1.

BAROMETER
- The barometer method gets a measure of students’ opinions by asking them to stand on
a line from 0 to 10 (1 = strongly disagree, 5 = unsure or conflicted, 10= strongly agree).
- This strategy will be used in teaching literature by introducing a complex or
controversial issue from a literary piece. The teacher will then ask the students to stand
on an imaginary line from 0-10 representing their opinion. The teacher will then place
the students into three groups based on their position in the line: agree, unsure and
disagree.

- This strategy can be a good way of sharing the study their opinion in a non-
intimidating way.

2. BOOK TALKS
- Book talks, provide an opportunity for students to share and/or discuss books they have
encountered. They may have been books they have read, have been read to them or
about which they have heard or read.

3. BRAINSTORMING
- Brainstorming involves asking students to come up with their initial thoughts on an
issue. The thoughts do not have to be refined or correct. Instead, the students should use
the brainstorming time to get their mind flowing and discussion started. Usually, this
activity takes place using flip chart / butcher’s paper.
- A good way of doing this activity is to place students in small groups and provide them
a large sheet of paper to write down all their initial thoughts. Students can then report
all their thoughts back to the class. A good way to start discussion among students,
especially if they don’t know each other well or are shy.

4. CASE STUDIES
- Case studies are in-depth examples of an issue being examined. A case study should
show how an issue or theory looks in real life. Teachers can present case studies
through videos, newspaper articles, magazine articles, guests coming into the
classroom, etc.
- Case studies help students to see how theories and ideas look in real life. This can also
help a student understand the relevance of the topic being studied. A case study may
help students make sense of a complex idea by putting it in real concrete terms.

5. CATEGORIZING
- Categorizing is the act of grouping ideas, items, words, skills, according to a
criteria/feature that is common to all members of the set. Categorizing allows students
to determine similarities and differences of the items being categorized.

6. CIRCLE THE SAGE

 - The instructor polls the students looking for special knowledge on a certain topic.
Those with the knowledge spread out around the room. (They are the sages.) The other
students (no two from the same team) circle the sage, take notes on the information
they are presenting, and question them. Then, the group reforms and each explains what
they have learned.

7. CLOZE
- Cloze is a technique whereby, a text is presented and words critical to the
understanding of the topic are left out. Students then apply their knowledge by inserting
words that have the text make sense according to the topic being studied.

8. COMPARE AND CONTRAST

- Comparing and Contrasting determines similarities and differences. It can be presented
in text format or in a chart. Many times teachers have students read a given text and
then compare and contrast the content by listing the similarities and differences.
Comparing and contrasting allows the students to identify the critical attributes of the
topic. A "T" chart is the most common form of graphic organizer used to compare and
contrast. Additionally a 2 or a 3 circle Venn diagram can also be used to identify
similarities and differences when comparing and contrasting.

9. CONCEPT MAPS/WEBBING
- A concept map, also known as webbing is a web diagram for exploring knowledge
about a given topic/concept. A concept map begins with a central circle that contains
the concept being examined; Linking ideas are then labeled with lines indicating the
connection to the central idea and other links. They assist in developing an
understanding of the connecting skill, structures and strategies connected to the main

10. CONNECT, EXTEND, CHALLENGE

- The “connect, extend, challenge” teaching strategy is a three-step strategy designed to
get student thinking about how their knowledge is progressing. step 1, students
‘connect’ what they’re learning to their prior knowledge. In step 2, students think about
how the new knowledge ‘extends’ what they already knew. In step 3, students reflect
on what ‘challenges’ they still face: what is still confusing to them?
- In this strategy, the teacher will give a situation from a story and then letting the
students to connect the issue to their prior knowledge, the students will extend how the
issue connects what they already know after that, the students will reflect the lesson to
the challenges that they still face.

11. CREATE A HEADLINE

- While a seemingly simple activity, this instructional strategy gets students to refine the
topic they’re exploring down to one simple sentence that catches the essence of the
issue.
 - For this strategy, have students come up with a headline for the lesson as if they’re a
journalist reporting on the issue at hand. Get them to think about how it can be catchy,
explain the problem at hand, and provide an engaging ‘hook’ to draw readers in. s
- Helps students identify the key point of a lesson, forcing them to think about what is
really important in the lesson.

