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Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon.

Lyman, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

Rasinkski, T., & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall.

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Think-pair-share is a cooperative learning strategy where students work together to solve a problem or answer a question about an assigned reading.

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Aronson, E. (2000-2008). Jigsaw Classroom: Overview of the technique .

Aronson, E., & Goode, E. (1980). Training teachers to implement jigsaw learning: A manual for teachers. In S. Sharan, P. Hare, C. Webb, and R. Hertz-Lazarowitz (Eds.), Cooperation in Education (pp. 47-81). Provo, Utah: Brigham Young University Press.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In S. Sharan (Ed.), Handbook of cooperative learning methods. Westport CT: Greenwood Press.

Colorín Colorado. (2007). Cooperative Learning Strategies.

Crone, T. S., & Portillo, M. C. (2013). Jigsaw variations and attitudes about learning and the self in cognitive psychology. Teaching of Psychology, 40(3), 246-251. https://doi.org/10.1177/0098628313487451

Hattie, J. (2017). 256 influences related to achievement. Visible Learning .

Law, Y.-K. (2011). The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34(4), 402-425. https://doi.org/10.1111/j.1467-9817.2010.01445.x

Moreno, R. (2009). Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making. Learning and Instruction, 19(5), 433-444. https://doi.org/10.1016/j.learninstruc.2009.02.018

Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A., & Schaps, E. (1985). Evaluation of jigsaw, a cooperative learning technique. Contemporary Educational Psychology, 10(2), 104-112. https://doi.org/10.1016/0361-476X(85)90011-6

Slavin, R. E. (1980). Cooperative learning in teams: State of the art. Educational Psychologist, 15, 93-111.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon. Tierney, R. (1995) Reading Strategies and Practices. Boston: Allyn & Bacon.

Stanczak, A., Darnon, C., Robert, A., Demolliens, M., Sanrey, C., Bressoux, P., Huguet, P., Buchs, C., Butera, F., & PROFAN Consortium. (2022). Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis. Journal of Educational Psychology, 114(6), 1461-1476.

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Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals).

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List of Graphic Organizers for Teachers and Students 

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Exploring Graphic Organizers?

Graphic organizers integrate both text and visuals. This has been scientifically proven to be an effective way of teaching and learning. Using them can be extremely useful for both teachers and students as they will make lessons more engaging as well as easily comprehensible.

We have listed below multiple types of graphic organizers you can use during various scenarios, whether you are reading, writing, doing research or studying for exams. Each tool is accompanied by a template that you can use right away.
1. What are Graphic Organizers 1.1. Benefits of graphic organizers 2. Types of Graphic Organizers 2.1. Graphic Organizers for Writing 2.1.1. 1. Persuasion map 2.1.2. 2. Sequence Chart 2.2. Graphic Organizers for Reading 2.2.1. 3. Story map 2.2.2. 4. Biography graphic organizer 2.2.3. 5. KWL chart 2.3. Graphic Organizers for Teaching 2.3.1. 6. Learning map 2.3.2. 7. Analogy graphic organizer 2.3.3. 8. Vocabulary graphic organizer 2.3.4. 9. Problem-solving organizer 2.3.5. 10. Math Graphic Organizer 2.4. Graphic Organizers for Learning 2.4.1. 11. Timeline graphic organizer 2.4.2. 12. T chart 2.4.3. 13. Hierarchy chart 2.4.4. 14. Star diagram 2.5. Graphic Organizers for Brainstorming 2.5.1. 15. Cluster diagram 2.5.2. 16. Lotus diagram 2.5.3. 17. Cause and effect graphic organizer 2.5.4. 18. Mind map 2.6. Graphic Organizers for Compare and Contrast 2.6.1. 19. Double bubble map 2.6.2. 20. Venn diagram 2.6.2.1. Add to Our List of Graphic Organizers for Teachers and Students
What are Graphic Organizers

A graphic organizer is a teaching and learning tool that is used to organize information and ideas in a way that is easy to comprehend and internalize. By integrating text and visuals, graphic organizers show relationships and connections between concepts, terms, and facts.

Graphic organizers can be used in all grade levels, and have proven to be effective learning tools for gifted children and students with special needs. And with adult learners, graphic organizers can help enable the connection between what they already know and newly acquired knowledge.

Benefits of graphic organizers

Different types of graphic organizers can be used across the curriculum for teaching, learning, and note-taking. They are easy to create and impactful in simplifying information.

Help visualize or present information in a way that is easier to comprehend, by breaking down larger or complex concepts or ideas into smaller and simpler parts.

Provide students the opportunity to actively contribute and participate in the learning process through the creation of graphic organizers.

Help develop cognitive skills such as brainstorming, critical and, categorizing and prioritizing content, reflection, etc.

Help recall prior knowledge about a subject and quickly connect it to new information

Promotes self-learning. By using graphic organizers for note-taking, analyzing, studying, etc. students can familiarize themselves with a lesson far more easily.

Types of Graphic Organizers

Here we have listed 19 types of graphic organizers for teaching and learning. Based on their varied purposes, you can utilize them in reading, writing, researching, brainstorming, and analyzing.

Graphic Organizers for Writing

1. Persuasion map

The persuasion map is an interactive graphic organizer that helps students familiarize themselves with the process of persuasive writing . It assists them with outlining and preparing arguments for their essays, speeches, debates, etc.
How to use it
Step 1: Choose a topic of interest for your essay/debate. Do proper research around it to collect enough information.

