Cooperative Learning Strategy #26

Science Fairs!
Basics: This is a classic teaching strategy that has students work individually or in groups with a project of their choice. The requirements of them vary, but often times it requires that students apply the scientific method to an experiment, then they write a paper and make a presentation on the experiment to a large audience. This experiment takes a lot of work and time on the students part and brings entire classrooms together. Its a great time to have students work together to present their achievements to the school and the entire community. Directions: 1. Let students pick their own groups and their own topics of study. If they need help, you can help them find a topic. 2. Create a timeline of due dates o have out to them. (For example, hypotheses due Monday, then have one successful run of the experiment by Friday of this week, etc.) 3. Monitor the progress of the students, even allow one work day. 4. Set a time and date for the science fair and have the students run the fair. When: There isnt a specific time to do a science fair, but I would think it would be best towards the end of the year so the students are well prepared and have lots of knowledge and experiences to pull from. Source: (n.d.). In Instructional Strategies Online. Retrieved May 4, 2013, from http://olc.spsd.sk.ca/de/pd/instr/strats/wordwall/

Cooperative Learning Strategy #27

Readers Theater
Basics: Though this is typically something done in a literature or English class, Readers Theater is an instructional strategy that requires students to take a text and read it aloud dramatically. Though the name implies that there is acting involved, that is not necessary. This is just a fun way as a class to take a somewhat dry scientific text and read it in such a way that is fun and entertaining. Also, students will be more likely to pay attention to the reading if someone is reading it differently than they would expect. This strategy only requires a text. Directions: 1. Have students take out the text. 2. Read the text aloud in a dramatic voice. 3. Ask for volunteers to do the same thing in their own way. When: When students need to home their listening skills. When students can be comfortable in their classroom. Source: Braun, W. and Braun, C. (1995) Readers' Theatre - Scripted Rhymes & Rhythms, Braun & Braun Educational Enterprises Ltd, Calgary.

Providing Feedback Strategy #28

One On Ones
Basics: The purpose of this instructional strategy is to meet one on one with students and discuss their achievement. This could be as general as their overall grade, or be as specific as a lab report of a group project. This provides vital feedback for them so that they can learn from their mistakes and stop making them over and over. This takes a lot of time for the teacher, but could only take a few minutes for each student. Directions: 1. Set yourself up to be approached without any interruptions and without other students being able to eavesdrop. 2. Call students to have a one-on-one with you. 3. Time the one-on-one. 3-4 Minutes a piece. 4. Dismiss the student. Call the next one up. When: When students need individual feedback in order ot make progress. When students are anxious to approach the teacher without the requirement too. You want to connect with the students more intentionally. Source/Explanation: I decided to source myself for this strategy. I do want to note that Im aware that other teachers have conducted this type of constructive criticism for years and years. I think this is a valid strategy because it gives direct feedback to individual students, which is valuable for their achievement. It also is a time when you can encourage students for the things theyve done well.

Providing Practice Strategy #29

Drill and Practice

Basics: This instructional strategy is familiar to all educators. It "promotes the acquisition of knowledge or skill through repetitive practice." Essentially, this is homework. The process of having students memorize equations, practice problems, and answer questions. Drill and practice lays the foundation for meaningful learning. Directions: 1. Not applicable When: When students need to practice problem to be able to perform well on an assessment. To reinforce memorization. Teach students to work independently. Teaches students to use time wisely Provides practice Provides opportunity for feedback Source: (n.d.). In Instructional Strategies Online. Retrieved May 4, 2013, from http://olc.spsd.sk.ca/DE/PD/instr/strats/drill/index.html

Cooperative Learning Strategy #30

Impromptu Posters/Presentations
Basics: This strategy requires that students recall information learned the previous day, or involved information from an assigned reading the night before. Students are placed in small groups and assigned a topic. They have five minutes to create a poster and come up with a three minute presentation about their findings. Materials required are posters and markers. Directions: 1. Have posters and markers set up at a table before class starts. 2. Organize students in groups. 3. Give them their topic and send them to get their materials. 4. Give them five minutes to brain storm and prepare 5. Have groups give a short three minute presentation to the class when the five minutes are up. When: When students need to recall information they were suppose to read for the class period. To help the students who didnt read the text. Encourage team building. Build up public speaking skills. Source: T. Stoppa, personal communication, 2006 Explanation: When Mr. Stoppa had us do this in his classroom, it was a great refresher. It was sporadic and kind of crazy, but it was done at the beginning of class and it got us all in tuned to what the topic of discussion was that day.