12. CUBING
- Six commands or questions, written on the sides of a cube. Students roll the cube and
respond. Cubes may be used to differentiate by readiness or interest.

13. DE BONO'S 6 THINKING HATS

- De Bono’s 6 thinking hats strategy asks students to look at an issue from multiple
perspectives. It can be used for groups or individuals. Depending on the hat a student is
provided, they have to think from a different perspective.
- De Bono's 6 thinking hats is a useful strategy to use in teaching literature because by
creating 6 groups with different tasks (e.g. White Hat will provide the facts, Yellow Hat
will explore the positive, Black Hat will explore the negatives, and so on), the students
will be able to attack a literary piece's issues from different perspectives.

14. DEBATE
- Debating is a structured contest of argumentation of opposing views between
individuals or teams. Debate involves 6 skills that students must learn to use and deliver
during the actual debate event: analysis, reasoning, evidence, organization, refutation,
and delivery. Debate participants must research the given topics and apply the
information and data found. Participants must learn to use their knowledge to think
critically and respond strategically to their opponents' response. The structure of the
debate is governed by pre-determined rules. The debate is judged by an independent
panel who declares one individual or team a winner. The use of debate is appropriate in
middle school and above.

15. DEBATING
- Getting students to debate an idea is a great way of getting them to build coherent and
logical arguments in defence of a position. It requires them to gather, analyze and sort
facts before they present them to an audience.
- Students learn to identify positive arguments on a topic even if they disagree with it,
helping them to see things from multiple perspectives.
- Split the class into two groups and assign each group a position for or against a
statement. Give each group 15 minutes to come up with some arguments for their side
of the argument. Each student in the group should have one argument to make for the
team. The student writes their argument down on a piece of paper. Line the two groups
of students up facing one another. Go down the lines getting each student to make their
point for or against the position. Zig-zag from one group to the next as you go down the
line. Once the students have completed, do an anonymous poll of the class to find out
 which position is most convincing. For the poll, students do not have to vote for their
team’s position.

16. DEVIL'S ADVOCATE

- A devil’s advocate is someone who argues for an opposing point of view in order to stir
up an argument and poke holes in other points of view. The devil’s advocate does not
necessarily need to believe the points they are arguing.
- This strategy can be used in teaching literature by giving the students debating points
where one person acts as devil’s advocate and another as the person defending the
dominant perspective. This strategy helps the students see a diversity of point of view.

17. DIDACTIC QUESTIONS

- Didactic questions are usually factual questions that begin with: What, Where, When,
How. They are convergent in nature, meaning that they tend to have a single answer
which demonstrate lower order thinking such as knowledge and comprehension.

18. DRILL AND PRACTICE

- Drill and practice is a strategy teachers use to promote retention. A small amount of
selected material is presented for the practice session. Students must have an
understanding of the underlying concept being taught for the being practiced to have
meaning. This will allow the practice material to have a meaningful place in the larger
picture of the concept being taught. Use of drill and practice is most often see used to
learn mathematics facts, spelling words, vocabulary, scientific terms, symbols and data.

19. DRILL REVIEW PAIRS

- Groups of four split into pairs. The pairs are given two problems. One member is the
explainer and one is the accuracy checker. After one problem is complete, they switch
roles. When both problems are complete, the group of four reforms. If they are in
agreement to the solution, they repeat the process with more problems. If there is
disagreement, the problem is reviewed and a consensus is reached

20. DROP EVERYTHING AND READ

- Drop everything and read (DEAR) involves getting students to stop what they are doing
and read for 10 minutes. It is a strategy that helps build students’ literacy skills
(especially when students can choose their own book). However, it is also useful for
helping students get more depth of knowledge on a topic being taught when you give
them all an article or book to read to help them have more knowledge for subsequent
parts of the lesson.
- An effective way of getting students to spend intense time learning about a topic.
Helps integrate literacy into your daily activities.

