Strategies for Engagement
Recruiting Interest
Vocabulary Journal
Silhouette
Virtual Field Trips
Save the Last Word For Me
Strategies for Engagement
Sustaining Effort and Persistence
Interactive Notetaking
Jigsaw
Strategies for Engagement
Self-Regulation
Goal Setting
Cold Call
Strategies for Representation
Perception
Total Physical Response
Immersive Reader
Flexible Format
Strategies for Representation
Language & Symbols
Vocabulary Journal
Concept Mapping
Frayer Model
Strategies for Representation
Comprehension
Somebody Wanted But So
Evaluating Sources
Thinking Routines
Graffiti Boards
Silent Discussion
Strategies for Action & Expression
Physical Action
Open Mind Diagram
Total Physical Response
Line of Continuum
Strategies for Action & Expression
Expression and Communication
Guided Peer Discussions
Concept Mapping
Interactive Notetaking
Strategies for Action & Expression
Executive Functions
Graphic Organizers
Exemplar
Vocabulary Knowledge Rating Sheet
3-2-1 Summary
Goal setting is a process in which the teacher works with the student on identifying academic, social and behavioral goals. Once the student has determined the goal, the teacher mentors the student in breaking down the goal, determining the steps necessary to achieve the goal and creating a time frame for learning the goal. As the student works on the goal, the student can use a self-monitoring checklist to track progress in the goal area and identify successes or steps the student has made toward reaching the goal.
Template 2
Template 1
Thinking Routines
A Thinking Routine is a clear set of procedures (e.g., See, Think, Wonder Routine) or physical learning moves (e.g., Fist to Five) that help students process and internalize information. Thinking Routines encourage students to explore content more deeply by making connections to previous knowledge, critically analyzing material, and monitoring and reflecting on their learning.
Essential Components of Thinking Routines:Easy to remember (often incorporate mnemonic devices or rhyming)Simple (e.g., set of questions, short sequence of steps)Used consistently by students independently or in small groups
More Info and Templates
Cold Call is when the teacher calls on a student randomly to answer a question, regardless of whether they have their hand raised. Cold Call is not intended to be used to chastise students or increase anxiety in classrooms. Instead, by distributing participation around the class, not just to students who frequently raise their hands, Cold Call creates a classroom culture of engaged participation where all opinions and voices are heard. A teacher can use Cold Call to check for a student’s understanding of the content being taught, to refocus students, or to elicit new ideas on a topic. Regular use of Cold Call increases student engagement and accountability by encouraging students to be ready to contribute to classroom discussions and lessons at all times.
- Remind students at the beginning of a lesson that you will be using Cold Call. When asking questions, first state the question, pause, and then name the student (e.g., What are two factors of 48...[pause]...Gia?). This ensures all students hear the question and have time to prepare a response. A teacher can also write questions that will be asked on the board beforehand to reduce anxiety and accommodate students who need visual supports.
- Avoid repeatedly calling on a specific student. Some teachers find it helpful to use a printed seating chart or class list to mark off the students who have been called on and to ensure participation is distributed equitably. These tracking sheets can even be shared with students to emphasize the expectation of full class participation. Equity Sticks or an online name spinner can also be used to randomly select students.
- Start with simple questions first before moving on to more challenging ones. This often involves breaking apart a larger question into a series of small ones. For example, instead of asking “What properties do all alkali metals have in common?” a teacher might start with, “Name some alkali metals.” A set of scaffolded questions can be asked to a single student or spread among several students.
- Encourage students to give their best guess if they are not certain of an answer when called on. It is also appropriate to provide prompts and clues to support a student when responding. When first introducing Cold Call remind students that when they are called on it is their chance to “show what they know” or “shine.” Avoid using Cold Call as a disciplinary technique or to “catch” students who appear off-task or unfocused.
- Display information in a flexible format.
- Allow students to change the contrast
- Use videos that allow for changing the speed
- Use a learner-friendly font
Immersive Reader
Immersive Reader is avaliable in all Microsoft products, as well as Edge. Many of our other tech tools have it built in as well.
- Allow learners the ability to have text read aloud
- Change the spacing and font size
- Change the background for more contrast
More Info
Frayer Model
The Frayer model is a graphic organizer that is composed of a four cell box with the target vocabulary word or concept in the center.
- The definition of the word (upper left corner)
- Facts/characteristics (upper right corner)
- Examples (lower left corner)
- Non-examples of the word (lower right corner)
Templates
A Vocabulary Journal is an ongoing personal collection of key vocabulary terms that can be pre-taught by the teacher or self-selected by the student. In addition to recording the word and definition, vocabulary journals also ask the student to enter additional information such as an illustration, example of use, and synonyms/antonyms to deepen their understanding of the word as well as ensure that the student will use the word in their speaking and writing.
Vocabulary Journals are extremely flexible and can be used effectively across grade levels and subject areas since students encounter both high-frequency vocabulary (e.g. "Tier 2" words) and content-specific vocabulary (e.g. "Tier 3" words) throughout the school day.
