Instructional Techniques Files

Instructional Techniques File
EDUC 142: Interdisciplinary Reading Methods

Alana Linde
Technique
Quick Write
Description
(before, during, after)
At any time during reading, allow
students 3-5 minutes to reflect upon their
learning. Open-ended questions or
statements can be provided to generate
student responses.
Track Your Thinking
During reading, students can be asked to

use text annotation to make note of
particular things. Some examples could
be (?, !, and __) for confusing parts, parts
they agree with, and important/main
ideas.
Think, Pair, Share
After reading, students can think about

the highlights or a prompt from the
article, pair up to discuss with a partner
or small group, and have the student
groups share out to the class what they
discussed. This is a great way to get
students talking about a text when
students may otherwise not speak up.
Content Specific Example

(Business)
After reading about generational
differences, allow students time
to reflect on considerations once
they enter the work place.
Students may choose to side
with the fact that older
generations need to keep up
with the trends, or that they
need to be patient with their
coworkers.
Provide students an article about
an entrepreneur and what it
takes to build a successful
business, and have students
mark up the text with notation
provided on their own.
After looking through the Iowa

Code of Law, students will reflect
on if they think it is possible to
get a fair, unbiased jury.
Students will share their
thoughts with a partner and
share with the class the
similarities and differences
between partners as well as why
they sided the way they did.
Connection to Universal
Constructs
Flexibility/Adaptability
By enabling students to
see that not all people
are digital natives, or
that age differences
really make an impact in
the work place, students
will respect qualities of
others and be proactive
to change.
Productivity/ Accountability
Students acquire new
knowledge on their own.
If they do not read the
article, or track their
thinking, they may miss
out on developing new
insights about the
subject
Critical Thinking
Students analyze
information to formulate
a claim and provide
evidence to support their
claim
Complex Communication
Students partake in
meaningful, engaging
interactions with their

Alana Linde
Jigsaw
Double Entry Journal
Give One, Get One
Before or after reading, have students

split up into groups to individually
investigate a topic covered in the text.
Students will then present on their
specified topic to their group. This is a
great way to enable students to teach
each other, and to cover a lot of material
quickly. **Caution, if it is important for all
students to know material in depth, dont
use this strategy.
During or after a text, students can fill out
a two column chart pertaining to ideas
from the text and reactions/connections
to them. This is a great way to bring text
to real-word and bring it to life.
Before or after reading, have students jot

down a thought from the text
(predictions, main idea, important
concept, takeaway, etc.). Have the paper
split into fourths and allow students time
to collect and share their responses with
their peers. Students are left with four
thoughts from the text to keep and
reference.
Students can individually focus

on a particular type of insurance
and write down what it is, what
is it used for, and its
effectiveness. They will then
share out to their jigsaw groups
to collectively cover all of them.
Have students read and review a

businesss financial plans. Have
them fill out a graphic organizer
that notes connections to the
text that were implemented in
the plan and allow them to make
connections. This can be a tool
for students to use if a later
project asks them to write their
own plan or to critique the one
they just read.
After reading and watching
successful marketing campaign
strategies, students can jot down
a strategy that they may use for
a future project, they can collect
their peers opinions as well to
consider.
peers by respectfully
disagreeing or agreeing
with their peer
Productivity/Accountability
Students must be
responsible for informing
their peers in their group
what their topic is about
and answer questions
that they may have.
Critical Thinking
Students analyze the
work of a business to
illustrate that what they
are learning in class is
applied in organizations.
They are able to
question their processes
and use this to frame
their thinking.
Creativity
Students are having to
create ideas that do not
come directly from the
text, but use it to start
their thinking
Critical Thinking
Students analyze what
will be helpful to reach

Alana Linde
Save the Last Word
After reading, have students select a

sentence from the text to discuss for
them to read aloud, have group members
respond to the sentence. Allow the
student who began to make concluding
remarks about the discussion.
Write Around
Before or after reading, have students

write down a thought from the text. Pass
their papers in a circle with a group to
allow peers to read and comment on the
previous students writing. After the
paper returns to the original student, the
student now has a paper full of thoughts
whether that be main idea, or comments
on a particular topic.
After reading, give students 5 minutes to
write, 7 minutes to talk, followed by an
additional 9 minutes to write. This
encourages students to engage in
reflective thinking and refine their
thoughts after sharing with others.
5-7-9
the most people

Critical Thinking
Students will analyze the
excerpt and collect
evidence to make their
determinations
After studying a case specific

example of a trial, students will
provide their opinion for what
should be the ruling of the trial.
They will provide a specific
statement from the excerpt to
support their statement.
Students will comment how the
statement selected does support
the claim, giving the last student
a chance to hold their ground or
change their mind.
To allow students to grapple with Complex Communication
an article about interview skills,
Students can engage in
students will write down a
meaningful conversation
statement about what insights
although it is written and
they gained from the article. As
not oral. Students can
the students pass the paper
formulate their ideas
around, they will add their
stemming from the prior
insights as well.
students comment.
After learning about diverse
cultures in the work place,
engage students in Bafa bafa
simulation. Give them time to
reflect about the experience.
After discussing with their peers,
have student revisit their writing
to incorporate new insights that
they gained from the discussion.
Complex Communication
Student experience what
it is like to interact with
people of different
cultures
Flexibility/Adaptability
Students partake in an
activity outside their
comfort zone and learn
to respect the unique
qualities in others

Graffiti
Alana Linde
After reading, allow students to visually
Have students create a graffiti
Creativity
represent something from the text,
poster centralized around an
Students use abstract
whether it is the main idea, or any
article that discusses leadership
thinking to visually
concept that they will take away. This can in the workplace. This can be
represent concrete
be a technique that appeals to visual
something that the students can
ideas.
learners by displaying the art in the
use and a helpful reminder of the
classroom as a reminder.
extra tasks that you might be
called upon to fulfill in the
workplace.

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Instructional Techniques File

EDUC 142: Interdisciplinary Reading Methods

Track Your Thinking

During reading, students can be asked to

Think, Pair, Share

After reading, students can think about

Content Specific Example

After looking through the Iowa