Strategies

Classroom strategies in order to enhance learning


Philosophical Chairs

  1. Consider the posted question for 30 seconds without talking or discussing.
  2. Write your position on the question for 30 seconds.
  3. Draw a line under your position then write a 2 – 3 sentence explanation of why you responded that way.
  4. Take your notebook with you and go to the area in class that best agrees with your position statement.
  5. As an entire class, everyone must talk once about the OPPOSITE position before taking another turn.
  6. After making a statement and opinion on the question, a person from the other side may answer it, stating if you agree or disagree and why. Then state a fact and opinion.
  7. Write down your new opinion and how it has changed.

KISSR

When answering short answer or extended response questions, here’s a good method to follow:

K Underline or highlight Keywords
I Identify the question being asked
S Strategy – choose a strategy for answering the question
S Solve the problem
R Review and Revise your Response

Comprehension Activities

When reading the text, put letters next to lines or words that match up with the following:

? I have a question about this
A I agree with this
D I disagree with this
! Interesting or important point
C Confusing

Effort and Achievement

Scale: 4 = excellent; 3 = good; 2 = needs improvement; 1 = unacceptable

Score Effort Rubric Score Achievement Rubric
4 I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as opportunities to strengthen my understanding. 4 I exceeded the objectives of the task or lesson.
3 I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. 3 I met the objectives of the task or lesson.
2 I put some effort into the task, but I stopped working when difficulties arose. 2 I met a few of the objectives of the task or lesson, but did not meet others.
1 I put very little effort into the task. 1 I did not meet the objectives of the task or lesson.

Classifying

  1. Get or make a list of all of the items to be classified.
  2. Come up with at least two different categories to classify the items into.
  3. After you’re finished, come up with at least two new, different categories to reclassify the items into.
  4. What steps did you follow to reclassify the items?
  5. What do you see different about the items now that you have reclassified them?

3-2-1

  1. Read the passage or article.
  2. Write 3 things you found out about the article or passage (or vocabulary terms you learned).
  3. Write 2 things you thought were interesting about the article or passage.
  4. Finally, write 1 thing that you still have a question about.
  5. Write a summary of the article or passage.

Concept Mapping

Adapted from an activity by Jennifer Weiss

You will be producing a concept map as a way to organize and compare all the information you will or have received in a chapter. You will use the list of vocabulary terms to create the concept map. Each individual is responsible for producing their own concept map, however you may work with a partner to discuss ideas and how the terms relate.

How to make your concept map:

  1. Each key term will have a minimum of three links to other key terms. More than three links will receive extra credit.
  2. When you make a concept map, you have to use a complete sentence when you link the terms together, for example: Natural Selection is a driving force of evolution.
  3. You must write a sentence for each link. To avoid clutter on the concept map and to conserve space, the links should be labeled 1, 2, 3, etc. and the corresponding sentences should be written on a separate piece of paper under a heading labeled “links”.
  4. Use regular paper for the rough draft and colored paper for the final draft.
  5. Keep in mind you only have so much space and there is a great deal of information that will be used, so conservation of space is a good idea.

Example:

Links:

1. Natural Selection is a driving force of evolution.