Setting Objectives Strategy #31

Goal Setting
Basics: This is an activity that would occur the first day of class. As a classroom, we would we discuss what goals we would like to set for ourselves to accomplish in the school year. They can be academic goals, or goals that have to do with growing as a community and treating one another with respect. This is an important strategy because it helps to create community in the classroom at the beginning of class and it helps to orient each individual towards the same goal. At the end of the year, the goals can be evaluated to see if we have reached them or not. Directions: 1. As a large group, discuss what goals you want t set as a classroom and write them on a large sheet of poster board. 2. Once all the class agrees with the goals set, have them sign it. 3. Put the board up somewhere where the students can see it. When: At the beginning of the course. To get students aligned with the expectations of the class. To remind students of the goals that they pledged to meet. Source:

Cooperative Learning Strategy #32

Jeopardy!
Basics: This is primarily a review activity that incorporates review of content material with a popular television show. Just like the game show, there are categories tailored to the topics and units discussed in class with questions below each topic ranging in points values from 100 to 500. The class splits up into small groups and plays a large game of jeopardy as a team. This is a fun way to review concepts the day before a test. It was usually take a whole class period, especially if you do more than one round and requires a little more work on the teachers part before class. Directions: 1. Divide the students up into groups. 2. Have them choose a team name. 3. Select one student to be the scorekeeper for the period. 4. Decide which team will go first and have them select a topic and a point value. 5. Ask the question behind that point value. The first team to raise their hand gets called on and earns points for the correct answer. 6. Points are deducted for wrong answers. 7. Game continues. When: When team building is needed. When students need to review for an upcoming assessment. Source: T. Linton, personal communication, 2007. Explanation: This review method is fun and easy to prepare. I think it works because it provides a competitive edge to learning. It involves some of the more competitive students and gets them working together in groups.

Generating a Testing Hypotheses Strategy #33

Role Playing
Basics: Role-playing is an interactive way to model concepts for clearer understanding. This instructional strategy is an outlet for creativity when students have to come up with skits or models to portray a certain topic. For example, in a chemistry classroom, role-playing is a great strategy to model the different types of chemical bonds. This could be a group activity or just a demonstration. Directions: 1. Select students to be involved in the role-play or set students up in small groups to role-play a specific topic for the rest of the class. 2. Present them with an idea of concept they are to act out or portray. 3. Give them 5-10 minutes to brainstorm 4. Present the role-plays. When: When students need to get up and moving. When team building is required. When there are visual or kinesthetic learners. The classroom needs to get more creative. Source: Northwest Regional Educational Laboratory. (2005). Generating and Testing Hypotheses. In Focus on Effectiveness. Retrieved May 1, 2013, from http://www.netc.org/focus/strategies/gene.php

Providing Practice Strategy #34

Word Walls
Basics: This instructional strategy is a creative way to display vocabulary words or other important terms in a public place for students to view. This doesnt take up any time in particular, but serves as a visual reminder of what topics are covered in class. For example, a Word Wall could be a bulletin board in the classroom that accumulates sheets of different colored paper with different vocabulary words in different fonts over the course of a year. Directions: 1. As part of your classroom management, be sure to have a bulletin board of a space on your wall set aside for the word wall. 2. As you go throughout the year and have certain terms or numerical constants that students should be able to identify and know, add the words to the wall. 3. Soon youll have a conglomeration of words on the wall! When: Place the words on the wall as you discuss them. Start at the beginning of the year. Source: (n.d.). In Instructional Strategies Online. Retrieved May 4, 2013, from http://olc.spsd.sk.ca/de/pd/instr/strats/wordwall/

Generating and Testing Hypotheses Strategy #35

Work Stations
Basics: Workstations require a lot of preparation before class, but theyre an incredible way to differentiate instruction and cover a lot of topic sin class. Workstation activities can vary greatly from worksheets, to experiments, to videos, readings, or any other activity that students can work on. Directions: 1. Assign students to small groups and designate them to a certain work station. You will need as many groups as you have work stations, so keep that in mind. 2. Give the students a time period they will have to work on the assignment presented at their station. 3. Give them 2 minute warnings when time is almost up. 4. When time is up, have them cyclically rotate in any direction as to begin work at another station. 5. Do this until all the groups have visited each station. When: Work Stations are typically an entire period of teaching, so its best to use work stations to cover one objective, or review multiple objectives from a unit. Source: Rohrer, K. (2012). The Incredible Art Department. Foil Sculptures. Retrieved from http://incredibleart.org/Files/Jeryl-foil2.htm.