Instructional Techniques File

1.5,7,9 This technique involves having students write after reading a text. They will write for 5 minutes about thinking related to the reading. Then they will discuss their thinking with a peer for 7 minutes. After this time, the student writes again, but for 9 minutes this time, about any new thinking and the discussion. In math class, this might be a little more difficult to pull off when reading the textbook. However, I think that if I brought in outside articles, this could be a connection for students to the material they are learning.

2. Cornell Method- This instructional technique is used during and after reading or lecture. It requires a piece of paper, with the top of the paper divided into two categories: notes and cues/connections. The bottom portion of the paper is labeled synthesis or summary. The student is supposed to take notes during the lecture or reading in the note category. Either during or after the reading, students can fill in own thinking or connections and cues in the second column. After all is said and done, students need to write a summary statement or synthesis with the most important points when reviewing. During math class, this would be a great idea to use for note taking. The chart could be amended to having the first column be notes and the second column is examples. Students could put examples of a problem in this section. In the summary when reviewing, students could make notes to themselves about which problems they understand and which ones they are struggling with. This would be a great means of assessment for the teacher.

3. Jigsaw- This is a technique that involves whole class instruction on a single text. The class is broken into different sections of readings. During the reading, each person reads their particular section and takes notes on it. After the reading, the group reconvenes and shares notes to make sure that they have covered all of the material. Once this meeting is complete, one member from each group meets up to share their reading material and teach it to the other group members. This is a great technique to use when there is a lot of material to cover from a science text book. The material can be broken into sections. The groups read their own section and split up to teach it to students from other groups. In the end, they all have highlights of each section. (Universal Construct- Collaboration)

4. Double Entry Journal- This is used during reading. While reading, students will write down phrases or sentences that are meaningful to them. Then they respond to the passage with their own ideas, thoughts or feelings. During text reading in math class, students could utilize this for note taking. The left side of the notes would include the example problems and the right side would give them steps to go about solving the problem. This would help students have a written account for review. (Universal Construct- Critical Thinking)- used in Module 1 week 3

5. Give One- Get One is a technique that is best utilized before learning/reading about a certain topic. Students get out a sheet of paper and make two columns, one headed Give one and one headed Get one. Students write things that they know about the topic on the left hand (Give one) side of the paper. Then they move around the room to try to get ideas from classmates, working with one new partner at a time. They each share one item with each other. Once the students have rotated enough, then the class discusses the items that were mentioned. This is a great lead in to a new topic. During science, this could be a very informative session for the students to share their knowledge of a topic after reading. It could be very helpful for a teachers pre-assessment, also.

6. Save the Last Word- This technique can be used after reading to review what was read and find a main point to the reading. Students chose their preferred sentence from a reading, and write only that for the group to read. The group does the same thing and shares their sentences. The persons respond to each others statements, one at a time, until it comes back around to the person who originated the statement. This continues around until each has shared their statement and each have responded to those statements. Once this has occurred, then one person summarizes all of the statements. Often times, students read science articles for knowledge. Some students do not tend to retain as much as others during reading. In math, this technique could be used after reading an article. Students would be divided into groups of 3-5 and use this technique as a summary activity.

7. Graffiti Board- This technique is used after reading a piece of writing. The purpose is to summarize what was read, to share with others. The information summarized will be posted on the Graffiti board for others to read and gain insight or add to the discussion. An example of the use of this technique would be for students who are working in a group on a project for science class. The group members could do their research and post their findings on the Graffiti board. This would allow all group members to see what each other has discovered and add to the discoveries. This is a great means of connection for group members.

8. See, Hear, Not See, Not Hear- This technique can be used before or after reading. Students will watch a video regarding information pertaining to their reading material. During the video, students will have a 2x2 grid, where they write down items in the columns labeled: see, hear, not see, not hear. The students will write down what they seen, heard, did not see or did not hear during the video. This tactic helps students pay closer attention to the video and see what they are expecting from it. This would be great for math classes when students are viewing a video about different math concepts. Sometimes videos about math are difficult to focus on. This technique would help students stay focused on the video and they will have notes that will help them with the future content.

