Think, Pair, ShareStep 1: Give students a specific question or topic to consider individually for a moment.
Step 2: Have students discuss the topic in pairs. They can discuss whether they agree, debate differences, or try to solve problems presented by the topic. Step 3: Lead a whole-class discussion using input from each pair. RAFT (Role, Audience, Format, Topic)Students learn to look at a topic from different perspectives as they assume a role and consider their audience, then write in a chosen format. The RAFT strategy allows for creativity and personal expression. Detailed instructions and ideas for use in different content areas are available below.
RAFT Instructions Inside Outside CircleDivide class in half. Groups form two circles, one inside the other. Inside circle faces outward, outside circle faces in, so that the circles are paired up. Teacher asks a question, students respond to partner OR pairs use flashcards. One circle rotates so that students have new partners for each question. This strategy helps students review information and check for understanding.
JigsawStep 1: Place students in small groups called "home" teams (4-6 per group). Students in each team number off.
Step 2: Each number within home team is assigned an expert role. Step 3: Experts work with same number experts from other groups to gather information on their assigned topic and discuss. Step 4: Experts return to home team after about 15 minutes to present their role to home team. |
Fly Swat Review GameStep 1: Divide class in half.
Step 2: Display vocabulary words on chalkboard or word wall. Step 3: One student from each team stands facing away from words, with a fly swatter in hand. Step 4: Teacher gives definition for a word Step 5: Students try to be first to turn and swat correct word. Dueling DocumentsTeacher gathers two documents that present competing descriptions of history. Students read, analyze, and discuss with others who read the opposing view. This strategy helps students examine a historical issue from opposing viewpoints and gain understanding of why historians may arrive at different conclusions. Detailed instructions are available by clicking below:
Dueling Documents Instructions |
Chapter ToursStep 1: Teacher previews text to identify salient features that students may overlook when reading.
Step 2: Create a Chapter Tour that guides students toward noticing these features as they use the book. Step 3: Have students complete their first Chapter Tour as an introduction to a new textbook. Step 4: Develop Chapter Tours for subsequent chapters. Note: Allowing students to work in pairs to complete Chapter Tours provides discussion opportunities, which is especially beneficial for ELL or special needs students. 5-3-15—On their own, ask students to list 5 words from the lesson or reading
3—Partner students up to share their 5 words. Partners then agree on the 3 important words 1—Have partner groups join another partner group and share the 3 words each group came up with. Then have the 2 groups agree on 1 key word that best represents the content. Ask each group to share that word with the whole group and tell why it is the best word to represent the content Stoplight Exit SlipsCreate a stoplight out of red, yellow, and green paper. Have students complete a sticky note exit slip to self-assess their learning for the lesson and place it on the appropriate color. The video link and picture below show different ways the stoplight can be used.
Stoplight Exit Slip Method Video Venn DiagramVenn diagrams are used to compare/contrast two ideas or subjects. Students draw two large overlapping circles on a piece of paper. Each circle is labeled with the name of an item or subject they are comparing. Students fill in each side with attributes that are specific to that item or subject. The middle, where the circles overlap, is filled in with attributes common to both items or subjects.
Quick WriteAsk students a question either about material already taught or a new topic. Give students a few minutes to write. When time ends, ask several students to share what they wrote. This can be used to determine students' prior knowledge about a topic or their level of understanding after material is taught. For creative ideas on using Quick Writes in the Social Studies classroom, click below.
Social Studies Quick Writes |
Verbal Visual Word AssociationThe VVWA can be used to help students learn vocabulary terms. Students write the word, draw a picture or symbol that represents the word, write the definition, and make a personal association. By choosing their own visual representation and personal association, they make meaningful connections. Click on the image at left to access a downloadable document.
Four CornersStep 1: Label the four corners of the room with "strongly agree", "agree", "disagree", and "strongly disagree".
Step 2: Teacher asks a question or poses a problem to students. Step 3: Students move to the corner that best represents their thinking. Step 4: Students in each corner share their ideas and form a consensus. Step 5: One student from each corner shares the consensus with the whole group. A to Z BrainstormingStep 1: Divide students into small groups and give each group an A to Z brainstorming graphic organizer.
Step 2:Teacher provides a topic for students. Step 3: Groups have 3 minutes to write words/terms related to the topic for each letter of the alphabet. Step 4: Teacher asks for examples of words for different letters. Variation: Groups may send out one "spy" to collect words from other groups after two minutes have passed. Note: This can be used for pre-assessment to determine students' prior knowledge on a topic or as a formative assessment after a lesson. Click on the image below to access a printable document. High Five! Give One! Get One!Students divide a piece of paper into two columns, labeled "Give One" and "Get One". They list what they know about a topic in the "Give One" column. Students move around the room, find a partner to High Five and share ideas. Students write ideas they did not have listed in their "Get One" column. Students continue to rotate for a specified period of time. Detailed instructions and suggestions for use are available at the link below:
High Five! Give One! Get One! In the Hot SeatStep 1: Teacher writes questions about the topic of study on sticky notes (ususally about 5 questions).
Step 2: Teacher places sticky notes under several chairs before students enter room. Step 3: Teacher tells students that some are sitting on "Hot Seats" and will be asked to answer questions. Step 4: Students check chairs for sticky notes. Step 5: Students with notes read and attempt to answer questions. The video below shows how to adapt the hot seat strategy to use as an activating strategy to engage learners: Hot Seat Video |