$10,000 Pyramid
3,2,1
Agreement Circles
Answer questions with a question
Ask three peers before me
Baseball review
Bell work
Bingo
Brainstorming
Carousel
Charting
Circle, Square, Triangle
Comparison Matrix
Concept attainment
Concept formation
Construction
Continuum
Cooperative Groups
Deck of cards
Define me (examples and counter examples)
Direct Instruction
Document Camera
End in Mind – problem based
Every Person Responds
Exit Slips
Fan and Pick
Find Someone Who
Fist to five
Five-problem spiral
Fold the Line
Fold-ables
Four corners
Frayer Model
Gallery walks
Go Fish
Gradual Release/Scaffolding
Graphic Organizer
Group up
Guess the fib
Hand up, Stand up, Pair up
Human Bar Graph
I do, we do, you do
I have, who has
Independent Practice
Inside/Outside circle
Interview
Investigations
Iquiry
Jeopardy
Jigsaw
KWL
Lecture
Line Ups
Listen then write
Listen Write
Matching
Math notebook for definition
Mix-Pair –Freeze
Mix-Pair-Discuss
Model
Music
Musical Chairs
Notebooking
Numbered Heads Together
Open-ended questions
Pairs Compare
Pass the Buck
Peer Evaluation (Pairs Check)
Peer tutoring
Physical movement
Placemat Consensus
Plus 2 (Ticket Out)
Poster Carousel
Quiz, Quiz – Trade
Quizlet
Rally Coaching
Rally Robin
Rally Table
Reflections
Roll playing
Rotating Review
Round Robin write?
Round Table
Sage and Scribe
Sequencing
Show Down
Silent Chalk Talk
Snake
Snowball Fight
Solo-Pair-Team
Sort
Spiral Review
Stand Up/Hand Up/Pair Up
Stations
Student Taught
Survey says
Switch your seat
Team-Pair-Solo (4-2-1)
Telephone
Think aloud
Think-Pair-Share
Three Stay, One Stray
Thumbs Up/Down
Ticket Out
Tip-tip-tell
Venn Diagram
Wait Time
Walk the line
War
White boards
1. Students stand in a circle.
2. 1 person (or teacher) stands in the middle of the circle and
makes a statement.
3. Students move towards the center in proportion to their
agreement with the statement. (Students may not move backwards
if they disagree).
4. Pair discussion (optional).
5. Students reform circle and person in the middle picks someone
to take his/her place.
6. Repeat steps 2-4.
Involves the recognition that some objects or events belong
together while others do not. Students are provided with data
about a particular concept and are encouraged to classify or group
the data. Once the objects have been grouped according to a
particular categorization scheme, the grouping is given a label.
This type of strategy could be used when identifying different
terminology of computer software applications. Teachers may ask
students to identify and list a number of items found in a setting,
group the items that belong together using common
characteristics, label the groupings, and rearrange and re-label
items into subgroups, if students feel that is possible. The teacher
is the initiator of the activity and guides students as they move
cooperatively through the task.
On a number line from 0-10, student places a red dot where you
feel they are comfortable at the beginning of the lesson, the next
day the student places a yellow dot on the same number line, then
a green dot on the third day in hopes that the bunches move
closer to 10 after discussions and assignments.
Every one in the group is assigned specific roles to accomplish a
task, examples could be getting needed materials, recording,
summarizing, or reporter fro the group
Group students by color, suite, numbers vs. faces, odd/even, can
be used in variety of way to group students, to assign roles, to
order
Individually, each student defines each vocabulary word by
comparing and contrasting examples and counterexamples. In
small groups, each student reads his/her definition to the team.
The team discusses how to define the vocabulary word, based on
all the definitions shared. The team comes to consensus on how
to define the term. Record the team definition on paper. Repeat
this process for all terms. As a class, choose a team and a student
to read the team’s definition out loud. Write the definition on the
board, ask class if they all agree, rework as a class if the class
doesn’t agree. Once in agreement as a class, the class records this
as the definition that the class will use.
Teacher stands in front of room and delivers all the info to
students, teacher asks questions and students answer
(ELMO) Students volunteer to show work and different ways to
solve problems where it is projected onto the big screen, way of
grading papers, used in place of chalkboards
This is a problem given at the beginning of class for students to
brainstorm/explore, then a mini-lesson is taught and the same
question is posed at the end of class in hopes that the mini-lesson
addressed how to solve the problem.
