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Jigsaw
Explanation
How does it work?
Students are broken into homogenous groups and then heterogeneous
groups to answer a question. Students need to be a member of two
groups a home group and an expert group. Students begin and end
this activity in their home group. The students in the home group are
responsible for teaching one another a different topic or part of a
reading. In the expert groups, each student is discussing and learning
about the same topic. They question and clarify their understanding in
order to become confident enough to teach other students about this
topic. Students then return to their home groups to listen to teach
other explain different topics and then also teach their own. Groups are
usually around four or five students. Step 1 is when students work in
expert groups, step 2 is when students meet in their teaching groups
and step 3 allows students to reflect.

Considerations
When would I use it?
You could use this to introduce a new topic or question, to study or to
encourage thinking critically. When reading sections of the textbook,
you could assign different readings to different groups of students. This
would also work to incorporate different perspectives or learning about
different point of views.

Why would I use it?

This is beneficial for students because it helps students understand
and retain information. Students feel more accountable for learning
information when they know they are responsible for teaching the
content to their peers. This can increase student confidence in their
answers because it gives students a chance to validate their ideas in a
small group before mentioning them to a large group. This may help
students feel more confident in participating. It helps build
comprehension, it encourages cooperative learning among students
and can improve listening, communication, and problem-solving skills

Are there challenges of using it I should think about it?

A challenge maybe student resistance or student lack of engagement,
because if one student does not contribute to there part the strategy
will not work as effectively. If a student does not do the required
readings or research to understand their topic they will not be able to
teach it in their home group. Students need to understand the material
in order for them to be able to teach it to the home group. Teachers
need to circulate each group to ensure they understand their concepts
and information.

Case Study
Explanation
How does it work?
The teacher presents a case study and questions related to the issue in
the case study to the whole class. The students can work on this
activity in a small group or individually. The teacher could also give
groups different case studies and then have them present their
findings and solutions to the whole class. Students can be asked to
determine the issue, goal of the analysis, context of the problem and
list the key factors that should be considered. The term case study
covers a wide range of problems posed for analysis, but most types
include several key elements. Most cases are either based on real
events, or are a construction of events, which could reasonably take
place. They tell a story, one involving issues or conflicts which need to
be resolvedthough most case studies do not have one obvious or
clear solution.

Considerations
When would I use it?
Case studies can be applied to tons of different aspects. Case studies
are very helpful in getting students to answer open-ended questions or
to develop a solution with multiple solutions. Very useful to answer
how or why questions. It can be used as a teaching method to
understand any part of the curriculum.

Why would I use it?

Case studies can be very beneficial because many students like
learning by using examples and real life applications. Case studies
develop students skills in problem solving and decision-making and
encourage active learning. They will help students develop their skills
in problem solving, decision making in complex situations and coping
with ambiguities and teach them how to think critically.

Are there challenges of using it I should think about it?

A challenge may be if the case study does not directly relate to the
material being studied. It is helpful if the statement of the case
provides enough information for the students to figure out solutions
and then to identify how to apply those solutions in other similar
situations. If students are not familiar with using case studies, the
teacher may need to model the process.

KWL Chart
Explanation
How does it work?
KWL is a graphical organizer that is designed to guide learning. KWL
stands for What do you know?, What do you want to know? and
What have you learned. This is arranged into three separate
columns. The teacher starts off by introducing a new topic to students
by class discussion, readings, video or other informational sources. This
ensures that all students have some ideas about the topic under
discussion. The next step is to allow students to share what they know
about the topic either by adding it to a classroom chart or have
students work on charts individually or in small groups. Students are
then to record their responses of what they would like to know about
the topic. After learning about this topic, come back to the KWL chart
students have made and have students review their initial knowledge
and questions and reflect on what they have learned. KWL charts could
be filled out as a class, in small groups or individually.

Considerations
When would I use it?
KWL charts are very beneficial to use before starting to study a new
topic. It can be used to prompt discussion around the next topic of
study and is also a great way to introduce a new topic. The
L section of the chart is great for students to have a chance to reflect
on what they have learned. Students could also use the charts to
prepare for research topics and this will also allow them to track
information along the way.

Why would I use it?

This is a great strategy because it allows the teacher to assess the
prior knowledge of students before introducing a new topic. It also
allows students to practice the self-assessment and reflection process.
It encourages student-led learning, as students are providing questions
and comments about what they would like to learn about in relation to
the topic. Students also have a chance to reflect on what they have
learned. This chart is great for visual learners, and allows students to
visually organize information. Students have stated what they want to
know about the topic, meaning they will be more engaged and
motivated about learning about it.

