Turn and Pose a question, scenario, what if statement… to the class Ask students to talk to their...
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Turn and
• Pose a question, scenario, what if statement… to the class
• Ask students to talk to their “elbow partner” about the question
• Circulate around the room to listen to the discussions
• After allowing time to discuss, randomly call on students to share their thoughts
• Pose a question, scenario, problem, what if statement… to the class
• Ask the class to write about this in their journal/ interactive notebooks
• Circulate around the class to read what is being written – mark student journals when they have answered in a way that demonstrates understanding
• Have students with marks share and allow others to add to their journaling
• Pose a question, scenario, what if statement to the class
• Have students pass notes at their table discussing the question
• Circulate around the room reading some of the notes to assess understanding
• Randomly select students to share what their group discussed
InkThink and Silent Discussion
• Pose a question or problem with possible answers to the class
• Have students use the turning points technology to select an answer
• Discuss the responses given• Discuss the data in order to
reinforce statistical learning objectives and allow students to draw conclusions
Synectics(Simile summary)
• After discussing a concept, ask students to create a simile, analogy, or metaphor of their understanding
• __________ is like ___________ because…
• As a modification, give students pictures or objects to compare the concept to
• Circulate around the room to assess student understanding of the concept
• Randomly select students to share their similes, analogies, or metaphors
Turning Points
Whiteboards (Turning Points with no technology)
• Pose a question or problem to the class
• Have students reply on whiteboards• Have students hold up whiteboards
to check for understanding
(if you don’t have a class set of whiteboards, cardstock in a sheet protector works the same
way)
• During the last 5 minutes of class, have students demonstrate their understanding of the day’s objective on an index card (or other small piece of paper)
• Collect index cards as they leave the class
• Use the data to determine if a re-teach is needed or to create small group instruction for the following day
Slips
• As students enter the classroom, pose a problem, question, or scenario related to the day’s learning objective
• Use the information to assess students prior knowledge
• Randomly select students to share their responses
• As a modification, provide students with a pre-worked problem from previous learning; students must determine if the problem is worked correctly and identify any possible errors
Think – Pair – Share
• Pose a problem, question, or scenario to students
• Give students a few minutes to think about or solve the problem (having students write their thoughts will ensure participation)
• Pair students up to discuss their thoughts or solutions
• Circulate around the room as students are discussing
• Choose students at random to share their ideas with the class
Slips
• Create an illustration of a word, concept, or as a summary of a piece of text
• Add a caption to the illustration
Conferencing
• While students are engaged in practice, circulate around the room conferencing with students
• The conversation can start with a question as simple as, “So how’s it going?”
• Note if the student has any misconceptions or incorrect understandings of skills or concepts for small group instruction
Picture It!!
4 Corners
• Label the 4 corners of the classroom with the letters A, B, C, or D (or 4 words or concepts)
• Pose a question to the class and have students move to their answer choice
• Have students discuss why they chose the answer and their solution process; as students listen to their peers reasoning they may choose to move to a different corner
• Circulate around the 4 corners listening and clarifying misconceptions until all students come to a consensus
Card Sorts
• Have students work in pairs or small groups to sort cards into “pre-picked” categories or “student picked” categories
• Encourage students to discuss their ideas as they agree/disagree on which categories to place each card
• Circulate around the room listening to students ideas and misconceptions
• Provide students with a recording tool, if necessary
Traffic LightCups
• Students place color cups on their desk to signal their level of need
• Use during group work to signal the teacher when help or feedback is needed.– Green Cup – group is proceeding and no
assistance is needed– Yellow Cup – students are continuing to work, but
need teacher assistance– Red Cup – group is stuck and cannot proceed
without teacher assistance• Teacher is constantly moving around the
room monitoring groups and providing assistance, when needed
3 – 2 – 1
• Students respond in writing to three reflective prompts
• Teacher uses information to assess how well the learning goals were achieved and what topics may need a re-teach or small group instruction
• Prompts should be changed periodically • Sample:
– Three key ideas I will remember– Two things I am still struggling with– One thing that will help me tomorrow
TEN – TWO
• Reflection strategy• After ten minutes of instruction (if the
flow of the lesson is not compromised), give students two minutes to reflect on, process, or practice what they have learned
• Teacher circulates around the room determining struggles and misconceptions that students may have
Human Scatterplots Front of room
Low -------------------------------------------------------------- High Confidence in my response
• Teacher creates a grid in the classroom as shown above
• Students respond to a question by moving to a position on the “floor graph” that corresponds to their choice and how confident they are in their choice
• Teacher and students have a “snapshot” of the class’ understanding and confidence level
• Modification: Create the same grid on paper, have students initial “hot dots” and place on the paper
A
B
C
No – HandsQuestioning• Students are not permitted to raise
their hands when a question is asked• All students are provided an
opportunity to think about or solve the problem while the teacher practices wait time
• Teacher “RANDOMLY” calls on students
• Teacher continues to practice wait time between responses to allow students time to think about whether they agree or disagree with a student’s response
FIRST
• Higher order questioning technique• State the “FACT” first and ask
students to explain or elaborate on it• Utilize wait time• Randomly select students to share
their understanding