21. EXIT TICKET

 - Before the students leave class, ask them to write down an answer to a question relating
to a key concept learned in the lesson that day on a piece of paper or index card.
Questions can be simple, like asking them to highlight what they want to learn more
about, or what they found most interesting about the lesson. Or, they can be more
complex, such as having them draw a sketch that demonstrates what they learned, or
asking them to connect the key concept they learned to a real-life situation. Have them
hand the “tickets” to you as they exit, then go through the responses.
- The feedback can help educators determine which students need additional teaching in
specific areas. Using this approach, teachers gain a quick understanding of how well the
class is grasping and reacting to the material.
- Use the information from the exit tickets to form groups in the class that follows. Place
students at similar levels of understanding, or who have similar views on a topic,
together. Conversely, group students with opposing views together in order to foster
debate and conversation.

22. EXPERT JIGSAW

- The expert jigsaw method teaching method involves having students split into groups
of ‘experts’ and then ‘topics’. First, each ‘expert’ group focuses on a sub-area of a topic
to develop their ‘expertise’ as a group. Once the initial group work discussion has
concluded, the ‘expert groups’ split. The teacher then forms new ‘topic groups’ with
one student from each of the original expert groups in the new groups. The idea is that
each group in the second part of the lesson will have an ‘expert’ on a particular area of
a topic. Every expert will be able to contribute their perspective to the group. For
example, if the topic is dinosaurs, the initial ‘expert groups’ may get together to discuss
separate issues: Group 1 will discuss extinction, Group 2 will discuss bones, Group 3
will discuss diets, and Group 4 will discuss geographical locations. WhenWhen the
‘topic groups’ converge, they should contain one expert on extinction, one expert on
bones, one expert on diets and one expert on geographical locations. The topic group
will therefore have a broad range of expert knowledge to discuss and share.
- Gives each student a sense that they have something meaningful to contribute because
they will be an expert on something when converging in the ‘topic’ groups. Encourages
collaboration and positive interdependence in group work.

23. FIELD TRIPS

- Any structured activity that takes students outside the classroom to a new location is a
field trip. Field trips offer students the opportunity to see an event, connect with an
authority of the subject being studied, view artifacts, or view a performance that is not
available in the classroom. A field trip takes a tremendous amount of planning and
additional work during the trip. Students must receive instruction to prepare them for
the event so that they understand the purpose, know what they should be observing and
lastly know what will be expected of them In regards to the learning when they have
returned to the classroom. Districts have many requirements that must be fulfilled in
order to gain permission to take a field trip.
24. FILL IN THE GAPS (CLOZE PASSAGES)
- A simple teaching strategy that involves asking students to fill-in an incomplete piece
of text. This can happen verbally (starting a paragraph and asking students to complete
it) and in writing (a traditional cloze passage).
- This strategy, for me will be useful in teaching literature. For example, if a story or
novel is presented in a class, then the teacher can remove a key phrase helping the
students to jog their own memories. Also, it will enable the teacher to assess students'
learning on the specific topic.

25. FISHBOWL
- The fishbowl strategy gets a small group of students to sit in a circle in the center if the
classroom with the rest of the class sitting in a circle around the group. The students in
the middle of the circle complete a discussion or task as a demonstration for the
students observing.
- Teachers can use advanced students in the middle of the group as a way of modeling
skills or behaviors for the remainder of the class. More knowledgeable students can
model behavior for less knowledgeable students. Get older students from higher grades
to sit in the middle of the fishbowl or, use the fishbowl as the “we do” step in the I do,
we do, you do method.

26. FOUR CORNERS

- Use the four corners of the classroom as different stations for answering questions
proposed by a teacher.
- In this strategy, the teacher will either post answers in the stations like strongly agree,
agree, disagree, strongly disagree. It can be specific answer in the corners related to the
questions being asked. The teacher will then ask a question to the students and let the
students stand in their desired corners. This activity will provide a visual comparison
between different views of students in the class.