Are there challenges of using it I should think about it?

Students need to have a little bit of prior knowledge or introduction to
a topic or issue before they can fill in the K portion of the KWL chart.
Students may need to the teacher to model the process of a KWL chart
if they have none had a lot of experience in using it.

Think, Pair and Share

Explanation
How does it work?
Think, pair share is a cooperative learning strategy. A problem,
question or issue is posed and students are asked to reflect on it
individually, and then share these ideas with a peer or a small group.
Then the teacher can begin a whole class discussion based on the idea
discussed. The pair portion can be timed, where each student has a

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certain amount of time to speak and tell their partner their ideas, for
example 2 minutes. A round robin type can also be used, in this case
students each take turns saying an idea and they go back and forth.

Considerations
When would I use it?
This could be used when introducing new ideas or when discussing
topics that may have multiple viewpoints and perspectives. Can be
used for a variety of different kinds of questions and different levels. It
could be used when reading portions of text, the teacher could pose a
question about the reading and the students could read it and have a
chance to discuss the question with a partner.

Why would I use it?

Think-Pair-Share is a cooperative learning strategy that can promote
and support higher-level thinking. This can be used as information
assessment for teachers when they circulate around to the different
groups. It is a way to promote peer interaction and helps students
become accountable for their thoughts or ideas on a certain topic. This
is a great strategy to support higher-level thinking. The fact that
students have appropriate think time mean is that the quality of their
responses will likely improve. Thinking can also become more focused
when it is discussed with a partner. It gives students time to think
about an answer and activates prior knowledge. TPS enhances
students' oral communication skills as they discuss their ideas with one
another. This strategy helps students become active participants in
learning and can include writing as a way of organizing thoughts
generated from discussions.

Are there challenges of using it I should think about it?

A challenge may be to get all students to be fully engaged. A solution
to this problem may be
Give think time and monitor the discussions. It is important to listen
to some of the discussions so that common misconceptions can be
addressed and unique ideas shared with the whole group

Gallery Walk

Explanation
How does it work?
Students explore multiple texts or images that are placed around the
room. Viewing instructions will depend on your goals for the activity. If
the purpose of the gallery walk is to introduce students to new
material, you might want them to take informal notes as they walk
around the room. If the purpose of the gallery walk is for students to
take away particular information, you can create a graphic organizer
for students to complete as they view the exhibit, or compile a list of
questions for them to answer based on the texts on display.
Sometimes teachers ask students to identify similarities and
differences among a collection of texts. Or, teachers give students a
few minutes to tour the room and then, once seated, ask them to
record impressions about what they saw. Students can take a gallery
walk on their own or with a partner. You can also have them travel in
small groups, announcing when groups should move to the next piece
in the exhibit. Texts can be hung on walls or placed on tables.

Considerations
When would I use it?
To introduce the students to new material or to view images that is in
relation to material being studied. As students discuss questions, the
instructor can circulate around the classroom, clarifying questions,
gauging student understanding, and addressing misconceptions. Write
down any misconceptions or lapses in student understanding and
address these problems before the end of the exercise. In such a way,
Gallery Walk becomes a valuable tool for informal assessment.

Why would I use it?

Questions could be posted on different "stations" on classroom walls,
this would require students to think critically about the images as
they are examining them. Because this strategy requires students to
physically move around the room, it can be especially engaging to
kinaesthetic learners.

Are there challenges of using it I should think about it?

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The most important factor is that the images or texts are spread far
enough apart to reduce significant crowding. Students must also be
able to have a critical challenge or question to consider while looking
at the images/texts, so that they are not simply glancing at each
image.

SEE - I
Explanation
How does it work?
SEE-I stands for State, Elaborate, Exemplify and Illustrate. While
researching or reading about an idea or topic students state a concept
or idea in a single sentence or two. Then students elaborate on the
concept in your own words, by explaining it at a greater length in a
paragraph or two. They then exemplify the concept by giving an
example (or a counter example) of the concept. Students then
illustrate the concept with a picture, diagram, metaphor or analogy.

Considerations
When would I use it?
Students could fill in a SEE-I while reading about or researching on a
new idea or topic. It is very useful for textbook readings, as it will help
students think about what they are reading, and put it in their own
words for a deeper understanding. Sharing their SEE-I with other
students can help students see ideas through someone elses
perspective.

