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Odd One Out
Challenges students to justify their reason for selecting the item that doesn't belong.

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This strategy allows students to defend their thinking and welcome new ideas.

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I'm think the point of most significance would be the versatility of the activity across disciplines. This could be simple or made very difficult depending on the student.

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Vema Edwards found this FACT to be a great personal-response system that provides a visual of the variety in student thinking.

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The displays allow for the class community to notice the range of ideas generated by the members. The teacher can also easily identify the types of misconceptions that the learners may have. The post it notes shows the students mathematical thinking thinking in a wide range of differences, displayed all year to engage students continuously and promotes students desired thinking compared to their peers.

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This strategy can be used multiple times throughout different segments of the lesson.

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Traffic Cups
Students use the cups to signal when the small group needs assistance from the teacher.

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Four students that were given the opportunity to defend a two-tiered question. The activity was student centered  and targeted a specific concept.

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The point of most significance is that students, individually or as a group, can self monitor their learning.

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Point of most significance for me was that the children have any easy way to assess their need for help and express that in a non disruptive way allowing the teacher to prioritize their time.

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Vema Edwards thinks that this FACT allows teachers to assess what students know/believe about the topic (probe).  Students are expected to state their thoughts/beliefs/preconceptions and defend them by also stating why.

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Kathryn and Lyndsey
This provides an opportunity for students to meet with others who have similar ideas to share and discuss their thinking and collaboratively construct a mathematics argument by listening to and evaluating the thinking of others in their group.

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Kathryn and Lyndsey
At the end of the lesson, ask students to describe orally or in writing the most significant point made during the lesson that contributed to their learning.

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Kathryn and Lyndsey
The Gallery Walk provides a visual record of students' mathematical thinking, solution processes, or discussion related to a learning target.

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Kathryn and Lyndsey
We think this FACT helps students recognize the importance of showing your work so that others can follow your thinking.

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Kathryn and Lyndsey
This technique gives teachers insight into the myriad ways students' thinking changes as a result of instruction and whether students recognize their own prior misunderstandings.

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For the younger students, ELL, or SPED students, a visual and no more than two viewpoints should be used

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Two-tiered questions that consist of a selected response section followed by a justification.

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For first grade they could use sentence frames and also add illustrations and labels. Could also be used in social studies in the form of annotated notes.

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#3 Considerations for Selecting and Implementing

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#3 Considerations for Selecting and Implementing

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There is a lot of questions that need to be asked before selecting FACTS, which is time consuming and often times unattainable due to time restrictions.

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Sticky Bars makes students' ideas public. It visually shows that not everyone in the class responds the same.

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Hot Seat Questioning
Amy, Kay, Terie, Melissa like the random aspect of the questioning strategy. We also like everyone having to think.

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#3 sometimes, always, never
We like this strategy as it give you information about misconceptions so we are able to provide interventions based on these. It can be used as summarizing