Using a Vocabulary Journal can also increase the engagement and motivation that students have in mastering vocabulary since the information is personally entered by the student and can be used as their own personal reference both inside and outside of the classroom.
Vocab Journal Template
Vocab Study Template
In Silhouettes, students create an outline of an image that represents a topic or subject and fill the center of it with relevant drawings, images, and words. When assigning Silhouettes, the teacher provides guidelines for the type of content the students are expected to display in their work. Teachers can ask students to fill Silhouettes with symbolic representations of themes and motivations as well as facts and significant events. Teachers can use Silhouettes to showcase key facts about individual students, story characters, historical figures, countries, and many other areas of study. This strategy allows students to visually and kinesthetically process content, helping students make connections between key concepts, symbols, and ideas.
Journals
A Vocabulary Journal is an ongoing personal collection of key vocabulary terms that can be pre-taught by the teacher or self-selected by the student. In addition to recording the word and definition, vocabulary journals also ask the student to enter additional information such as an illustration, example of use, and synonyms/antonyms to deepen their understanding of the word as well as ensure that the student will use the word in their speaking and writing.
Social Studies example: Rather than focusing on specific historical terms (e.g. "Patriot", "Loyalist" or "Stamp Act") for the vocabulary journal, teachers can focus on academic vocabulary that is high-frequency and high-utility such as "policy", "economic" or "democratic." Sample PDFs below. Reach out to Emily Sattler if you need a Word version.
Vocab Journal
Selecting Academic Vocab
Concept Maps
Concept mapping is a way of visually organizing and representing knowledge around a key term or concept. Concept mapping is a teaching tool that helps students understand the key concept through making connections of words and phrases with the main idea (e.g. key concept). Reach out to Emily if you want a Word version of the templates.
Templates
Total Physical Response (TPR)
Total Physical Response is a kinesthetic teaching method in which students listen to commands and respond with physical actions and movements (e.g., as simple as moving a finger in a specific way to more complex actions involving the whole body) in order to connect a physical association to a concept that is being taught.
More Info
Nearpod has an extensive library of virtual field trips. Some come in premade lessons in the library, but others can be searched and added to any lesson you would like. Emily has connections with park rangers at Jimmy Carter National Park and the National Mall. Connect with her if you want a virtual field trip there. (National Mall can also include a wide variety of topics - ranger is VERY knowledgable.)
Mnemonics for Evaluating Sources
Mnemonics for Evaluating Sources is a method to be used during the research process in which the teacher guides students in analyzing research sources for several criteria (e.g., relevance, accuracy, currency, bias, and logic) in order to select the best sources for a research project. First, teachers model the process by evaluating a specific source, then provide students with several sources. Next, students practice with teacher support, analyze sources with a graphic organizer, and finally evaluate independently. Students are often told to evaluate sources, but not how, so this strategy provides frameworks for evaluating sources. Using mnemonics designed for the research process (e.g.,CRAAP, SMELL) is effective because students learn the most important criteria (e.g., objectivity, accuracy) for evaluating a source and apply the mnemonic as a reminder when independently evaluating sources in the future, across disciplines.
SMELL
CRAAP
Save The Last Word For Me (STLWFM) is a discussion strategy where students select 3-5 excerpts (e.g., words, sentences, quotes) from a text that they agree or disagree with, found interesting, or still have questions about, to discuss with peers and deepen understanding. Students record and identify these reactions. In one section, students highlight direct information that stood out for them. In another section, students include comments about “why” they chose this information (e.g., what it meant to them, a connection they made to their personal life). In small groups, a focus student first reads the statement that stood out to them. After, only the other group members discuss and debate why they think this information was selected. After sharing their reactions, the focus student “gets the last word” by vocalizing their original comments (i.e., identified on the other section). Students take turns sharing excerpts until all insights have been addressed. While other discussion strategies foster collaboration, STLWFM differs in that it structures meaningful conversations using student-generated inquiries.
Explain STLWFM directions using a small group of students to model. Highlight that once a focus student shares an excerpt, they must remain silent while the other members discuss their thoughts about that idea. Lastly, show how the focus student “gets the last word” by revealing their opinion in the end.
Jigsaw is a form of cooperative learning where students become “experts” on the content or materials and teach each other the key terminology, understandings and learnings of the research or analysis of the text. Initially, the students are broken into small groups in which each group works on a particular section of a theme, lesson or reading content. The content could be a short reading section in a chapter of a book, research material on a specific topic or a precise area in academic subjects (e.g. natural disasters, people in the civil war, science instruments). In each “expert” group, the students work together to read the assigned text or research material, analyze and comprehend the content, summarize the text and understand key terms, timelines, etc. Once the students have become experts on their topic/section, each expert moves into another cooperative learning group (e.g. jigsaw group) that has one expert from each of the earlier groups such that all content from the lesson or theme can be shared/taught in the second group. Because it is small group in nature, each student has the opportunity to communicate and share what he/she has learned and teach other students the content. This process helps students to learn how to work together to break down and understand the material as well as orally share what they have learned. This supports both comprehension of the material as well as increasing incorporating language in academic group work.