Step 2: Define the claim that you want to make with your essay. Persuasive writing by writing this down first.

Step 3: Next to it, write down the reasons for making that claim.

Step 4: Then write down facts, examples, and information to back up your reasoning.

Step 5: End your persuasion map with the conclusion of your essay.

2. Sequence Chart

A sequence graphic organizer is a tool that helps visualize the order of steps of a process or a timeline of events, etc. It can also be used for note-taking, lesson planning, and essay writing.
How to use it
Step 1: Identify the steps in the process or event.

Step 2: Using a sequence chart arrange these steps in sequential order.
Template
Graphic Organizers for Reading

3. Story map

A story map can be used to identify the different elements such as characters, character plots, themes, techniques, etc. in a book students are reading. It's a useful tool that teachers can integrate into the lesson to improve students' comprehension.
How to use it
Step 1: Read the book and understand it well.

Step 2: Discuss the different significant elements that were involved in the story. These could be the characters, setting, problem and solution, etc. You can fill the story map during the discussion.

Step 3: Once the map is complete you can discuss each element individually.

4. Biography graphic organizer

This is a tool that assists with understanding a character from a novel, autobiography or movie or a historical figure more in-depth. It brings attention to various important factors about a person's life.
How to create it
Step 1: Gather as much information you can about the character you are studying. You can also refer to online resources, or ask from teachers or experts.

Step 2: As you analyze the information you have gathered, isolate the facts that stand out or you think are important.

Step 3: Use your biography graphic organizer to lay out the information in a presentable way. You can add images to make it more comprehensible as well.

5. KWL chart

KWL chart is used for gathering information from student's prior knowledge or experience. This 3 column chart captures the before (what the reader already knows), during (what the reader wants to learn) and after (what the reader learned) stages of reading.
How to use it
Step 1: Get students to brainstorm around the selected topic and write down everything they know about it in the K column.

Step 2: Ask them to generate a list of questions about what they want to know in the W column of the chart.

Step 3: During or after reading the book/ lesson get them to answer these questions in the L column.

Graphic Organizers for Teaching

6. Learning map

Learning maps visually depict the key takeaways - skills, ideas, knowledge - students should get from a lesson. It usually provides a high-level view of the lesson/ unit/ course that is to be studied and the connection between its different components. Students can also use learning maps in the classroom for note-taking.
How to use it
Step 1: At the center of the map, write down the topic (i.e. name of the lesson or unit)

Step 2: Brainstorm ideas and information related to it. Write these down on branches emerging from the center. Make sure that you place them in a way that makes sense to teach or in a logical sequence around the center.

Step 3: Add connectors between these elements and add labels to highlight the kind of relationship between them.

Learning map template (Click on the template to edit it online)

Learning Map Template (Click on the template to edit it online)

7. Analogy graphic organizer

The analogy graphic organizer uses analogy to help students identify similarities and differences between a new topic and a topic that they are already familiar with.
How to use it
Step 1: Select a topic/ concept that the students already know and is analogous in certain aspects to the new topic

Step 2: Introduce the new concept and get the students to read and discuss it

Step 3: Using an analogy graphic organizer, ask the students to brainstorm and write similarities and differences between the two topics.

Step 4: Based on the completed graphic organizer, ask the students to write a brief description of the new topic

Analogy Graphic Organizer (Click on the template to edit it online)

8. Vocabulary graphic organizer

This tool can be used to assess the vocabulary knowledge of students. You can create graphic organizers including various elements to help students learn new words, and learn antonyms and synonyms.

9. Problem-solving organizer

Problem-solving graphic organizers can be used to improve the problem-solving skills of the students. It helps students identify and evaluate solutions to problems.
How to use it
Step 1: Identify the problem and write it in the problem box

Step 2: Ask students to then write down why they think it is a problem in the first place

Step 3: Get them to brainstorm all possible solutions along with the pros and cons relates to them.

Step 4: Once they select the best possible solution, ask them to list down all its possible consequences

Step 5: Students can then make suggestions to improve the selected solution further

10. Math Graphic Organizer

Math graphic organizers are used to describe math concepts graphically to students. It helps with simplifying and solving complex math problems.
How to use it
Step 1: Select the math problem you want to identify and a relevant graphic organizer that you can use to solve it.

Step 2: Invite your students or colleagues to collaborate as you wish.

math graphic organizer template (Click on the template to edit it online)

Graphic Organizers for Learning

11. Timeline graphic organizer

Timeline diagrams are a type of graphic organizer that shows a sequence of events in chronological order.

They come in handy when studying history as you can use it to display major historical events that occurred during a period of time along with important details such as dates and locations in which they took place.

In addition, timeline charts can also be used to show the progress of something (i.e. growth of a business) or changes.
How to use it
Step 1: Identify the different events and the sequence of order in which they took place.

Step 2: Use a research on your target audience to arrange them chronologically

Step 3: Include significant details such as dates, locations and other additional information as needed.

12. T chart

T charts allow students to study two facets of a topic. For example, disadvantages and advantages, pros and cons, differences and similarities, etc.
How to use it
Step 1: Draw a T chart and write down the two areas you want to brainstorm around on each column head.

