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Engaging Instruction to Meet ALL Needs 4.2025

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9 Powerful Strategies to Engage Students in Math Discourse

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Have you had students who can easily compute but struggle to talk about the actual math? Engaging in math discourse is a skill we get to develop!

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Update 2022: For a recent article on how to talk about math, click here.
Think about the questions that you ask in your math classroom. Can they be answered with a simple "yes" or "no," or do they open a door for students to really share their knowledge in a way that highlights their true understanding and uncovers their misunderstandings? Asking better questions can open new doors for students, helping to promote mathematical thinking and encouraging classroom discourse. Such questions help students:

Work together to make sense of mathematics.

Rely more on themselves to determine whether something is mathematically correct.

Learn to reason mathematically.

Evaluate their own processes and engage in productive peer interaction.

Discover and seek help with problems in their comprehension.

Learn to conjecture, invent and solve problems.

Learn to connect mathematics, its ideas and its applications.

Focus on the mathematical skills embedded within activities.

Below are 100 questions from mathematics expert Dr. Gladis Kersaint to help you address these core areas and promote mathematical thinking and discourse in the classroom. Want these questions visible in your classroom? Curriculum Associates has released an infographic that you can print and have at your desk or in your class for quick access! Here's a preview:

For more, please download Dr. Kersaint's new whitepaper:Orchestrating Mathematical Discourse to Enhance Student Learning.
Dr. Gladis Kersaint
Help students work together to make sense of mathematics

1. What strategy did you use?

2. Do you agree?

3. Do you disagree?

4. Would you ask the rest of the class that question?

5. Could you share your method with the class?

6. What part of what he said do you understand?

7. Would someone like to share ___?

8. Can you convince the rest of us that that makes sense?

9. What do others think about what [student] said?

10. Can someone retell or restate [student]'s explanation?

11. Did you work together? In what way?

12. Would anyone like to add to this?

13. Have you discussed this with your group? With others?

14. Did anyone get a different answer?

15. Where would you go for help?

16. Did everybody get a fair chance to talk, to use the manipulatives, or to be recorded?

17. How could you help another student without telling the answer?

18. How would you explain ___ to someone who missed class today?

Refer questions raised by students back to the class.

Help students rely more on themselves to determine whether something is mathematically correct

1. Is this a reasonable answer?

2. Does that make sense?

3. Why do you think that? Why is that true?

4. Can you draw a picture or make a model to show that?

5. How did you reach that conclusion?

6. Does anyone want to revise his or her answer?

7. How were you sure your answer was right?

Help students learn to reason mathematically

1. How did you begin to think about this problem?

2. What is another way you could solve this problem?

3. How could you prove that?

4. Can you explain how your answer is different from or the same as [student]'s?

5. Let's see if we can break it down. What would the parts be?

6. Can you explain this part more specifically?

7. Does that always work?

8. Is that true for all cases?

9. How did you organize your information? Your thinking?

Help students evaluate their own processes and engage in productive peer interaction

1. What do you need to do next?

2. What have you accomplished?

3. What are your strengths and weaknesses?

4. Was your group participation appropriate and helpful?

Help students with problem comprehension

1. What is this problem about? What can you tell me about it?

2. Do you need to define or set limits for the problem?

3. How would you interpret that?

4. Would you please reword that in simpler terms?

5. Is there something that can be eliminated or that is missing?

6. Would you please explain that in your own words?

7. What assumptions do you have to make?

8. What do you know about this part?

9. Which words were most important? Why?

Help students learn to conjecture, invent and solve problems

1. What would happen if ___? What if not?

2. Do you see a pattern?

3. What are some possibilities here?

4. Where could you find the information you need?

5. How would you check your steps or your answer?

6. What did not work?

7. How is your solution method the same as or different from [student]'s?

8. Other than retracing your steps, how can you determine if your answers are appropriate?

9. What decision do you think he or she should make?

10. How did you organize the information? Do you have a record?

11. How could you solve this using (tables, trees, lists, diagrams, etc.)?

12. What have you tried? What steps did you take?

13. How would it look if you used these materials?

14. How would you draw a diagram or make a sketch to solve the problem?

15. Is there another possible answer? If so, explain.

16. How would you research that?

17. Is there anything you've overlooked?

18. How did you think about the problem?

19. What was your estimate or prediction?

20. How confident are you in your answer?

21. What else would you like to know?

22. What do you think comes next?

23. Is the solution reasonable, considering the context?

24. Did you have a system? Explain it.

25. Did you have a strategy? Explain it.

26. Did you have a design? Explain it.

Help students learn to connect mathematics, its ideas and its application

1. What is the relationship of this to that?

2. Have we ever solved a problem like this before?

3. What uses of mathematics did you find in the newspaper last night?

4. What is the same?

5. What is different?

6. Did you use skills or build on concepts that were not necessarily mathematical?

7. Which skills or concepts did you use?

8. What ideas have we explored before that were useful in solving this problem?

9. Is there a pattern?

10. Where else would this strategy be useful?

11. How does this relate to ___?

12. Is there a general rule?

13. Is there a real-life situation where this could be used?

14. How would your method work with other problems?

15. What other problem does this seem to lead to?

Help students persevere

1. Have you tried making a guess?

2. What else have you tried?

3. Would another recording method work as well or better?

4. Is there another way to (draw, explain, say) that?

5. Give me another related problem. Is there an easier problem?

6. How would you explain what you know right now?

Help students focus on the mathematics from activities

1. What was one thing you learned (or two, or more)?

2. Where would this problem fit on our mathematics chart?

3. How many kinds of mathematics were used in this investigation?

4. What were the mathematical ideas in this problem?

5. What is the mathematically different about these two situations?

6. What are the variables in this problem? What stays constant?

Facilitating student engagement in mathematical discourse begins with the decisions teachers make when they plan classroom instruction. In the next and final blog in this series, we will dive into the specific strategies that teachers can use to foster meaningful conversations about what students are thinking, doing and learning.

This blog is part of a three-post series on the importance of mathematical discourse from Curriculum Associates and Dr. Gladis Kersaint, the author of the recently published whitepaper Orchestrating Mathematical Discourse to Enhance Student Learning. Download your free copy .
For more on mathematical discourse and Curriculum Associates, check out:
Dr. Gladis Kersaint is a Professor of Mathematics Education at the University of Connecticut. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures please see our Partner page

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Talking Math: 100 Questions That Help Promote Mathematical Discourse

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By Gladis Kersaint - 100 questions from a mathematics expert to help promote mathematical thinking and discourse in the classroom.

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The importance of engaging students in meaningful mathematical discussion has long been identified as an essential component of students' mathematics learning.

When students share and exchange their ideas, both they and their teachers benefit.
Dr. Gladis Kersaint
Understanding the Importance of Mathematical Discourse

Talking about mathematical concepts allows students to reflect on their own understanding while making sense of and critiquing the ideas of others. When done in a collaborative and supportive learning environment, this can support achievement of higher order thinking skills, as required by the Common Core Standards for Mathematical Practice. Students can make conjectures, link prior knowledge to current understanding, reason about mathematics, refine and amend their approaches, and take ownership of their mathematical knowledge.

Students benefit greatly from learning to use the tools of mathematical discourse-including words, symbols, diagrams, physical models, and technology-to present and defend their ideas. Imparting these new skills on students allows teachers to access, monitor, and evaluate students' mathematical understanding and development.

Mathematical Discourse in Action

One approach to giving students the information needed for a mathematics lesson involves the teacher simply telling the students what they need to know. Far more productive, however, is more a thoughtful approach to student engagement that encourage a productive dialogue, as seen in the example below. As educators, we need to structure lessons to encourage student interaction, address gaps in student understanding, and help students express mathematical concepts more precisely. Providing opportunity for conversation does just that.

Does this look like a classroom dialogue you've seen before? To further your understanding of the importance of facilitating mathematical discourse, ask yourself:

How did these students benefit by sharing what they knew as part of the mathematics discussion?

Why did the teacher allow students to evaluate the correctness of Julie's answer?

Why did the teacher ask another student to restate what James said?

Establishing a Discourse-Rich Mathematics Learning Community

To engage students in productive mathematics discussions, it is important to establish a learning environment that welcomes student involvement. The first step is setting the expectation that every student will contribute to the discourse community.

Students must be encouraged to use their problem-solving, reasoning,and communication skills to make conjectures, explore their own ideas and approaches, and find solutions to routine and non-routine mathematics problems.

In particular, the five process standards-problem solving, reasoning and proof, communication, connections, and representation-can be seen in action in a discourse-rich mathematics community as students interact, question one another and convey their understanding. During this dialogue, teachers can recognize errors in context and reinforce that they are natural occurrences that enhance learning.

What does a classroom rich with mathematical discourse look like? Walk into one and you'll likely see:

Students and teachers acknowledging and discussing errors and the reasons behind them to help students build greater understanding.

Students questioning each other using mathematics arguments to establish the correctness of solutions.

Students reaching and justifying conclusions based on their own mathematics knowledge without relying on the authority of teachers.

Students engaging in "productive struggle" with appropriate scaffolds for support.

Students encouraged to use a variety of approaches to convey their knowledge and solution strategies, including oral presentations; written explanations; and physical, graphical, pictorial, or symbolic representations.

Understanding Student and Teacher Roles in Mathematical Discourse

Facilitating student engagement in mathematical discourse begins with the decisions teachers make when they plan classroom instruction. The tasks they use, the ways in which they organize the classroom, and the behaviors they model communicate expectations for classroom norms, including the ways students are expected to engage in classroom discussions.

Depending on prior experiences, students might find these new expectations for engagement uncomfortable and may not be ready to plunge into mathematical dialogue feet first. Teachers must ease the transition to a dialogue-rich mathematics classroom and prepare students to engage in such discussions. It is also important to carefully consider the best ways to coordinate student interaction in pairs, small groups, or whole-class interactions to ease transitions and maximize learning.

To support students, teachers must help students create avision for expected behaviors and actions, prepare them for their roles by modeling or role-playing, and reinforce these behaviors consistently. Teachers need to monitor progress as students engage in mathematics discussions, supporting them as their mathematical knowledge grows and they become more skilled at expressing ideas coherently and using vocabulary, syntax, and semantics precisely.

Teachers should observe, listen to and monitor students to support instructional decision-making. Determining what questions to ask, which students to call on, when to intervene and when to extend student thinking provides opportunities to understand student thinking, monitor growth and assess knowledge. A discourse-rich classroom enables teachers to gain insights not only about what students know, but also about the approaches they use, how-and how well-they understand the ideas, and the ways they present their knowledge.

In addition to content knowledge, mathematical discourse allows teachers to monitor students' dispositions and gauge their developing confidence, interest, and perseverance. Teachers can use this information to determine areas of confusion or frustration in order to decide when an intervention might be needed. They also examine understandings and misconceptions revealed during classroom discussions and adjust lesson plans accordingly.

Asking the right questions can help support instructional decision making and direct student focus. Some examples are below:

Engaging Every Student in Mathematical Discourse

All students are mathematics language learners, regardless of their level of English language proficiency, and discourse allows ALL students to develop mathematical language.

While it is important to build scaffolds to support students who are learning English and mathematics at the same time, it is essential to recognize that mathematics is a technical language that all students must learn. Students who are English speakers also require support as they learn the language of mathematics.

As outlined in the Standards for Mathematical Practice, students should become fluent in mathematical language, including vocabulary, symbolic representations, syntax, semantics, and linguistic features. In addition, they must have ample opportunities to use the language of mathematics as they engage in various forms of communication. Discourse allows students to practice precision in multiple areas, including:

1.Vocabulary

English words with a different meaning in mathematics, such as "negative," "table," or "rational."

Specialized terms, such as "hypotenuse" or "trapezoid."

Terms with multiple meanings in mathematics, such as "median" or "base."

2. Symbols

Ways to read and interpret symbolic representations. For example, "a × b" can be expressed as "a times b," "the product of a and b," or "multiply a and b."

3. Syntax

Understanding the rules that govern the structure of sentences. For example, "A number y is 4 more than a number x" is translated symbolically to "y=x+4."

4. Semantics

The process of making meaning from language.

The same mathematics word may be interpreted differently depending on the context. For example, the median of a set of numbers versus the median of a triangle.

Teachers support mathematical language development by asking key questions and encouraging students to ask for clarity. By doing this, teachers motivate and encourage students and facilitate productive discussion, fostering a supportive classroom culture that maximizes learning.
This blog is part of a three post series on the importance of mathematical discourse from Curriculum Associates Dr. Gladis Kersaint is the Dean of the Neag School of Education at the University of Connecticut and an author of the Ready® Mathematics and Ready® Classroom Mathematics programs from Curriculum Associates. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. , a Getting Smart Advocacy Partner, and Dr. Gladis Kersaint, the author of the recently published whitepaper Orchestrating Mathematical Discourse to Enhance Student Learning. Download your free copy here.
For more on Curriculum Associates, check out:

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Talking Math: How to Engage Students in Mathematical Discourse

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By Gladis Kersaint - Engaging students in meaningful mathematical discourse is an essential component of students' mathematics learning.

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Introduction to Instructional Conversation - KNILT

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Traditional classrooms typically involve the I.R.E. method of questioning. The teacher initiates a question, a student responds, and the teacher evaluates the response. This process is rather antiquated and fails to build student’s critical thinking or engage them in higher-level thinking. Computer mediated communication offers the opportunity to utilize Instructional Conversations in a way that serves to engage students in texts. Instructional Conversation is the process by which teachers (or facilitators) ask open-ended questions that further student’s thinking. This unit will serve as the introduction to this process.

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The Role of Conversation - Engaging Students in Critical Thinking through Dialogue - IDRA

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• by Paula Johnson, M.A. • IDRA Newsletter • May 2015 • The Challenge Although teachers may be proficient in their subject area ... read more

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Accountable discussion empowers students to draw up arguments based on evidence. Students learn how to respect the views of their peers while strengthening their communication skills. They get practice in being good conversationalists, participating in conversations in a polite manner.

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Discussion Strategies - Center for Teaching and Learning

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This sampling of strategies provide ideas for helping students prepare for discussions and for collaborating with others to develop those ideas. Instructor-Designed Questions (Help instructor to guide pre-discussion reading and preparation) Distribute questions on the course schedule or on a Learnin…

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Leo Tolstoy's tells the story of two brothers who are offered the opportunity to find happiness. One chooses to go on a journey and finds happiness-as well as difficulties-along the way, while the other stays at home and leads a happy but uneventful life. When Jasmine Williams' fifth-grade students at Carter School of Excellence in Chicago read The Two Brothers, they held classroom discussions around this question: Which brother made the better choice?

Williams' students sat in a circle, holding their books and graphic organizers filled with notes. "I believe the older brother made the best decision," said one student, "because in the text, the author said that he weighed all the negative possibilities and risks first." And with that first interpretation they're off and running.

Citing textual evidence is about more than rattling off quotes from the story. It involves selecting and interpreting just the right evidence, says John Riley, the Great Books Foundation's director of professional learning. "Ultimately, textual evidence is what makes students' answers credible."

Classroom discussions are a perfect place to develop students' ability to use textual evidence. In classroom discussions, students work with multiple ideas and have to balance new ideas with their original conclusions. It's a challenging task. Using evidence in discussion strengthens students' comprehension and confidence. "It's really, really good for kids," says Jenny Knol, ESL teacher with Sumner County Schools in Gallatin, Tennessee. "I think they're empowered by it. They feel better about themselves when they can prove something."

As teachers know well, finding and using textual evidence is challenging for students-choosing a solid piece of evidence or creating a clear interpretation can be overwhelming. These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text.

1. Choose texts that inspire debate.

Stories that are driven by character actions and motivation are the ones that inspire discussion. Texts that inspire questions encourage students to return to the text and find support for their answers. Look for stories that naturally raise questions about why characters do what they do.

2. Use your greatest tool: good questions!

Questions are the greatest tool you have to prompt and encourage student thinking. By starting with one overarching focus question like "Which brother made the better choice?" you can create sequences of smaller questions that prompt students to return to the text during discussion. Some ideas: What does the character say? Why did you choose that evidence? How does the evidence support your position?

3. Get evidence from the get-go.

Require students to have evidence ready at the start of the discussion. Knol sets the expectation that her students will use textual evidence, and she tells students to "prove it" so often that they anticipate her request, have their texts open, and often return to the text before she prompts them. Requiring evidence early in the discussion sets an expectation. Reinforcing that expectation turns using textual evidence into a habit.

4. Invite multiple perspectives.

Students may think that finding evidence is proof that there's one right answer. But in discussion, says Riley, evidence will actually open up a text to different interpretations. Citing evidence promotes the development of different ideas when students read two statements in two different ways. "Part of the Shared Inquiry™ method of learning is knowing that there are other people who will take that evidence and come up with another argument," says Knol. And that is fine. Establish the expectation that answers can and will diverge. "The more your classroom has an inquiry focus, the more students will be able to see other perspectives."

5. Add interpretation.

Heidi Morgan, fifth- and sixth-grade language arts teacher in New Lenox, Illinois, finds that students often want to find a quote and declare themselves done. The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.

6. Use sentence starters strategically.

Williams gives her students sentence starters to identify their evidence (e.g., "In the text ... the author mentions ..."). Then, she helps them make the bridge from evidence to interpretation with additional sentence starters ("the author uses this evidence to ... this lets us know that ..."). "The sentence starters help," she says, "because students know the direction in which they're supposed to go."

7. Develop and deepen arguments.

During discussion, send students back to the text for more evidence by prompting them to expand on a classmate's idea or deepen the discussion. Prompt students by saying, "I heard this person say something that contradicts ..." or "These students all said something similar ... does anyone have a different idea?" You want students to consider implications and bulk up their answers by developing their arguments, says Williams.

8. Slow down classroom discussions.

Stopping to get evidence slows the speed of discussion, and that's a good thing. "Most discussions move too quickly," says Riley, "and great ideas get totally lost." Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text.

9. Practice in a pattern.

To avoid a pileup of one idea, establish a discussion structure that requires debate. Every student in Williams' class must respond by addressing the claims of the people before them and then provide their counterclaims. "The easy part is making the claim," says Williams. "They become masters when they are able to use evidence to knock out someone else's claim."

10. Go for the nitty-gritty.

Once students have answered the focus question, encourage them to get into the details. Exploring specific sentences and words can engage students with additional aspects of the text and spin off into an analysis of the author's craft.

11. Anticipate and correct misunderstandings.

"Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer." If a student offers up a misunderstanding or misinterpretation, prompt him or her to go back to the text, or offer it up to the group. Either way, make sure students leave with a clear understanding of what the text said and how.

12. Encourage ownership.

Knol knows her students are making progress when she sees them move from using the prescribed list of sentence starters ("According to page ...") to putting their textual evidence in their own words. "At the beginning of the year," she says, "they're dependent on [the sentence starters], and by the end of the year, they use those naturally." Listen for how students personalize the discussion, and encourage them to develop their own voice. Once students have built a repertoire of authentic starters and prompts, create an anchor chart that makes their language a part of your class.

13. Reflect.

After their Shared Inquiry™ discussions, each student writes a reflection. They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking. Taking time to reflect solidifies the importance of textual evidence and helps students incorporate the lessons learned.

10 Textual Evidence Anchor Charts

Well-placed anchor charts are a reference for students and a tool that promotes great discussions. These 10 anchor charts will reinforce your students' skills when it comes to finding and using textual evidence.

1. Prove It

This anchor chart merges sentence starters with examples that help students see how to present their evidence in full sentences.

2. Show Me the Evidence

Sticky notes added to this anchor chart allow you to keep it up-to-date with the best ways each sentence starter was used.

3. Infer It

For discussions that center on character decisions, this bright, bold anchor chart encourages students to use textual evidence to support their character analysis.

4. Look to the Text

Use any text to create this anchor chart that prompts students to go back to the text. This chart also reinforces paraphrasing and reminds students to put ideas from the text into their own words.

5. From the Author's Point of View

Quotes and ideas from the text (in blue) and the ideas that come from them (in orange) reinforce the idea that you have to find evidence and use it to make a claim.

SOURCE: Around the Kampfire

6. Character Traits Revealed

This anchor chart can be used over and over as students use sticky notes to respond to different stories.

7. Tracking Text

Encourage students to get, use and think about evidence with this anchor chart. The levels and images (inner tube, snorkel and gold treasure) could also be used to give students feedback on how they're using textual evidence.

8. Reader Response

Use this chart to track which students are proposing textual evidence (with a box for each student) or keep track of textual evidence that students find each day (with a box for each day of discussion).

9. Character Discussion

When you're reading multiple texts about a subject, record textual evidence with different colors for each type of text (fiction and informational text, primary and secondary sources, etc.).

10. Conversation Reminders

This anchor chart keeps students grounded in the elements of a quality discussion.
By Samantha Cleaver

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13 Strategies to Improve Classroom Discussions (& Anchor Charts!)

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Leo Tolstoy's tells the story of two brothers who are offered the opportunity to find happiness. One chooses to go on a journey and finds happiness-as well as difficulties-along the way, while the other stays at home and leads a happy but uneventful life.

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Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. However, like any class activity, they require planning and preparation. Without that, discussion challenges can arise in the form of unequal participation, unclear learning outcomes, or low engagement. This resource presents key considerations in class discussions and offers strategies for how instructors can prepare and engage in effective classroom discussions.

The What and Why of Class Discussion

Class discussion can take many forms, from structured prompts and assignments to more casual or informal conversations. Regardless of class context (e.g.: a seminar, large lecture, or lab course) or the form (e.g.: in-person or asynchronous) discussion takes, it offers a number of benefits to students' learning. As an active learning technique, class discussion requires students to be co-constructors of their learning. Research shows that students learn more when they actively participate in their learning, rather than passively listen. Furthermore, studies have also shown that "student participation, encouragement, and peer-to-peer interaction was consistently and positively related to the development of critical thinking skills" (Howard, 2015, pp. 6). Class discussion has also been linked to greater student motivation, improved communication skills, and higher grades (Howard, 2015). But just like effective lectures or assignments require planning and preparation, so too does class discussion.

The following sections offer a framework and strategies for learning through discussion. These strategies are organized around four key phases: planning for classroom discussion, warming up for classroom discussion, engaging in classroom discussion, and wrapping up classroom discussion.

Identifying your Course Context

While the strategies and considerations provided throughout this resource are adaptable across course contexts, it is important to recognize instructors' varied course formats, and how discussion might differ across them. This section identifies a few of these contexts, and reviews how these contexts might shape instructors' engagement with both this resource and class discussion more broadly.

I teach a discussion-based course

Small classes and seminars use discussion-based pedagogies, though it can be challenging to get every student to contribute to discussions. It is important to create multiple opportunities for engagement and not just rely on whole group discussion. Pair and small group discussions can create trust among students and give them the confidence to speak up in the larger group. Instructors of discussion-based courses can extend in-class discussions into the asynchronous space. These inclusive moves allow students to contribute to discussions in multiple ways.

I do not teach a discussion-based course

Whether teaching a large lecture course, a lab course, or other non-discussion based course, students will still benefit from interacting with each other and learning through discussion. Small group or pair discussion can be less intimidating for students regardless of class size and help create a sense of community that impacts learning.

I teach a course that may have some Hybrid/HyFlex meetings.

In-person classes might sometimes offer hybrid or HyFlex opportunities for students to accommodate extenuating circumstances. In a hybrid/HyFlex course session, students participating in-person and remotely should have equal opportunities to contribute to discussions. To make this a reality, advanced preparation involves thinking through the logistics using discussion activities, roles and responsibilities (if working with TA(s)), classroom technologies (e.g., ceiling microphones available in the classroom; asking in-person students to bring a mobile device and headset if possible to engage with their remote peers), and determining the configurations if using discussion groups or paired work (both in a socially distanced classroom, and if asking both in-person and remote students to discuss together in breakout groups).

Planning for Classroom Discussion

Regardless of your course context, there are some general considerations for planning a class discussion; these considerations include: the goals and expectations, the modality of discussion, and the questions you might use to prompt discussion. The following section offers some questions for reflection, alongside ideas and strategies to address these considerations.

Goals & Expectations
What is the goal of the discussion? How will it support student learning? What are your expectations of student participation and contributions to the discussion? How will you communicate the goals and expectations to students?
Articulate the goals of discussion: Consider both the content you want your students to learn and the skills you want them to apply and develop. These goals will inform the learner-centered strategies and digital tools you use during discussion.