- Have the content/material broken into sections prior to meeting with the class and setting up jigsaw groups. Make sure that each section or content can stand alone and doesn’t need the other sections in order to be understood.
- It may be important to select the students in each “expert” and jigsaw groups as it may be valuable to differentiate the learners within the “expert” groups, so there are varied learning styles and strengths within each group
- Example: Students are reading a historical fiction about the American Independence. The book tells the story as written by a young girl named Emma during the time period of May 1774 – July 1776. The book is written in journal-entry from. As part of the analysis of the text, each “expert” group reads 1-2 journal entries and summarizes the plot line as well as analyzing important information they have learned about the historical period and the lifestyle of the times. The “expert” then shares what he/she has learned with the jigsaw group.
Interactive Notetaking is a process in which the teacher leads students through the notetaking process. The teacher may use specific notetaking templates such as Cornell notetaking, t-charts or other graphic organizers. With the modeling, the class may read a document or literature book, listen to a lecture or story, or watch a historical film. As the students are reading and/or following the lecture, the teacher models how to take notes by recording the main facts or ideas, outlining the plot or structure of the document, etc. Once the students have learned how to take notes, they can practice taking notes during lectures and/or when reading academic content.
Cornell Style
Sentence Frames
SWBST
Somebody Wanted But So Then is a summarizing strategy that uses a series of prompts to name key fictional story elements. Each word in the name of the strategy is used to help students focus on different aspects of a text. After a teacher introduces this strategy, students can independently use these prompts to summarize and monitor their comprehension. This can be an effective strategy when introducing problem and solution in texts, or to support students that are demonstrating difficulty keeping track of key story elements across a text.
Even though this started for fictional texts, it's great to use with primary sources, and concepts in general.
More Info
Silent Discussion
Silent Discussion is an inclusive shared writing activity that gives students more processing time by slowing down the pace of small group discussions. During Silent Discussion, students work silently in groups, writing responses to a prompt or topic on a poster or large sheet of paper. 1. Select a focus for the Silent Discussion. Prompts can include a topic/concept (e.g. age restrictions on social media), a quote (e.g. a relevant quote from a favorite celebrity, a quote from a literary text), an image, video, poem, or text excerpt. 2. Create groups of 2-4 students (triads work best for this strategy). It can be helpful to have each student use a different color, so it is easier to track the conversation. 3. Instruct students to complete the activity without talking. Instead, all communication will be written down on the shared paper. After the prompt is introduced, each group member can write down comments, questions and thoughts, and the "conversation" can stray wherever the group takes it. Encourage students to think of it as a group text message! 4. Rotate each group to a new location after students finish their initial Silent Discussions, so they can view and respond to other groups’ responses. Instruct students to continue to work silently, and to comment, question, and give feedback on ideas presented by other groups. The rotation process is complete when each group has had an opportunity to view the discussions initiated by every other group. 5. Invite groups to share thoughts on the Silent Discussion process after completing a full rotation. Virtual Silent Discussion: Use interactive programs (e.g. Google Docs/Slides, or other chat features built into a learning platform) that allow students to directly type ideas and questions for a virtual Silent Discussion. Since this is a silent activity, no break-out rooms or separate meeting links are needed. For group rotations, set time limits and set clear guidelines (e.g. "Instead of overwriting someone else's text, add comments that will open up and continue a conversation.").
Graffiti Boards
Graffiti Boards are a cooperative engagement strategy in which students write or visually represent ideas about a topic on a shared space in the classroom (e.g., a section of a wall covered with large chart paper or a whole whiteboard). Graffiti Boards can help students brainstorm and present prior knowledge, demonstrate logical reasoning (e.g., problem-solving strategies), or exhibit comprehension of a topic. A teacher first explains that students will use this board to “hear” each other’s ideas, and emphasizes that each student must contribute at least one question or comment to the board. Next, the teacher names the focus topic or question and students begin to write down ideas and colorful images to create a vibrant display of thoughts and perceptions about the topic. Allow students in small groups to create digital Graffiti Boards instead of using traditional paper or the whiteboard (e.g., if computers are accessible, collaborate an activity with the Media Literacy teacher). Students can add images, video, or audio in addition to words related to the topic. After, provide time for groups to share digital creations. Example: While watching a video about Rosa Parks and the Civil Rights Movement, students in small groups create Graffiti Boards to reflect and debrief her powerful story. Before beginning, the teacher reminds the class about Graffiti Board ground rules (e.g., every student must contribute at least one idea, no inappropriate comments or images allowed). While watching the video, students start adding ideas and building onto other participants' contributions by drawing images and writing comments. After watching the video, each group discusses what else they can add to the board. After 7-8 minutes the teacher calls the class back together to kick-off a conversation about what students learned using Graffiti Boards.