Step 2: Write down facts on each column as you carry out your brainstorming.

13. Hierarchy chart

Hierarchy charts visualize the elements of a system, organization or concept from its highest position to the lowest. Students can use this tool to understand the superordinate and subordinate categories of a topic and the relationship between them.
How to use it
Step 1: Identify the most important element under the topic you are studying. Write this down at the top of the hierarchy chart.

Step 2: List down the second layer of sub-elements stemming from the first component you have identified. Add a third and fourth as necessary.

Step 3: Connect these with lines to show how they are connected to each other.

14. Star diagram

Star diagrams are used to organize the characteristics of a chosen topic. It can also be used to brainstorm around new topics.
How to use it
Step 1: Select the topic you want to study and write it down in the center of the star diagram.

Step 2: Write down the characteristics or attributes related to the central topics on each point of the star. Adjust the points of the star depending on how many traits you write down.

Graphic Organizers for Brainstorming

15. Cluster diagram

Cluster diagrams can be used to facilitate a brainstorming session or structure idea generation and even to help with exploring new topics.
How to use it
Step 1: Pick your topic of interest to explore. This should be placed in the middle of the diagram.

Step 2: Brainstorm around this main idea and come up with sub-topics related to it. Place them around the center.

Step 3: Brainstorm around each of the sub-topics and write down related ideas around them.

Step 4: Add as many layers as you want. However, use color-coding to emphasize each branch of thought. This will make it easier for you to read and understand the cluster diagram.

16. Lotus diagram

Lotus diagram is an analytical tool that can be used to breakdown broader and more complex topics into smaller components for easy understanding. It can be used for brainstorming and studying new topics.
How to use it
Step 1: Draw a 3×3 grid in the center. On the square in the center, write down the main topic to be explored.

Step 2: Write down the related sub-topics around it as you brainstorm.

Step 3: Draw 8 more 3×3 grids around the one in the center. Each of these can be used to write down facts that you brainstorm around each subtopic.

17. Cause and effect graphic organizer

This type of graphic organizer shows the causes and effects of an event. The cause is the reason why something has happened, and effect is the result of what has happened. Visualization helps clearly understand the different cause and effect relationships.
How to use it
Using a cause and effect graphic organizer, identify the causes and effects related to the problem you are studying or writing about. There could be several models of cause and effect events, such as one cause leading to one effect or multiple effects, or multiple causes leading to one effect or multiple effects.

One cause leading to several effects

Several causes leading to one effect (You can use a fishbone diagram here)

Each cause having one related effect

One cause triggering another cause that leads to another

18. Mind map

A mind map is a tool that helps capture the free flow of thought and is widely used for brainstorming around topics. Additionally, it can also be used to organize and group information about a topic.
How to use it
Step 1: Write down the topic you are brainstorming around in the center.

Step 2: On branches emerging from the middle, write down brainstormed ideas/ thoughts.

Step 3: Expand each sub idea with more facts. You can keep on adding more information to your mind map until you have enough.

Graphic Organizers for Compare and Contrast

Here we have listed 19 types of graphic organizers for teaching and learning. Based on their varied purposes, you can utilize them in reading, writing, researching, brainstorming, and analyzing. Best of all you can use our Compare and Contrast Chart Maker to draw them.

19. Double bubble map

The double bubble map is one of the popular thinking maps. It is much like a Venn diagram and is used to identify similar and different qualities between two things.
How to use it?
Step 1: Write down the two ideas/ topics you are comparing in the two bubbles in the center.

Step 2: As you brainstorm and analyze the topic, write down the differences in the bubbles radiating from the center.

Step 3: Write down the similarities in the bubbles that are common to both topics.

20. Venn diagram

Another graphic organizer that helps you visually represent a comparison of differences and similarities between two subjects, is the Venn diagram. What makes it different from the is that it can include more than two topics and one common area.
How to use it
It works similar to the double bubble map.

Step 1: Write down the topics being compared on the top of each circle.

Step 2: Writ down the differences or unique characteristics inside its own sector avoiding the overlapping area.

Step 3: List the similarities in the common area.

Add to Our List of Graphic Organizers for Teachers and Students

Although we have covered 19 types of graphic organizers in this post, there are plenty more that can be useful to our users. Know more? Mention in the comments section below to keep expanding the list of ultimate graphic organizers.

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The Ultimate List of Graphic Organizers for Teachers and Students | Creately

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19 types of graphic organizers for reading, writing, teaching, learning and brainstorming. Explained with editable templates for graphic organizers."

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Sketchnote Definition

"Sketchnoting or visual notetaking is a process of representing ideas non-linguistically. (That's a fancy of way of saying, "drawing pictures.") Visual notetaking can include concept mapping, but also more artistic ways of visually capturing and representing ideas. On the simpler side of the visual notetaking continuum, visual notes can be used to create narrated art. On the complex end of the spectrum, some visual notetaking applications support the creation of narrated sketchnotes (whiteboard animation videos) which include audio narration synchronized to screencasts of drawings. Visual or graphic facilitation can be used at meetings to summarize presentations and guide discussions. Whether simple or complex, visual notes can be used to more deeply process information as well as communicate it to others with images."

