# data[].attributes.body
Name of Strategy: Station Rotation Model
Content Area / Age Level: All
Use: One of the most popular blended learning models is the Station Rotation model. It transfers a traditional theory-based classroom into a virtually enriched, hands-on workshop. By working in small groups at a station, the teacher or trainer is able to pay closer attention to and support individual learners. It enables the trainer to create dynamic lesson plans that better address individuals’ or groups’ specific learning needs. By incorporating a 1-to-1 station, the learner can also benefit from direct, personal instruction from the trainer.
Focus: Personalized learning experiences and variety in learning methods improves knowledge retention, and collaborative learning improves learning.
Description: During the classroom, students rotate on a fixed schedule among various modalities, which usually include 3 learning stations: 1) online learning; 2) face-to-face instruction; 3) group projects. For example, a learner may complete an assignment online, then participate in a group activity, and, finally, engage in teacher-led instruction. Students tend to be grouped by learning styles, skills, or needs.
The Station Rotation model is most traditionally utilized in schools, however, it can be effective within an organization too.

# data[].attributes.attachment_link.title
Blended Learning - Station Rotation Model

# data[].attributes.attachment_link.title
Instructional Strategy - Socratic Seminar

# data[].attributes.headline
Socratic Circle (Also Known As A Socratic Seminar)

# data[].attributes.subject
Socratic Circle (Also Known As A Socratic Seminar)

# data[].attributes.body
Name of Strategy: Socratic Circle
Content Area / Age Level: All
Use: Encourage a deeper understanding of complex ideas through thoughtful dialogue rather than memorizing information.
Focus: Cooperative learning, listening, and Public speaking.
Description: A Socratic Circle (also known as a Socratic Seminar) is an approach to understanding and examining a text through questions and answers founded on the belief that all thinking comes from asking questions, and that asking one question should lead to asking further questions. The Socratic method of teaching is based on Socrates’ theory that it is more important to enable students to think for themselves than to merely fill their heads with “right” answers.
Procedure:
Socratic Circles involve the following process:
A passage of text that students must read beforehand and two concentric circles of students: an outer circle and an inner circle.
The inner circle focuses on exploring and analyzing the text through the act of questioning and answering.
During this phase, the outer circle remains silent. Students in the outer circle are much like scientific observers watching and listening to the conversation of the inner circle.
When the text has been fully discussed and the inner circle is finished talking, the outer circle provides feedback on the dialogue that took place.
This process alternates with the inner circle students going to the outer circle for the next meeting and vice versa. The length of this process varies depending on the text used for the discussion.
The most significant difference between this activity and most typical classroom activities involves the role of the teacher. In Socratic Circles, the students lead the discussion and questioning. The teacher’s role is to ensure the discussion advances regardless of the particular direction the discussion takes.
Teachers use Socratic Circles in different ways. The structure it takes may look different in each classroom.

# data[].attributes.headline
Example: Scaffolding Discussion Skills With a Socratic Circle

# data[].attributes.subject
Example: Scaffolding Discussion Skills With a Socratic Circle

# data[].attributes.attachment_link.title
Scaffolding Discussion Skills With a Socratic Circle

# data[].attributes.body
Name of Strategy: Jigsaw activities
Content Area / Age Level: All
Use: A jigsaw activity helps to involve all students in an active teaching and learning role. The teacher must decide how many different groups are needed, depending on how many different concepts need to be mastered. Students will be divided into groups and become resident experts on the particular subject or topic assigned to that group. The groups must study and discuss what the important takeaway ideas are of their topic and how to teach that information to their peers later. After each group has had the time to become an expert on their topic, the teacher now creates new groups of students so that there is one expert for each of the assigned topics in each group. Now, the new group relies on the expertise of each student to teach and help the rest of the group know and understand the important concepts and information needed to know from each of the assigned topics.  This activity allows all students to be experts and gives them a sense of urgency in learning their topic well enough so that they and only they can re-teach their peers about that information (Estes, Mintz & Gunter: Instruction: A models approach, 6th edition pgs. 265-269).
Focus: Jigsaw activities are a specific type of information gap activity that works best when used with the whole class.
Description: The class is first divided into groups of four to six learners who are then given some information on a particular aspect of the topic which they then become experts in. The class is then reorganized into different groups (‘jigsaw’ groups) of four to six learners so that each learner in the new group is from a different ‘expert’ group and they share their information with the new group so they can complete a task together.
Procedure:
Organizing a jigsaw activity is a five-step process:
1. Divide the class into ‘expert’ groups of four to six learners (keeping the groups the same size as far as possible). Give each group a letter, a color, or other names. Then ask the learners within each group to number themselves one to four (or one to six).
2. Give each group a section of text or information (this can be in pictorial form). The group should spend some time reading, discussing, and helping each other to understand the text or information. Word banks and dictionaries (bilingual or English) may be useful at this stage. For a more in-depth activity, the group may use ICT and reference books to further research a sub-topic.
3. Learners, who are now ‘experts’ on their own section of text or information, then move into ‘jigsaw’ groups, with a shared number, i.e. all the number ones work in a group, all the number twos work in another group, etc.
4. Each ‘expert’ learner in turn shares with their ‘jigsaw’ group the section of text or information they were originally given. The others ask questions to ensure all have a good understanding.
5. The ‘jigsaw’ group together completes a task that requires them to understand all of the information shared by each ‘expert’. This could be anything that requires each learner to contribute their piece of expert knowledge: filling in a grid or table, completing a diagram, designing a poster, or devising a role play.
Top tip: Jigsaw activities can be differentiated by giving some of the expert groups easier tasks or shorter texts to read.