9. Evidence Bags- This technique is used before writing, to gather imagery and topics to use in writing. A teacher will supply items for an evidence bag, which will include random items that will be grouped together to make a story. The story that is written will include a crime scene of some sort and the evidence left is that in the evidence bag. Students are able to write any sort of short crime story that connects all items together in this scene. This would be a great idea for science, using items from a laboratory and students would have to describe each items use. It could be used in math, by having examples of items that people in specific mathematical careers would have in their field and having students writing connect these pieces of evidence.

10. Paint Chips- Using paint chips as a means to document vocabulary words and forms of it is a very unique instructional technique. The teacher would provide various colors of 4 level paint chips. The students would put a primary vocabulary word in the top color, then derivatives or words with the same base word in the next boxes. The bottom box would be a listing of synonyms and antonyms. For math lessons, this would be interesting to see students put math concepts on each line, with problem examples next to it. Sometimes, math teachers have students make flip books with example problems and vocabulary. Instead of the books, the students could use paint chips.

11. Stoplight is used at the end of a reading or lesson for students to let teachers know what they understand about the lesson/reading for the day. The teacher posts red, yellow and green colored plates/construction paper on the wall. At the end of the lesson, the students get a sticky note that they can write down what they learned (green), questions they may have about the topic (yellow) or something that stopped them from learning (red). They put their sticky note on the wall where the color of their comment is. This is a great tactic to let teachers know how a lesson went and where they need to fill in for the next lesson. This would be a great strategy in math to use when a new topic is introduced and a teacher is trying to see if the students comprehend it. This would give me an idea what to review the next day or if I could just move on.

12. Write Around is a technique that is used after reading an article or piece of literature. Students will be sitting in a group of up to 5 students. The students read the article, and then write for 2-3 minutes about what they are interested in or what they agree/disagree with in the article. After they are done with their original write, they pass their paper on to a student next to them. This student reads what the first one wrote and responds to it in writing. They write for 2-3 minutes, also. After the rotations are complete, students get to read the paper that they originally wrote on. This gives students an idea of what others feel about a topic. This would be good to use at the end of a unit in math, for students to write about the information that they have learned. It might even help students who are struggling with a concept, but reading other students ideas or opinions on that concept. Another way this could be amended is having students write around about certain types of problems. The students will be required to write up a problem that pertains to the unit they have learned. This would give students a good review for a test, too.

13. Speak Silently is a great technique for students to share their written thoughts and opinions, without peers criticizing them. There is a sheet of paper with a quote or topic in the middle of it. After the students read the given text, they write their comments or thoughts about the topic on the paper, as it is passed around a group. At the end, students will discuss or wrap up the comments and thoughts. In class, we did this as a blog, where everyone wrote on one chosen topic and then we also commented on peers blogs. In math, this might be a good exercise to do when beginning a unit. This will give students a chance to say what they know, dont know or dont like about a certain topic. This will also be a sort of pre-assessment for the teacher to know where to concentrate the most time on. In science, this would be a great idea to use on controversial topics, so that students may write their opinions without having to share them out loud in the class.

14. Think, Write, Pair (Authors), Share- This instructional strategy can be used during or after reading. The student will read an article/text and take notes (either during or after the reading.) After the reading, students should think about the reading and respond to a given question the teacher has posed. This writing will usually be a response to how they would respond to the author: What would they say to him/her if they had a conversation with them? There could be multiple readings to take sides with. For middle school students, I would probably stick with one or two readings. This would be a great tactic to use in math class as an informal assessment. I would have the students reading various articles about math concepts or daily news and then have them respond to the author. I would have them include how they connect what we are learning with what they read about. The students would share their writing with a partner. I would collect the writings to see where my students were at for understanding of the topic.

15. Vocab Tree This instructional technique can be used before reading, for students to explore vocabulary words, or after a reading, for students to learn definitions and connections to vocabulary words. The student choses a vocabulary word that they dont know very well. On the trunk of the tree, they write the word and a brief definition of it. On the branches, the students will find derivations of the word, with similar base word but different prefixes or suffixes. Each of these words on the branches will have the definition and a sentence, using the word within the sentence. This gives the students a deeper understanding of the vocabulary word and how it connects with other words. In math, this would be a good technique to use when starting a unit. Students could start at the bottom of the tree with the main topic of the unit and put the divisions, with definitions and examples, in the branches. This is a bit of a derivation from the example on BlackBoard, but math may require some different tactics.