"Sketchnote" from Wesly Fryer via https://showwithmedia.com/sketchnote/

Sketchnoting Articles

"Visual Notetaking"

A collection of resources offered to explain what Visual Notetaking is, how it is done, and tools that can be used (both free and for a price) to use visul note taking techniques digitally.

Drawing Tools (iOS and Android)

1. Adobe Illustrator Draw (free)

2. Explain Everything (post explaing app differences)

3. SketchBook Pro (annual subscription required

For a complete list, see link above for the article.

List of resource articles providing introductions into sketchnoting, research on how sketcnoting can be a powerful tool in education, and technology resources from the University of Wisconsin-Stout.

Matthew Magain showcases his method and technique in preparing sketchnotes for a presentation. Provides a list of tools and steps for sketchnoting.

Examples of general sketchnotes on creative commons.

Student sketchnote examples from classes.

This article examines the use of sketchnoting in STEM classroom, with Assistant Professor of Industrial Design Verena Paepcke-Hjeltness introducing the method to roughly 1000 students, when the article was published in 2018.

Jennifer Gonzalez offers a general overview of note-taking, brief descriptions of different areas of note-taking. An area of intrest that pertains to visual note-taking (section 4). Within the seection are links that provided additional articles about sketchnoting from an author, a list of books pertaining to visual notetaking, a list of Youtube videos, and hashtags to find examples of visual notetaking on instagram and twitter.
Google Doc List Resource

A collection of students' stechnoting articles they read that pertains to STEM.

EXAMPLE: "Girls and Physics: Continuing barriers on 'beloning'"

Dr. Sue Pillans' article gives examples of using sketchnoting and STEM in both high schools and university, as well as workshops by Dr. Sue Pillans.

A blog that takes reader through step-by-step introduction to skechnoting with materials, videos and tools in the classroom or distance learning. Link provided in blog for a sketchnoting course.

By Morgaard 2017

Video Examples of Sketchnoting

Youtube Channel: "Verbal to Visual", by Doug Niell, offers multiple videos detailing examples and instructions on what sketchnoting is, how to start sketchnoting, and various techniques to use sketchnotes in different situations. Doug offers a playlists of videos called "Sketchnoting for Professionals", "Sketchnoting for Teachers", and "Sketchnoting Courses". Additonal, there is a site that offers a guide to starting sketchnoting and additonal resources.

Videos showing how to take traditional notes and slightly change those into sketchnotes. Sublte changes for beginners using a familiar format. Video produced by Doug Niell on Verber to Visual youtube channel.

Doug Niell offers his "Sketchnoting Tookit" and how he uses each item.

Rachel Smith provides two videos: 1. Overview of "what" and "why" of visual notetaking, for those who what to listen more than readand 2. Overview of digital visual notetaking examples for the first three minutes of the video.

Giulia Forsythe's presentation called "Drawing Conclusions" offers advice and encouragement for those who do not consider themselves "artist". Both video and presentation are available.

Rachel Smith's videos and Giulia Forsythe's video and presentation found on http://showwithmedia.com/visual-notetaking/

By Kendra L. Andrews and illustrated by T. Mark Bentley, explores strategies such as sketchnotes can enhance idea generation and learning and provide classroom stategies for multimodal composition.

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Library Research Guides: Visual Note Taking Guide: Sketchnoting

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. "Sketchnoting or visual notetaking is a process of representing ideas non-linguistically.

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A gallery walk activity gets students moving as they explore a range of documents, images, or student work displayed around the classroom.

English & Language Arts

History

Social Studies

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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A gallery walk activity gets students moving as they explore a range of documents, images, or student work displayed around the classroom.

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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 and Talk 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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There's a difference between leading and facilitating discussions. These strategies de-center the teacher's voice so students' ideas soar.

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Discussion Maps Explained

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Inquiry-based learning is more than asking a student what he or she wants to know. It's about triggering curiosity. And activating a student's curiosity is, I would argue, a far more important and complex goal than mere information delivery.

Despite its complexity, inquiry-based learning can be easier on teachers, partly because it transfers some responsibilities from teachers to students, but mostly because releasing authority engages students.

Teachers who use inquiry-based learning combat the "dunno"-a chronic problem in student engagement.

When you ask a student something like, "What do you want to know about _____?" you're often met with a shrug or "dunno." Inquiry-based learning, if front-loaded well, generates such excitement in students that neurons begin to fire, curiosity is triggered, and they can't wait to become experts in answering their own questions.

What inquiry-based teachers do isn't easy at all; it's just hidden, and some people confuse the two. Teachers hide the strategies they use to encourage inquiry, and the students develop their own skills as content-area experts.

Learning Something New

Triggering inquiry is about learning something new, and triggering curiosity is no small feat. It takes modeling enthusiasm, and learning something new generates our own enthusiasm, even if it's something new about the content we've covered for years.

Let's say you're clicking through your Twitter or Facebook feed and you stumble on a link in your content area. You realize it's a new factoid, a new perspective on an age-old topic. Maybe it's a new TED talk or graph with statistics, something that makes a concept more concrete. Maybe it's an infographic or a photo, something that startles you and leads to furrow your brow and say, "Whaaa?!"

By the way, I think one of the reasons why the whole world seems to be losing its mind over the Broadway production of Hamilton is because it presents a fresh take on a story we've all heard before. The power of learning something new is undeniable.