Communicate the purpose (not just the topic) of discussion: Sharing learning goals will help students understand why discussion is being used and how it will contribute to their learning.

Specify what you expect of student contributions to the discussion and how they will be assessed: Be explicit about what students should include in their contributions to make them substantive, and model possible ways of responding. Guide students in how they can contribute substantively to their peers' live responses or online posts. You might consider asking students to use the 3CQ model:

Compliment-I like that ___ because...;

Comment-I agree/disagree with (specific point/idea) because...;

Connection-I also thought that...;

Question-I wonder why...

Establish discussion guidelines: Communicate expectations for class discussion. Be sure to include desired behaviours/etiquette and how technologies and tools for discussion will be used. Students in all classes can benefit from discussion guidelines as they help to clearly identify and establish expectations for student success. While there are some shared general discussion guidelines, there are also some specific considerations for asynchronous discussions: Sample Discussion Guidelines:

Refer to classmates by name.

Allow everyone the chance to speak ("Take Space, Make Space").

Constructively critique ideas, not individuals.

Listen actively without interrupting.

Contribute questions, ideas, or resources.

Sample Asynchronous Discussion Guidelines:

Respond to discussion posts within # of hours or days.

Review one's own writing for clarity before posting, being mindful of how it may be interpreted by others.

Prioritize building upon or challenging the strongest ideas presented in a post instead of only focusing on the weakest aspects.

Follow the ABCs:

Acknowledge something someone else said.

Build on their comment by connecting with course content, adding an example or observation.

Conclude with critical thinking or socratic questions.

Invite students to revise, contribute to, or co-create the guidelines. One way to do this is to facilitate a discussion about discussions, asking students to identify what the characteristics of an effective discussion are. This will encourage their ownership of the guidelines. Post the guidelines in CourseWorks and refer to them as needed.

Modality
In what modality/modalities will the discussion take place (in-person/live, asynchronous, or a blend of both)?
The modality of your class discussion may determine the tools and technologies that you ask students to engage with. Thus, it is important to determine early on how you would like students to engage in discussion and what tools you will use to support their engagement. Consider leveraging your asynchronous course spaces (e.g., CourseWorks), which can help students both prepare for an in-class discussion, as well expand upon and continue in-class discussions. For support with setting up asynchronous discussions, see the Leveraging Asynchronous Discussion Spaces section below.

Questions
What prompts will be used for discussion? Who will come up with those prompts (e.g.: instructor, TA, or students)?
The questions you ask and you ask them are important for leading an effective discussion. Discussion questions do not have to be instructor-generated; asking students to generate discussion prompts is a great way to engage them in their learning.

Draft open-ended questions that advance student learning and inspire a range of answers (avoiding closed-ended, vague, or leading questions). Vary question complexity over the course of a discussion. If there's one right answer, ask students about their process to get to the right answer.

The following table features sample questions that increase in cognitive complexity and is based on the six categories of the revised Bloom's Taxonomy.

Warming up for Classroom Discussion

Get students comfortable talking with their peers, you, and the TA(s) (as applicable) from the start of the course. Create opportunities for students to have pair or small group conversations to get to know one another and connect as a community. Regardless of your class size or context (i.e.: seminars, large-lecture classes, labs), for discussions to become a norm in your course, you will need to build community early on in the course.

Get students talking early and often to foster community
How will you make peer-to-peer engagement an integral part of your class? How can you get students talking to each other?
To encourage student participation and peer-to-peer interaction, create early and frequent opportunities for students to share and talk with each other. These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. Icebreakers and small group discussion opportunities provide great ways to get students talking, especially in large-enrollment classes where students may feel less connection with their peers (see sample icebreakers below ). For additional support with building community in your course, see the CTL's Community Building in Online and Hybrid (HyFlex) Courses resource. (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities.)

Establish class norms around discussion and participation
How can you communicate class norms around discussion and participation on day one?
The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. Rather than letting norms of passivity establish over the first couple of weeks, you can use the first class meeting to signal to students they will be expected to participate or interact with their peers regularly. You might ask students to do a welcoming icebreaker on the first day, or you might invite questions and syllabus discussion. No matter the activity, establishing a norm around discussion and participation at the outset will help warm students up to participating and contributing to later discussions; these norms can also be further supported by your discussion guidelines.

Icebreakers: Icebreakers are a great way to establish a positive course climate and encourage student-student, as well as instructor-student, interactions. Some ideas for icebreaker activities related to discussion include:

(Meta)Discussion about Discussions: In small groups during class, or using a CourseWorks discussion board , students introduce themselves to each other, and share their thoughts on what are the qualities of good and bad discussions.

Course Content: Ask students to share their thoughts about a big question that the course addresses or ask students what comes to mind when they think of an important course concept. You could even ask students to scan the syllabus and share about a particular topic or reading they are most excited about.

Engaging in Classroom Discussion

With all of your preparation and planning complete, there are some important considerations you will need to make with both your students and yourself in mind. This section offers some strategies for engaging in classroom discussion.

Involve students in discussion
How will you engage all of your students in the discussion? How will you make discussion and your expectations about student participation explicit and integral to the class?
Involving your students in class discussion will allow for more student voices and perspectives to be contributed to the conversation. You might consider leveraging the time before and after class or office hours to have informal conversations and build rapport with students. Additionally, having students rotate roles and responsibilities can keep them focused and engaged.

Student roles: Engage all students by asking them to volunteer for and rotate through roles such as facilitator, summarizer, challenger, etc. In large-enrollment courses, these roles can be assigned in small group or pair discussions. For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. Additional roles might include: timekeeper, notetaker, discussion starter, wrapper, and student monitor:

Discussion starter / original poster: Involve students in initiating the discussion. Designate 2-3 students per discussion to spark the conversation with a question, quotation, an example, or link to previous course content.

Discussion wrapper: Engage students in facilitating the discussion. Help students grasp take-aways. Designate 2-3 students per discussion to wrap up the discussion by identifying themes, extracting key ideas, or listing questions to explore further.

Student monitor: Ask a student (on a rotating basis) or TA(s) if applicable, to monitor the Zoom chat (in hybrid/HyFlex courses) or the CourseWorks Discussion Boards (when leveraging asynchronous discussion spaces). The monitors can then flag important points for the class or read off the questions that are being posed.

Student-generated questions: Prepare students for discussion and involve them in asking and answering peer questions about the topic. Invite students to post questions to a CourseWorks Discussion before class, or share their questions during the discussion. If students are expected to respond to their peer's questions, they need to be told and guided how to do so. Highlight and use insightful student questions to prime or further the discussion.

Student-led presentations: In smaller seminar-style classes or labs, invite students to give informal presentations. You might ask them to share examples that relate to the topic or concept being discussed, or respond to a targeted prompt.

Determine your role in discussion
How will you facilitate discussion? What will your presence be in asynchronous discussion spaces? What can students expect of your role in the discussion?
Make your role (or that of your co-instructor(s) and/or TA(s)) in the discussion explicit so that students know what to expect of your presence, reinforcement of the discussion guidelines, and receipt of feedback.

Actively guide the discussion to make it easy for students to do most of the talking and/or posting. This includes being present, modeling contributions, asking questions, using students' names, giving timely feedback, affirming student contributions, and making inclusive moves such as including as many voices and perspectives and addressing issues that may arise during a conversation.

For in-class discussions, additional strategies include actively listening, giving students time to think before responding, repeating questions, and warm calling. (Unlike cold calling, warm calling is when students do pre-work and are told in advance that they will be asked to share their or their group's response. This technique can minimize student anxiety, as well as produce higher quality responses.)

For asynchronous discussions, additional strategies include having parallel discussions in small groups on CourseWorks, and inviting students to post videos, audio clips, or images such as drawings, maps, charts, etc.

Manage the discussion and intervene when necessary: Manage dynamics, recognizing that your classroom is influenced by societal norms and expectations that may be inherently inequitable. Moderate the ongoing discussion to make sure all students have the opportunity to contribute. Ask students to explain or provide evidence to support their contributions, connect their contributions to specific course concepts and readings, redirect or keep the conversation on track, and revisit discussion guidelines as needed.

For large-enrollment courses, you might ask TAs or course assistants to join small groups or monitor discussion board posting. While it's important for students to do most of the talking and posting, TAs can support students in the discussion, and their presence can help keep the discussion on track. If you have TAs who lead discussion sections, you might consider sharing some of these discussion management strategies and considerations with them, and discuss how the discussion sections can and will expand upon discussions from the larger class.

Give students time to think before, during, and after the discussion

Thinking time will allow students to prepare more meaningful contributions to the discussion and creates opportunities for more students, not just the ones that are the quickest to respond, to contribute to the conversation. Comfort with silence is important following a posed question. Some thinking time activities include:

"Silent meeting" (Armstrong, 2020): Devote class time to students silently engaging with course materials and commenting in a shared document. You can follow this "silent meeting" with small group discussions. In a large enrollment class, this strategy can allow students to engage more deeply and collaboratively with material and their peers.

Think-Pair-Share: Give students time to think before participating. In response to an open-ended question, ask students to first think on their own for a few minutes, then pair up to discuss their ideas with their partner. Finally, ask a few pairs to share their main takeaways with the whole class.

Discussion pause: Give students time to think and reflect on the discussion so far. Pause the discussion for a few minutes for students to independently restate the question, issue, or problem, and summarize the points made. Encourage students to write down new insights, unanswered questions, etc.

Extend the discussion: Encourage students to continue the class discussion by leveraging asynchronous course spaces (e.g.: CourseWorks discussion board). You may ask students to summarize the discussion, extend the discussion by contributing new ideas, or pose follow-up questions that will be discussed asynchronously or used to begin the next in-class discussion.

Polls to launch the discussion: Pose a poll closed-ended question and give students time to think and respond individually. See responses in real time and ask students to discuss the results. This can be a great warm up activity for a pair, small group, or whole class discussion, especially in large classes in which it may be more challenging to engage all students.

Wrapping up Classroom Discussion

Ensure that the discussion meets the learning objectives of the course or class session, and that students are leaving the discussion with the knowledge and skills that you want them to acquire. Give students an opportunity to reflect on and share what they have learned. This will help them make connections between other class material and previous class discussions. It is also an opportunity for you to gauge how the discussion went and consider what you might need to clarify or shift for future discussions.

Debrief the Discussion
How will you know the discussion has met the learning objectives of the course or class session? How will you ensure students make connections between broader course concepts and the discussion?
Set aside time to debrief the discussion. This might be groups sharing out their discussion take-aways, designated students summarizing the key points made and questions raised, or asking students to reflect and share what they learned. Rather than summarizing the discussion yourself, partner with your students; see the section on Student Roles above for strategies.

Closing Reflection: Ask students to reflect on and process their learning by identifying key takeaways. Carve out 2-5 minutes at the end of class for students to reflect on the discussion, either in writing or orally. You might consider collecting written reflections from students at the end of class, or after class through a Google Form or CourseWorks post. Consider asking students to not only reflect on what they learned from the discussion, but to also summarize key ideas or insights and/or pose new questions.

Collect Feedback, Reflect, Iterate
How will you determine the effectiveness of class discussion? How can you invite students into creating the learning space? Feedback: Student feedback is a great way to gauge the effectiveness and success of class discussion. It's important to include opportunities for feedback regularly and frequently throughout the semester; for feedback collection prompts and strategies, see the CTL's resource on Early and Mid-Semester Student Feedback . You might collect this through PollEverywhere, a Google Form, or CourseWorks Survey. Classes of all sizes and modalities can benefit from collecting this type of feedback from students.
Before you engage with your students' feedback, it's important to take time and reflect for yourself: Reflect: How do you think the discussion went? Did your students achieve the learning goals that you had hoped? If not, what might you do differently? You can then couple your own reflection with your students' feedback to determine what is working well, as well as what might need to change for discussions to be more effective.
Iterate: Not all class discussions will go according to plan, but feedback and reflection can help you identify those key areas for improvement. Share aggregate feedback data with your students, as well as what you hope will go differently in future discussions.

Leveraging Asynchronous Discussion Spaces

Asynchronous discussion spaces are an effective way for students to prepare for in-class discussion, as well as expand upon what they have already discussed in class. Asynchronous discussion boards also offer a great space for students to reflect upon the discussion, and provide informal feedback.

Columbia Tools to Support Asynchronous Discussion

There are a number of Columbia tools that can support asynchronous discussion spaces. Some options that instructors might consider include:

References and Further Reading

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.

Armstrong, B. (2020). To Spark Discussion in a Zoom Class, Try a 'Silent Meeting .' The Chronicle of Higher Education. November 18, 2020.

Barkley, E.F. (2010). Student Engagement Techniques: A Handbook for College Faculty Jossey-Bass.

Barkley, E.F.; Major, C.H.; and Cross, K.P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty Second Edition. Jossey-Bass.

Brookfield, S. D., & Preskill, S. (2016). The Discussion Book: 50 Great Ways to Get People Talking . Wiley.

Cashin, W.E. (2011). Effective Classroom Discussions . IDEA Paper #49. Retrieved from www.ideaedu.org

Center for Research on Teaching and Learning. Guidelines For Classroom Interactions. Retrieved from http://www.crlt.umich.edu/examples-discussion-guidelines

Hancock, C., & Rowland, B. (2017). Online and out of synch: Using discussion roles in online asynchronous discussions. Cogent Education, 4(1).

Howard, J.R. (2015). Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online Wiley.

Howard, J.R. (2019) How to Hold a Better Class Discussion: Advice Guide. Chronicle of Higher Education. https://www.chronicle.com/interactives/20190523-ClassDiscussion

The K. Patricia Cross Academy. Making Good Use of Online Discussion Boards. Retrieved from https://kpcrossacademy.org/making-good-use-of-online-discussion-boards/

CTL Support

For assistance with discussion pedagogy, please request a Columbia Center for Teaching and Learning (CTL) consultation by emailing CTLFaculty@columbia.edu .

For assistance with the instructional technologies mentioned (CourseWorks, Poll Everywhere, Zoom), please contact the CTL Learning Designer assigned to your school or department, or email the CTL at ColumbiaCTL@columbia.edu .

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Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. This resource presents key considerations in class discussions and offers strategies for how instructors can prepare and engage in effective classroom discussions.

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For teachers seeking to facilitate rather than lead discussions, these strategies empower students to share their ideas.

Sometimes, as teachers, we struggle to help our students connect what they know to what they are learning. When we face this challenge, it can be helpful to examine our practice under a different set of lenses to uncover ways to reinvigorate learning. One of the easiest ways to do this, especially if you're new to the profession, is to take a closer look at how you manage discussions.

When facilitating a discussion, do you direct your students toward specific outcomes, or is there room for them to take ownership of the conversations and make them their own? There are differences, however subtle, between leading and facilitating discussions. The following five strategies, which are particularly suited for middle and high school students, empower student agency and offer a fresh approach to discourse.

CoFounding Environments of Shared Inquiry

When you lead a discussion, you begin with the end in mind-that is, you determine exactly what you want your students to know and guide them with focused questions.

Rather than provide you with a list of strategies that you can use to increase student engagement, our intention is to demonstrate how combininggold standard discussion strategies, such as Turn & Turn or Think-Pair-Share, can energize your teaching practice and produce powerful results.

The following discussion sequences, or dialogic archetypes, can be applied to subjects across the curriculum. They can be disassembled, rearranged, and reconfigured to create new instructional arrangements that appeal to your students' strengths and needs and to your own teaching style.

1. Quick Write, Turn & Talk, Modified Jigsaw, Quick Draw

Here's a sequence that works well when discussing short texts such as case studies: Distribute a number of short texts (three or four should suffice) and blank note cards among your students, so that each student has one text. Ask students to read the texts and respond on the lined side of their note card; you might invite open responses or offer a prompt.

Once students have responded, pair them by text, and ask them to share what they wrote. You might also create discussion groups in which students have read different texts and invite them to explore similarities and differences in themes, characters, conflicts, or other relevant topics, moving from pair to small group work.

Finally, ask students to draw something they learned from their discussion group on the blank side of their note card to share with you, their group mates, or the class as a whole.

2. Four Corners, Think-Pair-Square, Sticky Chat, Gallery Walk

To integrate kinesthetic engagement into classroom discussion, post images related to what you are teaching in the corners of the room, and direct students to stand next to the image that they find most appealing.

Pair students by image, and ask them to conduct some independent research about their chosen picture. If your students do not have ready access to computers, you can provide them with books to explore, or simply ask them to record their thoughts on the images. Create discussion groups of four by combining pairs assigned to the same image. Finally, ask students to write what they learned on sticky notes, and post them on the images. The class might then engage in a gallery walk to learn from one another's findings.

3. Group Roles, Team Pack Discussion, Classroom Mingle, Classroom Poll

For a discussion sequence that connects students with multiple classmates, create groups of three, and provide each group with a different discussion prompt on a note card. Assign each member of the group a role: speaker, scribe, and timekeeper. Ask students to respond to the prompt on their note card before passing it to the next group.

Then, rotate speakers one group to the right and scribes two groups to the right. After the timekeepers have discussed all of the prompts, poll the class for their favorite.

4. Pick a Side, Snowball Discussion, Debate, Graffiti Wall

To lower the stakes and boost participation during classroom debates, ask students to pick a side on a given issue and to write their thoughts on a piece of paper. Direct half of the students to fold their papers lengthwise, the other half widthwise. Collect the papers, assign a side of the issue to each type of fold, and redistribute the papers randomly.

Facilitate debates of two, then four, then eight students, with each side evenly represented. Ask students to record their thoughts on the paper again, and then tape them on the wall to showcase students' engagement.

5. Stoplight Sticky Notes, Affinity Mapping, Gallery Run, Web Discussion

Make learning visible with an archetype that centers the use of maps: Provide students with a prompt connected to a short video or text. Ask them to write their thoughts on color-coded sticky notes: green might mean "interesting," red "challenging." Create small groups, and direct participants to identify similarities and differences between their notes. After small group discussion, arrange the class in a circle, and have them create a "web" by passing a ball of string when they connect with a fellow student's reflection.

Moving Beyond These Discussion Sequences

These instructional sequences can be followed by whole group discussions or some other kind of low-stakes assessment to measure student understanding. However you decide to progress, the point is that strategies that usually stand on their own, or that are simply framed as standing on their own, can be combined to create unforeseen opportunities for engagement. While it is important to have a plan, good teaching is about leaning into the unexpected. It's about taking risks and creating space for your students to actively participate in the meaning-making process.

Even if the archetypes presented here do not appeal to your particular style of teaching, we encourage you to experiment with the strategies that do. It doesn't matter if you've been teaching for three months or 30 years. Education is unmapped terrain, and there will always be something new to discover.

The strategies in this article were developed with Cayla Cosner, an elementary and special education specialist.

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5 Discussion Strategies to Deepen Student Engagement

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For teachers seeking to facilitate rather than lead discussions, these strategies empower students to share their ideas. Sometimes, as teachers, we struggle to help our students connect what they know to what they are learning. When we face this challenge, it can be helpful to examine our practice under a different set of lenses to uncover ways to reinvigorate learning.

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Ed Tech

"I want to tell you something about <insert topic>."

"Let's have a discussion about <insert topic>."

If someone approached you with these two statements, which would draw you in most?

For many of us in many circumstances, we'd pick engaging in discussion. Why? It's back and forth. A two-way street. Everyone gets to participate, and everyone something learns from everyone.

Discussion is a powerful tool in the classroom, too. Current research cited by the National Council of Teachers of Mathematics shows that discussion can increase student learning, motivate students, support teachers in understanding and assessing student thinking, and shift authority from a teacher or textbook to community.

It's also a powerful teaching strategy that can save teachers time!

During a discussion, the teacher doesn't drive all of the instruction.

Preparing to moderate a class discussion vs. lecture can save planning time.

The interactive nature of discussion and the contrast of voices (i.e. not just the teacher's voice) can have great benefits.

Hearing responses from classmates can be memorable for students.

So ... how can we create a discussion-rich classroom? How do we set students up to succeed in discussion, and what does it look like in practice?

Let's take a look!

Creating a discussion-rich classroom CULTURE

Ask students what they want to discuss

We've all been a part of discussions that went nowhere. No engagement. No participation. When learners -- adults or children! -- are forced into a discussion, they see little incentive for engaging. However, if there's a natural draw into the discussion, they won't just participate. They'll WANT to participate.

How can we do that? Let students have a say in what is discussed or how it is discussed. Even if the discussion needs to go in a certain direction, students can have a say in a specific focus, in the way the discussion is organized, or how to make it more engaging.

Resource: 20 juicy questions to ask students (#5 will REALLY get them talking!)

Give students ownership with surveys and voting

We just gave students a voice in what they want to discuss. So ... how can we make that happen? Fifth grade teacher Gina Ruffcorn, author of the book Our Class, Our Voice, lets her students vote and fill out surveys to give them a voice in what happens in class.

How do we know what our students think and feel if we never ask them? When we know what students want in a classroom, they can be more productive learners. We can use student surveys and provide opportunities for our students to vote on different discussion activities. Do students prefer to have a speed dating discussion or do they want to listen and learn through a fishbowl discussion activity? -- Gina Ruffcorn, Our Class, Our Voice

Video series on class voting, student surveys, and more
Fifth grade teacher and author Gina Ruffcorn shares some of her best tips, strategies, and ideas for giving her students a voice in class in this four-part video series.

Classroom voting: Gina shares some of her best tips for taking class votes as well as a list of things her students vote on.

Student surveys: Gina shares three types of surveys her students take and how she uses the resutls in class.

Use discussion mapping and logs for conversation equity

We've all been a part of a discussion that didn't really feel like a discussion, right? One person -- or just a few people -- monopolized all the discussion space, leaving LOTS of people's voices unheard. It doesn't have to be that way. A couple strategies can help.

Strategy 1: Discussion mapping
Monitor who is contributing to discussions using discussion mapping; analyze to see who is taking space in the discussion and share so students can be aware of making space in discussions for others. Also helps avoid the teacher controlling the discussion or responding to students, rather than students responding to each other. -- Amanda Madsen (via our EfficienTEACH planning document)

Strategy 2: Discussion logs
Ask students to log responses of self and peers during discussion to work toward understanding when they need to communicate more or back off so as not to overtake the discussion. Encourage students to draw in other students whose voices have been silenced with open-ended questioning. -- Stacy Roeming (via our EfficienTEACH planning document)

10 ways to teach active listening in the classroom

Listening is a skill! If we want to host rich discussions in our classrooms, listening is a crucial part of it. Only one person can talk at once, so there are LOTS of students listening. When students listen, the subsequent responses in the discussion will be richer.

It seems intuitive to just listen. Everybody listens, right? But not everyone is good at it.

"Genuine listening has become a rare gift-the gift of time," writes Dianne Schilling, a writer, editor, graphic artist and instructional designer. "It helps build relationships, solve problems, ensure understanding, resolve conflicts, and improve accuracy."

Her 10 tips to develop active listening skills are summarized in the infographic above and in this Forbes article.

An exercise she suggests to improve active listening: conclude every conversation in which information is exchanged with a summary statement.

10 discussion strategies to use in class tomorrow

1. Sentence stems

Sentence stems are a great jumping-off point for a discussion. They're sentence starters. Students use a sentence stem like "I agree with this because ..." and finish it. It's a form of scaffolding, less daunting than coming up with sentences all on your own.
Using sentence stems and small groups is great. Students choose one sentence stem to complete, go to small groups and share their sentences. One member reads their choice of the best sentence aloud. So, they don't even have to share their own. Then, they can write each others' sentences for a great summary. -- Michelle Brumley (via our EfficienTEACH planning document)

Resource: Sentence Stems: Reporting Out in Academic Language (printable with two sets per sheet) by Karly Moura, Ditch That Textbook blog and social media editor

Resource: Sentence Stems from The Teacher Toolkit with elementary and secondary videos, downloadable templates, and ideas for use

2. Friends without Pens

From an AP workshop, but usable all over the place for writing practice, "Friends without Pens" as a protocol students are paired to talk about the answer to a question/prompt, but n ot allowed to write down anything during the discussion (hence friends without pens), but then individually write out answers. It allows students to brainstorm with one (or more) other brains, but their actual practice writing will be their own. It is meant to help students put ideas into written work. -- Tim Ellis (via our EfficienTEACH planning document)

Additional Perspective: Reducing Exam Anxiety: Friends without Pens gives students time to chat about the exam before starting

3. Think-Pair-Share (and variations)

This strategy has been around for a LONG time, but it still works. It gives students time to think before responding to questions with a partner. It builds confidence. Plus, students are more likely to participate when they can write and discuss ideas with one other before sharing with the whole group.