Line
A Line of Continuum is a discussion strategy where students demonstrate a wide range of opinions about a topic by physically distributing themselves in correspondence with their opinion (e.g., creating a line or a U-shape). First, the teacher designates two areas in the room that represent opposing responses (e.g., strongly agree/disagree, overjoyed/heartbroken, two characters from a novel) and degrees of intensity between them (e.g. agree/neutral/disagree, happy/neutral/sad). After deliberating, students can choose to stand on the far end of either side of the continuum based on the intensity of their opinion or can remain in the middle if they are unsure or neutral. While lined up, students discuss the topic with a partner or the entire class and are encouraged to defend their stance by using evidence. The physical movement required in this strategy gives students an opportunity to share silently and the continuum aspect provides opportunities for students to see opinions are complex and diverse rather than right and wrong. Vritual: Instead of lining up around the room, use virtual sticky notes on a slide. Or use a tech tool like Peardeck for students to place their dots.
Open Mind
Open Mind Diagram is a summarizing strategy in which students visually display information about a particular topic by adding images, symbols, words, quotes, or other phrases into a blank outline of a head (e.g., the head embodies thoughts about a topic, character, or historical figure). A teacher first decides the parameters of the Open Mind Diagram activity (e.g., conducting in small groups of 4-5 students, partnerships, or independently). Next, the expectations are introduced (e.g., students must add 3 images/symbols, 4 related words or phrases, 2 citations or quotes into each diagram). While other summarizing strategies allow students to bulk together information about a topic, Open Mind Diagram differs in that it helps students retain instructional content through visually brainstormed representations Example: At the end of a biography unit, a teacher asks students to independently create Open Mind Diagrams to represent an important figure that they read about. Students choose a figure (e.g., former president, famous athlete, inventor, historical figure). The teacher explains, “For this activity, you will work independently. You will have time to plan your ideas, and will be given the option to draw or print images, and write or type added text.”).
Template 1
Template 2
Example
Total Physical Response (TPR)
Total Physical Response is a kinesthetic teaching method in which students listen to commands and respond with physical actions and movements (e.g., as simple as moving a finger in a specific way to more complex actions involving the whole body) in order to connect a physical association to a concept that is being taught.
More Info
Peer Discussion
Guided Peer Discussions are discussions between students where the teacher provides scaffolding and specific tools to facilitate the discussion. Guided Peer Discussions allow teachers to use strategies in a natural context to support student growth in communication, expression, and language discourse. Prior to Guided Peer Discussions, the teacher models specific peer discussion techniques (e.g. Think-Pair-Share, using Talking Chips) and pre-teaches any necessary skills or vocabulary. The teacher also provides supports such as communication sentence starters (e.g. I think that ___. I agree/disagree with ___. Although the author states _, I believe.), visual aids (e.g., images, writing discussion frames on the whiteboard) and graphic organizers. During the discussion the teacher can support engagement and communication by prompting students to clarify, elaborate, respond to comments, build on each others ideas, ask questions, and participate equitably. Example: As a pre-teaching activity prior to a whole group discussion about the British Stamp Act and a comparison of the loyalist and patriot perspective, the teacher provides students with potential sentence frames and models using them. The sentence frames include how to express an opinion (e.g. "I think/believe that..."), how to disagree (e.g. "I disagree with you because…", "I see it in another way such as…"), and how to paraphrase (e.g. "In other words, you think that..."). The students then engage in the academic discussion utilizing these language strategies.
Concept Maps
Concept mapping is a way of visually organizing and representing knowledge around a key term or concept. Concept mapping is a teaching tool that helps students understand the key concept through making connections of words and phrases with the main idea (e.g. key concept). Reach out to Emily if you want a Word version of the templates.
Templates
Interactive Notetaking is a process in which the teacher leads students through the notetaking process. The teacher may use specific notetaking templates such as Cornell notetaking, t-charts or other graphic organizers. With the modeling, the class may read a document or literature book, listen to a lecture or story, or watch a historical film. As the students are reading and/or following the lecture, the teacher models how to take notes by recording the main facts or ideas, outlining the plot or structure of the document, etc. Once the students have learned how to take notes, they can practice taking notes during lectures and/or when reading academic content.
Cornell Style
Sentence Frames
Vocabulary Knowledge Rating Sheet (Kinsella/Feldman, 2004) can be incorporated into lessons to help students to pre-assess their knowledge of key vocabulary as they are encountering new words. This process increases student engagement and active involvement, activates prior background knowledge and prepares the student to learn and incorporate new words into his/her vocabulary. Example: During a 12th grade introductory unit in government class, students are asked to pre-assess their knowledge of core vocabulary such as government, congress, power, legislative, judicial and executive. During the lesson, the teacher engages the students in conversation and activities that are related to learning about the key terms.
Template
Exemplar
Exemplars are models of completed assignments that provide students with a concrete representation of what the project requires. Teachers can create their own exemplars or feature student work. Exemplars can be used to model the desired format and organization of a project, show the end result of a long-term assignment, and as a source of inspiration for students in the beginning stages of an activity. Teachers may also provide "non-examples", or pieces that did not meet project requirements, to coach the revision process and demonstrate how to follow a rubric or project checklist.
Graphic Organizers
Graphic Organizers are visual representations of text. They can be used to organize facts and/or specific features of fiction or non-fiction material. Teachers can present the information in a pre- or partially-completed graphic organizers or have students fill them out.