Why would I use it?

The step-by-step process of the SEE-I will help students understand the
information and clearly express their thoughts. It is very useful for
clarifying thoughts and ideas about complex topics.

Are there challenges of using it I should think about it?

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If students do not understand the concept, they made not be able to
provide an example or an illustration.

Reading Guide
Explanation
How does it work?
The teacher provides the students with a reading guide, in which they
fill out during reading a chapter of a textbook, article or complete it
during research. This reading guide contain a prior knowledge section
where asks students to state what they know about the topic or to
make assumptions about what they think. The questions could ask
students to write out definitions in their on words, questions could be
asked to encourage students to think about the ideas. There is a lot of
options and freedom for teachers as to what to put into the reading
guide.

Considerations
When would I use it?
You would use a reading guide to give to students to fill out while they
are reading a required section of the textbook, an article or have them
fill out when they are to research a specific topic.

Why would I use it?

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Reading guides are very useful for students because it is a way to
break up the readings in order for students to make sense of it. It helps
students understand what the important ideas and key concepts of the
readings are. If students are answering questions while they are
reading they it helps them understand what they are reading because
they are forced to think deeply about it. Students will better be able to
comprehend and remember what they are reading if they are
answering questions about it rather then just skimming over the
reading. It can be used as a great study guide as well.

Are there challenges of using it I should think about it?

If the questions in the reading guide are not properly linked to the
textbook, students may become confused.

Chronology Sort
Explanation
How does it work?
The teacher cuts out events with no dates and hands them out to
students. Students are asked to sort the events chronologically.

Considerations
When would I use it?
You could use it as a pre assessment, to assist students in studying for
a test or as an introduction to an event or challenge. Looking at
anything in history. When learning about new topics and discussing the
history behind them or discussing change that has occurred in relation
to a topic.

Why would I use it?

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It is very useful when learning about historical events to learn about
when certain things happened. This allows students to think about why
they think certain events happened at certain times. Makes students
think about the reasons why things happened and certain times and
make relations as to what could have caused that change.

Are there challenges of using it I should think about it?

The challenges to using this are to make sure that the teacher creates
this with accuracy. Students also may need some previous or prior
knowledge or explanation to the event in order for them to be able to
properly distinguish what order things happened in the event. Teachers
may provide students with a graphic organizer or worksheet that
requires students to mark their opinion (strongly agree, agree,
disagree, strongly disagree), and then provide a brief explanation.

Four Corners
Explanation
How does it work?
The four corners of the classroom are labeled with four different
opinions, answers or events. The students are asked to identify
themselves with one corner. This may rrequires students to show their
position on a specific statement (strongly agree, agree, disagree,
strongly disagree) by standing in a particular corner of the room.

Considerations
When would I use it?

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This is good for debates or when there are 3 or 4 possible decisions or

judgments. An example you could use this when talking about
elections. It can be a useful warm-up activity. By asking them to apply
what they have learned when framing arguments, it can be an
effective follow-through activity. Four Corners can also be used as a
pre-writing activity to elicit arguments and evidence prior to essay
writing. This can be used at the beginning, middle or end of a class
time depending on what the instructor is trying to do related to content
or concepts. It is also a great way to explore case study situations, by
having a different case study in each corner, having the students
process the case study and come up with assessments or solutions.

Why would I use it?

It gives students a chance to offer their opinion and to choose for
themselves what they belief is the right answer or decision. This activity
elicits the participation of all students by requiring everyone to take a
position. By drawing out students opinions on a topic they are about to
study. There are many ways you can debrief this exercise. You can
have students to reflect in their journals about how the activity
changed or reinforced their original opinion.

Are there challenges of using it I should think about it?

One challenge is that students could decide where to go based on
where their friends are going. To deal with these teachers can get
students to write down on paper where they are planning to go before
they go there. Students may also just go somewhere with out thinking
about it, a way to handle this is to explain to students that they need
to defend their decision as to why they chose the corner that they did.

Pitch it Activity
Explanation
How does it work?
Each student is given a topic or term to read about/research and
become an expert on. Their task is to become familiar with it and
then create a poster and slogans that will help them pitch their topic.

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Students can be divided up into smaller groups where they pitch their
poster to each other, or if there were enough terms/ideas each student
could become an expert of a different thing and they could pitch
their poster to the large class.