Any type of activity the requires 100% of student pop in a very
short amt of time, examples: thumbs up, white boards
—(Ticket Out) A strategy used to where every child is responsible
for completing work and turned in as they exit the room at the
end of class. Should be a few questions that can quickly be
answered like a short assessment.
Sets of 4 question cards are made for teams of 4 students. Student
A fans the question cards and tells Student B “Pick a card, any
card.” Student B read the question card out loud and Student C is
given 5 seconds to think, then respond. Student D responds to the
given response of Student C, either by praise or coaching. The
remaining cards are passed to Student B and the role rotate
(Student B now has the role of Person A, Student C has the role of
Student B, and so on).
1. Using a worksheet, People Hunt or other information gathering
tool, students move about the room.
2. Teacher may say “Find Someone Who knows the answer to #
_____.”
3. Students sign off on worksheet as they answer questions.
4. Repeat steps 2 and 3 until worksheets are complete.
1. Teacher poses a problem with 4 choices (corners).
2. Students record their answers and move to a corner (designated
by teacher).
3. Students in corners pair up and discuss.
4. Class discussion.
5. Repeat steps 1-4.
1. Teams must tell three outrageous truths and one fib.
2. Teams discuss and determine each member’s role (who is going
to tell the truth and who will tell the fib).
3. Each team stands and presents their truths and fib to the class.
4. Class tries to determine who is telling the fib on each team.
1. Students stand in two concentric circles, inside circle facing out,
outside circle facing in.
2. Students face a partner, share on a topic, question being asked by
teacher or index cards can be used.
3. Students praise or correct each other.
4. Students turn and rotate X number of places (given by teacher).
1. Pair up.
2. Designate an A and a B.
3. Student A interviews Student B in terms of questions the teacher
poses (name, something interesting about the person etc..).
4. Student B interviews Student A in terms of questions the teacher
poses (name, something interesting about the person etc..).
5. Student A shares about Student B.
6. Student B shares about Student A.
1. Teacher presents a topic (birthday, ABC order).
2. Each end of the room should be designated according to topic
(Jan.- Dec., A-Z).
3. Students find where they fit and line up.
4. Teacher checks the line for accuracy.
1. Each student receives a card with a word, picture, or symbol on it.
2. Students walk around room until they find the person who has a
match to their card. Each person stands next to his/her partner.
3. Encourage students to do this without talking.
4. Students should be given a specific amount of time to find their
partner.
5. Students mix again, trade cards with another student and find
their match.
1. Students move about the room.
2. Students pair up when teacher says “pair.”
3. Teacher poses a question, or students have cards with questions
on them.
4. Pairs discuss question (Rallyrobin).
5. Teacher calls time.
6. Pairs share their answers with the class (interview form).
1. In groups of four, students number off (1-4).
2. Teacher poses a question.
3. Students put their heads together to discuss the question and
come up with an answer. All students in the group must know the
answer.
4. Teacher calls a number (1-4).
5. Designated numbers may be asked to: a) stand to give the
answer, b) go to the blackboard to give the answer, or c) write the
answer on slates or a piece of paper. Also, teacher may ask
designated numbers to raise their hands, call on one of them and ask
the others to give a thumbs up or down as to whether or not they
agree on the given answer.
1. Pairs create a list (through Rallytable or other brainstorming
structure).
2. Designate a pair to go first.
3. “A” from the first team share an item from their list. The
second team either checks off a similar item on their own list or
adds it to their list if they don’t have it.
4. “A” from the second team shares an item from list, first team
adds to their list or check off.
5. “B’s” repeat steps 3 and 4.
6. Continue until all items from each pair have been shared. Lists
should be essentially identical.
1. Within groups of four, students pair up.
2. Designate an A and a B.
3. “A” works problem while “B” coaches and “B” praises or corrects
when “A” is finished.
4. “B” works problem while “A” coaches and “A” praises or corrects
when “B” is finished.
5. Pairs check in group of four.
6. Team celebration.
1. Students pair up.
2. Designate an “A” and a “B”.
3. Teacher poses a question.
4. “A” gives and answer, “B” listens.
5. “B” gives an answer, “A” listens.
6. Continue steps 5 and 6 until teacher calls time.
1. Within groups of four, students get into pairs. Designate an A and
a B.