Genially from PD
3-2-1 Summary
3-2-1 Summary is a comprehension strategy in which students identify three new discoveries, two interesting facts, and one lingering question after reading a text or viewing a video. Teachers can choose to use the 3-2-1 Summary strategy to assess student learning or as a prewriting strategy to help students organize ideas. The teacher introduces the content (i.e., short passage, article, video) and then provides students with time to review the information (e.g., read aloud, independent reading, partner reading). After, students use the 3-2-1 Summary strategy to list three new discoveries (e.g., “I learned that whales are mammals.”), two interesting facts (e.g., “Whales are not fish!”), and one question (e.g., “Are whale sharks whales or sharks?”) in order to synthesize the information they learned and grow inquiries. Example: After reading short articles about the Cold War, a teacher asks students to create 3-2-1 Summaries to practice synthesizing. Copies of a recording sheet are distributed to students. Students re-read the text and fill in the recording sheet: three new discoveries learned (top section), two interesting facts (middle section), and one question they still have (bottom section). After, students share their summaries within small groups. The teacher reminds students to adjust their summaries as needed. Lastly, the whole class gathers to reflect and share insights
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SS UDL Guidelines
HS: High School
Created on September 29, 2023
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Transcript
Strategies for Engagement
Recruiting Interest
Vocabulary Journal
Silhouette
Virtual Field Trips
Save the Last Word For Me
Strategies for Engagement
Sustaining Effort and Persistence
Interactive Notetaking
Jigsaw
Strategies for Engagement
Self-Regulation
Goal Setting
Cold Call
Strategies for Representation
Perception
Total Physical Response
Immersive Reader
Flexible Format
Strategies for Representation
Language & Symbols
Vocabulary Journal
Concept Mapping
Frayer Model
Strategies for Representation
Comprehension
Somebody Wanted But So
Evaluating Sources
Thinking Routines
Graffiti Boards
Silent Discussion
Strategies for Action & Expression
Physical Action
Open Mind Diagram
Total Physical Response
Line of Continuum
Strategies for Action & Expression
Expression and Communication
Guided Peer Discussions
Concept Mapping
Interactive Notetaking
Strategies for Action & Expression
Executive Functions
Graphic Organizers
Exemplar
Vocabulary Knowledge Rating Sheet
3-2-1 Summary
Goal setting is a process in which the teacher works with the student on identifying academic, social and behavioral goals. Once the student has determined the goal, the teacher mentors the student in breaking down the goal, determining the steps necessary to achieve the goal and creating a time frame for learning the goal. As the student works on the goal, the student can use a self-monitoring checklist to track progress in the goal area and identify successes or steps the student has made toward reaching the goal.
Template 2
Template 1
Thinking Routines
A Thinking Routine is a clear set of procedures (e.g., See, Think, Wonder Routine) or physical learning moves (e.g., Fist to Five) that help students process and internalize information. Thinking Routines encourage students to explore content more deeply by making connections to previous knowledge, critically analyzing material, and monitoring and reflecting on their learning.
Essential Components of Thinking Routines:Easy to remember (often incorporate mnemonic devices or rhyming)Simple (e.g., set of questions, short sequence of steps)Used consistently by students independently or in small groups
More Info and Templates
Cold Call is when the teacher calls on a student randomly to answer a question, regardless of whether they have their hand raised. Cold Call is not intended to be used to chastise students or increase anxiety in classrooms. Instead, by distributing participation around the class, not just to students who frequently raise their hands, Cold Call creates a classroom culture of engaged participation where all opinions and voices are heard. A teacher can use Cold Call to check for a student’s understanding of the content being taught, to refocus students, or to elicit new ideas on a topic. Regular use of Cold Call increases student engagement and accountability by encouraging students to be ready to contribute to classroom discussions and lessons at all times.
Immersive Reader
Immersive Reader is avaliable in all Microsoft products, as well as Edge. Many of our other tech tools have it built in as well.
More Info
Frayer Model
The Frayer model is a graphic organizer that is composed of a four cell box with the target vocabulary word or concept in the center.
Templates
A Vocabulary Journal is an ongoing personal collection of key vocabulary terms that can be pre-taught by the teacher or self-selected by the student. In addition to recording the word and definition, vocabulary journals also ask the student to enter additional information such as an illustration, example of use, and synonyms/antonyms to deepen their understanding of the word as well as ensure that the student will use the word in their speaking and writing. Vocabulary Journals are extremely flexible and can be used effectively across grade levels and subject areas since students encounter both high-frequency vocabulary (e.g. "Tier 2" words) and content-specific vocabulary (e.g. "Tier 3" words) throughout the school day. Using a Vocabulary Journal can also increase the engagement and motivation that students have in mastering vocabulary since the information is personally entered by the student and can be used as their own personal reference both inside and outside of the classroom.