27. GALLERY WALK

- A gallery walk involves a teacher placing stimulus questions on flip chart paper
(butcher’s paper) around the walls of the classroom. The charts the teacher has put up
are stations that students will stop at during the activity. The teacher places students
into groups. If there are 5 stations around the room, the teacher will create 5 groups.
- Students get a set amount of time at each station to read the prompt questions. The
students can write on the chart paper with their group response and also respond to
other groups who have already written their points. OnceOnce all students have rotated
through the stations, the students end up back at the station where they began. The
teacher the. gives each group 3 minutes to present to the class a summary of the
comments written on the paper at their station.
- Students get to learn from others and see other groups’ responses. The students are up
and moving about which may help the concentration of bodily-kinesthetic learners.
28. GIVE ONE, GET ONE
- This strategy involves getting students to trade ideas with one another. Student write
down their answer or thoughts to a teacher's question. Then, they pair up. The students
give their answer to their partner and take their partner’s answer. They discuss the
differences between and merits of each answer. Students then split up and find a new
partner to repeat the activity.
- In teaching literature, the teacher may give a question about the lesson and then the
students write down their thoughts. The students will give this piece of paper to their
partners and discuss the differences of theit answers. Writing down an answer ensures
all students participate and that all students provide an explicit response.
- Present a discussion topic or question to the class. Have each student write down 3
points on a piece of paper to answer the question. Pair students up to discuss their
answers. Get them to consider similarities and differences as well as pros and cons of
each answer. Have students break apart and trade answers in another pair.

29. Grade as you go

- This instructional strategy is ideal for subjects that involve repetitive practices and rote
memorization, such as mathematics and language. Have students work on assignments
either alone or in pairs, checking and marking their work.
- This teaching technique is motivational because students instantly know if they’re on
the right track, allowing them to gauge their achievement level. But it also helps
students immediately correct something they’re doing wrong. Once they identify the
mistakes, they can translate that learning to subsequent questions, instead of completing
the entire assignment incorrectly.
- Instructional strategies such as Grade As You Go also help educator pinpoint students
who have a superior grasp of the material, allowing them to move on to a more
challenging assignment.
- By the time the assignment is completed, it’s far more likely that the entire class will be
ready to move on to the next concept or skill. And since grades have already been
given, it reduces after-class grading time for teachers.

30. GRAPHIC ORGANIZERS

- A graphic organizer Is a visual representation used to visually represent the
relationships and patterns between the ideas and facts presented In a lesson. Story
maps, advanced organizers and webs are all forms of graphic organizers. They may be
used before, during and after the presentation of Information. Before they assist in
eliciting and assessing prior knowledge During instruction they assist the learning in
organizing their thoughts and seeing relationships and patterns. After instruction they
can be used to assist students in summarizing what has been learned. As a scaffolding
tool they should be used to Insure initial understanding of the concept and then their use
should fade such that the student is able to perform the skill or use the strategy without
the assistance of the physical organizer
31. GUIDED READING
- Guided reading is a strategy in which teachers select smal groups of students to teach
specific skills. Student groups are flexible, meaning that the member selection is
designated by the need to learn the specific skill being taught. The text used to illustrate
the skill/strategy being taught are called leveled readers, that is to say that each students
is given a book appropriated their instructional level. Book levels are pre-determined
and can be found on many web sites. Teachers use both observations and a process
called "Running Records" as tools to determine students' instructional needs. Running
records are a one-on-one assessment of a child's reading level by assessing students
decoding accuracy and the types of errors made while reading.

32. HEADS TOGETHER

- Present a question to the class. Announce “Heads Together!” Students stand up and
lean in toward the others in the small group – literally heads together! In their group,
students discuss answers to the question. After a minute or two, announce “Heads
Apart!” Students end their discussion and sit back down. Follow up with whole group
discussion and continue with the lesson.
- Every student participates. Standing up – that little bit of physical activity – can be
enough to increase student engagement and get their focus back on the work at hand
- Leaning together helps keep the noise level down while so many student groups are
having conversations at once
- Can be used as needed with no prior planning – If a lesson is dragging, if students are
distracted, tired, or not paying attention, use this strategy to get them back on track and
refocused.