Considerations
When would I use it?
This strategy would be useful when there are several different topic
and terms for student to understand. This could also be used for
multiple perspectives on a certain issue or topic.

Why would I use it?

Having students research the topic on their own and develop the terms
into their own words will help the student fully understand the topic.
Because the students are putting these topics into their own words and
elaborating on them, these posters and pitch it speeches will help the
other students understand this topic better.

Are there challenges of using it I should think about it?

If a student misunderstands their topic or is unable to teach it correctly
to the other students, all students will miss out on this information.
Some students may not feel comfortable pitching their posters and
explaining their topics to the whole class. Small group sharing could be
used instead, or students could use the posters to view each others
information.

Four Squares Note-Taking

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Explanation
How does it work?
Students divide a piece of paper up into four different squares and they
label each square. The purpose of this strategy is to improve students'
comprehension of the ideas presented in the textbook or any other
classroom media. Specifically, this strategy is designed to help
students look carefully at text.

Considerations
When would I use it?
Good for a summary activity. Students could use this note taking
strategy during lecture, if the teacher is teaching about four different
topics or four different perspectives on one topic. Students can also
use this note taking when doing their own research. This strategy could
also be applied to other strategies that have students share their
research (jigsaw or pitch it).

Why would I use it?

It helps students organize their notes, and will help them us they are
reading the material. It provides a good study guide/ reference for the
student.

Are there challenges of using it I should think about it?

For younger grades, having enough room for students to write in each
square. Could also hand out a pre-photocopied sheet with four squares
on it. This may be difficult for students who have trouble following
along during lectures and taking notes, this could be scaffolded by
having the teacher create a giant four square on the board and writing
the notes in the squares.

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Fishbowl Discussion
Explanation
How does it work?
The fishbowl discussion is an activity that allows one group of students
to look onto another smaller group of students. The small group of
students carries on a conversation about a given issue or topic while
the outside group listens in and prepares questions and comments.
The roles can then be rotated to make sure all students play an active
part in discussing, learning and questioning. You can get students
started by having them think about the issue individually and then
discuss his or her ideas with a neighbor. Then students can gather into
circles and tell the inside circles to start taking about ideas and
opinions they thought of when talking to their partners.

Considerations
When would I use it?
When discussing challenging topics or controversial issues. This
activity allows students to explore and challenge theirs and others
points of views within the topic.

Why would I use it?

These discussions allow the exchange of multiple viewpoints and enlist
the participation of virtually every student. It could be used to
introduce a topic, and have students discuss what they know about it
and come up with questions related to the topic that they are unsure
about. It is very beneficial to use when talking about controversial
issues or current events, where students can explore multiple
perspectives. Observe group interaction, provide real illustrations for
concepts, and provide opportunity for analysis

Are there challenges of using it I should think about it?

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Students may need you to model what are appropriate comments and
questions, if they have not had much experience with this. Be aware
that the outer group members can become bored if their task is not
challenging enough. You could have groups switch places and roles to
help with this. Also note that the inner group could feel inhibited by the
observers; mitigate this concern by asking for volunteers to participate
in the inner circle or by specifying that each student will have a chance
to be both inner and outer group members

Grab Box
Explanation
How does it work?
Teacher prepares a box full of items that are related to the lesson.
Teacher asks students to grab out an item and they can make
connections about the objects or discuss how these objects relate to
the concepts they are learning. Items can be varied and should have
connections to what students are going to be learning or to what
students have learned about in the past. This can be done as a class or
in smaller groups.

Considerations
When would I use it?
Teachers can use this strategy for a pre- assessment to see where
students are they at and check for understanding. Teachers can tell if
students are making connections.

Why would I use it?

This is a great activity for kinesthetic learners.

Are there challenges of using it I should think about it?

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If students are not sure how to make connections about the object or
have no idea what the object is. Teachers can help by this by slowly
introducing this and beginning with an object that you are modeling.

Circle of Voices
Explanation
How does it work?
This method involves students taking turns to speak. Students form
groups and sit in circles of four or five. The teacher gives the students
a topic, and allows each group a few minutes to organize their
thoughts about it. Then the discussion begins, with each student
having up to three minutes of uninterrupted time to speak. During this
time, no one else is allowed to say anything. After everyone has
spoken once, open the floor within the subgroup for general discussion.
Specify that students should only build on what someone else has said,
not on their own ideas; also, at this point, they should not introduce
new ideas.