You have to bring that "whaaa?!" into your classroom. You have to model your own curiosity quotient-that hunger to learn that defines how we advance our knowledge of the world. According to the Harvard Business Review, a higher curiosity quotient can indicate more flexibility and help build a greater ability to handle complexity.

So think about your content area. What is a new take on a topic that you can bring to your classroom? What new piece of information might help you trigger your own enthusiasm that can then trigger your students' curiosity?

The 4 Steps of Inquiry-Based Learning

So you've discovered something that generates your own inquiry, and you've recreated that moment for your students when your curiosity was triggered. So what comes next in inquiry-based learning? This can be answered in four basic steps that should represent the outline of a simple unit.

1. Students develop questions that they are hungry to answer. Have them develop a problem statement that requires them to pitch their question using a constructed response, further inquiry, and citation.

2. Research the topic using time in class. It's crucial to have some of this be classwork so students have access to the head researcher in the room-you. You aren't going to do the work for them, but you are going to guide them and model methods of researching reliably.

3. Have students present what they've learned. Students should create and present a culminating artifact. When I have my students present what they've learned, I use a rubric with "Able to Teach" as the acme of what to reach for. After all, many people can understand content, but can they communicate it? Students can develop a website using Weebly, or perhaps a slideshow using Google Slides.

4. Ask students to reflect on what worked about the process and what didn't. Reflection is key. And it isn't just about asking them to think back on their opinion of the topic. It's about reflecting on the process itself. That's where you can work in metacognition-thinking about thinking. Have students focus on how they learned in addition to whatthey learned.

In terms of your content area, imagine a classroom where different kids are presenting their findings on a single, simple aspect of the content. You'd have a classroom that, overall, learns deeper and wider than ever before.

In terms of student achievement, the power of their question should help drive the research, the writing, and the presentation. It should help motivate them to become experts in their self-described field. And the more often a student gets a taste of what it feels like to be an expert, in however small a concept, the more they will want that feeling later on in life.

It all starts with finding your own enthusiasm, your own excitement, and your own curiosity. Do that, and you'll be heading toward a classroom built on inquiry.

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What the Heck Is Inquiry-Based Learning?

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What the Heck Is Inquiry-Based Learning?

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Gamification taps into the power of noncompetitive play and students' desire to improve their skills.

Dan Page Collection / The iSpot

In the business world, gamification is used in customer loyalty programs for credit cards and memberships: Spend money and invest time in the business's app and products to earn discounts and status upgrades. Everyone benefits at their own pace.

In education, gamification is intended to transform traditional lessons into an enhanced learning experience where students choose to explore and practice content, earning badges and status benefits. These might seem extrinsic, but the true rewards come from the students' internal drive to study content, gain depth of understanding, and master material that leads to badges, achievements, and status.

Success comes not from the rewards, but from how the learning journey is crafted for students to travel. Combining game mechanics with intentional exploration of aligned content will result in students' participating willingly.

3 Keys to Quality Gamification Experiences

1. Every student can reap the rewards of badges, achievements, and status by completing all required tasks. Gamification provides powerful experiences that are noncompetitive play to facilitate learning. Students invest time in and outside the classroom to complete the challenges, such as doing extra readings, video viewings, and practice activities. The more time spent and/or content consumed can only improve depth and breadth of students' knowledge and skill mastery. Such investment by all students is time well spent and should be rewarded with badges and work-related status.

Limiting access to awards to just one winner or the top finishers undermines the underlying intent of gamification: all students growing content knowledge and skills through active participation. It's more important to have as many students as possible benefit at their own pace and build learning and self-accomplishment. Allowing only a few to earn rewards demotivates students who either believe that they cannot compete or experience frustration at having invested time toward the goal, only to fall short because someone else edged them out. When the focus is on who wins, learning by all becomes the biggest loser.

2. Gamification offers renewable status and privileges through self-directed learning. Some say that giving out rewards for doing work creates the wrong type of motivation, whereby students become more focused on the treats and prizes than on the learning. This issue is dependent on a combination of the type of work students must do and the rewards that are earned. Gamification uses badges and achievements to encourage students to complete meaningful tasks that improve their content knowledge and skill levels. The tasks must align with the curriculum expectations.

Study passes: Choosing where they sit or access to study in the hallway, library, or other school locations can be a powerful reward. For specific lesson activities, students earn the right to pick their work environment and choice of partner. In the latter case, they can only choose from students who have also completed this badge.

Homework passes: When students have invested additional study time into a subject, they may not need to do additional formal practice. This pass is only good for the current unit. Or they earn the ability to complete a comprehensive study packet that covers all material to be addressed and bypass some of the standard homework.

Opting out of a test: Similar to curriculum compacting, this enables students to complete alternative work. The tasks are specifically aligned to the unit outcomes and give students a different way to show their learning. Students complete a badge where they demonstrate strong organizational and self-discipline skills.

Status and privileges earned should relate to empowering student agency about their approach to learning. The following are some examples:

All such badges and achievements must be renewed each marking period or semester. Once earned, these statuses are privileges that can be removed if abused. If they are lost, students may reapply by completing the tasks toward earning back the status, which demonstrates responsibility and accountability.

3. Gamification promotes goal setting and student agency. If we want students to own their learning, they need opportunities to choose the badges and achievements they want to complete. Renewable options empower students to explore which options appeal to them. There should be a series of tasks that composes the badge or achievement, including some options where they can choose the pathway that appeals to them.