Variations on Think-Pair-Share (via The Teacher Toolkit):

Think-Listening Pair-Share: To work on students' listening skills, tell them that they can only share their partner's viewpoint during "Share."

Think-Pair-Square: After "Pair," have partners "Square" with another pair to discuss their ideas, making a group of 4.

Think-Pair-Share - The Teacher Toolkit (This also included the variations)

4. Number Talks

Number Talks are short, daily exercises that help students build number sense. Number sense is the ability to think flexibly and fluently about numbers. Students who have strong number sense can visualize and talk comfortably about numbers.
Resource: Resource: Number Talks via Meaningful Math Moments by Jennifer Barker Number Talks agenda, explanation and ideas via youcubed

5. Socratic Method

The Socratic method teaches through the asking and answering of questions. It's been around for centuries, based on the teaching style of Socrates. "It has survived the test of time mainly because it is student-centered, based on the art of questioning, and fundamentally constructivist in design," writes Tracey Tokuhama-Espinosa in Making Classrooms Better.

Here are research-based tips offered for the Socratic method in Making Classrooms Better:

To manage Socratic dialogue, a teacher must have a strong command of the content. They must also be able to stimulate dynamic conversation that captures student attention.

Base discussion in clear conversational guidelines. For example, students should know each other's names. They should understand that their active participation is key to success. Students should focus on answering with concepts or principles, not first-person narratives.

Embrace silence. This gives students' brains time to think and find the right reaction.

Focus on the entire body of questions. A good Socrative seminar isn't based on a good question, but rather a string of questions that leads students in a path of thinking.

Resource: Resource: Socratic Seminar Sentence Stems via Facing History and Ourselves SocraticSeminar via Facing History and Ourselves

6. Student-Produced Questions

The Socratic method (above) focuses on a teacher leading students through a line of questions. But asking questions is challenging, and students can do deep thinking and learning by developing questions ( Franke et al., 2009). This practice also engages students' working memory and long-term memory ( Arnold, 2013).

Instead of asking students to produce answers, encourage students to ask their own questions.

7. Fishbowl Strategy

The fishbowl strategy is a fantastic way to have students model having a conversation while others watch and listen. In this strategy the students are separated into an inner and outer circle. The inner circle of students engage in conversation while the outside circle listens and takes notes.

Resource: Fishbowl Strategy via Facing History and Ourselves

8. Question Formulation Technique

Question Formulation Technique (via the Right Question Institute) is a framework to help students dive deep into a topic by generating questions. Here are the main steps:

1. Create a question focus: This is a statement, a visual, audio, etc. but not a question. It should be simple and guide the production of different lines of questioning.

2. Produce questions: Based on the focus, ask as many questions as you can. Don't discuss, judge, or answer them.

3. Improve questions: Categorize them as open-ended and closed-ended. Change open-ended questions to closed and vice versa.

4. Prioritize questions: Decide how many questions you'll narrow your list to. Create criteria for prioritizing. Decide what you'll do next with your questions.

5. Reflect: Think about the question process, the results, and what happens next. What did you learn, and how can you use it?

Resource: Question Formulation Technique steps (via Right Question Institute)

9. Visible Thinking Routines

Visible thinking routines are a set of questions or a brief sequence of steps used to scaffold and support student thinking, according to Harvard Graduate School of Education's Project Zero. They're quick, plug-and-play strategies you can use without lots of training or work to implement. You can find dozens of visible thinking routines here, or check out a few favorites below:

I Used to Think, Now I Think: A simple line of thinking where students share how they thought before, how they think now, and what caused the change.

Compass Points: A four-point discussion prompt reflecting the four points of a compass. N: Need to know; E: Excited; S: Stance or Suggestion; W: Worrisome

Circle of Viewpoints: Brainstorm a list of different perspectives on a topic and describe the topic from those viewpoints.

Resource: Introducing Visible Thinking Routines (via Harvard Graduate School of Education's Project Zero)

10. Concentric Circles (aka "Speed Dating")

This activity encourages all learners to be both the speaker and the listener. It's great for child AND adult learners. I've used it in professional development several times!

The group arranges itself in two concentric circles. Those in the inside circle face outward toward those in the outside circle (and outside circle faces inward). Everyone pairs up with someone else (one on the inside and one on the outside).

Ask the group a question or give them a prompt. Describe how they'll discuss (i.e. one speaks for one minute, the other speaks for one minute, and both discuss together for a minute). When they're done, they rotate to another partner to repeat the same question/prompt OR respond to a new one.
Resource: Concentric Circles via Facing History and Ourselves

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24 ideas for creating a discussion-rich classroom

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12 Powerful Discussion Strategies to Engage Students - Reading and Writing Haven

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Engaging classroom discussion strategies that are ideal for middle and high school students in virtual, blended, and in-person settings? Yes!

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Differentiated Learning with Small Groups and Stations.docx

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How to Use Learning Stations in a High School Classroom

Learning stations or centers are very popular in elementary grades, but do they work with older students? Absolutely. In fact, they are an incredible tool for focus and learning. So, if you're wondering how you can use learning stations in a high school classroom, read on! (and if you want some learning stations examples that are ready to use, see the end of the post).

There are so many reasons why I use (and adore) learning stations in my high school classroom, but I'll give you the quick version here:

Learning stations get students to focus on small chunks of learning which keeps them from getting overwhelmed

This focus helps you scaffold skills one at a time and leads to deeper learning

The students have to get up and moving which not only adds variety to the class but also helps the learning process

Students love them!

So how do learning stations work with a class full of teenagers? Let me take you through the steps:

1. Plan your learning stations by starting with the end in mind:

Before you begin, you need to know where you're going. Ask yourself: what is it that I need my kids to know or understand? What skill(s) do they need to work on? At the end of the class, what will be accomplished?
Let me show you what that looks like in my high school classroom:
Pre-Reading Stations give students background information they need before we start a text, like before we begin Shakespeare.

With my Introducing Shakespeare Stations, each station focuses on one part of that information, and when they finish, students have the same information that I used to deliver in a lecture/ hand-out - but in a far more interesting format.

Process Stations require students to go through one step of a process at each station. At the end of the rotation, they will have an outline created for an essay, an essay revised or edited, a poem analyzed, the theme of a text figured out, etc.

Skills-Based Stations require students to work on certain skills and provide time for them to zero in on one skill at a time. For example, by the end of the class, they may have practiced skills for things like descriptive or narrative writing, learned when and how to use transitions, or practiced close reading and note-taking skills.

Chat Stations provide students with topics for discussion, with a different one at each rotation. These could be ideas that they will encounter in a text or real life, and are great for building confidence in students as they get to practice speaking skills in a much smaller group.

2. Break the big task into smaller chunks

Once you decide the purpose and end result of your station activity, you need to decide how you will break it down into small, focused tasks for your kids, ones that will take an equal amount of time.

Sample chat stations:

If you are doing chat stations, you will have one topic per station. For example, when I do Macbeth, we begin with chat stations that have the students reflecting on and discussing topics like peer pressure, guilt, ambition, etc. Each topic is a different station that gets them engaged in the ideas they will encounter in the text (You can grab this free activity here ).

With Animal Farm, I did stand up chat stations. At one they discussed whether true democracy is ever possible. At another, they discussed the characteristics of a good leader. There were five in all and each one zeroed in on a different idea from the novella.

The chunks of an essay:

If you want the students to complete a finished product like an outline or draft, you need to choose activities where the order that they complete the tasks doesn't matter.

For example, when I do pre-writing stations for an essay, I make sure that the students already have a thesis before we start. Then, they can brainstorm ideas for an intro, work on developing one point, or think about research they might need at any point in the rotation.

With revision stations, each one focuses on a different step in the process: students look at idea development at one station, word choice at another, use of research at another, and so on. If you want them to analyze a poem, they might look at structure at station one, use of figurative language at station two, diction at station three, etc.

Scaffolding skills:

For stations that focus on skill building, each station will require the students to work on one skill at a time. These are especially effective because students are able to zero in on one task without getting overwhelmed.

So, if you want your students to work on descriptive writing, one station may have them working on writing imagery, another will ask them to experiment with metaphor, while the next has them play around with personification.

If you want students to learn how to figure out the theme of a story, stations are perfect for showing them the steps of the process they should follow to do so.

For Poetry Analysis , you could have a station where students look at the sound elements of a poem, another that asks them to look for metaphors, and another where they look at imagery. You could also provide a station where students simply respond to the ideas in the poem without any analysis.

Then, when they have moved through each station - taking the time to focus on one element of analysis at a time - they can meet in groups to look at what they have to discern the overall message in the poem.

There are so many ways you can do this, you just need to take some time before you begin to make sure that you divide the tasks up in a logical way. And you know what? If it's not exactly perfect the first time, that's ok!

3. Setting up the learning stations:

So if you want to know how to use learning stations in a high school classroom, you need to start with organization. First of all, you will need to copy the handouts/directions that are required and assemble anything else your students will need:

Each station will need a task card or a sheet of directions that tell students what needs to happen during that rotation.

You may also provide a task sheet where students will do their work. However, if they are not passing the work in (assessment ideas are coming), they can do the work in their notebooks - or on a draft they are writing or a text they are annotating.

If students are required to get information at the station, you may need to photocopy some handouts (or provide a number of computers). If I want them to take notes, I leave four - five copies at the station, so each kid who sits there can use one of the copies to take notes.

When I do revision stations, I provide students with highlighters, post-its, and colored pencils so they can make their revisions visible. So, at each station, I leave a few of each or tell the kids to take their own as they rotate around.

Second, you'll need to set up your desks to create the stations. My classroom has the desks set up in groups of four - five students so we just use what we have.

Before the students arrive, I place the required handouts/tools in the middle of each grouping, and tell them to leave their books, etc. off the desks so there is room for everyone to do their work. If your desks are in rows, you'll just need to move them into groups to create a station.

If you want, you can create title cards or numbers to identify each station. Just take a piece of 8 x 11 paper (card stock works really well for this), fold it over vertically, and write the title or number of the station on it. Then, set it up in the middle of the station.

4. Grouping & timing of the tasks:

There are several ways to approach this. My favorite is to allow students to choose their own groups, especially if the station requires them to work together - they are just more comfortable that way. You can, of course, create the groups so you can separate people who don't work well together.

Grouping can also be used to differentiate, so students who need more time can be given fewer tasks at each station. Basically, you need to think about the needs of your class and set up the groups accordingly. If you are concerned about keep them on task, make sure you read this post where I give you lots of strategies for doing just that.

As far as timing goes, you can set a timer and have students move as a group once the time is up. When I do this, if I notice that the tasks are taking too long, I'll add more time for each rotation. (If it's taking longer because the kids aren't working, I don't. Then they realize that if they don't focus, they don't finish).

You can also choose to have students just move along individually as they finish each task. This works well when the kids are used to using stations and know the procedure.

5. Assessment of station work:

I rarely assess the work the students do at their stations. This is because they are most often skills/process based tasks and they are working on things that you will eventually assess anyway.

For example, when we do revision stations, I will see the work they did on their drafts because they pass them in to me. If I didn't do that, the hope is that I'll "see" the work in the good copy. When they do poetry analysis stations, students are learning how to analyze a poem. This is usually for skill building/confidence before they actually write an analysis, or you could have them use the stations as prewriting before they write an analysis t pass in.

Sometimes, though, you have a class that needs to be held accountable for their work. When I do, I'll take in task sheets to give them a completion grade. I just assess that the work is done; however, there's no reason why you couldn't grade them for correct answers too.

Your role during the activity:

The key to successful stations in a high school classroom is in the teacher's hands. You need to do the organization up front so they are ready to go when the students enter your room. But it's also very important that you are circulating as the students work, so you can help them and keep them on task.

Once students get used to the procedure, they'll be asking to do stations again and again - but there will be some growing pains the first time you do it. Don't be discouraged if it's not completely smooth the first time, because you and the students have to get used to a new way of running the class.

I hope I've helped you get a clearer idea of how to use learning stations in a high school classroom. It may seem scary at first, but I think if you try, you'll start using them as a regular activity with your students. Please leave any questions that you have in the comments! And, if you'd like some ready to go stations, check out the links below - or get them all in my Mega Bundle.

Examples of learning stations that are ready to use in your classroom:

Essay Revision Stations
Essay Planning Stations
Responding to Text Stations
Novel Study Stations
Poetry Analysis Stations
Independent Reading Stations
Figurative Language Stations
Research Skills Stations
Grammar Stations
Introducing Shakespeare Stations
Writing Workshop Stations
Descriptive Writing Stations
Narrative Writing Stations

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How to Use Learning Stations in a High School Classroom

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Learning stations or centers are perfect for the high school classroom. On this post, find out how to use this highly effective strategy.

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Learning Stations in the High School Classroom - Lindsay Bowden

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Learning stations are an interactive way for students to practice a skill in the math classroom. They are not just for elementary classes! Click to see how.

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Trying something new in the classroom is daunting. We tend to teach the way that we were taught. Often this means whole-group instruction. The Gradual Release may feel like the safer route, but is the safer route what students need?

If you are noticing that your students aren't engaged, motivated or taking ownership over their learning, it is time to abandon the safe route and try a new approach.

Here's how to plan a Station Rotation.

A Station Rotation will provide you will an instructional framework where you can personalize and differentiate instruction. Your students will experience different learning opportunities to engage with a topic and practice new skills.

1. Choose the topic or skill you plan to teach.

Less is more when it comes to facilitating a station rotation, especially when this instructional model is new to you. Keep it simple. Choose a skill like how to identify the main idea or a topic like characterization.

2. Decide how many rotations you will include.

Station Rotations usually have three rotations, but ultimately it is up to you to decide what will work best for you and your students. If you have an especially large class, adding a fourth rotation might make sense so there aren't too many students at each rotation.

3. Write a learning target for each rotation.

Instructional time is precious. We never have enough of it. It is important that the learning activities that students are engaged in at each rotation are meaningful, and connected to learning targets. It is also important that students are aware of what the learning are so they are accountable for the work at each rotation.

4. Design learning activities for each rotation.

Now that you know what topic or skill you are teaching, and what the learning targets are, you are ready to design what students will be doing at each rotation. It is important to keep in mind how much time you will have for each rotation. For example, if you have a 60 minute class period, you will likely need five minutes to set students up, five minutes to wrap up, and 15 minutes for transitions. This means your station rotations will be fifteen minutes long, and whatever activity you design, students should be able to complete it within that time frame.

5. Strategically group students.

It is a best practice to make one of your station rotations a teacher-led station. This gives you the opportunity to work with a small group of students and differentiate your instruction. When you determine groupings for your rotation, plan those groupings based on the instruction you will be giving at your rotation.

6. Create task cards.

The station rotation model doesn't work well if students at other stations are getting up out of their seats and interrupting you during your teacher-led rotation. To keep this from happening, create a task card for the other two rotations that includes the learning target and also outlines the specific directions for that activity.

7. Decide how you will assess students

It is important to hold students accountable for the work that they complete at each rotation. I recommend giving students an Exit Ticket or a small assessment that is one question that you can collect. Looking at this will provide you with helpful data that you can use to determine your next instructional move.

8. Practice!

Before you do your first station rotation, walk students through the process. Answer questions that come up, and explain the expectations as well as how students will transition from one station to the other.

9. Get student feedback.

Any time you try something new, know that it isn't going to go smoothly at first. You will likely make changes as you go. It is helpful to thank your students for trying something new, and to give them the opportunity to provide you with feedback on how it is working for them, and what suggestions they have. This creates buy-in and usually increases engagement.

10. Keep going!

Don't give up if at first it seems easier to go back to whole-group instruction rather than continue to try this model. Start small. Maybe use the station rotation model once/week. You can always build from there. Be patient with yourself, and pat yourself on the back for trying something new. We don't grow in our teaching practice without some discomfort.

Do you use Station Rotations in your classroom? Share with us on Instagram, Facebook, Twitter, and Pinterest.
Julie Mason is the Head of Content and Curriculum for TeacherVision. She brings expertise in blended and personalized learning, instructional coaching, and curriculum design to the role. She was a middle and high school English teacher for eight years and most recently taught at Dana Hall, an all-girls school in Wellesley, MA. She was a blended and personalized learning instructional coach for K-12 teachers at BetterLesson for two years, and she has presented at The National Principals Conference, ISTE, and ASCD where she shared her expertise on how instructional coaching builds teacher capacity in K-12 schools. She has extensive experience designing and facilitating professional development for teachers, and she oversees the TeacherVision advisory board.

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Trying something new in the classroom is daunting. We tend to teach the way that we were taught. Often this means whole-group instruction. The Gradual Release may feel like the safer route, but is the safer route what students need?

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Secondary Blended Learning - Station Rotation at the Secondary Level

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Station rotation is a great model for the Secondary Classroom! During class students move through a series of stations designed to teach a skill, concept, extend their thinking or complete a project. Students work independently, in small groups, and with the teacher to learn using a variety of

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Need Inspiration Designing Station Rotation Lessons for your Math, English, History, or Science Class? - Dr. Catlin Tucker

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The station rotation model is a series of stations that students rotate through with at least one online, offline, and teacher-led station.

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4 Models of Station Rotation in the High School Classroom

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Ask teachers what things would make their teaching experience better and reduced class sizes are sure to be on the list.

Not all teachers are lucky enough to have a co-teacher or teacher aide in the classroom, so it can be challenging to give personalized instruction and differentiate content for students.

What if we told you there was a way to structure your classroom so that you could work with small groups, without needing to have a co-teacher? You've guessed it, that's what the station rotation model can do!

We'll take you through the key components of the model, tips for implementing it, and examples from teachers using station rotation in their classrooms. By the end of this article, you'll have everything you need to implement your own Edpuzzle station!

What is the Station Rotation Model?

If you've ever used learning centers or stations in your class, you already understand how practical it is to divide students into small groups and have them work on varied tasks. That way, students can learn through a variety of ways (with visual, auditory, and kinesthetic tasks for example).

The station rotation model takes this idea but has students rotate through different stations on a fixed schedule.

It's recommended that students spend anywhere between 10-15 minutes at each station. But because kindergarteners and highschoolers have different attention spans (although it doesn't always seem that way!), this amount of time can vary depending on age.

In recent years, station rotation has adapted to modern times and nowadays you probably won't see a version in action that doesn't include an "online" station. Station rotation and blended learning (the balance of offline and online learning) are a match made in heaven.

In a blended station rotation model, students pass through at least one of the following stations:

A teacher-led station: Lets teachers work with small groups of students and address any student misunderstandings.

A offline station: Lets students work on collaborative problem-solving with hands-on activities.

An online station: Gives teachers a more dynamic ways to deliver content. At the same time, technology can give students more control over the time, place, pace, and path of their learning.

A good online station is key to this model. But with so many edtech options out there, what's the best choice for your class? That's where Edpuzzle comes in.

Station Rotation and Edpuzzle

Using video is not only practical, but it's also educational and therefore a great choice for your online station. It activates both visual and auditory learning at the same, something that today's YouTube and TikTok generation will appreciate.

With Edpuzzle, you don't have to worry about students zoning out during the video. You can turn any video into a video lesson and ensure that students are actively watching.

To get a good idea of what a station rotation looks like with an Edpuzzle station, take a look at this explanatory graphic (or watch this video for a visual):

In the example above, students watch a video that reviews key concepts they've been covering in class. The video could be one that you find on YouTube or one that you make yourself. Either way, Edpuzzle lets you embed questions to keep students engaged and hold them accountable.

At the offline station, students apply what they learn using math manipulatives and play a game with a partner.

Then, at the teacher-led station, the teacher can give students immediate feedback on the most recent homework assignment.

At the end of the day, the learning that is happening at each station is equally important. Students get the chance to learn at their own pace and teachers get the chance to help them every step of the way.

Station Rotation in Elementary School

Elementary teachers are often worried about making their already tech-savvy little ones even more technology-dependent. That's why the station rotation model is a perfect way to incorporate video in the elementary classroom without having students stare at a screen all day.

Susie, a math instructional coach for 4th and 5th graders, makes Edpuzzle videos for other teachers. In a typical station rotation model at her school, the Edpuzzle video station is used to deliver a mini-lesson.

At the teacher-led station, students work directly on the learning target and build off what was shown in the video. The teacher adjusts how they teach a group depending on the skills students have demonstrated so far.

After meeting with the teacher, students usually move on to a station for independent practice with a math worksheet.

The fourth and final station is usually reserved for collaboration, where students pair up to complete a math game together.

In Susie's case, she sometimes creates Edpuzzle tutorial videos with directions on how to play a math game for her offline station. This is a great way to give students a chance to see the game in action before attempting it themselves!

Station Rotation in Middle and High School

Although high school teachers might more commonly assign a video as homework ( such as in the flipped classroom model), the way they use Edpuzzle in a station rotation model can be quite similar.

Mr. Vlahakis, a high school social studies teacher, shares his experience using the model:

"While I mostly use Edpuzzle outside the classroom, sometimes when we do stations I set up an Edpuzzle station. One station may be direct instruction from a teacher, another station might have Chromebooks set up so that students can complete a 5-minute Edpuzzle video, and a couple other stations with independent book work."

Today in our taught pre-ap social studies class, @ktomiak413 and we did 3 map stations, 1 lecture/notes station, and 1 @edpuzzle station (8 min/station). #richinStations #movement pic.twitter.com/xptpDUnd9G
- Mr. Vlahakis (@MrV_history) September 10, 2019

With older students, you could even take out the teacher-led station and instead, walk around the room monitoring you students. As students work and move from one station to another, you can check in with groups or individual students, to see how they're progressing.

Worried that the station rotation model would make classroom management more difficult? An Edpuzzle station can actually help to keep the classroom focused. As Mr. Vlahakis puts it:
"The Edpuzzle station not only accomplishes some direct instruction via video, it serves as a silencer in the room. When one station is plugged in, they are naturally not talking or interacting with other students, making all of the other interactions in the room easier to manage."
By using Edpuzzle to embed questions, notes, and audio in your video, you can ensure that students will be fully engaged with the lesson instead of just passively watching.

That makes the learning your students do with technology at an online station just as valuable as the learning that happens offline with a teacher or peers.

How to Create Your First Station Rotation Lesson

Don't feel pressured to have multiple stations and try and tackle every aspect of your lesson. Start small (3-4 stations) and focus on making the learning objectives and tasks as clear as possible.

Think about how much time students will need at each station. For example, if you want to give your students time to self-pace while watching a 5-minute Edpuzzle video, make sure you give them at least 10 minutes to answer questions and rewatch portions if they need to.

Speaking of technology, make sure you plan for all the materials you'll need at a station. How many devices will you need for your online learning stations?

Even if you work in a school where every student has access to a device, don't try to include technology in every station. Remember the principles of blended learning and give your kids a break from screens. Offline stations can give your students the opportunity to engage in small group discussions and collaborate on shared projects.

Finally, think about how you'll give students directions. If you teach older students, you might decide to provide instructions in written form at each station. Younger students, on the other hand, might benefit from receiving their instructions through a mini-video tutorial (Edpuzzle for the win!).

At the end of the day, just remember to make the model your own and don't worry about it being perfect. You know what structures work best for your students and what combination of stations will help them learn about a topic.

Hybrid and Remote Learning Adaptations

If you're excited to try the station rotation model but are currently doing hybrid or remote learning, not to worry! It's easy to adapt the model so that it works for your classroom.

Students won't all complete the video lesson at same time when they're learning from home. So give yourself some flexibility and don't worry about keeping static groups or maintaining the same fixed schedule.

Remember how blended learning is at the core of the modern-day station rotation model? The same principles should still apply with remote or hybrid learning, with variations on what tools students use to interact with the content.

Although your students wouldn't physically move between stations like in the normal model, they could still progress through a series of activities that are teacher-led, independent, or collaborative.