Vocab Journal Template
Vocab Study Template
In Silhouettes, students create an outline of an image that represents a topic or subject and fill the center of it with relevant drawings, images, and words. When assigning Silhouettes, the teacher provides guidelines for the type of content the students are expected to display in their work. Teachers can ask students to fill Silhouettes with symbolic representations of themes and motivations as well as facts and significant events. Teachers can use Silhouettes to showcase key facts about individual students, story characters, historical figures, countries, and many other areas of study. This strategy allows students to visually and kinesthetically process content, helping students make connections between key concepts, symbols, and ideas.
Journals
A Vocabulary Journal is an ongoing personal collection of key vocabulary terms that can be pre-taught by the teacher or self-selected by the student. In addition to recording the word and definition, vocabulary journals also ask the student to enter additional information such as an illustration, example of use, and synonyms/antonyms to deepen their understanding of the word as well as ensure that the student will use the word in their speaking and writing.
Social Studies example: Rather than focusing on specific historical terms (e.g. "Patriot", "Loyalist" or "Stamp Act") for the vocabulary journal, teachers can focus on academic vocabulary that is high-frequency and high-utility such as "policy", "economic" or "democratic." Sample PDFs below. Reach out to Emily Sattler if you need a Word version.
Vocab Journal
Selecting Academic Vocab
Concept Maps
Concept mapping is a way of visually organizing and representing knowledge around a key term or concept. Concept mapping is a teaching tool that helps students understand the key concept through making connections of words and phrases with the main idea (e.g. key concept). Reach out to Emily if you want a Word version of the templates.
Templates
Total Physical Response (TPR)
Total Physical Response is a kinesthetic teaching method in which students listen to commands and respond with physical actions and movements (e.g., as simple as moving a finger in a specific way to more complex actions involving the whole body) in order to connect a physical association to a concept that is being taught.
More Info
Nearpod has an extensive library of virtual field trips. Some come in premade lessons in the library, but others can be searched and added to any lesson you would like. Emily has connections with park rangers at Jimmy Carter National Park and the National Mall. Connect with her if you want a virtual field trip there. (National Mall can also include a wide variety of topics - ranger is VERY knowledgable.)
Mnemonics for Evaluating Sources
Mnemonics for Evaluating Sources is a method to be used during the research process in which the teacher guides students in analyzing research sources for several criteria (e.g., relevance, accuracy, currency, bias, and logic) in order to select the best sources for a research project. First, teachers model the process by evaluating a specific source, then provide students with several sources. Next, students practice with teacher support, analyze sources with a graphic organizer, and finally evaluate independently. Students are often told to evaluate sources, but not how, so this strategy provides frameworks for evaluating sources. Using mnemonics designed for the research process (e.g.,CRAAP, SMELL) is effective because students learn the most important criteria (e.g., objectivity, accuracy) for evaluating a source and apply the mnemonic as a reminder when independently evaluating sources in the future, across disciplines.
SMELL
CRAAP
Save The Last Word For Me (STLWFM) is a discussion strategy where students select 3-5 excerpts (e.g., words, sentences, quotes) from a text that they agree or disagree with, found interesting, or still have questions about, to discuss with peers and deepen understanding. Students record and identify these reactions. In one section, students highlight direct information that stood out for them. In another section, students include comments about “why” they chose this information (e.g., what it meant to them, a connection they made to their personal life). In small groups, a focus student first reads the statement that stood out to them. After, only the other group members discuss and debate why they think this information was selected. After sharing their reactions, the focus student “gets the last word” by vocalizing their original comments (i.e., identified on the other section). Students take turns sharing excerpts until all insights have been addressed. While other discussion strategies foster collaboration, STLWFM differs in that it structures meaningful conversations using student-generated inquiries.
Explain STLWFM directions using a small group of students to model. Highlight that once a focus student shares an excerpt, they must remain silent while the other members discuss their thoughts about that idea. Lastly, show how the focus student “gets the last word” by revealing their opinion in the end.
Jigsaw is a form of cooperative learning where students become “experts” on the content or materials and teach each other the key terminology, understandings and learnings of the research or analysis of the text. Initially, the students are broken into small groups in which each group works on a particular section of a theme, lesson or reading content. The content could be a short reading section in a chapter of a book, research material on a specific topic or a precise area in academic subjects (e.g. natural disasters, people in the civil war, science instruments). In each “expert” group, the students work together to read the assigned text or research material, analyze and comprehend the content, summarize the text and understand key terms, timelines, etc. Once the students have become experts on their topic/section, each expert moves into another cooperative learning group (e.g. jigsaw group) that has one expert from each of the earlier groups such that all content from the lesson or theme can be shared/taught in the second group. Because it is small group in nature, each student has the opportunity to communicate and share what he/she has learned and teach other students the content. This process helps students to learn how to work together to break down and understand the material as well as orally share what they have learned. This supports both comprehension of the material as well as increasing incorporating language in academic group work.
Interactive Notetaking is a process in which the teacher leads students through the notetaking process. The teacher may use specific notetaking templates such as Cornell notetaking, t-charts or other graphic organizers. With the modeling, the class may read a document or literature book, listen to a lecture or story, or watch a historical film. As the students are reading and/or following the lecture, the teacher models how to take notes by recording the main facts or ideas, outlining the plot or structure of the document, etc. Once the students have learned how to take notes, they can practice taking notes during lectures and/or when reading academic content.