For example, earning a homework pass might include readings, videos, and skill practice from which they choose from a list of what to complete. The study pass may require a written or recorded reflection about the importance of acting responsibly when in the hallway or study location outside of the classroom. The power of options empowers students to make the best choice that suits them and holds them accountable for their choices.

Gamification can have a greater impact on learning than even its cousin game-based learning. Whereas a game can have a valuable impact in one lesson activity, gamification done well is infused throughout the entire lesson and/or unit of study. It maximizes participation because everyone can win.

Gamification empowers students with the ultimate in choices when setting goals for what badges and achievements they want to complete, which leads to learners building skills for self-reliance and self-control. You can explore more mechanics for implementing gamification here. Game on!

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Using Gamification to Ignite Student Learning

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Gamification taps into the power of noncompetitive play and students' desire to improve their skills.

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In 1986, Donna M. Ogle, the Emerita Professor of Reading and Language at National Louis University in Chicago, invented the KWL chart. At the time, she was doing deep research into the various strategies that can help educators effectively teach students literacy and reading comprehension.

In her 1986 paper, K-W-L: A Teaching Model That Develops Active Reading of Expository Text , Ogle posited that prior knowledge plays a critical role in how students interpret what they read and what they learn from reading. According to Ogle, "To read well, we must access the knowledge we already have about the topic, or make it available appropriately so that comprehension can occur".

While Donna Ogle created the KWL chart specifically to help teachers teach students how to read properly, many educators around the world have successfully adapted the chart to different subjects, including Science and History.

If you're looking for a new way to engage your students in the learning process, KWL charts may be exactly what you need. Read on to find out what a KWL chart is, the benefits of using KWL charts in class, and how to use it to improve the teaching and learning process.

Skip ahead:

What is the KWL Chart Teaching & Learning Strategy?

A KWL chart is a graphic organizer and learning tool that helps students share their prior knowledge about a topic, understand new lessons, and give feedback about what they learned. KWL is an acronym for:

Before the lesson, students share what they already know about a topic and what they wish to learn from their teacher's explanation. After the class, they share what they learned during the lesson. This learning strategy is great for helping students comprehend lessons because it encourages them to connect their prior knowledge, their desire to learn more, and the new information they just absorbed.

With KWL charts, teachers can engage students and help them cultivate an interest to learn a new topic. And because they're actively participating in their learning process, students feel like they're in charge of their education, which helps them learn quickly.

As a teacher, you can also use KWL charts to gauge your students' knowledge gaps so you can figure out ways to bridge them. This way, you're not merely teaching students what you think they should know, but what they actually need to know.

Benefits of Using KWL Chart Teaching & Learning Strategy

If you're thinking of integrating KWL charts into your teaching strategy, you definitely should. Here are some reasons why:

Students love to do creative things. So using KWL charts to engage your students can boost their interest in learning new things and help them easily understand the topic you're explaining.

A huge reason this happens is that KWL charts involve analyzing your students' prior knowledge of the subject matter. When they know that the new topic is somewhat related to something they've learned before, they'll be more eager to learn more about it.

Right off the bat, a KWL chart requires each student to brainstorm the topic and write down (or talk about) their previous experience with it and what they look forward to learning in the new session. They're not just sitting passively listening to a teacher drone on about a topic for an hour; they're actually talking about what think and actively influencing how their teacher approaches the lesson.

This active participation during the lesson increases their capacity for comprehension, retention, and academic success.

A typical session with KWL charts requires students to speak with their teachers and classmates. They bounce ideas off one another, engage in group discussions , and even work on group projects. Depending on what class the students are in, teachers may encourage them to peruse one another's work/projects and give feedback on them.

KWL charts help teachers track their students' performance and learning progress. The K and W sections of the chart contain students' previous knowledge and their goals for the class. At the end of the class, students will fill out the L section, which helps the teacher assess whether the students achieved their learning goals or not.

If they have, the teacher can move on to the next topic. But if they haven't, the teacher will be able to see the gap in the chart and revisit the part of the topic students didn't understand.

How to Use KWL Chart Teaching & Learning Strategy

Using a KWL chart in a lesson is pretty straightforward. Here are the three steps you need to follow:

The first step is to make a KWL chart with columns for the K, W, and L sections. You can either draw the chart on the board or use a KWL chart template with your students (see templates below).

Before starting the class, introduce the new topic briefly and ask your students what they know about it. If they're old enough to write, have them write down everything they know about (or associate with) the topic in the K (Know) column.

If the class is a follow-up of a previous lesson, your students can fill out what they learned in the last class. You may break the class into small groups and have each group share their previous knowledge with the rest of the class.

This exercise helps you see what your students understand collectively or what they misunderstand from previous lessons. Depending on the situation, you can either correct students' misunderstandings or use the information to inform this new lesson.

When all your students have identified what they already know about the topic, ask them what they want to know. Students often get stuck in this section because it requires them to think about things you haven't introduced to them yet. To fix this, split your class into smaller groups and encourage each group to bounce ideas off one another to fill up the W (Want) column.