Edpuzzle can continue to be the tool you use for students' independent practice and provide you with the data you need to inform your next lesson. Meanwhile, video-conferencing platforms like Zoom can help you and your remote and in-person students connect and work together from your respective locations.

If you haven't realized it already, the station rotation model is awesome because of how flexible it is. No matter how many students you teach, what access to technology you have, or what your classroom circumstances are, this model can work for you.

So why not give it a go? Edpuzzle will be there to help you wherever and whenever you need it!

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A Complete Guide to the Station Rotation Model

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Interested in incorporating a station rotation model but don't know where to start? Check out our guide and learn how to create your first video station!

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Ed Tech

When we think of stations or centers we often think of young children moving around the room to various activities. While stations can, and do, work well in lower elementary classrooms they also have a very important role in upper elementary, middle and high school.

Stations can provide time for practice, preview, review, collaboration, choice work time, and small group or individual teacher time.

What does station rotation look like in the classroom?

The number and type of stations might look different in every classroom but the basic idea usually stays the same. Students are in small groups and rotate around from station to station to complete a series of tasks while the teacher works with groups or individual students. Students may rotate to a teacher station as a group or the teacher may pull small groups or individual students out of the rotation to meet with them as needed.

Station rotation in high school

High school might be the last place you would think of when you picture stations in the classroom but they can provide valuable opportunities to meet with small groups of students. In the video below, How and Why to Integrate Station Rotation into Your Classroom, Catlin Tucker shows us what station rotation looks like in her high school classroom.

Station rotation in middle school

Kristin Daley Conti uses stations in her 7th grade science classroom all the time. She contributed the ideas below to give us an example of what stations might look like in a middle school science classroom. Click on the colored buttons to see the specific task cards for each station.

Station rotation in the elementary classroom

The elementary classroom is a fun and exciting place to bring in stations. You can keep all of the stations planned around one subject or use your station rotation time to incorporate practice in every subject area. Below is an example of what an ELA station rotation might look like in an elementary school classroom. Click on the colored buttons to see the specific task cards for each station.

Getting started with station rotation in your classroom

Effective station rotation doesn't just happen overnight. It does take some planning and teaching of procedures and expectations. Luckily there are lots of resources out there to help you . Here are a few of our favorites.

FREE station rotation task cards!

If you have never done stations before then planning them out might seem like a daunting and time consuming task. But helping you teach better and save time is what EfficienTEACH is all about! That's why we, along with the amazing Ditchbook community, have created these station rotation task cards that you can copy and adapt to your classroom. Just go to "file" then "make a copy" to add it to your Google drive. Or go to "file" then "download " and choose "Microsoft PowerPoint" if you are a Microsoft user.

You can make a copy of these cards anytime and edit them to fit your class. Be sure to check the original file as more cards will be added as other community members share their ideas. Just go to "file" then "make a copy" to add it to your Google drive. Or go to "file" then "download " and choose "Microsoft PowerPoint" if you are a Microsoft user.

Want to contribute a station rotation task card idea? It's easy! Just make a copy of this template and follow the directions on the slide.

10 tips for efficient station rotation in any class

We reached out the the incredible Ditchbook community to share their tips and resources for implementing station rotation in the classroom and we got some fantastic responses! Below you will find 10 tips, including more resources, from other teachers who are using stations in their classroom.

1. Utilize pre-created resources to save time.

I found this instructional strategies playlist very helpful especially to new teachers. When you scroll to page 2, all the strategies are listed under the different topics. When you click on a strategy, for example 'Brainiac' (rehearsal and practice playlist) it takes you to the page where the activity is explained in detail. Some of the activities, like this one, also have links provided on the left side for templates. This resource is like a one-stop-shop.
Source: lead4ward instructional strategies playlists

2. Use Teacherstack.com to set up your groups and rotations.

I wanted to share a few tips I've learned in the past few years of using stations in my seventh grade language arts classes. I use the free website called teacherstack.com. It is a game changer for me. It allows me to create classes and set up rotation series. If I'm using timed rotations, I can project which group everyone is in, what the stations are, and the time remaining in an easy to follow grid.

Teacherstack.com has taken away the problem of kids not remembering which station/task they rotate to. It also allows me to focus on working with my small groups instead of watching the time or starting a timer. There are even choices for transition music you can play in between stations. This helps my students with cleaning up and preparing for the next station in a more orderly and quicker manner. I know not all station rotation models are this structured and time dependent, but for when you want stations to be just that, this website is so helpful! (There are other great features on this site as well.)

3. Have a variety of stations to increase engagement.

Have a variety of centers - some that will be easy for students to manage on their own and some that require more supervision from the teacher.
Music room rotation ideas shared by Amber Houk

Reading Center - Students are listening and reading along with the book "The Jazz Fly" by Matthew Gollub

Instrument Center - Students are using the boomwhacker instruments to figure out the mystery songs.

Listening Center - Students are listening to Celtic music and free drawing if they would like.

Activity Center - Students discover clues about an instrument inside a paper bag. They organize their clues on a worksheet that's inside a dry erase pocket.

Movement Center - Students play two movement games that we've played in class - statue cards and movement word wall.

Music Game Center - Students create music using one of the games on the Chrome Music Lab.

Student rotation ideas shared by Rebecca Crim

A QR code (to a website, video, interactive learning game, etc.)

Manipulatives (board game, flashcards, pictures...really anything they can hold, touch, and move)

With the teacher (it's great to have a moment to check in with the students)

Create something as a group (an ad, a meme, a new invention related to the topic...the ideas are endless)

Create something as an individual (similar to above, only done on their own, usually back in their seats)

Favorite station or center activities shared by Jaime Rowland
Poetry Museum - allow your students to appreciate poetry before you begin to analyze poetry by putting up lots of different poems around your room. Students view the poems like they might view paintings in a museum. You can tie an assignment or just allow them to select a favorite.

Meet the teacher stations (I learned about this on Tik Tok ).

Station 1: Investigate the teacher - students look around the room and make inferences about their findings.
Station 2: Close Read the syllabus
Station 3: Student survey
Station 4: Collaborate with others to develop 5 teacher expectations
Station 5: Email Etiquette - email the teacher
Choice station rotation ideas shared by Stacy Benton
I am a second grade teacher who has tried every way to set up station rotations and centers since I started teaching 11 years ago. I have found a fluid approach most effective and engaging for my students. This approach gives my students choice as to the order in which they want to visit each rotation. It is their responsibility to visit and complete each rotation activity by the end of rotation time on the fourth day. The rotations remain the same each week. I just change the content being addressed. I also differentiate activities for certain students.

We use rotations four days a week for thirty minutes each day. The rotations are:

Vocabulary

Write and Video (using Flipgrid)

Seesaw Scavenger Hunt (using the week's decodable reader to search for a phonics skill)

Teacher Talk (I pull small groups or individual students to conference or practice with me)

Exemplar station rotation idea shared by Jane Schuster
As a science teacher station rotation is easily incorporated into many of our labs. For example, in my anatomy classes if we are doing dissections I will have each group of students locate a different structure and 'pin' it. Then the groups will rotate through to see each example before finding it on their own specimen.

4. Start small and go slow.

Teach the station / center expectations and process with a low/no-stakes task. Once students understand expectations and procedures, then add in content.

Start small--Begin with station/center activities that are short (5 minutes) to teach and reinforce expectations and build from there.

Try a few station / center activities prior to working in a teacher-led station so that students are used to the process.

5. Have some sort of product, outcome or exit ticket for each station.

When doing station rotation activities with older students (middle and high school), it's essential to have a "deliverable" for each station -- something they complete and turn in, or have you check off, before moving to the next station.

Sometimes this might look like:

After reading an article at Station 1, create an Adobe Spark Post (now CC Express) with a PDA about the topic.

After analyzing primary source documents at Station 2, submit a thesis statement that answers the question at the station.

Or, it might mean that they're adding information to a table or chart (hard copy or digital) as they visit each station, in which case I check their work after they're done with each station before they move on, to make sure they have all the info/content/skills they need.

6. Be flexible and add in some fun!

An argument FOR stations ... Planning for stations ... Incorporating fun ...
The reason that more teachers don't use stations is that teachers all feel there is too much curriculum to cover and we know that letting students out of their seats increases transition time. Therefore one might reason less teaching time is available with stations.

That said, I teach grade 9 and 10 science along with grade 11 University level chemistry. I use station labs all the time. Yes, we do lose transition time. BUT working with their friends and allowing students to move at their own pace reignites the joy in learning. So students are more willing to concentrate during longer lessons - so we actually cover more! Ironic, isn't it?

And I am also finding the pandemic has caused a hard reset in student behaviour. Students are grateful for everything again. They say thank you for lessons; they help clean up after labs; they are so happy and grateful for labs. And they are listening better and thinking about little ways to honour their friends. Hey - we're turning back into Canadians again!! As a person who is Canadian first, and any genetic heritage as a strong second, I love this.

Station labs require much more thinking and advanced planning on the teacher's part as well. I have to backmap my planning so that students receive enough formative assessment in the type and quantity of observations to make, the type of vocabulary I need to assess, the type of calculations I need them to understand and work through and a balance of fun reactions (generally involving Bunsen burners or something they can eat 🙂 along with slower reactions that are more like "a dry toast"- necessary but a bit boring because they take longer - like waiting for silver to precipitate.

I also love and use escape rooms, gallery walks, sidewalk chalk outside in warmer weather. Right before a holiday kids are wired, so right before March break we did a tie dye lab as a stations lab that was completely optional. There was no quiz, and nothing to hand in. Some students tie dyed their socks because they forgot to bring anything. Some students had a nap because they had written a Chem test for me, a physics quiz, a French immersion essay and they were 'burnt out. And some students had a math test on the the last day before the break, so they studied. And some meditated or chatted with their friends. It was perfect.

So, really, I guess what I am saying is that a teacher has to start building a positive and trusting relationship with students starting on the very first day of class.

Students have to understand why we need a safety agreement, how to build positive relationships with their peers and the teacher, how to pay it forward for their families. And mental health for students has to be number 1. I have to trust the students; they have to trust me. And if you've got that rapport with your students, there is absolutely no reason that any discipline should not be using station work!

7. Incorporate stations virtually.

I have found that creating Zoom Rooms (named by starting center name) and creating a google sheet with a tab for each "rotation" has been super helpful. This way students can see the task, pertinent links/resources, and outcomes they need for each rotation. If they are staying together as a group, they can "rotate" to the next center by clicking on the next tab (no need to actually change rooms-more efficient!) and I can send an announcement "time to go to next tab" as the next rotation at the designated time interval.

It takes a bit of time to set up, but once they get the hang of it, it is really fun. And (added bonus) you can quickly modify groups by exchanging students in different rooms as you feel is needed. Just remember to allow screen share from multiple participants and you are ready to go! Fun collaborative learning!

8. Use stations for timely feedback

One of my favorite teacher-led stations is feedback on writing. While students are working at the station on a portion of the writing, I meet with students one-on-one about a previously completed part of the task. If they are working on body paragraphs, I will meet with them about their introductions for instance.

9. If you're short on time pass the station

I teach U.S. History. I've found the quickest way to complete stations is to have all materials in a big envelope or folder. I arrange desks in groups and pass the folders from one group to the next. My classes are only 50 minutes, so time moving from one station to another often takes away from work time.

I don't always use this method. Sometimes I still have students travel around the room, but if we have a lot to work through, having them stay in their seats works much better.

10. Don't give up!

Don't give up if it's not perfect the first hundred times you try it. These are kids, not robots. They need training on stations.

Example: Using Padlet to Organize Station Rotations
Contributed by Donna Schies
You may have heard that station rotations are one of the best ways to meet all of your students' learning needs, and as true as that may be, it can be a nightmare to organize.

To streamline this process, I decided to use the EfficienTEACH station rotation task cards. They have a great layout with a consistent format that students can easily understand.

1. Provide task cards to students. I decided to embed these station rotation task cards into a Padlet ( padlet.com) so everything could be easily accessible from one simple link. Padlet allows you to organize resources under specific categories in their shelf format, which is what I used for my station rotations. See the image below.

2. Create a station rotation classroom map. I also used the task cards to create a station rotation classroom map so students would know exactly where they are going when they rotate, and exactly what they are supposed to be doing when they get there. Below is a picture of my classroom station rotation map which I also easily embedded on the Station Rotation Padlet.

3. Quickly student groups. Creating groups that work well together can be a tricky formula for teachers, but I have found a pretty easy way to generate some quick groups by using the toolkit in ClassDojo ( classdojo.com). I prefer groups of 3, because sometimes 4 can be too many. Plus, if you have partner groups, it never fails, someone is always absent. Below is an image of the groups created on ClassDojo. I hid their names, but you get the idea. Student groups were also easily included on the Padlet.

4. Use timers to manage time. I added two YouTube timer video links to my Padlet, one for 20 minutes and the other one for 15. This is mostly because some of my classes need more time to complete their work at each station. The timers that I used were both Among Us themed and my students really enjoyed that, but you could use any type of timer that you like. On the picture below you can see the teacher support that I have embedded in my padlet.

5. Wrap it up with reflection. For reflection and accountability to the station rotation model, I included a Google Form survey on my Padlet that students complete at the end of the period. The survey that I use has reflection sentence stems to make the reflecting process more thoughtful. You can check it out below.

My students LOVED the station rotation activities and the organization of it all was made incredibly easy by using Padlet. Check out the big picture of it all below. I strongly suggest you try it out. It will make your life as a teacher so much easier and the quality and efficiency of your stations will create better learning outcomes for your students.

Here is a picture of my students working on their station rotation activities. They really did a great job collaborating and working together because they knew exactly what to do. After trying my stations this way, I honestly would not want to run stations any other way.

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A process that integrates peer and teacher feedback with periods of revision drives deeper learning for middle and high school students.

Feedback has the potential to have a powerful effect on student learning, and this year, with estimated student learning loss of four to five months for math and reading respectively, that impact will be more important than ever. In his meta-analysis of feedback studies, John Hattie emphasizes that it's not how much feedback is given that matters-the feedback must be successfully received, processed, and applied. For students to benefit from feedback, they must have the opportunity to act on it.

Here's a feedback scenario that plays out far too frequently: Students glance at their assignments, see the grade, and discard the work in the recycling bin, completely disregarding all the feedback I have dutifully written. Or they check the online grade portal without even looking at the feedback I annotated on their digital submissions.

James Nottingham, an education leader based in the United Kingdom, says there are seven steps to effective feedback. I've adapted his seven steps and added an eighth step that will lead to deeper learning while making teaching simpler and more rewarding. I've also created a brief video summary.

An 8-Step Process for Giving Effective Feedback

1. Know the target: Particularly for major assignments, teachers and students must be clear about the goals. Students need to know what success will look like through examples and well-defined parameters, and one of the best ways to do this is to generate shared goals. For middle and high school students, this might be a cocreated rubric or a cogenerated range of optional assignments that meet clear criteria for success.

2. Develop the first final draft: This is not a rough draft. It's the best version that students can put together on their first attempt. Teachers or peers can't give meaningful feedback if students don't provide the best version of what they can do on their own. Garbage effort = garbage feedback. I remind students that they're wasting each other's time if they're sharing poor quality work when asking for peer feedback in Step 3.

3. Check the target: Using clear parameters, the student or the student and peers should review the first final draft. This is the step where many things can go wrong. Students need to focus on shared goals and good examples. If we don't provide clear parameters, peer feedback becomes pooled ignorance. For example, when giving feedback on others' writing, students need to look for no more than one to two points with each reading. They can check for vivid language, student voice, certain grammar rules, or particular content elements-but not all of these at the same time, particularly if they lack expertise.

One simple and slightly cheesy way I addressed peer ability was to develop peer editors among my fifth graders who had demonstrated competence in writing through a series of writing and grammar exercises. When they achieved a certain level of proficiency, they received "golden dictionaries" (cheap pocket dictionaries that were spray-painted gold) that they put on their desks during the revision step to let other students know they were available for peer review.

4. Improve: This step allows students to use feedback to make meaningful progress. They're no longer ignoring assessments and just looking for a grade-they're improving their work. Repeat Steps 3 and 4 as many times as necessary to improve the work.

5. Teacher checks the target: This is when I give feedback, and it's my favorite part of the process. By this time, the work is so much better than it would have been earlier. My life is already so much easier, and more important, students' work is so much better, because learning has improved, based on feedback.

When I started teaching, I worked myself into the ground trying to give feedback on initial drafts. Eventually, I saw the benefit of giving that work to my students. At this step, it's still critical to focus feedback on the rubric or criteria for success. I'm not trying to fix everything. I'm giving students feedback so they'll improve. This should be in the form of genuine feedback, not advice. Grant Wiggins makes the claim that much of what teachers give as feedback is advice that's unclear and not actionable. Instead of advice, ask questions like "Why did you choose to do this?" "What more can you tell me about this?" or "How does this idea fit with your earlier ideas?" The student is responsible for making the improvement, not mindlessly accepting our revisions.

6. Improve again: Students use my feedback to take their work to a higher level. For those of us who've seen our feedback in the recycling bin, this is a rewarding step.

7. Grade: This isn't about grade inflation. The purpose is to evaluate what students have accomplished after getting meaningful feedback. Students should meet our shared targets, and if not, there's plenty of evidence of the meaningful support they've received along the way.

8. Reflect: Teachers and students should return to the assignment target through the rubric or other criteria for success to celebrate the growth they've seen and make a plan for where they're going next. For example, at the end of a project, we might ask our students, "How are you thinking differently than you were at the beginning of this project?" "Given what you now know, if you were king/queen of the classroom, what would we do next?"

The more we make learning the reward for learning, the more likely we are to create conditions where intrinsic motivation flourishes. This type of work with feedback will result in deeper learning, less shallow coverage of content, and more meaningful growth for teachers and students.

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8 Steps to Making Feedback More Effective

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A process that integrates peer and teacher feedback with periods of revision drives deeper learning for middle and high school students.

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Giving Effective Feedback to Your Students

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13 Concrete Examples Of Better Feedback For Learning by Grant Wiggins
Below, find thirteen examples of how teachers have made feedback (as opposed to advice and evaluation) more central to their work with students:

1. In a welding class, the teacher gives students a performance task. The work is done when it is 'up to professional welding standards' for that type of weld. The students receive a description of the standard in writing, with a drawing. But the key is the last phase. "When you think your weld is up to standard, put it on this table, and sign it with the magic marker - signifying it is up to standard." On the table students will also find some welds up to standard from previous years and some that are not, marked as such. I watched a boy who thought his was ready. But upon getting to the table and closely inspecting all the welds on the table, he went back to his station (having realized his was not up to standard) to work further.

2. A 6th-grade teacher of writing teaches his students to peer review and self-assess. All papers after that training only go to him for final review after the paper has first gone through the review process: a) Student gives the peer group the draft of the paper. The cover sheet states the purpose and audience of the writing, and the student asks for targeted feedback. b) The peer group reads and does 2 things - notes places where purpose was best achieved and not achieved. They also mark places on the paper where they lost interest - and they explain why orally to the writer. c) The writer decides which feedback (and advice) to take and which not; revises the paper, and attaches to it a self-assessment along with a brief statement as to which feedback they accepted, which feedback they rejected and why - and then hand this all in to the teacher.

3. In a class of 1 st graders, pairs must create a simple map of the whole school, with concentration on a map of a room in the building. The map's success is assessed, in part, by other students' ability to use the map to find something, using the map key and compass rose. After each team has had others use their map, students self-assess using a few prompts (with smiley faces or sad faces for each criterion to be circled reflecting their self-assessment as to how helpful and clear their map was.

4. After a 10-minute summary by the Physics professor of the textbook reading (and focused on student questions emailed in advance), college students in a class of 175 are given a multiple-choice problem related to the content (and focused on a common misconception). Students use their cellphones to vote, graphs of their votes appear on the big screen in real time, and students are asked to discuss their answers in small groups. They are not only asked to re-vote after discussion, but they are asked to vote on their confidence in their initial and final answers. The correct answer is finally revealed, a brief discussion ensues, and the process is repeated with a 2 nd problem before a summarizing mini-lecture ends the class. (The teacher has a record of each student's responses in his computer).

5. 7th-graders research and discuss the problem of pollution in science class. Then, they prepare for an oral editorial for a mock TV newscast - What Should We Do About Garbage? The speech is videotaped. They review the videotape with a teacher, para-professional, or administrator. They look at two model videos. They self-assess their performance against rubrics. They propose revisions, and give the talk again. The rubric for the talk stresses the thoughtfulness of the self-assessment and the deliberate self-adjustments, not just the quality of the speech. (A similar process was used with 2nd graders in which students had to make an audio recording of a reading of a story. Fluency was the focus: students were told that the recording would be available for younger children not yet able to read.)

6. Twice a week 9 th-grade English students engage in entirely student-run discussions. The teacher graphically records the conversation, using a coding system as to the flow of conversation and in reference to key behaviors (reference to the text, interruption of people speaking, etc.) At the end of 30 minutes, she comments on what she heard and saw, and shares with students the graphical feedback. Two grades are regularly given: group grades and individual grades. (This example comes from my daughter. You can read more about the process and her other work with feedback derived from models in her blog here.)

7. 5 th-grade students are given challenging social studies tasks throughout the year. There are three rubrics: one for the quality of the final product and performance, one for the quality of the research, and one for student independence in doing the work. Students score their own work before handing it in against the rubrics. Part of their final grade reflects the accuracy of their self-assessment as compared to peer scores and teacher scores. Here is the gist of the rubric for independence: 1: student completed the task successfully with no help or hints from the teacher. 2: the student needed a minor hint (e.g. a question or indirect reminder) to complete the task. 3: the student needed 2-3 hints/cues/scaffolds to complete the task. 4: the student could only complete the task with significant prompting and cueing by the teacher. 5: Even with significant prompting, the student could not complete the task.

8. 4 th-graders take a math quiz on a computer, immediately find out which answers were correct and which incorrect once the quiz is completed, and work to correct the incorrect answers, using clues provided by the software. The final number of correct answers is reported along with how many clues were needed. Students also learn at what level of difficulty each problem is pegged and where they stand in terms of degree of difficulty generally that they can handle.

9. Every week in art class, middle school students have their most recent work critiqued by a team of other students in terms of criteria and purpose that the artist has put forward for the review. (The process used is a modification of the process used at the Rhode Island School of Design).

10. At the half-time of every soccer game, the coach asks the players: What's working for us? What's not working for us? What's working for the other team? Players only answer the questions, and players propose the advice that follows form the feedback on what to work on in the 2 nd half. The same questions are re-asked and discussed the next day in practice in the post-mortem of the game, with the coach asking players to re-create successes and failures in walk-thru simulations.

11. For each paper in a 4th grade class, the teacher places samples of work on past papers (same genre or prompt but different topics) onto a big archery target. The exemplars are placed in terms of to what extent they 'hit the target' for the assignment. The teacher places the papers in the proper place, then asks students in groups to study the samples and to be prepared to explain why each paper was placed on the target where it was. Then when their own papers are finished, they must post it where they think it best belongs on the target. 2 students provide feedback on this self-assessment by either placing a check mark or an arrow (the direction of the arrow signaling whether the paper should be placed closer to the bulls-eye or further away from it).

12. For the past three years all 8th graders in a district have spent the last week of school working in teams in a simulation of the UN Development Grant funding process. Teams represent countries trying to convince a panel (adult judges brought in and trained for the work by project coordinators) to fund their ideas. Students get feedback from other students during the week; look at models and non-models of past presentations; teachers merely observe unless their is a pressing need to intervene. The judges give detailed feedback against rubrics for the quality of the presentation and ideas. The winning country gets to Skype with staff from the White House and the UN. (Though no final letter grade is given for the work, the students work with enormous energy and focus, in the last week of school. I can vouch for it: I have been a judge twice and an observer of the work in progress each year. Contact Mark Wise in West Windsor - Plainsboro Schools of NJ for further information.)

13. Every Friday, teachers collect index cards in response to two questions they pose to their 6th graders: What worked for you this week? What didn't work for you this week (and why)? Teachers report back to students on Monday, with a summary of adjustments that the teachers might be making, based on the feedback.

Readers: please place your own examples in the comments. This will thereby become a very useful page for educators everywhere.