33. HOT SEAT

- One student takes the role of a character from a book, history, etc. They sit in front of
the class and get interviewed by their classmates. The student must stay in character
and answer the questions from the perspective of that character.
- This strategy will be used in teaching literature by letting students takes the role of a
character from a book. Through this strategy, the students will explore a character's
perspectives other than their own.

34. JIGSAW
- Works well with small groups needing to cover large amounts of material
- Divide the material to be covered in 3-5 parts. Put the same number of students in each
small group. One student is each group is assigned to cover one of the parts of the
materials. The student’s job is to become the “expert” on their portion of the material so
that they can then share what they’ve learned with the rest of their group.
- Students read their assigned material independently
 - Students meet with those from other groups that read the same material to discuss what
was most important and what needs to be taught to their groups. (optional)
- Students meet with their small groups and to share what they’ve learned with each
other. Follow with whole group discussion of the most important points.

35. JIGSAW
- Jigsaw- Groups with five students are set up. Each group member is assigned some
unique material to learn and then to teach to his group members. To help in the learning
students across the class working on the same sub-section get together to decide what is
important and how to teach it. After practice in these "expert" groups the original
groups reform and students teach each other. (Wood, p. 17) Tests or assessment
follows.

36. JUMBLE SUMMARY

- On a paper or overhead transparency present randomly ordered numbered key words,
phases or sentences. Set a timer for 8 minutes and have students order them in the
correct, logical order to demonstrate understanding of the lesson.
- I think this strategy is useful in teaching literature through arranging a plot sequence of
the presented story, novel or literary works. Arranging any piece in its logical order will
help the teacher assess the student's understanding of the lesson

37. KWL CHARTS

- A KWL chart is a type of graphic organizer that can be used throughout the course of a
lesson to help students keep track of their learning. TheThe chart can be on a simple
piece of paper split into three columns: (K) What I already know; (W) What I want to
know in this lesson; (K) What I learned.
- At the start of the lesson the students can fill out the first two columns. The first column
will help the teacher assess prior knowledge. The second column will help the teacher
and students guide the lesson bpy outlining what they want out of it. AtAt the end of
the lesson, the third column can be filled-in: (L) What I learned in the lesson. This
helps students reflect on the lesson to show them that they did actually learn something!
Students can keep track of their own learning. ThereThere is physical evidence of what
was learned that teachers can use in student report cards and teaching portfolios. ItIt is a
good structured tool to help guide a lesson.

38. Literature Circles

- Small groups of students, arranged by readiness level or interest, reading and
responding to a novel together
- Idea: The whole class may be reading novels by the same author or that have similar
themes, but each literature circle group has a novel that is specifically appropriate for
them. This allows for whole group discussion as well as small group work.
 - A few times a year, allow students to choose their own groups. Present them with the
novels to be studied for a particular unit (basic plot summary, reading level, book
length, etc.) and let students choose which book they are each most interested in.
They’ll then work with others who chose the same book.
- Encourage groups to move their desks into a circle, to sit together on the floor or to
otherwise move out of their normal seating to encourage discussion and an emphasis on
actively working as a learning team instead of more passively listening to a teacher

39. Minute papers

- Pose a question about the day’s teaching, and give the students a moment to reflect
before writing down their answer on their own or in pairs. The responses can provide
valuable insight into student comprehension of the material.
- Minute papers can be presented in a number of ways, but the easiest is as a “ticket out,”
whereby educators wrap up class a few minutes early. (We saw this earlier in our
instructional strategies list, under ‘exit ticket.’) They then ask students to answer what
the most important thing they learned today was and what questions they still have. The
first question requires students to think quickly, recall class material, decide on the
main points, and put it into their own words. For the second, they must think further
about what they’ve understood thus far.
- Teachers can use the responses to determine how well students understand the material.
Minute papers help students avoid illusions of fluency, where they think they’ve
mastered something that they actually haven’t. Once this is realized, both students and
teachers can identify and address weaknesses.