Cornell Style
Sentence Frames
SWBST
Somebody Wanted But So Then is a summarizing strategy that uses a series of prompts to name key fictional story elements. Each word in the name of the strategy is used to help students focus on different aspects of a text. After a teacher introduces this strategy, students can independently use these prompts to summarize and monitor their comprehension. This can be an effective strategy when introducing problem and solution in texts, or to support students that are demonstrating difficulty keeping track of key story elements across a text.
Even though this started for fictional texts, it's great to use with primary sources, and concepts in general.
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Silent Discussion
Silent Discussion is an inclusive shared writing activity that gives students more processing time by slowing down the pace of small group discussions. During Silent Discussion, students work silently in groups, writing responses to a prompt or topic on a poster or large sheet of paper. 1. Select a focus for the Silent Discussion. Prompts can include a topic/concept (e.g. age restrictions on social media), a quote (e.g. a relevant quote from a favorite celebrity, a quote from a literary text), an image, video, poem, or text excerpt. 2. Create groups of 2-4 students (triads work best for this strategy). It can be helpful to have each student use a different color, so it is easier to track the conversation. 3. Instruct students to complete the activity without talking. Instead, all communication will be written down on the shared paper. After the prompt is introduced, each group member can write down comments, questions and thoughts, and the "conversation" can stray wherever the group takes it. Encourage students to think of it as a group text message! 4. Rotate each group to a new location after students finish their initial Silent Discussions, so they can view and respond to other groups’ responses. Instruct students to continue to work silently, and to comment, question, and give feedback on ideas presented by other groups. The rotation process is complete when each group has had an opportunity to view the discussions initiated by every other group. 5. Invite groups to share thoughts on the Silent Discussion process after completing a full rotation. Virtual Silent Discussion: Use interactive programs (e.g. Google Docs/Slides, or other chat features built into a learning platform) that allow students to directly type ideas and questions for a virtual Silent Discussion. Since this is a silent activity, no break-out rooms or separate meeting links are needed. For group rotations, set time limits and set clear guidelines (e.g. "Instead of overwriting someone else's text, add comments that will open up and continue a conversation.").
Graffiti Boards
Graffiti Boards are a cooperative engagement strategy in which students write or visually represent ideas about a topic on a shared space in the classroom (e.g., a section of a wall covered with large chart paper or a whole whiteboard). Graffiti Boards can help students brainstorm and present prior knowledge, demonstrate logical reasoning (e.g., problem-solving strategies), or exhibit comprehension of a topic. A teacher first explains that students will use this board to “hear” each other’s ideas, and emphasizes that each student must contribute at least one question or comment to the board. Next, the teacher names the focus topic or question and students begin to write down ideas and colorful images to create a vibrant display of thoughts and perceptions about the topic. Allow students in small groups to create digital Graffiti Boards instead of using traditional paper or the whiteboard (e.g., if computers are accessible, collaborate an activity with the Media Literacy teacher). Students can add images, video, or audio in addition to words related to the topic. After, provide time for groups to share digital creations. Example: While watching a video about Rosa Parks and the Civil Rights Movement, students in small groups create Graffiti Boards to reflect and debrief her powerful story. Before beginning, the teacher reminds the class about Graffiti Board ground rules (e.g., every student must contribute at least one idea, no inappropriate comments or images allowed). While watching the video, students start adding ideas and building onto other participants' contributions by drawing images and writing comments. After watching the video, each group discusses what else they can add to the board. After 7-8 minutes the teacher calls the class back together to kick-off a conversation about what students learned using Graffiti Boards.
Line
A Line of Continuum is a discussion strategy where students demonstrate a wide range of opinions about a topic by physically distributing themselves in correspondence with their opinion (e.g., creating a line or a U-shape). First, the teacher designates two areas in the room that represent opposing responses (e.g., strongly agree/disagree, overjoyed/heartbroken, two characters from a novel) and degrees of intensity between them (e.g. agree/neutral/disagree, happy/neutral/sad). After deliberating, students can choose to stand on the far end of either side of the continuum based on the intensity of their opinion or can remain in the middle if they are unsure or neutral. While lined up, students discuss the topic with a partner or the entire class and are encouraged to defend their stance by using evidence. The physical movement required in this strategy gives students an opportunity to share silently and the continuum aspect provides opportunities for students to see opinions are complex and diverse rather than right and wrong. Vritual: Instead of lining up around the room, use virtual sticky notes on a slide. Or use a tech tool like Peardeck for students to place their dots.
Open Mind
Open Mind Diagram is a summarizing strategy in which students visually display information about a particular topic by adding images, symbols, words, quotes, or other phrases into a blank outline of a head (e.g., the head embodies thoughts about a topic, character, or historical figure). A teacher first decides the parameters of the Open Mind Diagram activity (e.g., conducting in small groups of 4-5 students, partnerships, or independently). Next, the expectations are introduced (e.g., students must add 3 images/symbols, 4 related words or phrases, 2 citations or quotes into each diagram). While other summarizing strategies allow students to bulk together information about a topic, Open Mind Diagram differs in that it helps students retain instructional content through visually brainstormed representations Example: At the end of a biography unit, a teacher asks students to independently create Open Mind Diagrams to represent an important figure that they read about. Students choose a figure (e.g., former president, famous athlete, inventor, historical figure). The teacher explains, “For this activity, you will work independently. You will have time to plan your ideas, and will be given the option to draw or print images, and write or type added text.”).