If your class doesn't have much knowledge about the topic or they're struggling with this section, help them by providing prompt questions that will guide their thinking process. A great way to do this is to ask your students to write one of each of the following types of questions: Who, What, When, Where, Why, and

This journalistic approach to writing can spark ideas and initiate conversations. This step is powerful because it helps you identify your students' interests and the questions they want you to answer during the lesson. When done well, you'll end up with engaged students and better learning outcomes .

After your students tell you what they want to know, you can start teaching the topic. During the class, allow your students to refer to their KWL chart to confirm that their questions are being answered.

As you answer their questions, your students can start to fill out the L (Learn) column with what they learned throughout the class. This step helps your students track their performance by tying in their previous knowledge to the information you just explained. This way, they can correct any misconceptions they had from the K (Know) column and share anything they found interesting/surprising.

When your students complete their KWL charts, discuss with them about the lesson. Ask them questions to reinforce their knowledge, give them feedback on their charts, and ask for their feedback on the entire class.

Note: Some teachers like to have their students fill out the L section after the lesson, rather than during it. That's fine, too, as long as you're able to review their learning and track their progress.

KWL Chart Example

Let's look at an example of a KWL chart in practice. Say, you're teaching elasticity to a 9th-grade Physics class. Here's what a completed KWL chart may look like for this class:

KWL Chart Template

To get started with KWL charts, here are our free KWL templates (PDF). All you have to do is download the one that is most appropriate to your students' ages and class, and encourage them to fill out the sections.

Other Teaching & Learning Strategies Similar to KWL Chart

If you're working with advanced students or you want a more thorough process, you can add a few more steps to your KWL chart. The two most popular alternatives are the KWHLAQ chart and the KWLSIFR chart.

KWHLAQ charts expand upon the KWL chart to incorporate more metacognition and encourage continual learning and real-life application in students.

In this chart, the K, W, and L columns function the same as in a regular KWL chart. The H, A, and Q columns, however, give teachers the opportunity to learn more about their students' thinking processes, and better impart 21st-century literacies and skills.

Here are what these three new steps mean and how they play out in an actual classroom setting:

H - How will I learn it?

This step is crucial because it allows students to find, analyze, and curate information that will help them understand the topic better. To fill out this section, encourage your students to think about how and where they're going to get more information about the topic on their own. This could be from books, articles, online websites, social media forums, or YouTube videos.

Whatever resources they want to use to learn more about the topic, put it in the H column.

A - How will I Apply my knowledge?

This step helps students connect what they learned in class to the real world. Ask them, "How will you apply your new-found understanding in real-life situations?" If your students get stuck in this section, share some analogies or even real stories that demonstrate how one can apply new knowledge in other contexts.

Give your students time to brainstorm different actions they could take based on what they just learned. These actions go into the A column.

Note: This step is especially important if you're teaching a skill that students will need to apply to different situations in the real world, e.g. digital marketing and programming languages.

Q - What new Questions do I have?

Encouraging your students to ask more questions reinforces the idea that learning is a continual, interconnected process and that every new knowledge leads to more questions that need answers. Your students will understand that they're not done with a topic just because the class has ended, they've read a book, or they've completed a project.

At the end of the class, ask your students to reflect on their initial questions (W column) and the answers you've provided, and signal if they have other questions on the topic they'd like to ask. Record these questions in the Q column.

Note: These new questions help you, as a teacher, identify the limits of your students' current knowledge and emerging knowledge gaps that you can fill with future lessons.

KWHLAQ Chart Example

The Cold War happened after World War II

Why was it called the "Cold War"?

I will go to the library and search for a book about the Cold War as a general topic. I will also scour the internet for credible sources of information, and send emails to my History professor who's an expert in wars.

The term "Cold War " is used because there was no large-scale military fighting between the United States and the Soviet Union.

I will use my knowledge to make a short video presentation on how the Cold War started for my final project.

What happened after the end of the Cold War?

The Cold War was a rivalry between the United States and the Soviet Union (and their respective allies)

What caused the Cold War?

The Cold War was caused by four things: tensions between the U.S. and the Soviet Union after World War II, the ideological and geopolitical conflict between the two nations, the emergence of nuclear weapons, and the fear of communism in the U.S.

What other proxy wars were fought while the Cold War was still happening?

The KWL+ SIFR chart is simply a KWL chart with some added sections. Just like the KWHLAQ chart, this chart encourages students to extrapolate the lesson by thinking about what their teacher has not touched on in the topic.

Here are what these four new sections mean:

S - Still want to know/learn

After the class, ask your students if they have answers to all their questions from the W (Want to know) column. Also, ask them if there are new questions that popped up during the lesson. Any new questions and/or unanswered questions from the W column go into the S column.

This allows you to address your students' questions before moving on to the next topic.

I - Importance

To fill this column, ask your students why they think the information in the lesson is important to them. Understanding why the lesson is relevant helps students put the lesson into context, stay motivated during the learning process, and figure out how best to apply their knowledge.

Note: Students can fill this section during or after the class.

F - Where I Found information

If your students are independent learners, this step is important as it helps students keep track of where they found more information on the topic. This is especially useful if they need to look up the information again as they study or reference their sources in an assignment/project.

If you teach middle school or high school students, the F column can help you and your students discuss relevant and reputable sources of information.

R - Want to Remember

The R column is where students can note key information they want to remember. You can use this section to help students realize the most important parts of the lesson, as well as how the information they absorb affects their understanding of other topics (or subjects) they'll learn in the future.

