3-2-1 <ul><li>A 3 – 2 – 1 is a simple way for students to show what they have learned or ask questions about a topic.  It ...
PROBABLE PASSAGE In this activity, the instructor pulls five or six quotes out of the text before reading.  The teacher th...
TEA PARTY <ul><li>Before hosting a Tea Party, the teacher chooses eight to ten important quotes or words from the reading....
Somebody-Wanted-But-So (examples) Somebody Wanted But So Anne Frank To hide from the Nazis Someone turned her in She died ...
FOUR CORNERS <ul><li>The Four Corners strategy is an approach that asks students to make a decision in relation to </li></...
List-Group-Label <ul><li>List/Group/Label challenges students to . . .  </li></ul><ul><li>List key words (especially uncle...
List-Group-Label contd. <ul><li>Steps to List/Group/Label:   </li></ul><ul><li>Select a main topic or concept in a reading...
<ul><li>Jigsaw </li></ul>
<ul><li>1. Divide class into 3-4 member groups; each member becomes an  expert  on a different topic/concept (article) ass...
Exit Ticket: Political Cartoon <ul><li>http://www.politicalcartoons.com/cartoon/10aa1a93-5a74-4b75-a5fb-c17d1f03d40d.html ...
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Teaching Strategies

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Culture Class TEA George Mason

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Teaching Strategies

  1. 1. 3-2-1 <ul><li>A 3 – 2 – 1 is a simple way for students to show what they have learned or ask questions about a topic. It can be used after reading, at the end of class, or toward the end of a unit as review. Teachers can adapt the 3 – 2 - 1 organizer to best meet their needs. They might have three facts the students learned from a reading, two questions they had as they read, and one thing in an article that they found interesting. Teachers might also be more specific and ask for students to write three facts they learned about weapons during WWII, two battles that were fought during the war, and one way the war impacted the home front. </li></ul>
  2. 2. PROBABLE PASSAGE In this activity, the instructor pulls five or six quotes out of the text before reading. The teacher then groups students and without telling them, gives each group a different quote. The students discuss the quote, predict what the reading will be about, and then share out to the entire class. They begin to realize that each group has a different quote, yet somehow they all fit together in the same reading. This helps students read with anticipation, wondering how all of the pieces will fit together in the text. This strategy may also be adapted into a Jigsaw activity, where one member from each original group joins together in a new group to share his or her quote and explain what his or her group predicted about the reading.
  3. 3. TEA PARTY <ul><li>Before hosting a Tea Party, the teacher chooses eight to ten important quotes or words from the reading. Each student then receives one quote (some students may have the same quote) and is invited to “socialize” at the party. The teacher explains that the one rule, though, for the party is that the only words they are allowed to speak are the ones written down on their paper. The teacher also explains that they need to be good detectives and not only read from their paper, but listen to what others have to say and gather as much information as possible. Students then “mingle” for three or four minutes, reading their quotes aloud to their classmates. Finally, the students sit back down and the teacher compiles a list of the “gossip” from the party. The one rule is that the students may not reveal the quote that was on their own slip. </li></ul>
  4. 4. Somebody-Wanted-But-So (examples) Somebody Wanted But So Anne Frank To hide from the Nazis Someone turned her in She died in a concentration camp. Adolf Hitler To control all of Europe The Allies fought against him He killed himself when Germany was defeated. Christopher Columbus To sail to India to buy spices He ran into the Caribbean Islands He claimed the area for Spain.
  5. 5. FOUR CORNERS <ul><li>The Four Corners strategy is an approach that asks students to make a decision in relation to </li></ul><ul><li>a problem posed or a question asked. Possible responses ( strongly agree, agree, disagree, </li></ul><ul><li>strongly disagree ) are placed in each of the four corners of the classroom. Students move to </li></ul><ul><li>the corner that best aligns with their thinking. They share their ideas within their corner and </li></ul><ul><li>then come to consensus. One member of each group shares the result of the discussions </li></ul><ul><li>with the whole class. </li></ul>
  6. 6. List-Group-Label <ul><li>List/Group/Label challenges students to . . . </li></ul><ul><li>List key words (especially unclear and/or technical terms) from a reading selection. </li></ul><ul><li>Group these words into logical categories based on shared features. </li></ul><ul><li>Label the categories with clear descriptive titles. </li></ul>
  7. 7. List-Group-Label contd. <ul><li>Steps to List/Group/Label: </li></ul><ul><li>Select a main topic or concept in a reading selection. </li></ul><ul><li>Have students list all words they think relate to this concept. Note: Since the concept is presented without a specific context, many of the student suggestions will not reflect the meaning of the concept in the reading selection. </li></ul><ul><li>Divide the class into groups of 3 or 4 students. Have these teams join together related terms from the larger list. Have the teams provide &quot;evidence&quot; for this grouping—that is, require the students to articulate the common features or properties of the words collected in a group. </li></ul><ul><li>Ask the student groups to suggest a descriptive title or label for the collections of related terms. These labels should reflect the rationale behind collecting the terms in a group. </li></ul><ul><li>Finally, have students read the text selection carefully and then review both the general list of terms and their collections of related terms. Students should eliminate terms or groups that do not match the concept's meaning in the context of the selection. New terms from the reading should be added, when appropriate. Terms should be &quot;sharpened&quot; and the groupings and their labels revised, when necessary. </li></ul>
  8. 8. <ul><li>Jigsaw </li></ul>
  9. 9. <ul><li>1. Divide class into 3-4 member groups; each member becomes an expert on a different topic/concept (article) assigned by teacher. </li></ul><ul><li>2. Members of the teams with the same topic meet together in an expert group to explore their topic. </li></ul><ul><li>3. The students prepare how they will teach the information to others (S…W…B…S). </li></ul><ul><li>4. Everyone returns to their jigsaw teams to teach what they learned to the other members. </li></ul><ul><li>5. Team members listen and take notes as their classmate teaches them. </li></ul><ul><li>6. All students are given a quiz or exam on the overall topic which as been taught in sections within each jigsaw group. </li></ul>
  10. 10. Exit Ticket: Political Cartoon <ul><li>http://www.politicalcartoons.com/cartoon/10aa1a93-5a74-4b75-a5fb-c17d1f03d40d.html </li></ul><ul><li>http://www.politicalcartoons.com/cartoon/8215b459-bb38-4aa1-85ee-1fe2fd148240.html </li></ul><ul><li>http://www.politicalcartoons.com/cartoon/88596f2b-34db-4424-9f83-1942f78e58cc.html </li></ul>

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