Display Think-Pair-Share prompts about a concept or topic. 31. These strategies also help students to understand what they do and don’t understand about the lecture. . A fish bowl allows a small group of students to engage in a discussion about ideas or concepts that have alternative explanations while the rest of the class observes and takes notes. it does work well as a kind of reminder for what’s possible, even offering categories for each strategy, from progress monitoring (think-pair-share, KWL charts), to Note-Taking (graphic organizers). Summarize findings and scientific normative explanations. How it works: The teacher displays the question prominently for all to consider. their understanding, two questions they have about the concept as presented, what they would like to know more about etc. In addition to literacy strategies, approaches to assessment, and grouping strategies (among many others), knowing the right teaching strategy for the right academic situation may not be a matter of expertise or training, but memory: out of sight, out of mind, yes? Jigsaw. Tell them to take two minutes to discuss this with their partner with each person getting some time to talk.
Research has shown that students have a better understanding, do better on exams, and stay more engaged with the content during lecture when they are provided with partial, rather than complete lecture notes or PowerPoints. Image attribution fortheteachers.org; A List Of 50+ Teaching Strategies To Jumpstart Your Teacher Brain, The Neuroscience Of Learning: Terms Every Teacher Should Know, TeachThought Elementary Recommended Reading List. Multiple active learning strategies may be used in each of the active learning designs. Which makes the following infographic from fortheteachers.org useful. Suggested probing questions: Can anyone add something to that comment? Small bits of information are separated into strips so that students can sort the strips into various categories, or organize them into a sequence depending on the topic. For example, a teacher might ask, “Where does most of the mass in a plant come from?” Claims for consideration might include, “soil,” “air,”“water,” and “sunlight.”. Give students 1-2 minutes to think about the prompt on their own. Invite others to react and respond to ideas by providing alternative viewpoints, agreements or disagreements. Students take turns standing by their poster so that each of them have the chance to visit the other groups’ posters. Sit & talk with peers nearby. Have students do think-pair-shares, polling to keep their mind engaged in the topic and to share their ideas with their peers for greater meaning-making opportunities. Get Moving. Allow students to answer the question on their own and then discuss their answer and rationale with a partner. Common misconceptions students have about STEM topics and concepts can be found at AAAS, and assessment questions including common misconceptions as distractors can be found at Braincandy.
For example, a teacher might ask, “Where does most of the mass in a plant come from?” Claims for consideration might include, “soil,” “air,”“water,” and “sunlight.”. There are various tools that can beused for polling, including Clickers, Socrative.com and PollEverywhere.com.
the teacher can use the student positions around the room to form groups with a diversity of ideas. Students work in small groups to read information that has been organized into sections. The only difference is that students are considering several claims (responses to a question). Suggested probing questions: Please give an example from your experience.
These strategies also help students to understand what they do and don’t understand about the lecture. Teaching strategies are among the most important ingredients for highly-effective learning environments. Students are asked to go to the corner of the classroom that has the claim they agree with most. Active Learning Strategies help to initiate learners and instructors into effective ways to help everyone engage in activities based on ideas about how people learn. In this way, they keep up with the material, rather than realizing they don’t totally understand it when they reach the midterm. is a structure that allows a teacher to use the diversity of perspectives in the classroom to generate heterogeneous groups of students for discussion. This diversity of thinking is a good place from which to develop a classroom climate that supports argumentation. Have them share and record evidence that supports that claim and why the other claims are not supported. A prompt is posed for students to respond to in writing. There are 87 instructional strategies listed below, but several are repeated across categories, so let’s call it ’50+’ strategies. Immediately following the individual quiz, put students in small groups and have them take the quiz again, but this time they discuss the answers in their group and turn it in for a group score.
Give groups of students an assignment that they need to work on together and present their ideas on a sheet of chart paper. Students are directed to position themselves on a line to indicate their level of agreement in response to the question.
Then discuss with a partner for another few minutes. The group score can’t hurt someone if they have a higher individual score. More student-initiated science talk happens when students are connected with peers who have opposing perspectives (Clark & Sampson, 2007). The teacher displays the question prominently for all to consider. These strategies work towards inserting wait time in lectures for students to reflect on, discuss and apply ideas just presented and to encourage them to engage actively in the lecture rather than passively taking notes. The idea line up is a structure that allows a teacher to use the diversity of perspectives in the classroom to generate heterogeneous groups of students for discussion. 30. This can serve as a comfortable way for students to share their ideas with others and set the stage for them sharing with the larger group. More student-initiated science talk happens when students are connected with peers who have opposing perspectives (Clark & Sampson, 2007).