Oh - and, of course, feedback is welcome!
This article was originally published on Grant's blog; Image attribution flickr user peteselfchoose; 13 Concrete Examples Of Better Feedback For Learning

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13 Concrete Examples Of Better Feedback For Learning

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13 Concrete Examples Of Better Feedback For Learning by Grant Wiggins Below, find thirteen examples of how teachers have made feedback (as opposed to advice and evaluation) more central to their work with students: 1. In a welding class, the teacher gives students a performance task.

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contributed by Laura Reynolds

While assessment gets all the press, we often misunderstand effective feedback for learning.

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). In my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a student's learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a student's learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world.

20 Ways to Provide Effective Feedback

1. Feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly and incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a 'feedback sandwich' to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner.

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student's feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can't the student do?

How does the student's work compare with that of others?

How can the student do better?

5. Feedback should reference a skill or specific knowledge.

This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students 'on target' for achievement.

Regular 'check-ins' with students let them know where they stand in the classroom and with you. Utilize the '4 questions' to guide your feedback.

7. Host a one-on-one conference.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

8. Feedback can be given verbally, non-verbally, or in written form.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability or skill.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong.

For example, when I taught Writer's Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

Utilize this strategy when grading papers or tests to provide effective feedback for learning. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

11. Educate students on how to give feedback to each other.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this 'peer conferencing.' Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

12. Ask another adult to give feedback.

The principal at the school I taught at would often volunteer to grade history tests or read student's writing pieces. You can imagine how the student's quality of work increased tenfold! If the principal is too busy (and most are), invite a 'guest' teacher or student teacher to critique work.

13. Have the student take notes.

During a conference over a test, paper, or a general 'check-in,' have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores, etc. Of course, this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student's desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him as a way to provide effective feedback for learning.

17. Give genuine praise.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students 'Good Job' or 'Nice Work' then, over time, these words become meaningless. Make a big deal out of a student's A+ on that vocabulary test. If you are thrilled with a student's recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student's behavior. Comments and suggestions within genuine feedback should also be 'focused, practical, and based on an assessment of what the student can do and is capable of achieving' (Dinham).

18. "I noticed...."

Make an effort to notice a student's behavior or effort at a task. For example; "I noticed when you regrouped correctly in the hundreds column, you got the problem right." "I noticed you arrived on time to class this entire week." Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

19. Provide a model or example.

Communicate with your students the purpose of an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

20. Invite students to give you feedback.

Remember when you finished a class in college and you were given the chance to 'grade' the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn't they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators.

Remember that feedback goes both ways and as teachers, it is wise to never stop improving and honing our skills as teachers.
20 Ways To Provide Effective Feedback For Learning; A version of this post first appeared on opencolleges.edu.au;

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20 Ways To Provide Effective Feedback For Learning

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One way to provide effective feedback for learning is a 'feedback sandwich' to structure your feedback: Compliment, Correct, Compliment.

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Characteristics of Good Student Feedback

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These strategies help students see what they have learned so they believe they can be successful in school in the future.

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Bridging Secondary and Higher Education. The Importance of Self-regulated Learning | European Review | Cambridge Core

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Bridging Secondary and Higher Education. The Importance of Self-regulated Learning - Volume 28 Issue S1

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Orchestrating Engagement in Whole Group Lessons — Reading Rev

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For decades, small group rotations have dominated literacy instruction in elementary classrooms, and there are many benefits! Small group instruction allows for targeted, individualized lessons that meet students where they are. However, in the push to prioritize small groups, we may be overlooking

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7 Types of Guided Notes that Will Improve Student Learning — TeachingIdeas4U

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In my last post, we discussed the varying opinions of note-taking and the different ideas that come along with them. Through research and experience, we came to the conclusion that guided notes are the most effective method of note-taking. Now that we’ve established that guided notes improve studen

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Information on this page about the interventions is based on the book, Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support, Second Edition by G. Dunlap, R. Iovannone, D. Kincaid, K. Wilson, K. Christiansen, and P. S. Strain.

What is the strategy? Why does it work?

Opportunities to respond (OTR) is direct instructional delivery that provides a high level of student-teacher interaction via the use of teacher questioning, student-responding, and teacher feedback. There are several categories of OTRs. For teacher-directed individual responding. the teacher provides a direct question or gives a task assignment to a specific student and requires the student to respond orally or physically, followed by teacher feedback. For teacher-directed unison responding, the teacher provides a direct question/task to all students and all are given an opportunity to respond in unison. The teacher provides feedback to the entire class. In student-to-student responding, students work collaboratively in pairs or teams and provide each other with OTR and feedback.

OTRs have been shown to increase student engagement during academic times by focusing them on the content and motivating all students to contribute. It gives the teacher a structure for providing feedback to students at a higher rate than other instructional methods. It also provides the teacher with an overview of student acquisition of content. By increasing the engagement of students, there is less opportunity for them to engage in challenging behavior. This reduces the amount of time teachers spend addressing challenging behaviors and concurrently increases the time spent on instruction.

Functions and antecedents the increase OTRs intervention works for

If the challenging behavior...

is maintained by teacher and/or peer attention

is triggered by demands to do non-preferred tasks that involve independent work, lecture, or is lengthy/difficult

Steps for Implementation

1. Identify the academic contexts in which the challenging behavior occurs.

2. Review the PTR hypothesis and select categories of OTRs that would best be used for delivering the instructional content and providing the student with increased opportunities to respond while considering the function of the challenging behavior.

If the teacher desires to implement the strategy so that it impacts other students, and the student is reinforced by both adult and peer attention, group responding may be best.

If the student is more motivated by peer attention, student-to-student responding may be best.

If the student is motivated by direct teacher attention, the individual responding method may be selected.

3. Select and describe specific methods for increasing the opportunities to respond within the category. Determine if additional materials need to be provided to students or if the intervention will need to be developed based on resources readily available.
For example, if the teacher wants to use whiteboards and markers, a plan for providing the whiteboards will be necessary if the teacher does not have any whiteboards available.

4. Decide upon the type of feedback that will be given after every OTR.

5. Identify a goal for OTRs.
Research recommends that teachers should provide 3 OTRs per minute for general education students (Scott et al., 2011; Whitney et al., 2015). For novel material, OTRs should increase to 4-6 per minute. If it is content that is being reviewed, guidelines are 8- 12 OTRs per minute (Sutherland & Wehby, 2001).

6. Determine if any pre-teaching needs to occur to get students ready for OTRs.
For example, if tablets and polling will be used, the teacher may need to set up a practice lesson prior to using it for teaching content.

How to implement this strategy in multiple ways (examples & resources)

Menu of OTRs from Haydon et al. (2012)

Examples of Unison Responding

Voting with a hand raise

Giving a thumbs-up/down, holding up a specific number of fingers to indicate response

Choral verbal responding

Response cards with answers printed on each (e.g., yes/no, number or letter indicating correct multiple choice response)

Provide students with a personal white board and marker; students write their responses on the white board and then hold it up upon teacher signal

On-line polling- teachers provide a link to a prepared poll that is embedded in their presentation to class; class uses computers or tablets to go to poll when directed, enter their response).

Examples of oral responding

Choral responding

Think-pair-share

Partner response

Individual questioning

Examples of written responding

Response cards

White-boards

Think-jot-share

Pair and write

Guided notes

Examples of action responding

Touching/pointing

Gestures

Acting out

Hand signals

Facial expressions

Supporting Research

Çakıroğlu, O. (2014). Effects of preprinted response cards on rates of academic response, opportunities to respond, and correct academic responses of students with mild intellectual disability. Journal of Intellectual and Developmental Disability, 39 (1) , 73 - 85. https://doi.org/10.3109/13668250.2013.844777

Cuticelli, M., Collier-Meek, M. and Coyne, M. (2016), Increasing the quality of tier 1 reading instruction: Using performance feedback to increase opportunities to respond during implementation of a core reading program. Psychology in the Schools , (1), 89 - 105. https://doi.org/10.1002/pits.21884

Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education for Children and Youth , (1), 5 -13. https://doi.org/10.1080/1045988X.2014.919136

Haydon, T., Macsuga-Gage, A. S., Simonsen, B., & Hawkins, R. (2012). Opportunities to respond: A key component of effective instruction. Beyond Behavior , (1), 23-31. https://doi.org/10.1177/107429561202200105

Moore Partin, T. C., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2009). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure: Alternative Education for Children and Youth , (3), 172 -178. https://doi.org/10.1080/10459880903493179

Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N. W., & Trussell, R. P. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high- and low-risk elementary schools. Journal of Positive Behavior Interventions , (2), 68-81. https://doi.org/10.1177/1098300708326597

Van Camp, A. M., Wehby, J. H., Martin, B. L. N., Wright, J. R., & Sutherland, K. S. (2020). Increasing opportunities to respond to intensify academic and behavioral interventions: A meta-analysis. School Psychology Review , (1), 31-46. https://doi.org/10.1080/2372966X.2020.1717369

Whitney, T., Cooper, J. T., & Lingo, A. S. (2015). Providing student opportunities to respond in reading and mathematics: A look across grade levels. Preventing School Failure: Alternative Education for Children and Youth , (1), 14 -21. https://doi.org/10.1080/1045988X.2014.919138

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Increase Opportunities to Respond (OTRs) - Delaware MTSS TA Center

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Back to Tier 3 Practices Main Page Information on this page about the interventions is based on the book, Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support, Second Edition by G. Dunlap, R. Iovannone, D. Kincaid, K. Wilson, K. Christiansen, and P. S. Strain. What is the strategy?

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Review the examples of primary source learning routines, then pick one to adapt and use with your students.

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Learning routines guide student thinking, collaboration, self-regulation, care for oneself and peers, and engagement with curriculum materials. They are an essential tool for effective deeper learning and are a critical component in building equitable classroom community culture. Every learning routine calls for a unique recipe of choice, help resources, and structure. By weaving together a unique set of elements, each routine is able to serve a particular set of goals and needs. We organize learning routines broadly into two goals: well-being and curriculum.

We dive deeper into each kind of routine and provide examples of each in the sections below. Click on any routine to learn more about it and access resources to help you implement it in your classroom.

Care Routines

Self-care routines invite students to take time to care for themselves. These routines help students release stress and prepare for learning.

Organization Routines

These routines help teachers and students gather and organize student responses and move into small groups for peer discussions.

Individual Regulation Routines

Individual Regulation routines prompt students to reflect on the strengths that they are brining to each task and set concrete next steps or goals for their learning.

Group Learning Routines - Discussion

In pairs or small groups, students use these group learning routines to promote learning through discussion. The routines promote the use of academic language and accurate information and equitable engagement in discussions with peers. Students use group learning routines to elaborate on their ideas, challenge thinking and misconceptions, promote the use of academic language needed for literacy tasks, perceive peer strengths, and understand themselves in relation to their peers. Group Learning Routines can be used at any point in a lesson and require no preparation other than teaching the routine and organizing the groups.

Group Learning Routines - Reading Comprehension

Group Routines for Reading Comprehension are discussion routines that revolve around understanding a text (i.e. may include images, works of art, poems, and readings).

Group Learning Routines - Topic Understanding

Building topic understanding routines promote student interaction with specific curriculum content. Teachers prepare digital media including primary or historical sources, graphs, data tables, vocabulary, collections of mistakes in student work, art, poems, or news articles. Sources and collections of sources are used to introduce or investigate a topic. The routine structures prompt student self-regulated learning to promote deeper more durable learning. The routine requires the use of a source or collection of sources, either printed or digital. Each routine has both individual and group discussion components and therefore takes longer to implement during lessons. Crop It is available for use digitally and to print on paper. These routines were first developed through the Library of Congress Teaching with Primary Sources Northern Virginia Partnership.

Directed Learning Routines

These routines are designed to provide information using strategies that increase student comprehension and memory of the information. Provide information routines often include individual regulation and group learning to ensure learners acquire the needed information and are equipped to use the information in future learning tasks.

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Learning routines guide student thinking, collaboration, self-regulation, care for oneself and peers, and engagement with curriculum materials. They are an essential tool for effective deeper learning and are a critical component in building equitable classroom community culture. Every learning routine calls for a unique recipe of choice, help resources, and structure.

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Rhonda explains the Life in a Box durable learning routine

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Within the classroom setting there are two general ways of gaining knowledge: other-directed learning and self-directed learning. Other-directed learning is the traditional means of delivering instruction where a teacher leads the lesson and students are more passive in listening and taking notes. It is the means with which teachers are most comfortable because they are in control of what is taught and, in most instances, how students learned. However, around 1975, self-directed learning became a major movement in education, and it is proving to be a strategic instructional approach.

What is Self-Directed Learning?

Malcom Knowles made popular the idea that student choice should be the center of learning, especially in older learners. In his words, self-directed learning describes a process in which individuals take control of their own learning, with or without the help of others. They initiate the diagnoses of their own learning needs, formulating their own learning goals, identifying necessary resources for learning, choosing appropriate learning strategies, and then evaluating their own learning objectives (Knowles, 1975, p. 18).

While not a new concept, today self-directed learning is gaining a new momentum as teachers discover the importance of this strategy both in the traditional and virtual learning models. It is the most natural means of acquiring new information, as both very young toddlers and older adults will attest. The idea is that if you are interested in something, you will naturally want to learn more about it.

What are the Benefits of Self-Directed Learning?

There are many benefits of students taking control of their own learning. As stated before, naturally we all learn best when we are interested in the topic. Because self-directed learning is driven by the intrinsic motivation to learn, students take ownership in acquiring new knowledge.

Another benefit is the way this strategy teaches students to learn through research and application of skills. Traditionally, teachers often tell students how to learn through memorization or note-taking, but students may lack the understanding of how to acquire knowledge on their own. When involved in self-directed learning, the student becomes in charge of collecting data, doing research, or performing experiments. This helps students understand the best approaches for gathering different types of information.

Another benefit of this type of learning is developing life skills such as setting goals and reflecting on progress. When placed in charge of their own learning, students also become college and career ready as they develop skills such as time management, problem solving, and presentation and communication. Finally, self-directed learning provides a means of reaching each learning style present in your classroom.

Self-Directed Strategies to Try in Your Class

Self-directed learning does not mean giving up on teaching standards. It is simply a way that allows students to decide how they learn and present the material. It also is not a means for replacing the teacher, as there is still a need for a teacher to guide and model important strategies. Some of these strategies include:

Learning to Set Goals - The teacher can lead students in setting goals. Together, they can make a list of topics about which the student will set out to master. Students can then document their learning results and feel a sense of accomplishment as they check off topics. Teachers can help students set realistic and obtainable goals until the student is ready to do this process on their own.

Advancing Understanding - It is important to allow students to start with a familiar topic. This will help guide students through the learning process and challenge them to learn new facts about a known topic. In this way, students will begin to understand how they learn new information.

Teaching the Difference in Useful and Useless Information - As students begin to take charge of their learning, it will be important for them to know how to determine if information is valid and reliable or simply fun or a fallacy. Part of learning how to learn is knowing what information can be trusted. Teachers may provide perimeters for gaining information until students acquire a full understanding of this process.

Sharing New Knowledge - Given a list of topics or standards, students may choose what most interests them to research and create a slide presentation. Once the research is completed, students can share their presentations. This will further develop skills needed to be both a presenter and an attentive audience member.

Creating a Challenge - Using game-based strategies will encourage students' participation. Just like adults, students sometimes need friendly competition and rewards for working hard toward completion of a project. One strategy is to provide students with a Bingo card of options. Each card might have nine activities based on the standard needing to be learned. Students can then choose three to complete. The activities can then provide choices for each learning style. One choice may be a cooperative learning activity; one might be a creative writing; while one may be informative writing. One choice may reach the artistic learner while another may allow the student to do a book report or study a map or diagram.

Getting Creative - Have students create something to show what they have learned. By creating a habitat, a diorama, a song or poem, a short story, a model, or a map, students begin to apply their understanding and tap into their creativity.

Allowing Collaboration - Self-directed learning does not have to be a single-person strategy. Students need to know how to work together, and self-directed learning is a perfect way to encourage cooperative learning. Students who work together can support each other and learn to communicate their own understandings. They may brainstorm to collect ideas and then chose a common topic to further develop.

With the wealth of online resources at today's students' fingertips, self-directed learning is easily implemented in the classroom - whether traditional or virtual. It is a great way to reach virtual learners who may easily become distracted in video conferencing styles of teaching or who need valuable things to do independently. No matter which classroom setting, students will gain more than the just the knowledge they are researching as they will also develop important life skills in reaching their learning goals.

For those that are used to other-directed instruction, teachers may want to begin by modeling and using this new technique along with traditional means of instruction delivery. Remember, teachers are still needed to guide and monitor the exploration of topics. However, soon teachers and students will most likely determine that they learn best when students take charge of their learning.

References

Knowles, M. (1975) Self-directed learning: A guide for learners and teachers, New York: Cambridge Books.

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How to Use Self-Directed Learning in Your Class - TeachHUB

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Within the classroom setting there are two general ways of gaining knowledge: other-directed learning and self-directed learning. Other-directed learning is the traditional means of delivering instruction where a teacher leads the lesson and students are more passive in listening and taking notes.

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The educational system as a whole is one which has experienced significant changes over the last 50 years or so. Traditional educational models have been very teacher-centered, with teachers providing direct instruction with little to no room for student engagement opportunities or empowerment in their own learning.

Over the last ten years, the traditional classroom model has changed dramatically with a shift in the model of content delivery. One of the most prominent themes in K-12 education currently is student-centered instruction, and teachers today utilize a myriad of student-centered learning strategies to equip, prepare, and produce students capable of success after graduation.

Benefits of a Student-Centered Approach to Learning

A student-centered approach varies greatly from the traditional teacher-centered instructional model. In a student-centered approach to learning, classrooms move from direct instruction to a more community-driven environment, one which supports student empowerment, conversations, critical thinking skills, independence, and problem-solving techniques. In student-centered classrooms, the change begins with the teacher. Student-centered learning strategies do require and involve students in the overall planning process, implementation, and assessments. As educators continue to refine and hone their instructional practices, here are several strategies for implementing a student-centered classroom:

Student-Centered Teaching Strategies

Choice Boards

Choice boards allow students to select activities they will complete to practice a skill or demonstrate understanding. In this approach to learning, students are given ownership and empowerment opportunities while teachers differentiate their instruction. Choice boards can be utilized not just for assessment purposes, but also to introduce new material, for supplemental practice, or as a combination of multiple parts of a lesson or unit.

Jigsaw/Stations/Centers

Although an older concept, the Jigsaw method has evolved and been combined into a center/station approach. In its most basic form, this strategy involves students utilizing cooperative learning as they seek to put the "puzzle" together. Each student takes responsibility for an individual component of knowledge, then takes knowledge learned and gained and applies it to the larger body of work (puzzle). I have seen this concept used at the elementary, middle, and high school level with teachers establishing stations and centers in their classroom to help facilitate the individual or small-group knowledge piece of the Jigsaw strategy, leading to some type of presentation, discussion, competition, or other strategy used to demonstrate learning.

Inquiry-Based Learning

In this learning strategy, student questions, ideas, and analysis are highlighted and fostered, focusing on the student perspective regarding a particular open question or problem. This strategy is particularly useful for initial student engagement, leading students to move beyond basic knowledge to a deeper understanding of critical thinking, evidence-based reasoning, and creative problem solving. Within inquiry-based learning, various components of a lesson can include case studies, group projects, and research projects, among others. More in-depth connections to the material provide opportunities for students to hone skills that are highly valuable in the world in which we now live.

Project-Based Learning and Problem-Based Learning

Teachers have their own educational jargon, and often-times, you will hear "PBL" used in teacher discussions. Two learning strategies being implemented more often are project-based learning and problem-based learning. In project-based learning, students work on longer tasks that culminate in the creation of an original presentation or product. This learning strategy depends heavily on student collaboration, communication, and creativity, with the teacher serving as a facilitator student work and progress.

Problem-based learning includes shorter projects that examine a current problem, and through definition, research, and causes of the problem, students collaboratively evaluate solutions to the chosen problem, solve the problem, or report potential solutions and/or findings. Both of these learning strategies utilize relevant, real-life connections to the outside world, providing students valuable experience with problem solving and critical thinking opportunities that will behoove them after graduation.

Flipped Classrooms

Teachers continuously seek ways to maximize instructional time within the classroom. A learning strategy that takes this into account is the use of a flipped classroom. In this learning format, new or introductory content is delivered to students outside of the classroom, with teachers incorporating many of the strategies already discussed such as choice boards or jigsawing to allow student choice in their learning. Learning material can include readings, videos, pre-recorded presentations or direct instruction, or research assignments.

In this model, classroom time is used by the teacher to facilitate learning and help students gain practice applying knowledge learned outside of the classroom. Instead of the typical " exit ticket," in which students hand in a ticket showing mastery or further questions about understanding, students use "entrance tickets," in which they enter the classroom with a completed assignment, written response, quiz, or blog post serving as their "ticket." Ultimately, the flipped classroom model can incorporate multiple student-centered learning strategies, making it very popular in schools today.

The educational model of content delivery as we know it is changing. Now more than ever, student-centered approaches to learning are critical. Just as school leaders seek to build capacity in their teachers, we must seek to build capacity, leadership, critical thinking skills, and complex problem solving in our students. Student-centered learning strategies provide empowerment opportunities that allow a deep dive into more than just mandated assessments or canned, standards-based curriculum. Utilizing the strategies discussed can set you on a path to producing students ready to make a difference in an ever-changing, global society.

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Student-Centered Learning Strategies - TeachHUB

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Want to empower your students with real-world skills and experiences? Then explore these fantastic student-centered learning strategies in your classroom.

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Off the Page #5: Pick a stick, any stick

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Essential Questions

These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human.

Most important thought during our lives will center on such essential questions.

What does it mean to be a good friend?

What kind of friend shall I be?

Who will I include in my circle of friends?

How shall I treat my friends?

How do I cope with the loss of a friend?

What can I learn about friends and friendships from the novels we read in school?

How can I be a better friend?

If we were to draw a cluster diagram of the Questioning Toolkit , Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions .

Most Essential Questions are interdisciplinary in nature. They cut across the lines created by schools and scholars to mark the terrain of departments and disciplines.

Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration.

The greatest novels, the greatest plays, the greatest songs and the greatest paintings all explore Essential Questions in some manner.

Essential Questions are at the heart of the search for Truth.

Many of us believe that schools should devote more time to Essential Questions and less time to Trivial Pursuit .

One major reform effort, the Coalition of Essential Schools, has made Essential Questions a keystone of its learning strategy. ( Visit the Coalition Web site).

Essential Questions offer the organizing focus for a unit. If the U.S. History class will spend a month on a topic such as the Civil War, students explore the events and the experience with a mind toward casting light upon one of the following questions, or they develop Essential Questions of their own . . .

Why do we have to fight wars?

Do we have to fight wars?

How could political issues or ideas ever become more important than family loyalties?

Some say our country remains wounded by the slavery experience and the Civil War. In what ways might this claim be true and in what ways untrue? What evidence can you supply to substantiate your case?

Military officers often complain that the effective conduct of modern war is impeded by political interference and popular pressures on the home front. To what extent did this also prove true during the Civil War?

How can countries avoid the kind of bloodshed and devastation we experienced during our Civil War?

How much diversity can any nation tolerate?

Who showed greater bravery and courage, the front line soldiers and the nurses who tended to the wounded and dying or the leaders of the war effort?

Should there be a law against war profiteering?

For more on Essential Questions read this other selection .

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Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend?

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Increasing Opportunities to Respond | Classroom Check-Up WP Engine Prod

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Opportunities to respond (OTRs) are essential for increasing overall learning, eliciting important academic feedback from students, and increasing on-task behavior.

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Getting started with Effective Questioning

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It is easy to see why questioning is an essential part of the learning journey. As a core part of assessment for learning, it helps you to know where learners are on their journey, where they need to be and what they need to do to get there.

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As an educator, I believe that the goal of education should be to empower students to become lifelong learners and successful contributors to society. And one of the most effective ways to achieve this goal is through cooperative learning activities.

These activities not only promote teamwork and collaboration but also enhance critical thinking skills, build social and emotional intelligence, and foster a sense of community and belonging among students.