# data[].attributes.body
Name of Strategy: List-group-label
Content Area / Age Level: All
Use: List-group-label is a form of semantic mapping. The strategy encourages students to improve their vocabulary and categorization skills and learn to organize concepts. Categorizing listed words, through grouping and labeling, helps students organize new concepts in relation to previously learned concepts.
Focus: Semantic Mappin
Description:
It helps students organize their understanding of specific vocabulary and concepts.
It builds on the student's prior knowledge about a topic.
It actively engages students in learning new vocabulary and content by activating their critical thinking skills.
It teaches categorizing and labeling skills.
Procedure:
How to use list-group-label
1. Select the main concept in a reading selection.
2. List: Have students brainstorm all the words they think relate to the topic.
Visually display student responses.
At this point do not critique student responses. Some words may not reflect the main concept, but hopefully, students will realize this as they begin grouping the words in the next step.
3. Group: Divide your class into small groups. Each group will work to cluster the class list of words into subcategories. As groups of words emerge, challenge your students to explain their reasoning for placing words together or discarding them.
4. Label: Invite students to suggest a title or label for the groups of words they have formed. These labels should relate to their reasoning for the grouping.

# data[].attributes.attachment_link.readable_text
Lenski, S. D., Wham, M. A., & Johns, J. L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt.

Taba, H. (1967).Teacher's handbook for elementary social studies. Reading, MA: Addison-Wesley.

Tierney, R.J., & Readence, J.E. (2000). Reading strategies and practices: A compendium (5th ed.). Boston: Allyn & Bacon.

# data[].attributes.attachment_link.description
List-group-label is a form of semantic mapping. The strategy encourages students to improve their vocabulary and categorization skills and learn to organize concepts. Categorizing listed words, through grouping and labeling, helps students organize new concepts in relation to previously learned concepts.

# data[].attributes.attachment_link.title
Clock Buddies Tool: Generate Templates or PDF for Printing

# data[].attributes.body
Name of Strategy: Clock Buddies
Content Area / Age Level: All
Use: Clock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoiding the problem of kids always having the SAME partners. It begins with a clock face, with slots for names extending from each hour on the dial. The basic idea is that each student has his or her own copy of a Clock Buddies sheet, with the names of 12 classmates on each hour's slot. Each of those other students, in turn, has this student's name in the matching hour slot on each of their clock sheets.
Focus: This is a quick and easy way of putting students in partnerships, without always having them be with the same partners.
Description: Each student gets a clock and writes in another person's name for each of the hours on the clock, while at the same time writing their name on the other person's clock to match the time on their clock (Bell to Bell Instruction, Luekenga).

# data[].attributes.body
Name of Strategy: Cooperative Reading Groups
Content Area / Age Level: All
Use: Cooperative learning involves having students work together in groups to maximize their own and one another’s learning (Johnson, Johnson & Smith, 1991). During cooperative learning activities, students are exposed to perspectives that may be new or contrary to their own.  By working together students actively explore class concepts and material by talking, listening, reading, writing, and reflecting. This page provides resources about cooperative learning, designing effective small group activities, and guidance for creating and sustaining effective student learning groups.
Focus: Cooperative learning, research, and listening skills.
Description: This strategy is used when students are asked to read a chapter or part of a text and as a group develop meaning and produce a product that shows an understanding of the reading. Each person in the group is assigned a role, and the success of the group is dependent on whether or not each person fulfills their role in the group. For example, there could be a Reader, Recorder, Reporter, Encourager, Observer, and Material Manager in each group.  (the names and duties of each position can be changed according to the need of the class and the size of the groups).

# data[].attributes.headline
Examples of different cooperative learning duties are attached below (Bell to Bell Instruction, Luekenga).

# data[].attributes.subject
Examples of different cooperative learning duties are attached below (Bell to Bell Instruction, Luekenga).

# data[].attributes.body
Name of Strategy: Advanced Organizers
Content Area / Age Level: Differentiated Instruction Strategies
Use: An advance organizer links prior knowledge and lesson objectives to help students learn new information and skills.
Focus: Advance organizers is a type of teaching strategy that is utilized to better ensure the information presented to students is understood, retained, and connected to previous lessons. Learn about the benefits of advanced organizers and methods to successfully implement this teaching strategy into lessons.
Description:
In constructing advanced organizers, the following should be kept in mind:
1. Review the lesson objectives and present the objectives in student-friendly language to the class.
2. Organize the content. Present general information first with specific examples then add more detail later.
3. Remind your students of the bigger picture (where the information or procedures fits into an organized body of knowledge).
4. Include a variety of viewpoints or a critical approach to the subject matter.
5. Clarify important information by rephrasing previous information as new info is added (Estes, Mintz & Gunter: Instruction: A models approach, 6th edition pg. 67).

