students and create the sets of problems for students to solve. Strategy #36 Strategy Name: Showdown Category: Classroom Management

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Instruction Assessment Detailed Description of the Strategy: Showdown is an effective teambuilding and concept mastery strategy that is often used as a review before a quiz or to assess students understanding of topics. The process for this strategy goes as follows: 1. The teacher distributes materials to each group: a deck of question cards, one small basket and slips of colored paper for each team member to each group. 2. The teacher selects one student in each group to be the Showdown Captain for the first round and asks him/her to turn the question cards facedown in the center of the groups table and pass the slips of colored paper to each team member. 3. The teacher explains that the Showdown Captain will turn over the card with the first question (cards can be numbered on back) and read it aloud to all team members. Then, each team member will answer the question individually on their colored slips and then their answers facedown on the table in front of them. 4. When the teacher gives the Showdown signal, all team members will reveal their responses at once. If all are correct, the team will get 5 team points. If not, the team will coach team members to correct their answers and will receive one team point. 5. Team records their scores - celebrate if needed. 6. The student at the left of the Showdown Captain will become Showdown Captain for the next round. 7. Repeat from step 2 for each round. Advanced Work Required by Teacher: The teacher needs to assign students to groups and prepare the materials for the activity. Strategy #37 Strategy Name: Peer Evaluation Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Peer review or evaluation is a process where students evaluate their respective classmates projects/assignments. Peer evaluations promote active learning, problem solving and group work among other factors. It helps students identify good practices and encourages them to monitor their own work (self regulation). This strategy may also help reduce the time it takes for teachers to evaluate assignments. It is important for the teacher to provide

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his/her students with clear criteria to base feedback and to train students in effectively evaluating their peers. Using a blind review is fundamental to reduce bias. Advanced Work Required by Teacher: Teacher should provide students with the suitable feedback forms to grade their peers work. Strategy #38 Strategy Name: Graphic Organizers Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Graphic organizers are visual communication tools that use symbols and visual representations to express concepts, ideas, and meanings. The purpose of graphic organizers is to provide students with a visual guide to facilitate their learning. They also help students view the relationship(s) between ideas and concepts. Graphic organizers can take many forms including: concept maps, network trees, problem-solution map, fishbone map, compare/contrast map, series of events chain, continuum scale, etc. Graphic organizers are effective to use in conjunction with other instructional strategies. Advanced Work Required by Teacher: The teacher must provide students with the tool and instructions to effectively use it. Strategy #39 Strategy Name: Debates Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Debates are a great tool to engage students, help students grasp vital presentation and critical thinking skills, and promote group work. The teacher separates the class into two groups of students and assigns each group a stance on a particular topic or issue. The groups are given time to research and discuss their stance before presenting their ideas to

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the opposing group. The groups are given a fixed amount of time before switching. Debates are a useful technique to help students become more open minded and diverse in a topic. Advanced Work Required by Teacher: Teacher must determine the groups of students and the topics/issues to assign each group. Strategy #40 Strategy Name: Jigsaw Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Jigsaw is an instructional activity used to help students learn a lot of content in a short time span. The teacher splits the class into pre-established groups. The groups are given different topics to learn about. They discuss the presented material and decide as a group their opinion of the most important concepts. The teacher arranges students in a second grouping. The students each take turns being the expert in their groups teaching the others what they just learned in the first set of groups. This is a good way for teachers to present new material, review old material, and have his/her students work in groups. Advanced Work Required by Teacher: Teacher must establish the different sets of groups and the topics for each group to learn in the activity. Strategy #41 Strategy Name: Walk Around Survey Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: The purpose of this strategy is to activate students prior knowledge and allows movement and conversation among students. This activity is useful throughout lessons and in order to summarize or review topics. The teacher presents students with a topic and a survey

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form in which they are to move around the room and converse with other students. They will both share what they have learned but also discover what others have learned about the topic. On the survey forms, students are to fill in the responses they receive from the students they interview. Students return to their seats after conducting their 3 interviews and fill out the summary survey on the back of their survey forms. Teacher reviews the activity briefly with the class. Advanced Work Required by Teacher: Teacher must create the survey forms to give students and decide the topic students will interview others on. Strategy #42 Strategy Name: Round Robin Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: The round robin instructional strategy is used to help master content, improve thinking skills, and communication among other students. The teacher provides students with a question containing multiple answers or a subject with multiple components. Students are arranged into pairs/groups. Each student orally provides an answer or component of the subject. (The teacher designates the same amount of time for each student to answer.) Students coach one another when a partner has difficulty. Students either praise their partners or give them constructive criticism when needed. Advanced Work Required by Teacher: Teacher must provide students the questions or topics and group students effectively. Strategy #43 Strategy Name: Whip Around Category: Classroom Management Instruction Assessment Detailed Description of the Strategy:

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The whip around strategy is used by teachers to quickly review concepts/strategies/ideas/ etc. with the class. The teacher provides a topic to the class. Students take turns giving an example of the topic presented. The teacher writes all of the appropriately contributed ideas on the board. It helps teachers formatively assess their students understanding of a concept. Advanced Work Required by Teacher: Teachers must prepare a topic for the class activity. Strategy #44 Strategy Name: Pairs Check Category: Classroom Management Instruction Assessment Detailed Description of the Strategy: Pairs check is a good instructional strategy teachers use to help build communication and mastery among students. The teacher groups students into pairs and supplies them a set of problems. In pairs, students take turns solving problems. After every two problems, they check answers and celebrate with another pair. 1. In teams, partners are formed. Partner A in each pair does the first problem, talking out loud. Partner B watches and coaches. Partner B praises. 2. Trade roles: Partner B does the next problem. Partner A watches, coaches, and praises. 3. Pairs check with a peer pair after every two problems. Teammates coach and correct if needed. 4. The team celebrates after reaching agreement on the two problems. This is a beneficial strategy to use when students are preparing for a test or practicing newly presented topics. The teacher will circle the room to formatively assess students and help when needed. Advanced Work Required by Teacher: Teacher must group students in pairs and compile problems for the students to solve. Strategy #45 Strategy Name: Find the Fiction Category: Classroom Management

Gemma Holdman Strategies Collection ESE 6345-0398

Instruction Assessment Detailed Description of the Strategy: Find the fiction is an instructional activity used for teambuilding, mastery of the content, and to improve student thinking. The teacher presents students with a topic/concept to write statements on. It is the goals of the students to pick out the fictitious statement from a set of three statements about a topic/concept. The process proceeds as follows: 1. Teammates write 3 statements: two true and one false 2. One student on each team stands and reads his or her statements to teammates. 3. Without consulting teammates, each student writes down his or her own best guess as to which statement is false. 4. Teammates discuss and reach consensus on their best guess. 5. Teammates announce their guess. 6. The standing student announces the false statement. 7. Students celebrate. If the team guessed correctly, the standing student congratulates the team. If the team was stumped and didnt guess correctly, the teammates congratulate the standing student. 8. The next teammate stands to share. The process is repeated from Step 2. Advanced Work Required by Teacher: Teacher must determine how to group students and decide the topic he/she wishes the class to work on.