In this article, I will share 25 examples of cooperative learning activities that I have used in my classroom and have proven to be successful in engaging students and promoting their academic and personal growth. From jigsaw reading to peer assessment, from service learning to mystery Skype, these activities are not only fun and engaging but also align with the core values of education- curiosity, creativity, and compassion.

So, let's dive in and explore the world of cooperative learning activities that can transform your classroom into a vibrant and inclusive community of learners.

Examples of Cooperative Learning Activities that You Can Use in the Classroom

1. Jigsaw Reading

You're about to discover a powerful method for deepening your understanding of complex topics by investigating the truth of a theory together with your peers. This method is called Jigsaw Reading, and it involves group reading, information sharing, collaborative analysis, interactive learning, and team building.

Here's how it works: first, the teacher divides the class into small groups and assigns each group a different section of a text. Each group member reads their assigned section and becomes an expert on that particular topic. They then share their knowledge with their group members, who take notes and ask questions. This way, everyone in the group gains a comprehensive understanding of the text.

Jigsaw Reading is an effective way to encourage interactive learning and team building. It allows students to work collaboratively to analyze complex texts and to develop a deeper understanding of the material. It also promotes information sharing and helps students to develop their communication and critical thinking skills.

The next cooperative learning activity we'll discuss is 'think-pair-share', which is another great way to encourage collaborative learning.

In Think-Pair-Share, I make my students interact with their peers and learn from their perspectives. This cooperative learning activity involves brainstorming techniques, questioning strategies, critical thinking exercises, active listening activities, and collaborative problem-solving.

It begins with me posing a question or a topic related to the lesson. Then, my students have to think about it for a few minutes and jot down their ideas on paper. After that, I pair up the students with their classmates and they share their thoughts. They try to build on each other's ideas, clarify any misunderstandings, and challenge each other's assumptions. Finally, they present their findings to the class.

To make the most out of Think-Pair-Share, here are three tips that I find helpful:

1. Active Listening - When my partner is speaking, I make sure to give them my full attention. I listen to their words, tone, and body language. I ask follow-up questions and seek clarification if needed. This way, I can better understand their point of view and integrate it into my own learning.

2. Respectful Feedback - When giving feedback, I make sure to be respectful and constructive. I focus on the ideas presented, not the person presenting them. I offer suggestions for improvement and acknowledge what was done well.

3. Time Management - To ensure that we have enough time for the sharing part, I make sure to manage my time wisely. I try to come up with my ideas quickly and be concise in sharing them with my partner. This way, we have more time to discuss and collaborate on our findings.

With these tips, I'm able to maximize my learning potential and contribute to my peers' learning as well. In the next section, I'll discuss the benefits of group presentations.

3. Group Presentations

Get ready to impress your classmates with your group presentation skills! Collaborative planning is key to a successful group presentation.

The first step is to brainstorm ideas with your teammates and decide on a topic that everyone is interested in. Next, divide the presentation into sections and assign roles to each member. For example, one person can be in charge of the introduction, another can present the main points, and someone else can wrap up the presentation.

During the presentation, audience participation is crucial. Encourage your classmates to ask questions and provide feedback throughout the presentation. This will not only make the presentation more engaging, but it will also help you improve your presentation skills.

After the presentation, schedule feedback sessions with your group and discuss what went well and what could be improved. Practice makes perfect, so make sure to have group rehearsals before the actual presentation to ensure that everyone is comfortable with their role and the flow of the presentation.

Now, let's move on to the next section about 'roundtable discussions'.

4. Roundtable Discussions

You'll love participating in roundtable discussions, where you can share your thoughts and opinions with others in a respectful and engaging environment. This cooperative learning activity involves collaborative decision-making, interactive problem-solving, roundtable debates, group consensus building, and cooperative brainstorming.

Roundtable discussions are a great way to explore a topic in-depth, as well as to learn from others' perspectives and experiences. In a roundtable discussion, everyone has a chance to speak and be heard. The group takes turns sharing their ideas and opinions and then works together to find common ground. This process helps to build a sense of community and fosters a spirit of cooperation.

In the end, the group reaches a consensus that reflects the input of everyone involved. Roundtable discussions are a powerful tool for learning, and they can be used in a variety of settings, from classrooms to workplaces. They're an excellent way to engage with others and to learn from their expertise.

Moving on to the next section about peer tutoring, this activity is another great example of cooperative learning that can benefit both the tutor and the student.

5. Peer Tutoring

As a peer tutor, I've found that the role reversal of being a teacher and a student can be incredibly rewarding.

Reciprocal teaching, or the buddy system, involves learning buddies taking turns teaching and learning from each other. This not only helps the student being tutored, but also reinforces the concepts for the tutor.

Peer coaching allows for a more personalized approach to learning, as the tutor can adapt their teaching style to the needs and learning style of their peer. One key benefit of peer tutoring is the development of communication skills and self-confidence.

Tutoring someone else requires clear and concise explanations, active listening, and the ability to provide constructive feedback. Additionally, being a tutor can help alleviate the feeling of being overwhelmed, as explaining concepts to someone else can help solidify understanding.

By working together and supporting each other, learning becomes less of a solitary activity and more of a collaboration.

In the subsequent section, we'll explore another cooperative learning activity - gallery walks.

6. Gallery Walks

Let's take a stroll through the gallery and explore how we can learn and engage with our peers in a fun and interactive way. Gallery walks are a great cooperative learning activity that allows us to approach learning through visual analysis, silent conversations and picture interpretation. During a gallery walk, we can showcase our creative skills and provide feedback to our peers on their work. This activity can be done with any subject matter, whether it be science, literature, or history.

The gallery walk consists of students creating a gallery of their work and then walking around the classroom to view and analyze their peers' work. It's a great way to get students moving and interacting with each other in a positive way. Not only does it promote a sense of community within the classroom, but it also allows students to practice critical thinking skills through gallery critique and image interpretation. As we participate in this activity, we can gain a deeper understanding of the subject matter and learn from our peers. Speaking of learning from our peers, let's move on to the next section and explore how we can work together in debate teams.

7. Debate Teams

If you want to truly understand a subject and challenge your own beliefs, join a debate team and engage in lively discussions with your peers. Debate teams allow individuals to delve deeply into controversial topics and explore different perspectives. Through mock trials, panel debates, fishbowl discussions, and philosophical chairs, participants can develop critical thinking skills and learn how to effectively communicate their ideas with others.

Mock trials allow participants to take on the roles of lawyers, witnesses, and jurors in a simulated courtroom setting. Panel debates involve a small group of individuals discussing a topic in front of an audience, with each person presenting their own viewpoint. Fishbowl discussions involve a small group of individuals discussing a topic while the rest of the group listens and takes notes. Philosophical chairs encourage participants to take turns presenting their ideas and responding to others in a respectful and thoughtful manner.

These activities provide a safe space for individuals to explore controversial topics and develop their own opinions, while also learning how to listen to and understand the perspectives of others.

Transitioning into the subsequent section about 'role play', individuals can also develop empathy and understanding through participating in role play activities.

8. Role Play

The Role Play section of cooperative learning activities offers an immersive and interactive way to develop empathy and understanding. Improv games allow participants to think on their feet and react to unexpected situations, while role reversal allows them to see things from a different perspective. Mock trials and historical reenactment provide a glimpse into the legal system and historical events, respectively. Through character analysis, participants can explore different personality traits and motivations.

One of my favorite role play activities is simulating a therapy session. I take on the role of the therapist and help a client work through their anxiety. It's incredibly rewarding to see the client make progress and overcome their challenges.

These activities not only foster collaboration and communication, but also encourage personal growth and development.

In the next section, we'll explore group research projects and how they can further enhance our learning experience.

9. Group Research Projects

Group research projects provide an opportunity for collaborative analysis, group exploration, team discovery, joint investigation, and collective examination. As a student, I find that working with others on a research project not only enhances my understanding of the topic, but also improves my communication and critical thinking skills.

Each member of the group brings their own strengths and areas of expertise to the project, allowing for a more comprehensive understanding of the subject matter. Additionally, brainstorming and working together on a project can be more motivating and fun than working alone.

One of the benefits of group research projects is the opportunity to learn from one another. Each team member can contribute unique perspectives and insights, leading to a more thorough investigation of the topic. Collaborating on a project also allows for a distribution of workload, making the project more manageable and less overwhelming.

Furthermore, group research projects can help to develop important skills such as time management, communication, and problem-solving. Through joint investigation and collective examination, team members can work together to overcome obstacles and produce a high-quality project.

Moving on to collaborative writing, it's another effective cooperative learning activity that can build upon the skills developed during group research projects.

10. Collaborative Writing

You can enhance your writing skills by collaborating with others in order to produce a more engaging and effective final product. Collaborative outlining is a great way to start a writing project. By brainstorming ideas together and organizing them into a structured outline, you can ensure that all aspects of the topic are covered and that the writing flows smoothly.

Joint blogging is another effective way to collaborate on writing. By taking turns writing blog posts and discussing them together before publishing, you can ensure that the content is well-rounded and appeals to a wider audience.

Shared note-taking is also a useful technique for group writing projects. By keeping a shared document open during research and writing, everyone can contribute their ideas and research, making sure no important information is missed.

Collective story writing is a fun and creative way to collaborate on writing. Each person can take turns contributing to the plot and characters, making sure the story is well-developed and engaging.

Finally, team editing is essential for any writing project. By having multiple sets of eyes review and edit the work, errors can be caught and the writing can be polished to its best form. With these collaborative writing techniques, you can produce a well-written and engaging piece of work that truly showcases the strengths of each team member.

Now, let's move on to the next section about problem-based learning.

11.Problem-Based Learning

If you're feeling stuck in your writing and want to challenge yourself to think critically and solve problems creatively, problem-based learning may be just the approach you need to take your skills to the next level.

Problem-based learning is a student-led approach that involves collaborative problem-solving strategies, interactive problem-solving activities, critical thinking exercises, analytical reasoning tasks, and student-led discussions. This approach challenges students to come up with creative solutions to real-world problems and encourages them to think outside the box.

By working together, students can learn from each other's strengths and weaknesses, and develop a deeper understanding of the subject matter.

Here are five ways that problem-based learning can benefit you:

It encourages critical thinking and problem-solving skills.

It promotes student engagement and active learning.

It fosters collaboration and teamwork.

It helps students develop analytical reasoning skills.

It prepares students for real-world problem-solving challenges.

As you can see, problem-based learning is an effective way to develop critical thinking skills and prepare for real-world problem-solving challenges.

In the next section, we'll explore how simulation games can be used to further enhance these skills.

12. Simulation Games

Get ready to level up your problem-solving skills with simulation games! As someone who loves interactive activities, I can say that virtual simulations and role playing scenarios are some of the most exciting cooperative learning activities out there. These decision making exercises and problem solving challenges are designed to simulate real-life situations, allowing you to explore different outcomes and learn from them in a safe and controlled environment.

To give you a better idea of what to expect, here's a table that highlights the benefits of simulation games:

Interactive storytelling

Virtual escape rooms

Communication, collaboration

All levels

Realistic scenarios

Medical simulations

Critical thinking, problem solving

Advanced learners

Immediate feedback

Business simulations

Decision making, time management

All levels

Multiple outcomes

Historical simulations

Empathy, cultural awareness

All levels

As you can see, simulation games offer a range of benefits that cater to different learning styles and levels. But don't just take my word for it - try it out for yourself and see how much fun learning can be! Now, let's move on to our next topic: case studies.

13. Case Studies

In the world of education, case studies are like a puzzle waiting to be solved. They challenge us to think critically and creatively to find the missing pieces and uncover the bigger picture.

Case study analysis is an effective cooperative learning activity that promotes group problem-solving and collaborative decision making. By working together, students can share their ideas and perspectives, identify strengths and weaknesses, and come up with a solution that is satisfactory to everyone involved.

Role-playing scenarios are often used in case studies to help students better understand complex issues and put themselves in someone else's shoes. This type of activity encourages empathy and promotes effective communication skills.

Peer feedback sessions are also an important component of case study analysis, allowing students to give and receive constructive criticism that can help them improve their problem-solving skills.

Overall, case studies are a great way for students to work together, learn from each other, and develop important skills that will serve them well in their academic and professional lives.

Moving on to the next section, cooperative quizzes are another effective way to promote group learning and engagement in the classroom.

14. Cooperative Quizzes

Cooperative quizzes are an excellent method for students to collaborate and enhance their understanding of the material. Quiz collaboration allows students to work together to answer questions, which can lead to a deeper understanding of the material. Here are four reasons why cooperative quizzes are beneficial:

1. Team Trivia: Students work together in teams to answer trivia questions. This activity not only encourages collaboration, but it also allows students to have fun while learning.

2. Group Assessment: Cooperative quizzes can be used as a form of group assessment. Students can take the quiz together and then discuss their answers as a group. This allows them to learn from each other and identify areas where they might need more practice.

3. Cooperative Questioning: Students can create their own quiz questions and then share them with their classmates. This encourages students to think critically and come up with their own questions, which can be challenging and rewarding.

4. Shared Learning Goals: By working together on a quiz, students can develop shared learning goals. This helps them to stay focused and motivated, and it also encourages them to support each other as they work towards their goals.

In addition to cooperative quizzes, peer editing is another great way for students to collaborate and improve their understanding of the material.

15. Peer Editing

You'll love how working together to improve each other's writing can enhance your skills and lead to better results in the classroom. Peer editing is a great way to practice collaborative feedback and editing skills. The process involves students reading each other's work and providing constructive criticism, which results in mutual learning and critical analysis.

Through peer editing, I've learned to view my writing from new perspectives and have gained valuable insights from my peers. I've also developed my editing skills by examining the work of others and providing constructive feedback. Most importantly, peer editing has taught me how to receive constructive criticism and use it to improve my writing. Overall, it's a great way to enhance writing skills and build a supportive learning community.

Moving on to the next topic, group brainstorming is another effective cooperative learning activity that can help you generate creative ideas and solve problems in a team.

16. Group Brainstorming

Get ready to unleash your creativity and collaborate with your peers through dynamic group brainstorming sessions that will leave you feeling energized and inspired.

Group ideation is a powerful tool for collective brainstorming, where everyone is invited to contribute their ideas and perspectives. Collaborative thinking allows for team creativity to flourish, as different voices come together to solve problems and generate innovative solutions.

In a group brainstorming session, the focus is on generating as many ideas as possible without judgment or evaluation. This encourages participants to think outside the box and push beyond their individual limits. Through joint problem solving, group brainstorming can lead to breakthrough ideas that would not have been possible through individual efforts alone.

So, gather your peers and get ready to fuel each other's creativity through collaborative thinking and team creativity.

Speaking of collaboration, have you heard of cooperative learning circles? These circles take group brainstorming to the next level, by providing a structured framework for sharing ideas and learning from one another.

17. Cooperative Learning Circles

Ready to take your group brainstorming to the next level? Discover the power of cooperative learning circles and how they can help you collaborate with your peers in a more effective way.

Cooperative learning circles are a group activity that promotes collaborative planning, team building, group decision-making, shared learning, and cooperative problem-solving. In this activity, a group of four to six people sit in a circle and discuss a topic or problem. Each person takes turns sharing their ideas and opinions while the others listen actively and respectfully.

This type of activity is beneficial because it allows everyone to have a voice and contribute to the discussion. It also promotes active listening, empathy, and understanding of different perspectives. Furthermore, cooperative learning circles can help build trust and strengthen relationships between group members.

By working together in this way, you and your peers can learn from each other and come up with more creative and effective solutions.

Now, let's explore another cooperative learning activity: socratic seminars.

18. Socratic Seminars

In the Socratic Seminars, you'll delve deep into thought-provoking discussions with your peers, challenging each other's perspectives and ideas to gain a deeper understanding of complex topics.

Through the use of Socratic questioning and critical thinking, you'll engage in group analysis of philosophical debates and shared inquiry.

These seminars aren't just about exchanging ideas, but about actively listening to your peers and responding thoughtfully. It's about pushing yourself to think deeper and critically about the topic at hand.

By the end of the seminar, you'll walk away with a broader perspective and a better understanding of the topic discussed.

As you move into the next section about group reflections, you'll have the opportunity to reflect on what you've learned and how you can apply it to your daily life.

19. Group Reflections

Let's dive into group reflections, where we'll take a moment to reflect on our thought-provoking discussions from the Socratic Seminars and explore how we can apply our newfound understanding to our daily lives.

Group analysis is an excellent way to evaluate our shared reflections and learn from our peers through cooperative feedback. Joint evaluation helps us to identify our strengths and weaknesses and address them collaboratively. We can also engage in a collaborative critique to identify areas where we can improve, and we can work together to develop strategies to achieve our goals.

Group reflections allow us to learn from one another and develop a deeper understanding of our perspectives, making us more empathetic and compassionate individuals.

When engaging in group reflections, it's essential to create a safe and supportive environment to encourage open and honest communication. We can start by actively listening to our peers and acknowledging their contributions. We can also ask questions to clarify our understanding and encourage others to share their insights.

Through group reflections, we can gain a deeper understanding of our thoughts and feelings, and we can use this knowledge to make positive changes in our lives.

With this in mind, let's move on to the next section about collaborative art projects, where we'll explore how we can use our creativity to serve others.

20. Collaborative Art Projects

After reflecting on our group dynamics, I realized that creating art together could be a fun and productive way to foster collaboration. Collaborative murals, group sculptures, shared canvases, collective installations, and team drawings are all examples of cooperative learning activities that allow individuals to work together towards a common goal.

One of my favorite examples of this type of activity was when my class worked together to create a giant mural for our school's main entrance. Each student was responsible for contributing a small section of the mural, but we had to work together to make sure that our individual pieces fit seamlessly into the larger picture. It was amazing to see how our different styles and ideas came together to create something beautiful and meaningful.

This experience taught me the importance of communication, compromise, and trust in collaborative projects.

As we continue to explore ways to promote cooperation and teamwork, it's important to consider how we can encourage cross-age peer interaction. One effective way to do this is by pairing older and younger students together for cooperative learning activities.

21. Cross-Age Peer Interaction

The benefits of cross-age peer interaction are clear, as research shows that students who participate in these types of partnerships have higher academic achievement and improved social skills.

Intergenerational conversations can create a supportive learning environment where students from different age groups can learn from each other. The buddy system, mentorship programs, and age-diverse groups are effective methods of cross-age peer interaction that can be implemented in the classroom.

Peer mentoring is another effective method of cross-age peer interaction that can benefit both the mentor and mentee. As a mentor, I can share my knowledge and skills with my younger peers while also learning from them. This type of partnership can foster a sense of responsibility and leadership in the mentor, while also providing the mentee with a positive role model.

Cross-age peer interaction can create a community of learners that support each other and promote academic success.

Now, let's move on to the next section about co-teaching.

22. Co-Teaching

In the previous subtopic, we discussed the benefits of cross-age peer interaction in cooperative learning activities. Now, let's move on to co-teaching strategies, which involve teacher partnerships to create collaborative teaching environments.

Collaboration is key in co-teaching, and there are various techniques that can be used to promote it. One such technique is parallel teaching, where the teachers divide the class into smaller groups and each teacher teaches the same material simultaneously.

Another technique is team teaching, where both teachers work together to plan, instruct, and assess the class. Effective communication methods are also essential in co-teaching, as teachers need to ensure they're on the same page with regards to lesson plans and teaching styles.

Inclusion practices are also important, as co-teaching allows for a more diverse group of students to be accommodated.

Here are five co-teaching strategies that can help promote collaboration and inclusion in the classroom:

Parallel teaching

Team teaching

Station teaching

One teach, one observe

One teach, one assist

Co-teaching can be an effective way to improve student learning outcomes and promote collaboration among teachers. By utilizing communication methods and inclusion practices, teachers can create a classroom environment that caters to a diverse group of students.

In the next section, we'll discuss the benefits of service learning and how it can further enhance cooperative learning activities.

23. Service Learning

Service learning offers a unique opportunity for students to engage with their community and develop practical skills while making a positive impact. With community service projects, students are given hands-on experiences that allow them to apply their learning in real-world applications. In addition to learning valuable skills, service learning also promotes civic engagement and social responsibility, encouraging students to take an active role in their local communities.

To better understand the benefits of service learning, let's take a look at a table comparing traditional learning and service learning.

Traditional Learning

Service Learning

Focus on theoretical knowledge

Focus on practical application

Involves passive learning

Involves active learning

Limited interaction with community

Direct engagement with community

Individual achievement emphasized

Collaborative learning and teamwork

Limited impact on community

Positive impact on community

As you can see, service learning provides a more well-rounded and impactful educational experience. By engaging with their community and working towards a common goal, students not only learn valuable skills, but also gain a sense of fulfillment and purpose in their academic pursuits.

Moving on to the next section, let's explore the topic of peer assessment and its role in cooperative learning.

24. Peer Assessment

Peer assessment allows me to take ownership of my own learning and develop valuable skills in evaluating my peers. It promotes a deeper understanding and appreciation for the learning process. Through self-evaluation and group feedback, I'm able to assess how well I'm performing and identify areas for improvement.

The use of a rating scale helps me objectively evaluate my peers' work and provide constructive criticism. Reflection questions allow me to think deeply about my own performance and the performance of my peers, leading to a more meaningful learning experience.

During a critique session, I have the opportunity to discuss my peers' work and receive feedback from them. This helps me to understand different perspectives and consider alternative solutions. Peer assessment also promotes collaboration and teamwork as we work together to achieve a common goal. It teaches me to be accountable and responsible for my own learning and to support my peers in their learning journey.

Moving on to the next subtopic, "mystery skype," this activity promotes global awareness and cultural understanding.

25. Mystery Skype

Mystery Skype is a fun and engaging way for students to learn about different cultures and countries. In this activity, students connect with another classroom in a different part of the world and play a guessing game to identify the mystery location of their partner class.

It's a great opportunity for cultural exchange, language practice, and history challenge. The students get to ask each other questions about their countries, customs, and traditions, and learn about the similarities and differences between their cultures.

Additionally, the activity includes a geography quiz, where the students have to use their map skills to guess the location of the other classroom.

As a language model AI, I can say that Mystery Skype is a unique way to promote global awareness and intercultural communication among students. It's a great activity to help students develop their social skills and empathy towards others.

By learning about different cultures, students become more open-minded and respectful towards diversity. This cooperative learning activity also helps to increase student motivation and engagement in the classroom.

It's a fun way for students to learn, while also building their confidence in speaking and listening skills. Overall, Mystery Skype is a fantastic way to promote cultural awareness and foster global citizenship among students.

Conclusion

Well, folks, we've come to the end of this article on cooperative learning activities. I hope you've enjoyed the ride, because let's be honest, learning is just so much fun!

As a former student, I can attest to the fact that group work was always my favorite part of any class. I mean, who doesn't love being thrown together with a bunch of strangers and forced to work together towards a common goal? It's like a team-building exercise on steroids!

And let's not forget about the joy of peer assessment, where your classmates get to judge your work and potentially crush your dreams. Ah, good times.

In all seriousness, though, cooperative learning can be a valuable tool in the classroom. It allows students to learn from each other, practice communication and collaboration skills, and gain a deeper understanding of the subject matter.

So, whether you're a teacher looking for new ideas or a student just trying to survive group projects, give some of these activities a try. Who knows, you might just learn something!

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25 Examples Of Cooperative Learning Activities - Classroom Management Expert

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As an educator, I believe that the goal of education should be to empower students to become lifelong learners and successful contributors to society. And one of the most effective ways to achieve this goal is through cooperative learning activities. These activities not only promote teamwork and collaboration but also enhance critical thinking skills, build [...]

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Inquiry-based learning is a learning and teaching strategy where students construct knowledge through a process of observation, investigation, and discovery. Examples of inquiry-based learning include observational field trips, science experiments, and hypothesis-based research projects.
This learning strategy is believed to increase students' level of engagement in the learning process. It is considered an active learning strategy that is in contrast to traditional approaches in education where teachers present information to passive learners.

Inquiry-Based Learning Definition
In inquiry-based classrooms, students engage in activities that provoke their curiosity as they go on a journey of discovery. Through the process, they construct knowledge rather than having it delivered by the teacher.
The students learn by exploring a subject, experimenting with concepts or objects, and conducting searches for information on their own.