# data[].attributes.attachment_link.readable_text
Advance Organizers

'Information overload.' What comes to mind when you think of those words? Have you ever experienced information overload when studying for an exam or even just when sitting in class? Sometimes learning everything that's required can be overwhelming and seem nearly impossible. Even if you are provided with all of the information, it can be hard to remember everything.

This is a challenge that teachers face regularly. We must provide our students with large amounts of information in a way that helps them understand, retain and remember it. There are a number of strategies that teachers use to do this, but the one we'll discuss in this lesson is the use of advance organizers.

An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.

By using an advance organizer to link the new information to old information, the new information can be remembered more easily. There are three basic purposes of advance organizers. First, they direct students' attention to what is important in the upcoming lesson. Second, they highlight relationships among ideas that will be presented. Third, they remind students of relevant information that they already have.

Analogies

# data[].attributes.attachment_link.keywords[]
advance organizers in the classroom: teaching strategies & advantages - video & lesson transcript | study.com

# data[].attributes.attachment_link.title
Advance Organizers in the Classroom: Teaching Strategies & Advantages - Video & Lesson Transcript | Study.com

# data[].attributes.attachment_link.description
'Information overload.' What comes to mind when you think of those words? Have you ever experienced information overload when studying for an exam or even just when sitting in class? Sometimes learning everything that's required can be overwhelming and seem nearly impossible.

# data[].attributes.attachment_link.title
Teacher Toolkit: Inside Outside Circles (Secondary)

# data[].attributes.body
Name of Strategy: Inside outside circle
Content Area / Age Level: All
Use: This is a great tool for allowing students to gain different ideas and perspectives on any given topic, as well as actively encouraging community building among students. A couple of other benefits are that some students may find it safe or easier to enter into a discussion with another classmate rather than with the entire class. Also, there are no specific materials needed for this strategy, so it can be easily incorporated into lessons.
Focus: It is a great introductory strategy or review strategy of ideas and content.
Description: This is another processing activity in partnerships. Half of the students are asked to stand in the inner circle shoulder to shoulder facing out of the circle. Then the other half of the students are asked to stand in an outer circle looking into the circle towards the other students in the inner circle. Students in the outer circle should be standing paired with a student in the inner circle. The teacher then asks questions and has either the inner circle or outer circle answer the question to the other students. Then the teacher asks either the inner circle or the outer circle to rotate to allow students to work with different partners throughout the activity. The teacher would then ask another question and tell who will answer, then have the circles move again, and so on (Bell to Bell Instruction, Luekenga)...

# data[].attributes.attachment_link.title
Teacher Toolkit: Inside Outside Circles (Elementary)

# data[].attributes.body
Name of Strategy: Student Teams-Achievement Division
Content Area / Age Level: All
Use: It is imperative that groups be of 4 to 5 students that are a heterogenous mixture of ability, race, gender, and so on. There is a team study that was preceded by a purposeful presentation from the teacher with objectives. The material to be learned will focus on specific information, and the groups/students can study the information in any way they choose that is best for them. The groups must understand and know that their task together is to master the material, not to just be able to fill out a worksheet or test. The goal of the team is that everyone in the group masters the material and helps each other.
Focus: This strategy/model is to be used for meeting well-defined instructional objectives.
Description: The traditional steps are as follows: 1.  The teacher presents a new concept. 2. The teacher then forms heterogeneous teams to study and practice the specific concept. 3.  The teacher repeatedly tests the groups and individuals and their progress in learning the newly learned material. Many times pretests and formative tests during the process help to show improvement. 4.  Recognize the winning team in some way to show and celebrate the accomplishment of those teams. This can be done in many different ways and is left to the teacher's discretion (Estes, Mintz & Gunter: Instruction: A models approach, 6th edition pg. 272-274).

# data[].attributes.body
Name of Strategy: Scaffolding
Content Area / Age Level: All
Use: The goal of scaffolding is for students to gradually assume the responsibility of demonstrating the target behavior. This is usually accomplished through guided and independent practice.
Focus: Be considered fundamental to good, solid teaching for all students.
Description:
In scaffolding, teachers model what students are to learn. Scaffolding techniques should be considered fundamental to good, solid teaching for all students, not just those with learning disabilities or second language learners. In order for learning to progress, scaffolds should be gradually removed as instruction continues, so that students will eventually be able to demonstrate comprehension independently (Estes, Mintz & Gunter: Instruction: A models approach, 6th edition pg. 73).

# data[].attributes.attachment_link.title
Scaffolding Examples & Explicit Instruction for the Classroom