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This popular guide offers a wealth of innovative, research-based strategies for making K–12 classrooms the best learning environments they can be. Easy-to-implement best practices are presented for establishing a classroom management plan, organizing procedures and materials, building a respectful community, fostering peer collaboration, and engaging students in interactive learning. Each of the 50 strategies includes step-by-step instructions, the amount of time needed to implement, and the recommended grade level. In a large-size format for easy photocopying, the book features ready-to-use reproducibles.

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Could be repurposed for music compositions.

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In Music this would help with interval identification. We would have one student play or write an interval and have another answer, then switch roles. Both students would have to know the answer and be able to explain how they got that answer.

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active listening and listening as an ally!
turn taking
participation and engagement
questioning and responding to the questions of others

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resolving problems to reach competence....worksheets don't cut it!

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"...assign partners to be mutually responsible for making sure the other person is on the right page, has the correct materials..."
In sports teams and music ensembles, the kids have to learn that they are accountable to each other. This is a low-level introductory way to begin building and reinforcing that.

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I teach middle school.

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Students could be working on homework as they work through, they walk around and check their answers with others in the class. I have done this, but I like the idea of signing where each person agrees, thus making students accountable for their stance on each problem.

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This seems like a useful strategy for working through the process of close reading, especially early in the semester, and can be helpful throughout the year when extra attention needs to be given to passages that are particularly important and / or challenging.

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This is a great tool to practice writing, reading and speaking in a foreign language. Students have accountability for their knowledge and ability and what they present at the end isn't about themselves but a peer. This allows each student to participate and engage.

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This allows students to come to one agreed upon answer after discussing possible solutions to a problem.

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This is useful as a jumping off point for discussion in a large group setting; students share what they already know, and the facilitator can create a web, filling in the gaps after all novel ideas are shared.

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I use  this often since it gives students the chance to express their ideas and use the language in a smaller environments and then build from there.

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This will be useful for any level of my language students, but even more so for my upper level students especially when they have larger and more complex passages to dissect.   The students would read the same sections of the De Amicitia and draw up some comprehension questions (about substance, style, grammar, etc.) and direct them to their partner.  If their partner cannot answer the questions posed, the person asking the questions directs them how and where to find answers.  Then the roles are reversed. I can pair kids who  have relatively equal ability in the language or those of different abilities.

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This is similar to writer's workshops that we do for most major writing assignments. It provides an opportunity for peer review / feedback, and enables writers to have a more concrete conception of audience, purpose, and topic.

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This allows students to share what they know with others. Often times results in more complete answers.

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Accountability talk encourages students to truly listen and comprehend what their partner's plans are.

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Accountable Talk Sentence Frames are a great way to get middle schoolers to talk with each other, not at each other, about their opinions on a topic. These would allow opinions to be given safely, with evidence to support the students opinions. They also allow for modeling of civil arguments.

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I've done this where students write several review problems of their own and then pass it along. It also gives them appreciation for how hard it is to write problems in math/science.

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In a world where people have seemingly lost the ability to discuss issues and do so objectively, this allows people to share opinions in a smaller, less threatening environment.

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I like to have students read and takes notes over many different primary sources.  Using this, the students only need to read  one source, but will get information on many through their peers and notes.

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ReQuestYou and your partners readthe same piece of text andquiz one another usingquestions you each wrote.If one of you can’t answer,the other has to show howto locate the answer. 

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ReQuestYou and your partners readthe same piece of text andquiz one another usingquestions you each wrote.If one of you can’t answer,the other has to show howto locate the answer. 

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I think this strategy/activity will work well to help students comprehend material from their textbook the first time they read it. I like that they can help each other with comprehension.

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I like the idea of using the conversation roundtable in small groups when reviewing lessons from an American History chapter. Each small group would use the roundtable graphic to contribute information, summarize the lesson, then share the summary with the entire class.

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Since I'd like to introduce students to the idea of poster presentations in science, I would have students put together a poster together explaining lab results in place of a lab report.

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These are wonderful to use to allow students to work together towards a common goal. I love the ideas in the article where students use a different color so you can see exactly what each student is adding to the group. These posters could become anchor charts and be used as references for key information.

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When students work together to whiteboard a particle diagram, I will randomly choose who gets to present so they all are motivated to understand and be able to explain verbally.

I will probably use Bob's "deck of cards" way to sort the groups -- all threes together, fours together, etc. Then I can use the suits (diamonds, clubs, etc) to determine who speaks.