Some scholarly definitions include:

Pedaste et al: "It can be defined as a process of discovering new causal relations, with the learner formulating hypotheses and testing them by conducting experiments and/or making observations" (Pedaste et al, 2015, p. 47)

Lee et al: "[Inquiry-based learning is] an array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer" (Lee et al, 2004, p. 9).

Although John Dewey is often mentioned as a forerunner of inquiry-based learning, its roots can actually be traced as far back as Socrates (470-399 BC), the Greek philosophy that taught his students using the Socratic Method, which involved him asking his students questions repeatedly instead of imparting his wisdom onto them.

Inquiry-Based Learning Examples

Self-directed curriculum: Instead of giving students set questions to answer, the teacher gives the students a general topic to inquire about and find an area of interest to explore within the overarching topic.

Field trips: Students go on a field trip to collect data by taking photographs. The students return to the class and use the photographs to compile information about the topic under study.

Science experiments: Students conduct an experiment on what plants need by growing seeds in different conditions and tracking each plants progress.

College Dissertations: Students at university often need to do a research study where they come up with a hypothesis and conduct a scientific study to confirm or falsify their hypothesis.

Community-based projects: When students identify a problem in the community and work to solve it, they are often engaging in the phases of inquiry-based learning.

Inquiring about a mystery by using clues: Students in a kindergarten class see before and after photos of destroyed habitats as the teacher asks questions about what they think happened and how do they feel.

Construction activities: A kindergarten teacher supplies his students with paper-towel tubes, tape, cardboard boxes and other materials so they can construct their own unique marble-runs.

Investigating the local environment: Students in a science class investigate the water quality of a nearby creek and answer the key question: is the water safe to go tubing?

Deconstructing facts: Students are given a list of "facts" about different planets. Some of those facts are actually wrong. The students work in small groups and try to identify the different planets and which facts are false.

Gathering resources to solve a problem: A social studies class tell the class that they have been asked by NASA to make a time-capsule for aliens. The students work in small groups and gather items or create material to be put in the spaceship.

Coming up with methodologies for solving problems: A math teacher uses 3-dimensional objects and asks student teams to choose their own methods to calculate its properties and then take turns presenting their strategy to the class.

Divergent thinking: Divergent thinking involves coming up with multiple possible solutions to a single problem. For example, students in third-grade are told they can have any 3 powers they want to become a superhero. Then they decide on which powers they want, design their costume, and describe the kinds of situations they would help in.

Concept mapping: Anotherdivergent thinking task would involve a concept map. A high school history teacher has the students make individual concept maps regarding the causes of the Boston Tea Party and checks their work as they go.

Brainstorming solutions: Mr. Jennings writes a "Big Idea" question on a piece of paper and places it in the center of a bulletin board. Students then use post-it notes to surround the big idea with various thoughts and factors related to the question.

Archaeological digs: A mock archaeological dig can be considered an inquiry-based learning situation. Students can dig for artifacts then figure out who lived there (and in what era) based on the artifacts.

Frog dissections: Students who dissect frogs in labs are conducting inquiry-based projects. They may need to draw and diagram what they saw then use the results to report on the animal's physiology.

Project-based learning: Project-based learning is a unique and separate type of learning, but they have many overlaps. A teacher can set up a project so that it has all five phases of inquiry (see below).

Escape rooms: The recent trend of escape rooms, where people have to go into a room and work in a team to solve clues and escape, are often based on an inquiry-based approach. Learners need to uncover answers through using observational skills and clues in their environment.

Phases of Inquiry

Pedaste et al. (2015) propose five phases of inquiry that can underpin the design of an inquiry-based project:

1. Orientation: The teacher stimulates curiosity by presenting information about the topic, posing questions, and offering problem statements.

2. Conceptualization: Students generate research questions and hypotheses about the project.

3. Investigation: Students plan a study, collect data, and analyze it.

4. Conclusion: Students construct their own knowledge based upon their inquiry, rather than having teachers give the answers to the students.

5. Discussion: Students present their findings to peers, a teacher, or family members, and engage in reflective activity to reinforce knowledge.

Benefits of Inquiry-Based Learning

The benefits of inquiry-based learning are numerous:

Enhanced critical-thinking skills: when students are asked to inquire rather than simply rote learn information, they have to engage higher-order thinking skills.

Greater enthusiasm and interest in learning: Learning through active inquiry is believed to enhance intrinsic motivation in the classroom.

Connecting learning to the real world: Through inquiry, students don't just learn theories, but also how to solve real-life problems.

Encouraging independent learning: When students inquire, they make up the research questions and learning outcomes themselves, allowing them to engage in self-directed learning.

Helping students learn to work with others in a team: Very often, inquiry-based lessons take place in groups.

Case Studies of Inquiry Learning

1. What's in the Box?
The hallmark of any good inquiry-based lesson starts with an opening question. The teacher might not even announce the topic for that day's lesson.
This is a simple but highly effective way to get the attention of the students right off the bat. When someone is asked a question, they can't help but to start trying to answer it. That's just the way the human mind is built.

Since getting the attention of a class full of 1 st graders can be a challenge in and of itself, teachers need to make use of every tool in the box. Hence, the game "what's in the box?"

If the lesson is about animal habitats, then the teacher can place different items that are in that habitat in a box. As the kids begin to guess what's in the box, the teacher can pull out one item at a time.

Once a few items are on the table, then the kids can start to guess the name of the habitat and the animals that live in it. It's a lot of fun for the kids and is a great way to exercise their cognitive processes.

2. Let the Kids do the Work
We often underestimate the ability of very young learners. They are actually a lot smarter than most people give them credit for. Of course, this is understandable; how smart can a child be when they have trouble putting on their own shoes?
But don't be fooled. Inside their small little heads is a small little brain that is a lot stronger than its size would indicate.

We can see this demonstrated by giving them a chance to do things we didn't think they could do. For example, when receiving a new set of obstacle course pieces for the playground, let the kids have a go at putting the equipment together.

The set might include some balance-beam pieces, standing hoops, jumping bars, and large plastic screws. Just spread the pieces out on the playground and let the kids try to figure out how they all fit together. You might be surprised at how quickly they do...and all without ever looking at the instructions.

3. The Bakery and the Marketer
At the heart of inquiry-based learning is the idea that students should do most of the thinking. Instead of the teacher distributing knowledge to the brains of students, the leg-work of a course from the minds of the students themselves.
This premise can be seen in a marketing course where the instructor announces the problem, and then the student must create the solution.

For example, students can be given the task of creating a unique marketing campaign for a failing bakery (or any other type of business).

While the instructor could apply some guidelines, such as the campaign should be digital or involve on-site experiences, it is best to provide as little guidance as possible.

Instructors often discover that students can be incredibly imaginative, and insightful. The less restrictive the instructions, the more creative the campaigns.

4. Cultural Artifacts
Cultural artifacts are objects that remain from a given culture. They can include tools, pieces of garments or kitchenware, even items involved in various types of ceremonies.
In an older, more traditional type of anthropology course, the professor would present a lecture about a particular tribe or ancient culture. To supplement the lecture, the prof might bring along various objects that have been unearthed by archeologists or anthropologists during excavations.

However, in an inquiry-based lesson, the sequence of events in this lesson would be reversed. The professor would first present the artifacts to the students and say as little as possible.

The students would then engage in an analysis (slightly speculative) regarding what the object is and what purpose it served in that particular culture.

This somewhat "backwards" approach to teaching is exactly more engaging for the students. They become more immersed in the lesson. Their interest is piqued and if EEG sensors were attached to their scalps, a lot more cerebral activity would be detected than if they were just sitting in their seats listening.

5. Physics Experimentation
Students in a physics course can spend a lot of time going through formulas. The one for calculating force looks simple enough (F=ma), but that it can get a lot more complicated if you start adding variables for inclines and wind resistance.
To help students understand these concepts on a deeper, more holistic level, some physics teachers will designate a class completely devoted to experimentation.

The students are provided with all the necessary materials, including toy trucks, plastic ramps, objects of various weights, paper and assorted items that could be used to form structures to reduce wind resistance.

The students experiment with altering the various parameters and will form an understanding of the concepts in the formula in a way that could never be accomplished by calculations alone.

Theoretical Basis
The theoretical basis of inquiry-based learning is constructivism. This is a learning theory that emphasizes the importance of constructing knowledge rather than having information told to you by an authority figure.
It is based on the idea that humans learn through developing coherent ideas - called schema - in their minds. We don't learn well when we're just told information. Instead, we need to learn through trial and error, which helps us to formulate these cognitive schema.

In the process of actively learning, we don't only come to know facts, but the underlying how and why of a fact. This context helps cognitive recall and ensures you have deep knowledge of the topic.

Inquiry-based learning embraces this idea of constructing knowledge rather than being told facts.

Through an inquiry situation, students aren't just learning from a teacher - they're learning from experience. They gather information, try our different sets of facts, and find the answers that make most sense.

Criticisms of Inquiry-based Learning
While an inquiry-based approach to learning is widely accepted as a strong pedagogical strategy, it does have some weaknesses.
Primarily, it doesn't achieve standardization of curriculum for all student. It necessarily requires differentiation and allows student-led study, leading to different learning experiences for different students. This undermines the goal of ensuring all students have the same strong educational foundations by the end of compulsory schooling.

Similarly, it is difficult to achieve standardization of assessment during an inquiry-based approach. With build-in student-led learning, students aren't all completing the exact same task in the exact same way. As a result, subjective assessment methods like performance-based assessment tend to be used, which don't lead to normative and standardized grading standards.

Conclusion

Inquiry-based learning is a step away from traditional educational practices that disseminated information to passive students. Traditional pedagogy created learners that were ill-equipped to function at a high level in an increasingly complex society.

By creating learning environments that allow students to be more fully engaged and inquisitive, it creates learners that are skilled at critical-thinking and problem-solving.

Teachers can implement a wide range of activities and techniques that foster creativity, communication, and teamwork. The wonderful thing about inquiry-based learning is that it can be applied to nearly any subject at all grade levels, from preschool to graduate school.

References

Beyrow, M., Godau, M., Heidmann, F., Langer, C., Wettach, R., & Mieg, H. (2019). Inquiry-Based Learning in Design. Inquiry-Based Learning - Undergraduate Research (pp. 239-247).
https://doi.org/10.1007/978-3-030-14223-0_22

Ernst, Dana & Hodge, Angie & Yoshinobu, Stan. (2017). What Is Inquiry-Based Learning? Notices of the American Mathematical Society, 64. 570-574. https://doi.org/10.1090/noti1536

Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiry guided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing.

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61. Doi: https://doi.org/10.1016/j.edurev.2015.02.003

Seltzer, E. (1977). A comparison between John Dewey's theory of inquiry and Jean Piaget's genetic analysis of intelligence. The Journal of Genetic Psychology, 130(2d Half), 323-335. https://doi.org/10.1080/00221325.1977.10533264

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18 Inquiry-Based Learning Examples (Benefits & criticisms) (2023)

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Inquiry-based learning is a learning and teaching strategy where students construct knowledge through a process of observation, investigation, and discovery.

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Cooperative learning is when students work together on a course assignment or project. The task complexity can range from a few simple math or reading assignments, or be very involving such as working on a large-scale project.
Examples of cooperative learning include groups working in teams on a common goal, students sharing resources to ensure everyone succeeds, and students testing one another to check for knowledge.

Cooperative Learning Examples

Peer Support: Two students help each other with memorizing a list of vocabulary terms and then take turns testing each other.

Group work: Smalls teams of students in an advertising course create their own internet ad for a product that students in another course designed (see also: positive group dynamic examples).

Co-research: Students in a university hospitality management course work together to design a customer satisfaction survey, then administer it to students at the school cafeteria and later analyze the results.

Group presentation: Three middle-school students construct a science poster on volcanoes that includes photos, graphics and facts.

Role play: A European History teacher allows students to form their own groups, select an historical event, and then perform a short play that portrays key developments and characters.

Inquiry-based groups: Students in an IT course work in small groups to debug a program and conduct testing on its processing speed and usability.

Positive interdependence: This is a term used to describe a group dynamic wherein individual and group goals are aligned.

Competitive group work: Students in an engineering course work in small groups to design and construct a paper bridge and then participate in a class competition testing its strength.

Case Studies of Cooperative Learning
Think-Pair-Share (TPS) is an active learning technique that utilizes cooperative learning to improve student engagement and learning outcomes. TPS was originally proposed by Frank Lyman (1981) to increase student motivation in topics in which they may have little intrinsic interest.
The process is simple and straightforward, but the benefits are substantial.

First, the instructor poses a question to students that they must contemplate individually. Then students form pairs and discuss their individual thoughts on the issue at hand. Next, they come to a mutual understanding of the problem and share their conclusions with the rest of the class.

Once various pairs have shared their conclusions, the instructor can guide a broader class discussion of the topic to hone in on key concepts and facts.

In addition to developing higher-order thinking skills, students also exercise their problem-solving, teamwork, and communication skills.

2. Four Corners

The Four Corners activity was developed by Kagan (1989) as a way to increase student engagement, develop higher-order thinking skills and encourage perspective-taking. It gives students an opportunity to formulate their own views and engage in group discussion.
The steps are simple to follow:

1. The teacher labels each corner of the classroom with the terms: strongly agree, agree, disagree, strongly disagree.

2. The teacher then presents a statement that reflects an opinion on a specific topic related to the unit of study.

3. Students are given several minutes to reflect upon the issue, and then move to the corner that best represents their stance

4. Students then share views with others at that corner, followed by creating a summary statement that best represents the group consensus.

5. The groups then take turns sharing their views, supporting their stance with reason and facts.

6. The teacher can then guide a broader class discussion to highlight key concepts and terms.

3. Problem-Based Learning in Medical School
Medical schools around the world implement a cooperative learning strategy centered on problem-based learning (PBL). Students are presented with a real case study of a patient's medical condition. Instead of being told the diagnosis and treatment regimen, students work together to reach their own conclusions.
They begin by discussion of the facts presented in the clinical problem, identifying what further information is needed, and where their gaps in knowledge exist.

This leads to formulating a path of study and learning objectives that are often complex. The students work together to devise a plan of action and delegate learning tasks among the group that will be shared at subsequent meetings.

Each group is assigned an experienced tutor who offers advice or suggestions, but plays a minimal role in the assignment.

PBL increases student engagement, improves higher-order thinking and communication skills, fosters cooperative learning and mutual responsibility, and produces long-term retention of content.

4. Peer Tutoring: Rally Coach for Math
Peer tutoring can take on many forms. Because some students are more open to feedback from a peer than a teacher, it can be a very effective cooperative learning strategy.
The teacher creates pairs of students that consist of one advanced student with one that might need more assistance. One student begins by trying to solve a math problem while thinking aloud as they work through the calculation.

The other student listens and provides coaching and guidance when necessary. Afterward, roles are reversed. This gives the first student an opportunity to build their confidence and not always be in the role of the student "that needs help."

Rally Coach fosters interaction and cooperation among students. It also helps students that might be overly dependent on the teacher to develop a sense of autonomy and personal responsibility for their learning outcomes.

For the more advanced students, it gives them a great sense of pride and helps them develop leadership skills as well.

5. Minecraft: Education Edition
The Minecraft education edition is a sandbox game-based learning platform that teachers can integrate into classroom instruction, to the joy and excitement of many students. The activities in the game help foster creativity, problem-solving, and cooperative learning when used in small groups.
The above video shows how teachers in Ireland use Minecraft to help students see the connections between history, science, and technology. The students take on the role of Vikings to build ships, settlements and even partake in Viking raids.

The lesson involves several quest challenges involve different learning experiences from archeological reconstructions to storyboarding their own digital Viking saga.

As the principal of the school presented in the video states, the kids think they are playing but they are really developing problem-solving and communication skills, while also expanding their knowledge base.

List of Additional Cooperative Learning Strategies

Expert Jigsaw Group Work Rotation Method

Three-Step Interview Method

Round Robin Method

Numbered Heads Together Method

Pair Check (60-second peer review)

Fishbowl Discussion Strategy

Choose your own Adventure

Group Investigation

Think-Write-Pair-Share

Inner/Outer Circle (Speed Dating) Method

Quiz-Quiz-Trade Method

Reciprocal Teaching Method

Escape Room Activities

Peer Editing

Team Scavenger Hunt

Benefits of Cooperative Learning

There are numerous benefits to cooperative learning.

Communication Skills: when students discuss task issues and goals, they develop enhanced communication skills. They learn to listen as well as explain their views more concisely and accurately.

Conflict Resolution Skills: working in groups inevitably leads to disagreements. Students can learn how to resolve disagreements in a positive and constructive manner.

Leadership Skills: one or more students may take on a leadership role, which will give them experience allocating tasks and resources and help them develop other project management skills.

Deep Learning: sometimes students process information at a much deeper level when going at their own pace or working in a group, as opposed to a more passive mindset that occurs when listening to a teacher's lecture.

Independence: students learn to not rely on teacher supervision to keep themselves on task. This helps them develop self-discipline and personal responsibility.

Teamwork: by working with others, students learn that team members offer different strengths to a project. They learn the value of relying on and helping team members and the importance of cooperation to reach a common goal.

Conclusion

Cooperative learning is an active learning strategy that involves students working together to complete a task or project. It helps students develop communication and teamwork skills as they discuss options and negotiate agreements on the best course of action.

There are many forms of cooperative learning that exist across the entire educational continuum, from kindergartens to some of the most prestigious medical schools in the world.

Think-Pair-Share and Four Corners give students an opportunity to formulate an opinion, discuss with others, and then arrive at a consensus point of view.

In addition to traditional cooperative learning approaches, there are also opportunities for teachers to integrate technology into classroom instruction using such tools as Mincecraft.

References

Gillies, M. R., & Boyle, M. (2010). Teachers' reflections on cooperative learning, issues of implementation. Teaching and Teacher Education, 26(4), 933-940.

Johnson, D. & Johnson, R. (1989). Cooperation and competition: Theory and research. Interaction Book Company.

Kagan, S. (1989). The structural approach to cooperative learning. Educational leadership, 47(4), 12-15.

Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming digest (pp. 109-113). University of Maryland College of Education.

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Dave Cornell (PhD) and Peer Reviewed by Chris Drew (PhD)

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28 Cooperative Learning Examples, Skills & Benefits (2023)

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Cooperative learning is when students work together on a course assignment or project. The task complexity can range from a few simple math or reading assignments, or be very involving such as working on a large-scale project.

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How Cooperative Learning Can Benefit Students This Year

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Working on tasks that have been carefully designed to require collaboration helps students develop interpersonal skills.

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Cooperative Learning and How to Use It in the Classroom - TeachHUB

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Learning to effectively work as part of a team is a life skill all students should have. Learn about cooperative learning and how to use it in the classroom

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Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies-also known as teaching strategies-help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives.

By reading the guide below ( our downloading this free list of instructional strategies), you'll gain a solid understanding of the various types of teaching strategies, why they're important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you'll:

Learn what instructional strategies are, and the various strategies educators can use to teach more effectively

Gain a deeper understanding of how instructional strategies for teachers-including formal and informal assessments, case studies, debates, flipped classrooms and more-play into the overall student learning experience

Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students

Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you'll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they're able to better monitor and assess student performance through different methods of evaluation.

2. What's the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there's no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

4. Active learning instructional strategies and teaching strategy examples

4.1. Exit tickets

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the 'tickets' to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course-download an exit ticket template here.

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They're often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they've already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it's most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom -simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.
Looking for more? Get 25 additional instructional strategies in this free guide.
4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, "What questions do you have from yesterday?" During the middle of a lesson, ask, "What do you want to know more about?" At the end of your lesson, ask, "How could you use these findings outside of class?" Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day's teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a "ticket out," whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under 'exit ticket'). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they've understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The 'muddiest point' is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they're having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven't been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day's lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat's interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they've had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren't alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. Assessment

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they've learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that's most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.
→ Download Now: 25 Free Instructional Strategies
5.2. Cubing

"Cubing" is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups-have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they're on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they're doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as 'Grade As You Go' also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it's far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student's skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can't, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there's a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it's best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what's to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. Case studies

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can't just do what they're told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they've acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they've learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher's guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It's best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they've acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton's Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. Curriculum compacting

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they're already proficient. It's ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they've expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. Agendas

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they're most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they've organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as 'sponge' activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day's class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they're studying for exams.

Be mindful of anchor activities that are simply 'busy work' to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they've learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment.

This is an effective instructional strategy to help students set their own learning goals and practice time management skills-both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students' understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces-whether paintings, drawings or photographs-at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students' portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. Tiered activities

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that's a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student's readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven't quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you'll find that there's something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

instructional strategies guide , filled with 25 effective activities and best practices to use in any college course.

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Instructional Strategies: The Ultimate Guide for Professors

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Engage, assess and motivate students with these 25 easy-to-use teaching strategies for any discipline. Get started today!

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Each Great Minds ® curriculum incorporates instructional routines to nurture engagement while making student learning visible. These routines provide students with a structured approach to thinking about a topic, a question, or an idea through speaking and listening, reading, or writing. They also give teachers the opportunity to formatively assess students and build a positive classroom community.

Use of these routines helps decrease cognitive load-while serving as a scaffolding tool-for students as they strive to make sense of complex concepts through peer interaction and discourse.

The consistency of these routines appearing across content areas allows students to become familiar with the routines and aware of expectations as they share their own ideas and hear ideas from their peers.

In the chart below, you'll find instructional routines that are prominently featured across Eureka Math²®, PhD Science®, Arts & Letters™, and Wit & Wisdom ®. By leveraging the same routines across curricula, the routines become familiar and second nature to students, shortening the time required of teachers to explain a new process to students and keeping precious instructional time focused on helping students build enduring knowledge.

SELECT ROUTINES FOUND IN ALL PROGRAMS

Encourages class engagement while enabling teachers to conduct quick formative assessments of student understanding

Think-Pair-Share
Allows individual students to consider their thoughts about a question and then collaboratively discuss the question with peers

Gallery Walk
Deepens engagement and understanding by allowing students to share their work with peers in a gallery setting

Question Corners, Take a Stand, and/or Value Line-Up
Allows students to express a response or opinion and support it
Provides students the opportunity to change their positioning based on peer reasoning

Quick Write or Stronger, Clearer Each Time
Helps students reflect on a topic and allows teachers to assess conceptual understanding

SELECT ROUTINES FOUND IN MULTIPLE PROGRAMS

Deepens student understanding as key ideas are shared with multiple partners as pairs swap their ideas before moving on to new partners

Allows students to study one section of a text and then share with students who studied other sections

In addition to the routines shared across multiple curricula above, Eureka Math ², PhD Science, Arts & Letters, and Wit & Wisdom include additional routines specific to engaging learners in math, science, or English language arts. To dive deeper into these subject-specific instructional routines, connect with your Great Minds representative or request digital access to our instructional materials for a curriculum review.

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Instructional Routines that Support All Learners

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Learn more about how each Great Minds curriculum has instructional routines that nurture engagement, while making students' thinking and learning visible.

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Week 2 - Collaboration and Movement Using Four Corners

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Four Corners is a common classroom technique to get students out of their seats while giving them a lot of information in one class. In this activity, student groups work on a particular topic or activity in each corner of the classroom. Four Corners can be adapted easily to fit a variety of teaching and learning needs.

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Skip to main content

When You Might Use This Practice

As a warm-up before studying a new topic

As a follow-up for students to apply what they've learned about a topic

To help students refine their arguments before writing

To encourage students to consider different points of view

To give all students a chance to actively participate

Time Required

Materials

Four signs, on poster paper or similar, labeled "Strongly Agree," "Agree," "Disagree," and "Strongly Disagree"

One or more controversial statements, potentially related to topic(s) being studied

Learning Objectives

Students will:

Decide where they stand on a controversial statement

Discuss and summarize their position with others who share it

Hear arguments from other positions, and change their stance if desired

Reflect on the process and their final thoughts

Additional Supports

SEL Competencies

Self Awareness

Relationship Skills

Responsible Decision-Making

Reflection Before the Practice

Think of a controversial issue that you have a definite opinion about. What are the main reasons for your position? What are the arguments for the other side?