40. MYSTERY MAKING

- Educators can create ‘mystery’ in their classroom by carefully structuring lessons that
give ‘clues’ to a mystery that needs to be solved by the students. Ask the students to act
as detectives and place clues around the classroom (like a gallery walk). Have students
move around the classroom taking notes on the mystery which will reveal an answer
after thorough investigation.
- Creates a sense of excitement in the classroom, helping students to engage. Forces
students to use critical, logical and lateral thinking in order to find the answer.

41. NUMBERED HEADS TOGETHER

- A team of four is established. Each member Is given numbers of 1, 2, 3, and 4.
Questions are asked of the group. Groups work together to answer the question so that
all can verbally answer the question. Teacher calls out a number (two) and each two is
asked to give the answer.

42. OPEN-ENDED QUESTIONING

- Open-ended questioning involves asking questions that require an elaboration in the
response. In other words, it cannot be a question that can be answered with “yes” or
“no”.
 - This strategy will be used in teaching literature by asking questions after discussing a
story or a literary work. The students are required to provide explanations and
justifications for the point they make. By using this strategy, the teacher can assess the
learnings of the students in a given topic.

43. PARTNERS
- The class is divided into teams of four. Partners move to one side of the room. Half of
each team is given an assignment to master to be able to teach the other half. Partners
work to learn and can consult with other partners working on the same material. Teams
go back together with each set of partners teaching the other set. Partners quiz and tutor
teammates. Team reviews how well they learned and taught and how they might
improve the process.

44. POSTER PRESENTATION

- In this strategy, the teacher will provide the students with posters, pens, and printing
materials if required.
- Poster presentation can be used in teaching literature because through assigning the
students, by group, to draw or visualize the theme or the message of a literary piece.
This strategy is a fast and effective way to assess the students' learning.

45. PREDICTING
- Predicting involves asking students to make predictions or ‘guestimates’ before a study
is undertaken. The teacher may make a prediction for the students to respond to, or ask
students to make predictions themselves.
- This strategy will be used in teaching literature by letting the students predict a story
based on the given title. Through this teacher will then assess the logical thinking of the
students.

46. READ ALOUD

- Read aloud is a strategy that involves the teacher reading a text out loud to students.
The strategy relies on the teacher using strategic pauses, pitch and tone changes, pace
and volume changes, and questioning and comments. These reading aloud strategies
help students to become more engaged in a lesson and get more out of the reading
experience.
- Can be more engaging than getting students to read to themselves. By using strategic
pauses and asking questions of students, the text can both be read and analyzed at the
same time. This may improve comprehension.

47. READING BUDDIES

- Pair each student with another of a different reading level (low with medium, medium
with high) for partner reading and discussion
 - Also, pairing upper grade students with lower grade students, such as having a fourth
grade class buddy up with a first grade class, provides reading practice for all students
and can be fun and motivating for both groups.

48. REFLECTION AND RESPONSE

- Provide opportunity for students to respond and reflect on day’s learning. Helps you to
know where they stand for planning next lessons. Increases memory retention for
students.
- Keep a stack of blank index cards on hand to give to students at the end of class. Have
students respond on the card to something from the day’s lesson.
- Ideas: Draw a sketch that demonstrates _______________ (a key concept from that
day’s lesson)
- Ask a question from the day’s lesson content. Ask a question that requires higher-level
thinking or connections to “real-life”.

49. ROUND-ROBIN BRAINSTORMING

- the Class is divided into small groups (4 to 6) with one person appointed as the
recorder. A question is posed with many answers and students are given time to think
about answers. After the "think time," members of the team share responses with one
another round robin style. The recorder writes down the answers of the group members.
The person next to the recorder starts and each person in the group in order gives an
answer until time is called.

50. SCAFFOLDING:
- Works well with individuals and small groups when working on instruction of specific
skills
- Identify specific levels of complexity within the development of a particular
skill/concepts. Match students, by ability, with the appropriate level of skill; students at
the same level may work in flexible groups. The goal is to have each student move up
at least one level.