Considerations
When would I use it?
Teachers could use this strategy when discussing events in history or
new concepts that are being learned in the classroom. This could be
used when discussing current events or controversial issues.

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Why would I use it?

It is very useful to help students generate ideas and assist in
developing their listening skills. This strategy is very useful to ensure
that all students have the change to participate and equalizes the
learning environment.

Are there challenges of using it I should think about it?

A challenge may be if some of the students might feel uncomfortable
having to speak. Teachers can help lessen their fear by making the
topic specific and relevant or by giving each person a relevant quote to
speak about. A variation to this method, which encourages students to
listen more carefully to each other, involves requiring each person to
begin by paraphrasing the comments of the previous student or by
showing how his or her remarks relate to those of the previous student.
For this variation, students will need less preparation time before the
circle begins, but they may need more time between speakers.

Anchor Activities
Explanation
How does it work?
Specified ongoing activities on which students work independently.
They are ongoing assignments that students can work on throughout a
unit. Anchor activities are set up in a way that they are self-directed
and include aspects that can be completed on an ongoing basis. These
activities relate to the concepts and the content being learned and are
meant to be engaging, meaningful tasks. They are not simply
busywork or packets of worksheets, but rather activities that will give
students a chance to further their understanding and knowledge of a
particular concept or subject. These are activities that everyone in the
class will have a chance to do.

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Considerations
When would I use it?
Anchor activities are very useful to use when students are finished
their required work for the day.

Why would I use it?

Anchor activities are great because they provide an activity for
students to do when they complete work at different times. This can
greatly help with classroom management; keeping all students busy.
They are also great because they allow teachers to work with
individual students or groups.

Are there challenges of using it I should think about it?

A challenge may be that the same students will always be done their
work first and therefore not all students will have a chance to work on
this activities.

Cubing
Explanation
How does it work?
Cubing is an instructional strategy that asks students to consider a
concept from a variety of different perspectives. The cubes are sixsided figures that have a different activity on each side of the cube. A
student rolls the cube and does the activity that comes up. Cubes can

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also be used for group tasks as well as individual tasks. Students can
work alone, in pairs, or in small groups with the appropriate cube. In
pairs or small groups, each student takes a turn rolling the cube and
doing the activity that comes up. Students have the choice to roll again
once if they dont like the activity that turns up. Students each roll the
cube 2 4 times, depending on the magnitude of the assignments.
When working in groups, and option is to have the student who roles
lead the discussion and/or activity rolled. Have another student serve
as the scribe to take notes on the group discussion. After the group
reaches consensus that the task is complete, the roller and scribe
change.

Considerations
When would I use it?
Cubing can be used when students are learning a concept and
answering questions about what they are learning. Students can also
use this strategy to review.
Why would I use it?
This would be a great strategy to encourage to students to answer
questions and think about things in a fun way.
Are there challenges of using it I should think about it?
If students are rolling the cube their could be a challenge because they
could choose whatever side of the cube that they wanted to and
neglect the other choices.

RAFT
Explanation

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How does it work?

RAFT is a writing strategy that helps students understand their role as

a writer and how to effectively communicate their ideas and mission
clearly so that the reader can easily understand everything written.
Additionally, RAFT helps students focus on the audience they will
address, the varied formats for writing, and the topic they'll be writing
about. By using this strategy, teachers encourage students to write
creatively, to consider a topic from multiple perspectives, and to gain
the ability to write for different audiences. Differing purposes and
audiences may require using different genres, different information,
and different strategies. Developing a sense of audience and purpose
in writing, in all communication, is an important part of growth as a
writer.
RAFT assignments encourage students to uncover their own voices and
formats for presenting their ideas about content information they are
studying. Students learn to respond to writing prompts that require
them to think about various perspectives:
Role of the Writer: Who are you as the writer? A movie star? The
President? A plant?
Audience: To whom are you writing? A senator? Yourself? A company?
Format: In what format are you writing? A diary entry? A newspaper?
A love letter?
Topic: What are you writing about?

Considerations
When would I use it?
When students are writing, this is a great strategy because this will
give them a better purpose and motivation and writing.
Why would I use it?
Teachers should use this as a strategy for students to encourage and
motivate them to write about a certain topic. This can help students
become more focused on their writing skills by having writing prompts
and a specific format.
Are there challenges of using it I should think about it?
If students do not understand the format or strategy than they will not
understand how to complete the writing strategy. There could also be a

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problem if students are not interested in what they write in or are not
interested in their role of the writer