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Total Physical Response (TPR)
Total Physical Response is a kinesthetic teaching method in which students listen to commands and respond with physical actions and movements (e.g., as simple as moving a finger in a specific way to more complex actions involving the whole body) in order to connect a physical association to a concept that is being taught.
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Peer Discussion
Guided Peer Discussions are discussions between students where the teacher provides scaffolding and specific tools to facilitate the discussion. Guided Peer Discussions allow teachers to use strategies in a natural context to support student growth in communication, expression, and language discourse. Prior to Guided Peer Discussions, the teacher models specific peer discussion techniques (e.g. Think-Pair-Share, using Talking Chips) and pre-teaches any necessary skills or vocabulary. The teacher also provides supports such as communication sentence starters (e.g. I think that ___. I agree/disagree with ___. Although the author states _, I believe.), visual aids (e.g., images, writing discussion frames on the whiteboard) and graphic organizers. During the discussion the teacher can support engagement and communication by prompting students to clarify, elaborate, respond to comments, build on each others ideas, ask questions, and participate equitably. Example: As a pre-teaching activity prior to a whole group discussion about the British Stamp Act and a comparison of the loyalist and patriot perspective, the teacher provides students with potential sentence frames and models using them. The sentence frames include how to express an opinion (e.g. "I think/believe that..."), how to disagree (e.g. "I disagree with you because…", "I see it in another way such as…"), and how to paraphrase (e.g. "In other words, you think that..."). The students then engage in the academic discussion utilizing these language strategies.
Concept Maps
Concept mapping is a way of visually organizing and representing knowledge around a key term or concept. Concept mapping is a teaching tool that helps students understand the key concept through making connections of words and phrases with the main idea (e.g. key concept). Reach out to Emily if you want a Word version of the templates.
Templates
Interactive Notetaking is a process in which the teacher leads students through the notetaking process. The teacher may use specific notetaking templates such as Cornell notetaking, t-charts or other graphic organizers. With the modeling, the class may read a document or literature book, listen to a lecture or story, or watch a historical film. As the students are reading and/or following the lecture, the teacher models how to take notes by recording the main facts or ideas, outlining the plot or structure of the document, etc. Once the students have learned how to take notes, they can practice taking notes during lectures and/or when reading academic content.
Cornell Style
Sentence Frames
Vocabulary Knowledge Rating Sheet (Kinsella/Feldman, 2004) can be incorporated into lessons to help students to pre-assess their knowledge of key vocabulary as they are encountering new words. This process increases student engagement and active involvement, activates prior background knowledge and prepares the student to learn and incorporate new words into his/her vocabulary. Example: During a 12th grade introductory unit in government class, students are asked to pre-assess their knowledge of core vocabulary such as government, congress, power, legislative, judicial and executive. During the lesson, the teacher engages the students in conversation and activities that are related to learning about the key terms.
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Exemplar
Exemplars are models of completed assignments that provide students with a concrete representation of what the project requires. Teachers can create their own exemplars or feature student work. Exemplars can be used to model the desired format and organization of a project, show the end result of a long-term assignment, and as a source of inspiration for students in the beginning stages of an activity. Teachers may also provide "non-examples", or pieces that did not meet project requirements, to coach the revision process and demonstrate how to follow a rubric or project checklist.
Graphic Organizers
Graphic Organizers are visual representations of text. They can be used to organize facts and/or specific features of fiction or non-fiction material. Teachers can present the information in a pre- or partially-completed graphic organizers or have students fill them out.
Genially from PD
3-2-1 Summary
3-2-1 Summary is a comprehension strategy in which students identify three new discoveries, two interesting facts, and one lingering question after reading a text or viewing a video. Teachers can choose to use the 3-2-1 Summary strategy to assess student learning or as a prewriting strategy to help students organize ideas. The teacher introduces the content (i.e., short passage, article, video) and then provides students with time to review the information (e.g., read aloud, independent reading, partner reading). After, students use the 3-2-1 Summary strategy to list three new discoveries (e.g., “I learned that whales are mammals.”), two interesting facts (e.g., “Whales are not fish!”), and one question (e.g., “Are whale sharks whales or sharks?”) in order to synthesize the information they learned and grow inquiries. Example: After reading short articles about the Cold War, a teacher asks students to create 3-2-1 Summaries to practice synthesizing. Copies of a recording sheet are distributed to students. Students re-read the text and fill in the recording sheet: three new discoveries learned (top section), two interesting facts (middle section), and one question they still have (bottom section). After, students share their summaries within small groups. The teacher reminds students to adjust their summaries as needed. Lastly, the whole class gathers to reflect and share insights
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