Design assessments to include common preconceptions (or misconceptions) that students often hold. Once in their corners, students should discuss with others why they chose that corner to help clarify their thinking. In a Think-Pair-Share, students Think individually about the question or idea(s) put forth, Pair up with someone to discuss their thinking, and then Share their conversation with their table group, and then finally with the whole group. Once in their corners, students should discuss with others why they chose that corner to help clarify their thinking. Optional, have a few groups share their work and elicit reactions and reviews from other students. Define “Think-Pair-Share.” Explain to students that a Think-Pair-Share allows them to activate their prior knowledge and share ideas about content or beliefs with peers. Part of the challenge of communicating climate change with the public is that there is disparity between what scientists and the non-scientist public think and know about climate change. It is also important that the teacher looks at the polling results and listens to the reasoning of the students in order to determine what further explanations and summary might need to be made in lecture. Partial Outlines/PPTs provided for lecture. Review an annotated list of active learning strategies 1. Encourage students to add to their notes from the discussion. to encourage them to engage actively in the lecture rather than passively taking notes.
Optional: have them visit the other corners to see what others thought about the ideas and the evidence they put forth. The teacher can then use their positions to form groups of students with differing ideas about the question.
After the students line up, have students talk to the person next to them so they can clarify their own thinking on why they positioned themselves on the line in a particular spot. Taking only 5 minutes or so, this is a quick way to accomplish one or more of the following: determine whether or not students have done the homework assignment, engage students in thinking about the topic that will be covered in the session, provides the opportunity for students to access their prior knowledge on a topic. Just as in the idea line up the teacher can use the student positions around the room to form groups with a diversity of ideas. If they think more than one answer is correct,they should just pick one of the corners they agree with. One such model include expert and cooperative groups: Each group can be assigned a particular aspect/part of the overall information – they read it individually and then discuss in their small “expert” group to make sure they all understand it. 33.
Having students vote anonymously on what they perceive as the best explanation/answer to a question,followed by opportunities to discuss their ideas with peers, and then to vote again leads to greater learning of the material. Optional: the entire class needs to take part in the inner circle conversation by the end of the class period. The instructor doesn’t need to hear all (or any) of the ideas shared– the important aspect of this strategy is for the peers to share and for individuals to access their prior knowledge about a topic. Each corner of the classroom is assigned one claim, also prominently displayed. There are various permutations of jigsaws. This sets up a more interactive way of presenting as compared to ppt presentations. The rest of the instructions are the same as for the idea line up. Ask students to elaborate on their thinking by providing explanations, evidence, or clarifications. For information about incorporating technology into your class, which can help with the incorporation of active learning strategies, check out Incorporating Technology into Your Teaching.
What do you agree/not agree with? If you have your class organized into small groups, then the members of each group can tap their respective teammate and replace them in the inner circle to expand on or provide additional evidence to support an explanation. The question should be one about which students have enough prior knowledge/experience to have some evidence to bring to bear in the discussions which ensue. ask students to not take notes as you work through a problem on the board with the class,followed by 5 minutes for them to copy down board and discuss the problem/chemical reaction/process with peers, pause 6-10 seconds after asking a question before calling on a student to respond have students do a quick write about a concept just covered in lecture (e.g. 1. If they don’t agree with any claims, they should go to the middle of the room.
Tests/Quizzes with common preconceptions as distractors. This encourages individual accountability, and also helps students to better understand the material as they discuss it with peers. Why do you think there is such a disparity. In this way, the new groups have an “expert” representative from each of the original groups so that all of the information is now represented in the new cooperative group. 29. The only difference is that students are considering several claims (responses to a question). The rest of the instructions are the same as for the, For information about incorporating technology into your class, which can help with the incorporation of active learning strategies, check out, Incorporating Technology into Your Teaching. Optional: have them visit the other corners to see what others thought about the ideas and the evidence they put forth. Bring dull academic concepts to life with visual and practical learning experiences, helping your students to understand how their schooling applies in the real-world.Examples include using the interactive whiteboard to display photos, audio clips and videos, as well as encouraging your students to get out of their seats with classroom experiments and local field trips.
The quick write can be graded to encourage students to do their reading assignment, or collected to serve as an attendance check.
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