51. SEND A PROBLEM

- Several groups generate solutions to problems. The problem is clipped to the outside of
a folder, and all solutions from that group are written down and placed Inside the
folder. The folder is passed to a different group who reads the problem but not the
solutions. They write their solutions and put them inside the folder. A third group
selects the two best solutions and amends them as necessary.

52. SIMULATIONS
- Simulations are instructional scenarios where the learner is placed in a "world" defined
by the teacher. They represent a reality within which students interact. The teacher
controls the parameters of this "world" and uses it to achieve the desired instructional
results. Students experience the reality of the scenario and gather meaning from it.
53. SIT: SURPRISING, INTERESTING, TROUBLING
- A SIT analysis asks students to list aspects of a lesson that were surprising, interesting
and troubling. It is useful following the viewing of a short film or reading a book about
a topic that seems bizarre or a fact that is counterintuitive. Like a KWL chart, you could
do this task by splitting paper into three columns: one for ‘surprising’, one for
‘interesting’ and one for ‘troubling’.
- Gets students to take a critical stance and make judgements (particularly for
‘troubling’). Is a good way to take stock of students’ interests in order to create follow-
up lessons based on topics the students have already demonstrated concern for.

54. SNOWBALL DISCUSSIONS

- Snowball discussions are another twist on the think-pair-share method. For snowball
discussions, students start in pairs and share their thoughts and ideas together. Then, the
pairs join up with another pair to create a group of four. These four people share
thoughts together, compare notes, debate ideas, and come up with an agreed list of
points on a topic. Then, groups join up again to make groups of eight. The groups of
eight compare points and perspectives, then join up to create groups of 16, etc. until it
ends up being a whole class discussion.
- It can be used in teaching literature by giving the students' story's issue then trying to
compare the ideas and promote discussion between students.

55. STRATEGIC PAUSES

- Strategic pauses are one of the most important tools in a teacher’s toolbox of teaching
strategies. A strategic pause is a gap between statements to let a point sink in or linger,
or to give students a moment to think about an answer before the teacher moves on.
- This strategy will be used in teaching literature by pausing after a Pause after a question
for 10 seconds before discussing the answer. a pause in the teacher’s speaking is
enough to settle them again and remind them to re-engage with the learning materials.

56. STRUCTURED PROBLEM SOLVING

- Groups are given a problem to solve within a specified time. All members must agree
and all must be able to explain the solution

57. SUMMARIZING AND PARAPHRASING

- For this teaching strategy, either the teacher or student summarizes something someone
previously said in their own words in order to ensure they understanding each other
without any misconceptions.
- This strategy will be used in teaching literature by letting the students paraphrase or
summarize every literary piece using their own words. In having a student summarize
or paraphrase a short story or novel, the teacher can see whether students actually
understand something on the topic.
58. SWOT analysis
- A SWOT analysis is a teaching tool used to help students identify their own Strengths,
Weaknesses, Opportunities and Threats. It is often used at the beginning of a term or
unit of work to help students self-identify how best to proceed in their studies. A
SWOT analysis starts with a piece of paper split into four quadrants. The top-left has
‘Strengths’, top-right has ‘Weaknesses’, bottom-left has ‘Opportunities’ and the
bottom-right has ‘Threats’.
- Students then fill out the SWOT sheet, identifying their strengths and weaknesses (e.g.
‘I am organized’ or ‘I am time poor’) and opportunities and threats (e.g. ‘I have the
opportunity to work with my peers to improve’ or ‘I have an upcoming swim meet that
will take up more of my time’). Students are taught to self-assess and plan ahead to
avoid upcoming challenges in their lives. Students can balance affirming statements
about their own skills with honest recognition of their weaknesses.

59. TEAM PAIR SOLO

- Students do problems first as a team, then with a partner, and finally on their own. It is
designed to motivate students to tackle and succeed at problems which initially are
beyond thelr ability. It is based on a simple notion of mediated learning. Students can
do more things with help (mediation) than they can do alone. By allowing them to work
on problems they could not do alone, first as a team and then with a partner, they
progress to a point they can do alone that which at first they could do only with help.

