3 step discussion (slide 12): A student discussion strategy in which students do the following: 1st step: Think to yourself 2nd step: Talk to your partner/table group 3rd step: Discuss as a group Anchor charts, visual aides (slide 12): Visuals paired with verbal instructions cover a wider range of student modalities and assists with processing. This strategy also helps as a for “placeholder” students who cannot hold information in their short term memory. Near vs Far point (slide 12): many students with learning differences find copying point” “far (wall or whiteboard) too difficult and need point” (desk copy) materials to access their “near learning. Big Sticky (slide 14): An activity that helps to get people moving. This is often done in groups and is an opportunity for information to be compiled by a variety of people. At the end of the activity, the compiled information can be presented to a larger group in a quick way. The group is posed with a question and then creates a list of Brainstorming (slide 14): possible solutions to share out with the group. Groupings (slide 14, 16) 3X5 cards are handed out or left on desks/seats in different colors to Color Cards: participants. When cued the people with all of the cards can become a “orange” group. This strategy is an easy way to form heterogeneous and homogeneous groups quickly. On a notecard, sticky or scrap of paper, jot down a clock. Typically Clock appts: 3,6,9 and 12 is used to mark the appointments but you have 12 places to work with. To fill the appointments, individuals rotate the room until they fill their appointments (write down in the 3,6,9 and 12 areas the name of the person they made a commitment to) and then take a seat. It is a short cut way of creating different groups that can be easily referenced in a pinch. with your 3 “Meet o’clock partner.” Appointments can be revised as appropriate (daily, weekly, per unit, etc…)
3 step discussion (slide 12): A student discussion strategy in which students do the following: 1st step: Think to yourself 2nd step: Talk to your partner/table group 3rd step: Discuss as a group Anchor charts, visual aides (slide 12): Visuals paired with verbal instructions cover a wider range of student modalities and assists with processing. This strategy also helps as a “placeholder” for students who cannot hold information in their short term memory. Near vs Far point (slide 12): many students with learning differences find copying “far point” (wall or whiteboard) too difficult and need “near point” (desk copy) materials to access their learning. Big Sticky (slide 14): An activity that helps to get people moving. This is often done in groups and is an opportunity for information to be compiled by a variety of people. At the end of the activity, the compiled information can be presented to a larger group in a quick way. Brainstorming (slide 14): The group is posed with a question and then creates a list of possible solutions to share out with the group. Groupings (slide 14, 16) Color Cards: 3X5 cards are handed out or left on desks/seats in different colors to participants. When cued the people with all of the “orange” cards can become a group. This strategy is an easy way to form heterogeneous and homogeneous groups quickly. Clock appts: On a notecard, sticky or scrap of paper, jot down a clock. Typically 3,6,9 and 12 is used to mark the appointments but you have 12 places to work with. To fill the appointments, individuals rotate the room until they fill their appointments (write down in the 3,6,9 and 12 areas the name of the person they made a commitment to) and then take a seat. It is a short cut way of creating different groups that can be easily referenced in a pinch. “Meet with your 3 o’clock partner.” Appointments can be revised as appropriate (daily, weekly, per unit, etc…)
classroom_engagement_and_teaching_strategies.docx