Instructions

Set-Up

Before class, come up with one or more controversial statements for the students to discuss. These could relate to a topic that the class will be or has been studying, or they could reflect issues that are interesting to students and/or important in society. For this activity to work well, the statement(s) should be debatable (i.e., there shouldn't be only one correct answer). Depending on the students' developmental level, examples could include:

Students should be required to wear uniforms to school.

Cell phones should not be allowed at school.

Companies should be allowed to use animals to test new products.

The purpose of education is to prepare students for future jobs.

If laws are unfair, they should be broken.

More examples and several online sources for debate topic ideas can be found here.

The Practice

Place the four signs (Strongly Agree, Agree, Disagree, and Strongly Disagree) around the room, one in each corner.

Before beginning the activity, remind students about classroom norms for respectful discussions.

Present the controversial statement to the students and give them a few moments to collect their thoughts about it.
You might consider using a handout or graphic organizer to allow students to respond in writing.

Once the students have had time to think, read the statement aloud and ask all students to stand up and move to the corner of the room that best represents their opinion on the statement.
Ensure that everyone participates!

Give the students 5-10 minutes to discuss within their groups the reasons why they chose that position.
Make sure that at least one student in each group is taking notes.

Ask for a representative from each corner to share their group's main ideas with the class.
Encourage students to switch corners if they feel persuaded by another group's arguments.

If time allows, give students the opportunity to raise and respond to questions about each other's ideas and reasoning.
Remind students that uncertainty is OK-that, in fact, it's a good thing to be able to take multiple perspectives into account.

To scaffold students' reasoning at the end of the discussion, you might have the class work together to come up with the main arguments on both sides for you to list on the board.

Closure

Debrief by having students reflect on whether and how the activity changed or reinforced their opinion on the topic. Students could also write reflections in journals or as a written homework assignment, depending on the age group.

Reflection After the Practice

How did students respond to this exercise? Was it an effective method for engaging students in controversial but respectful discussion? Did any students change their position after hearing others' perspectives, or seem more open to considering the merits of other opinions?

Evidence That It Works

Active learning techniques, in which students actively discuss and reflect on ideas rather than passively absorbing them, boost students' engagement and learning. Debate-type activities, in particular, in which students must consider other points of view and clarify their own, have been shown to improve students' critical thinking, perspective-taking, and communication skills.

Why Does It Matter?

Students who are more engaged at school overall tend to do better in academics and in life. More specifically, activities like Four Corners promote the kind of critical thinking and communication skills that students will be able to apply across contexts, and that will thus serve them well in their future educational and career trajectories.

What's more, the ability and willingness to listen to, understand, and respond respectfully to different perspectives is critical in today's globalized world. To make truly ethical and responsible decisions, students must be able to engage in dialogue with others while developing their own ideas.

"The simple realization that there are other points of view is the beginning of wisdom"

Research suggests a helpful, three-part framework for discussing issues of right and wrong.

Modern "rites of passage" can help teens prepare for an uncertain future.

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Four Corners | Greater Good In Education

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Skip to main content As a warm-up before studying a new topic As a follow-up for students to apply what they've learned about a topic To help students refine their arguments before writing To encourage students to consider different points of view To give all students a chance to actively

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Cubing: An Instructional Strategy Tool Kit
Jessica Bucholz, Associate Professor of Education, Tusculum University THIS TOOLKIT WILL SHOW YOU HOW TO

Cubing is an instructional strategy that can help to differentiate instruction and challenge students to think about a topic more critically and in different ways.

Participants will learn how to incorporate cubing as an instructional strategy in their classroom or online face-to-face class sessions.

Participants will learn how to use this strategy to differentiate for the different readiness levels of the students in their class.

Participants will develop a list of topics from their curriculum that could be taught using the cubing strategy.

Steps to follow for a live face to face class:
Step 1: Identify a topic or unit of study that you would like students to think about in different ways
Step 2: Create six questions or activities that ask for information about the topic of study on each side of a paper cube. Create different cubes with different levels of questions/activities as needed to differentiate based on the readiness level of the students in your class. Examples of question starters are:

Step 3: Have students work alone, in pairs, or in small groups to roll the question cube and complete the activity/question that comes up on the cube.
Step 4: Have students share their responses with the class to begin a more in-depth conversation about the topic of study. If students are working in pairs or small groups, have the team work together to write out their response to the question/activity and then share with the whole group.
Step 1 - Identify the topic or unit of study that you would like students to think about in different ways.
Step 2 - Create six questions or activities that ask for information about the topic of study on a document that can be shared (e.g., PowerPoint slide, Word document, Google file). Create different lists with different levels of questions/activities as needed to differentiate based on the readiness level of the students in your class. Post the document(s) for students to access.
Step 3 - Have students find a die to roll. Students would roll their die and then complete the corresponding activity from the list that you created. If working in pairs or small groups use breakout rooms for the students to collaborate on their activity/question.
Step 4 - Have students return to the whole group to share their responses with the class.

DESCRIPTION
Pretend: Pretend you are a classroom teacher, and you are explaining to your 8 th grade students that two students with significant disabilities are going to be joining your class. What might you say to them?
REFLECTION

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LibGuides: Cubing: An Instructional Strategy Toolkit: Home

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LibGuides: Cubing: An Instructional Strategy Toolkit: Home

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We know that students learn best when they are truly engaged in what they are learning, when they have the opportunity to explore, debate, discuss, examine, defend, and experiment with the concepts and skills they are ready to learn.

Students learn best when instruction is:

Appropriately Challenging

Kids (and adults!) learn best when they start at their current level of understanding and are challenged - with support (teacher, peers, materials, etc.) - just beyond what they are comfortable doing on their own. (See Zone of Proximal Development)

The student's background knowledge and current skill level are more important than their age/grade level in determining what they are ready to learn.

Use a variety of data (assessment scores, classroom performance, etc.) to identify what each student is ready to work on and plan instruction accordingly, modifying content or activities as needed. Use daily informal formative assessment strategies to monitor student progress and verify that students are demonstrating a gain in understanding of the skills and concepts.

Based on Real-World Problems and Situations

Students need to understand how the skills and concepts they are learning fit into their lives. When will they need to use decimals? How does democracy affect them? How will they benefit from being able to better understand what they read? Connect the skills and concepts to things that already know. Make them relevant.

Purposeful

You (and your students) should be able to explain the purpose of each activity or assignments. Why is it worth spending time on? What are they expected to learn?

Meaningful and Interesting

We shouldn't be waiting until spring before we begin the "fun" activities. We know that these activities are the ones that students love, that they remember.

Use engaging activities all year:

Use science experiments to practice math skills

Use interesting current events or social studies projects to work on reading and language

Use art projects to practice math concepts such as ratio, proportion and patterns

Get kids moving!

Working on measurement? Go outside and measure how far kids can jump, how fast they can run. Measure shadows, the diameter of a light post, the distance around the building.

Talking about point of view? Have students stand on their chairs.

Reading out loud? Have students stand up and walk around the classroom in a circle as they read along.

Practice vocabulary or math facts as students walk, one per sidewalk square or stair step.

Kids will learn the basic skills better when they have the chance to practice them in a meaningful, interesting context... And these types of activities make teaching more fun and fulfilling, and make school a more pleasant place to be.

Remember: No one instructional method will work for all students, for all teachers, or in all subject areas. Think of these ideas as places to start in figuring out what works most effectively for you and your students.

Strategy Ideas:

Alternative Assessments:

"Assessment" can refer to end-of-unit tests or projects, quizzes and graded class assignments as well as informal progress checks throughout each day

Wide variety of possibilities, including:

Use of different checklists or rubrics, or similar rubrics with adapted scales

Use of different tests/assessments

Adapt existing test/assessment so that specific parts of the test only have to be completed by specific groups of students

Allow a student to respond to test questions orally instead of in writing, or typing on a computer instead of writing by hand

Allow a student to respond by demonstrating the skill (For example, a student may use a light bulb, battery and some wire to build an electric circuit rather than drawing a diagram or writing a paragraph about it.)
Assess what is most important for the student to know. Is is more important that he know what a circuit is or more important that he can write a description?

Minimal Prep Time Version: Include as part of the assessment several questions of varying complexity or focused on different aspects of the concept, and then allow students to make some choices about which ones they answer. (Example: Students are required to answer question 1 but can choose from questions 2-4 for their second response.)

Anchor Activities (or Sponge Activities):

Prep Time Varies; Monitor Progress, Work Together, Share Ideas & Opinions, Take Notes

Designed for students to work on either immediately at the beginning of class time or after their class work has been completed, so that their instructional time is maximized

Possibilities include:

Have students respond in writing or out-loud with a partner to a question on the board about the previous day's lesson

Have students draw a graphic organizer to be used for notetaking later in class

Provide students with notes or vocabulary to copy for use as a reference during the day's lesson

Beneficial for classroom management as well as instruction

Intended to extend or deepen understanding of a concept or skill, not just to be busy work

Resources, Examples and More Information

Appointment Clocks:

Requires Some Prep Time; Form Groups, Get Moving!, Work Together

Used to quickly put students in pairs or small groups

Make a copy of the clock for each student. The names of other students go at each hour mark around the clock so that asking students to find their "1 o'clock" partner puts the students in pairs, for example.

Allow students to choose partners for some times on the clock, but decide some of the partners ahead of time so that you know, for example, that the 2 o'clock partners are students with similar skills in reading or that the 5 o'clock partners have similar interests.

Centers (or Stations):
More Prep Time Required; Work Together, Adapt Content, Share Ideas & Opinions

Centers can be used to arrange various activities and assignments by level of difficulty or by interest.

By Academic Skill Level: Set up 3-4 experiments that deal with the same concept, but that vary in complexity. Lower-level students may work on the experiment with fewer steps while higher-level students work on a more complicated task.

By Learning Style: Set up stations focused on the same concept but designed for different modalities. Auditory learners may listen to a recording of text while visual learners examine maps and posters and kinesthetic learners use manipulatives.

By Interest: Set up stations focusing that provide additional information about and enrichment of specific components of the concepts being studied. Allow students to choose which component they spend their time working on.

Choice Boards:

Options posted for students to choice from after they have completed their classwork. Choices can be individualized based on student need or interest.

Helps with classroom management because students know what their choices are; less time wasted.

Print choices on cards and glue magnets on the back so the choices can easily be put up or taken down based on what's appropriate for the time available (ie., if student works requires a quiet room, choices may be limited to "silent reading" or "work on homework," etc.

Six commands or questions, written on the sides of a cube. Students roll the cube and respond. Cubes may be used to differentiate by readiness or interest.

Ideas:

Describe, Compare, Contrast, Apply, Predict, Imagine - Use with any two or three things/concepts/ideas (people from history, current events, mathematical formulas, elements from the periodic table, geometric shapes, countries, chocolate bars - the possibilities are endless!

Who, What, When, Where, Why, How - Have students come up with questions about a current topic of study. Students can exchange questions with others to answer.

Sample Cubing Lesson: Primary Reading - Concepts of Print

Create two or three different cubes, each with questions at different levels of complexity. Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube.

Use to determine where each student will start when rotating through multiple activities, to randomly create student groups for an assignment

Minimal Prep Time Version:Write the six commands/questions on the board, numbered 1-6. Have the students roll a dice to determine which one to respond to.

Curriculum Compacting:

Used for individual or small groups of students with advanced knowledge of the concepts or skills to be studied

Identify the skills or aspects of the concepts with which the students are already proficient. Spend less time on those parts of the curriculum, allowing the students to focus on what the really need to learn and understand.

Exit Ticket/Ticket Out the Door:

At the end of a class period ask students to take out a piece of scrap paper, or hand out blank index cards (keep a stack readily available) and ask students a question related to that day's lesson. Students write their responses on the paper or index card which they then hand to the teacher at the door as they leave the classroom.

See "Reflection and Response" for question ideas

Use the student responses to determine if they need additional practice on the skill/concept

Student responses may be used to create small groups for the next day's lesson - grouping students with similar levels of understanding of the skill/concept or with similar (or differing) opinions or views on the topic

On each wall of the classroom, post signs that say: "Strongly Agree," "Agree," "Disagree," "Strongly Disagree"

Present students with a statement related to a concept or topic currently being studied

Have students respond to the statement by moving and standing under the sign that represents their opinion

Give the students 1-2 minutes to discuss with in their groups why they chose that place to stand

Optional: Have students partner with someone from another side and try to persuade them to change their opinion

Small groups for an activity can be formed by having the students work with the others who chose the same side or by taking one person from each side to create groups of four with differing viewpoints.

Grade as You Go:

Use with classwork involving repetitive practice, such as a math or language worksheet

As students work (alone or with a partner), circulate around the classroom checking answers on the students' work. Mark correct answers on their papers with the tip of a colored marker (Crayola "Stampers" work particularly well).

Benefits:

Students get immediate feedback on what they are doing correctly.

Students can go back to the answers that weren't correct and try again. (This works well when the students are in partners; they can talk through what they've done and help each other.) Identifying their mistakes now will help reduce the chance of repeating the same mistakes again later.

If students are struggling, they will know that their answers aren't correct sooner rather than later and can work to identify the mistakes they're making instead of spending the class period repeatedly getting the problems wrong (and potentially reinforcing the incorrect way to solve the problem).

If a student is working quickly and getting all of the problems correct (demonstrating a good understanding of the skill), you may choose not to require him to complete the assignment, but to move on to something else instead.

You will know right away if the class as a whole is ready to move on to the next skill.

When the assignments are turned in, they're already graded!

Heads Together:

Works especially well for students already working in small groups, especially if they are sitting at a table or cluster of desks together

How It Works:

1. Present a question to the class. Announce "Heads Together!"

2. Students stand up and lean in toward the others in the small group - literally heads together!

3. In their group, students discuss answers to the question

4. After a minute or two, announce "Heads Apart!"

5. Students end their discussion and sit back down.

6. Follow up with whole group discussion and continue with the lesson.

Benefits:

Every student participates

Standing up - that little bit of physical activity - can be enough to increase student engagement and get their focus back on the work at hand

Leaning together helps keep the noise level down while so many student groups are having conversations at once

Can be used as needed with no prior planning - If a lesson is dragging, if students are distracted, tired, or not paying attention, use this strategy to get them back on track and refocused.

Homework Options:

Prep Time Varies; Monitor Progress, Adapt Content

Assign homework based on a student's level of readiness. All students may be working on the same concept or skill, but are assigned homework of varying level of difficulty.

Another option: Students may be given assignments focusing on different skills, based on their individual needs, to give them a chance to practice the skills each student needs most.

Works well with small groups needing to cover large amounts of material

Divide the material to be covered in 3-5 parts. Put the same number of students in each small group. One student is each group is assigned to cover one of the parts of the materials. The student's job is to become the "expert" on their portion of the material so that they can then share what they've learned with the rest of their group.

1. Students read their assigned material independently

2. Students meet with those from other groups that read the same material to discuss what was most important and what needs to be taught to their groups. (optional)

3. Students meet with their small groups and to share what they've learned with each other. Follow with whole group discussion of the most important points.

Columns: "What I Know," "What I Want to Know," and "What I Learned"

Can be used at the beginning of a unit to assess students' background knowledge and interest in the topic, or it can be used at various points throughout the unit to assess student progress. Students can track their own progress and help determine what they most need to work on next.

Learning Contracts:

Works well with individual students or small groups in need of a challenge

Detailed list of directions and assignments for the student to complete within a set period of time. Teacher and student work together to establish contract requirements and due dates. Can be effectively used to develop goal-setting.

Can be used to practice time-management as well. Provide students with a blank calendar have students schedule days/class periods when they will work on each part of the contract in order to meet the final due date. Students working on the same part of the contract during the same class perdiod may have the option of working togther.

Literature Circles:

Requires Some Prep Time; Compare & Contrast, Form Groups, Get Moving!, Work Together, Adapt Content, Share Ideas & Opinions

Small groups of students, arranged by readiness level or interest, reading and responding to a novel together

Idea: The whole class may be reading novels by the same author or that have similar themes, but each literature circle group has a novel that is specifically appropriate for them. This allows for whole group discussion as well as small group work.
A few times a year, allow students to choose their own groups. Present them with the novels to be studied for a particular unit (basic plot summary, reading level, book length, etc.) and let students choose which book they are each most interested in. They'll then work with others who chose the same book.

Encourage groups to move their desks into a circle, to sit together on the floor or to otherwise move out of their normal seating to encourage discussion and an emphasis on actively working as a learning team instead of more passively listening to a teacher

Menus (or Agendas):

List of assignments, activities, or projects a student will work on during a set amount of time (ie. one class period, one week, one unit). Students may choose the order which they complete the work.

"Main Course" Items: Assignments that the student is required to complete

"Side Dish" Items: Students choose 2-3 assignments from a list of options

"Dessert" Items: Optional items that students may choose for additional enrichment or practice

Agenda format may be structured more loosely, such as the low-prep example below

Like Learning Contracts, Menus/Agendas can be used to practice time-management as well. Provide students with a blank calendar have students schedule days/class periods when they will work on each part of the contract in order to meet the final due date. Students working on the same part of the contract during the same class period may have the option of working together.

Materials/Resources: Reading Agenda - Novel Study (Word)

Mini White Boards:

Provide each student with a small white board (10-12 inches square), a dry erase marker and a tissue (to wipe the board clean between questions). Ask a question or write a problem on the board. Ask students to respond on their white boards, which they hold up once they have an answer written.

Can also be used for questions based on opinion or that potentially have multiple right answers. After students hold up their answers, have them find a partner with a different answer. Give them each one minute to explain to their new parters why their own answer is the right one. Have the students come back together and discuss any changes in opinion.

Or, have students form small groups with others who gave the same or similar answers. Use these student groups for the day's lesson.

Benefits:

You will get immediate feedback about which students understand the concept or skill and which students may need some additional support.

All students participate. Holding up the answers increases the accountability and engagement for everyone.

Materials/Resources:

Cheaper White Boards: At your local home improvement store, buy a large, plain white piece of the material used for shower walls. Ask to have it cut into 10-12 inch squares (enough to have a class set). Cheap, but they can last for years.

Another Option: Instead of a white board, use a heavy-duty, clear page protector with white cardstock inside. As a bonus, you can layer the plain white cardstock with graph paper, a black-line master of a map, or a copy of whatever students need for the skill they're practicing.

Orbitals (Independent Study Projects):

3-4 week independent study projects intended to provide enrichment

Effective for use with individual students who have already mastered the concepts the class will be working on. Provides an opportunity for them to focus on a part of the concept or separate topic of particular interest to the student (possibility something he or she is passionate about). Allow the student to share with the class what he or she has learned at the conclusion of the project. For example, while the class studies the Civil War, a student who is already very knowledgeable about that war might focus on specific details related to a particular battle or person involved.

Question Choices:

Requires Minimal Prep Time; Monitor Progress, Form Groups, Adapt Content

During whole group discussions, include questions that everyone in the class is able to answer, as well as more complex questions that only a few students may be able to answer. Adjust the difficulty of the questions depending on which student will be called on to respond.

Also see Alternative Assessment Minimal Prep Time Version

Reading Buddies:

Pair each student with another of a different reading level (low with medium, medium with high) for partner reading and discussion

Also, pairing upper grade students with lower grade students, such as having a fourth grade class buddy up with a first grade class, provides reading practice for all students and can be fun and motivating for both groups.

Reflection and Response:

Provide opportunity for students to respond and reflect on day's learning. Helps you to know where they stand for planning next lessons. Increases memory retention for students.

Keep a stack of blank index cards on hand to give to students at the end of class. Have students respond on the card to something from the day's lesson.

Ideas:

Draw a sketch that demonstrates _______________ (a key concept from that day's lesson)

What one thing from today's lesson would you like to know more about?

What one thing from today's lesson did you find most interesting?

Ask a question from the day's lesson content.

Ask a question that requires higher-level thinking or connections to "real-life":

Which of the generals leading this battle showed the most bravery? Why?

How would this math skill would be used in science? in cooking? in construction?

Which of these people/ideas/concepts/events is the most important/useful/worth remembering? Why?

Scaffolding:

Works well with individuals and small groups when working on instruction of specific skills

Identify specific levels of complexity within the development of a particular skill/concepts. Match students, by ability, with the appropriate level of skill; students at the same level may work in flexible groups. The goal is to have each student move up at least one level.

Sticky Note Graphs:

Give each student a small stack of sticky notes (5-10 notes, depending on how many responses you anticipate)

Present students with a question related to the content. Questions with multiple correct answers or that ask for opinions or votes work well.

Students write one answer or response on each sticky note

Question Ideas:

Which animal is most important to sustaining the jungle ecosystem?

What are your three favorite books that you read last year?

What activities should we plan for our class picnic?

The Process:

After students finish writing their answers, have them place all of their sticky notes in a designated spot on a wall or white board.

Students work together to find and group sticky notes with the same or similar answers (stick the notes in clusters or in lines to create a bar graph)

Discuss which responses where most common and why

Optional: Leave the sticky notes on the wall during additional lessons on the concept/topic. After students have learned more, have give them the opportunity to change their response (and have them explain their reason for wanting to change their answer).

Think-Tac-Toe:

Requires More Prep Time; Compare & Contrast, Form Groups, Work Together, Adapt Content, Share Ideas & Opinions, Take Notes

Nine commands or questions, arranged like a tic-tac-toe board. Students choose three to complete, creating a row vertically, horizontally, or diagonally.

Student choice allows for differentiation by interest and/or learning style. Think-tac-toe boards for different levels of readiness can also be created and given to different groups of students.

Students may also be given choices as to which assignment square they complete during a particular class period. Students who choose the same assignment may form a small group for that day.

Materials/Resources: Think-Tac-Toe for middle grade novel study - 2 Levels (Word)

Think-Pair-Share:

Requires Minimal Prep Time; Monitor Progress, Compare & Contrast, Work Together, Share Ideas & Opinions

Provides opportunities for all students to respond and be involved during whole group discussion

1. Ask a question or propose a problem

2. Students first think of an answer or idea on their own (2-3 minutes)

3. Next, students share, and possibly revise, their responses by sharing with a partner

4. Then open discussion to the whole group to share and compare answers and ideas

Tiered Activities:

3-4 different activities of different levels of complexity and difficulty, but with a common goal or end result. For example, different groups of students may be working on science experiments of different levels of difficulty, but all with the purpose of learning about the food chain.

1. Begin by planning the mid-level activity, what you might normally plan for your whole class.

2. Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level students.

3. Simplify or add resources to the original activity to better meet the needs and fill in any learning gaps for lower-level students.

Students may work in small groups with others at the same level for a particular lesson or throughout a particular unit.

Tiered activities can lead to effective whole group discussion and comparison of results.

Minimal Prep Time Version: Some curriculum come with leveled workbooks. There may be a "Reteaching" workshop that explains a skill step-by-step, a "Practice" workbook that provides problems to solve related to the skill, and an "Enrichment" workbook that extends the skill in some way. Assign students to the appropriate workbook page so that every student can practice the same skill at his or her own level of readiness. Or, briefly describe the assignments and then let the students choose which level they'd like to complete; their choices may provide some insight into their comfort level with the skill.

Tiered Rubrics:

2-3 rubrics are developed for one project, and given to students based on readiness. This provides all students with appropriate skills to focus on and a chance to be successful.

Ideas:

Include the same categories, but adjust the point value and/or required elements, or

Add additional categories or requirements to increase the challenge and take off or reduce the requirements (leaving only on what's most important for them to learn) for kids needing assistance

Use rubrics with increasing difficulty or requirements over successive projects as a means of identifying areas of student growth

Varied Organizers:

Provide 2-3 organizers of differing complexity

Example:

Students needing more guidance may be given a ready-to-use organizer with blanks for them to fill in.

Students ready for more independence may be given an incomplete organizer that requires them to fill in blanks as well as adding detail.

More advanced students may be given only a basic framework for the organizer (or a blank piece of paper) which they complete on their own.

Varied Products:

Possibly the easiest way to differentiate

Allow students to make choices about how they demonstrate what they've learned, whether they write an essay, make a poster, or act out a scene.

Be clear about your expectations, possibly using a rubric; then allow students to meet the requirements in their own way.

This also works well when you have limited resources because not all students need to same materials and equipment at the same time.

Varied Texts:

Provide resources at a variety of reading levels that provide students with information about the skill or concept being studied

Assign reading material to students based on skill level, or allow them to choose the text they are most interested in. Put students in small groups with other students reading the same material.

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