60. THINK, PAIR, SHARE

- The Think-Pair-Share strategy is designed to differentiate instruction by providing
students time and structure for thinking on a given topic, enabling them to formulate
individual ideas and share these ideas with a peer.

61. THINK, PAIR, SHARE

- Students think about a topic on their own. Then, they pair up with a partner and discuss,
compare and contrast their thoughts together. Thirdly, the pair share what they
discussed with the whole class.
- This strategy will be used in teaching literature by letting the students think about the
issue in the story. And then the student will get together in pairs to compare and
contrast their own ideas. After that, the students will share their own thoughts with the
whole class. This strategy helps students to see other people's perspectives by
encouraging communication. Learning through conversation will allow the students to
improve their own perspective.

62. THINK, TACK-TOE

- Nine commands or questions, arranged like a tic-tac-toe board. Students choose three to
complete, creating a row vertically, horizontally, or diagonally.
 - Student choice allows for differentiation by interest and/or learning style. Think-tac-toe
boards for different levels of readiness can also be created and given to different groups
of students.
- Students may also be given choices as to which assignment square they complete
during a particular class period. Students who choose the same assignment may form a
small group for that day.

63. THREE-MINUTE INTERVIEW

- Teachers stop any time during a lecture or discussion and give teams three minutes to
review what has been said, ask clarifying questions or answer questions.

64. THREE-STEP INTERVIEW

- Three-Step Interview (Kagan) - Each member of a team chooses another member to be
a partner. During the first step individuals interview their partners by asking clarifying
questions. During the second step partners reverse the roles. For the final step, members
share their partner's response with the team.

65. THUMBS DOWN, THUMBS UP

- Thumbs down, thumbs up is a simple strategy for getting immediate feedback from
students. During a lesson, pause after each step to get instant thumbs down, thumbs up
feedback on whether students understand the previous step. If there are thumbs down,
the teacher should ask those students if they have direction questions or whether they
might want that section to be covered again in different language or more slowly.
- This strategy will be used in teaching literature by reading a story or poem and then
letting the students react with a thumbs up or thumbs down before proceeding to the
next part. Through this strategy, the students will be given an opportunity to give the
teacher feedback immediately so that they won't fall behind or become frustrated.

66. TIERED ACTIVITIES

- Prep Time Varies; Monitor Progress, Form Groups, Work Together, Adapt Content. 3-4
different activities of different levels of complexity and difficulty, but with a common
goal or end result. For example, different groups of students may be working on science
experiments of different levels of difficulty, but all with the purpose of learning about
the food chain.
- Begin by planning the mid-level activity, what you might normally plan for your whole
class. Then add a level of difficulty or complexity to make the same lesson more
challenging for higher-level students. Simplify or add resources to the original acitivity
to better meet the needs and fill in any learning gaps for lower-level students. Students
may work in small groups with others at the same level for a particular lesson or
throughout a particular unit.
- Tiered activities can lead to effective whole group discussion and comparison of
results.
67. TIERED RUBRICS
- 2-3 rubrics are developed for one project, and given to students based on readiness.
This provides all students with appropriate skills to focus on and a chance to be
successful.
- Ideas: Include the same categories, but adjust the point value and/or required elements,
or Add additional categories or requirements to increase the challenge and take off or
reduce the requirements (leaving only on what’s most important for them to learn) for
kids needing assistance. Use rubrics with increasing difficulty or requirements over
successive projects as a means of identifying areas of student growth

68. WORLD WALL

- Word walls are sections on the walls of a classroom where teachers and students can
record new vocabulary, quotes or key terms they encounter during a unit of work. Word
walls can be visible evidence of progression through a unit.
- Students can refer to the word walls when trying to explain their points and ideas to the
class.
- Word walls can be great props for refreshing students’ memories at the start of a lesson.
Start the lesson by reviewing the vocabulary learned in the previous lesson.