2. Each pair has a piece of paper and a pencil.
3. Teacher poses a question/topic.
4. Student writes an answer on the piece of paper and passes it to
the other student.
5. Students write and pass the piece of paper until teacher calls
time.
1. Topics are written on pieces of chart paper and posted around
the room.
2. Each team is given a marker.
3. Designate teams to go to one of the papers.
4. Team is given one minute to write on the paper about the specific
topic.
5. Time is called and teams rotate to another piece of paper.
6. Teams are given one minute to read what was written by the
previous team.
7. Teams put a question mark next to anything they have a question
on or disagree.
8. Team has an additional minute (or 30 seconds) to write any other
information.
9. Repeat steps 4-8 until all teams have rotated to each piece of
paper.
1. In groups of four, students sit in a circle (or as close to each other
as possible).
2. Teacher poses a question.
3. One by one, students take turns (in a circle) giving a possible
answer to the question.
4. Continue until time is called.
1. In groups of four, have one piece of paper and one pencil.
2. A question/problem is posed.
3. One member takes the paper and pencil and writes down an
answer/idea to the question posed.
4. Member passes the paper and pencil to the person on his/her
left.
5. Continue steps 3 and 4 until time is called.
1. For the first problem Student A (The Sage) tells Student B (The
Scribe) exactly what to write or do as the Scribe carries out the
instructions given by the Sage.
2.The Scribe may coach if the Sage needs it, and congratulates the
Sage upon problem completion.
3. The students switch roles after each problem so the Scribe
becomes the Sage.
we are not sure of this but think it is: 1. The instructor provides the
students with a problem and the steps that are needed to solve the
problem. The students connect mathematical concepts by putting
the setps in proper logical order.
1. Showdown can be used as to check for mastery
2. Teacher distributes materials to each group: a deck of question
cards, one small basket and thinkpad slips (small slips of colored
paper) for each team member to each group
3. The teacher selects one student in each group to be the
Showdown Captain for the first round and asks them to turn the
question cards facedown in the center of the group’s table and pass
the thinkpad slips to each team member
4. The teacher explains that the showdown captain will turn over the
card with the first question (cards can be numbers on back) and read
it aloud for all team members. Then each team member will answer
the question individually on their thinkpad slips and turn their
answers facedown on the table in front of them.
5. When the teacher gives the Showdown signal, all team mambers
will reveal their responses at once. If all are correctr, the team will
get 5 team points. IF not, the team will coach their team members to
correct their answers and will then receive one team point.
6. Showndown Captain rotates for next round
7. Repeat from step 2.
1. Chalk talk is a silent activity that lasts no more than 10-15min.
2. Facilitator write a relevant question in a circle on the board
3. Facilitator hands some markers out to the a few members of the
group
4. Participants write as they feel moved to write.
5. Facilitator circles interesting ideas to invite comments, writes
questions about a participant’s comment, adds own reflections or
ideas, connects 2 interesting ideas/comments together with a line
and adds a question mark
6. Results of chalk talk are summarized, noting significant themes,
connections and questions
1. Each student writes either a relationship building phrase or
mathematical problem to solve on a piece of paper. 2.Student
crumple the paper into a snowball. 3. Designate a time frame to
allow student to have a snowball fight. 4. At the end of the time
each person picks a snowball. If it's a relationship phrase the
students have to find out who it is. If it's a math problem they have
to solve it and check their answer with the creator. 5. Have each
student throw their snowballs away.
think - pair- share?
1. Students will sort a given set of items into categories and be able
to identify their classification. 2. Repeat as possible, depending on
the items used.
1. Students work in teams of four (Roundtable) 1 paper/1 pencil.
2. Students work in pairs (Rallytable) 2 papers/2 pencils.
3. Students work solo- 4 papers/4 pencils.
1. In groups of four, number off 1-4, teacher spins the spinner.
2. One person per group leaves the room (determined by spinner).
3. Rest of the team receives instruction from teacher (content).
4. Plan- team decides how to teach the information to the missing
team member (Roundrobin).
5. Missing team members return to the room.
6. Person gets instruction from the team.
7. Person takes a test on the material covered.
1. Students get into pairs.
2. Teacher poses a problem/question.
3. Think time.
4. Pairs work.
5. Time is called.
6. Pairs share with the entire class.