This section is also great for helping students prepare for tests and examinations.

Tips to Implement KWL Chart Teaching & Learning Strategy Effectively

Before introducing KWL charts to your students, here are some tips to remember:

1. Allow each student or group to fill out their charts themselves. If there are any inaccuracies in their previous knowledge, don't correct them right away. Instead, correct those misconceptions during the lesson and have them write the right concept in the L column.

2. Use the information in your students' KWL charts to plan your current (and future) lessons .

3. At the end of the class, discuss the use of KWL charts (or their variations) with your students. Ask them if the charts made it easier or harder for them to understand the topic, and encourage them to give you some tips on how you can make the learning process smoother for them.

Improve Your Teaching Process With KWL Charts

Ever since 1986, KWL charts have helped students actively participate in the learning process and improve their understanding of topics they cover in class. On the flip side, these charts help teachers create lesson plans that center the interests and needs of their students.

If you're thinking of including KWL charts in your teaching strategy, these KWL chart templates are a great place to start.

CTA for KWL Chart Templates

A KWL Chart is a graphic organizer that helps students organize their thoughts and learning process. It is commonly used to activate prior knowledge, set goals, and monitor learning progress.

To use a KWL Chart, follow these steps:

Ask students what they already know about the topic (K: Know)

Ask students what they want to know about the topic (W: Want)

After learning about the topic, ask students what they learned (L: Learn)

Yes, you can customize your KWL Chart based on the topic, learning objective, and the students' age and learning style. There are also downloadable KWL chart templates available (like the ones above) that you can modify to suit your needs.

Using a KWL Chart can help students become more engaged and active in their learning process, increase their retention and understanding of the topic, and enhance their critical thinking and problem-solving skills.

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KWL Chart Teaching & Learning Strategy: Examples, Templates, and Other Strategies

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Learn how to use the KWL Chart Teaching & Learning Strategy to enhance your lessons. Get examples and templates to implement this effective learning tool in your classroom.

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Think-Pair-Share is a collaborative learning strategy that helps students process and discuss ideas.

How to use:

1. Think- Students take a moment to think individually about a question or topic

2. Pair- They then pair up with a partner to discuss their thoughts.

3. Share- Finally pairs share their ideas with a larger group or whole class.

This method encourages active engagement, deeper understanding, and better retention of concepts. It is a great strategy for brainstorming, problem solving, and discussing specific topics.

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Think-Pair-Share works best when you want students to engage and collaborate with each other.

Here are some ideal times to use this strategy:

Before a lesson - This can help activate prior knowledge.

During a lesson - To help break up instruction and allow more time to process complex topics

After experiments - To help students analyze results and discuss observations

Reviewing - For reenforcing concepts

This strategy is especially helpful in science because it promotes discussion, reasoning, and making connections.

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Step 1: Prepare the Question

Choose a thought provoking question or prompt from the lesson

Ensure it encourages critical thinking, explanation or prediction

Step 2: Think (Individual Reflection 1-2 minutes)

Give students time to silently think about the question

Encourage them to jot down notes if they need to

Step 3: Pair (Partner Discussion 2-5 minutes)

Have students pair up and share their ideas with a partner

Encourage respectful listening

Step 4: Share (Class Discussion 5+ minutes)

Each pair should share their ideas with the class

Use a variety of methods

Cold calling

Round Robin

Group Reporting

Step 5: Clarify and Conclude

Discuss similarities and differences in responses

Summarize key takeaways and connect them back into the lesson

Address misconceptions

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Here is how the instructional strategy Jigsaw works:

Split the lesson into smaller subtopics

Assign each student to a small expert group where they will learn about one subtopic

Students in expert groups study their subtopics together discussing key points

Students leave their expert groups and form new groups where each member teaches their subtopic to the others

The jigsaw groups put all their pieces together discussing how the subtopics connect to form complete understanding

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Here are some Ideal times to use Jigsaw in the classroom:

Introducing a multi-part concept

Reviewing for a test

After a lab or experiment

Reading and analyzing texts

Problem solving or inquiry based learning

Jigsaw is especially useful when you want students to have active participation, peer teaching, and collaborating.

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Step 1: Divide the Topic

Break Lesson into smaller subtopics

Step 2: Form Expert Groups

Assign each student to small "expert groups" that forces on one subtopic

Each group will research, discuss, and become experts in their subtopics

Step 3: Form Jigsaw Groups

Create new "jigsaw groups" with one student from each expert group

Each student is responsible for teaching their subtopic to the group

Step 4: Share and Synthesize

After all members have presented, you could have students create a summary chart, concept map, or sketchnote to visualize the big picture

Step 5: Class Discussion and Wrap-Up

Have students present their findings or discuss key takeaways as a class

Address any misunderstandings and reinforce connections

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Graphic organizers help visually structure information, making it easier to understand and remember. They can be used to categorize ideas, compare and contrast concepts, and contrast concepts. Common types include venn diagrams, mind maps, flow charts, and concept maps. To use one, choose the appropriate format for your topic, fill in key details, and use it as a reference for studying or organizing.

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Graphic organizers and when to use them:

Organize information before writing or studying

Summarize key concepts from a lesson or text

Compare and contrast ideas, characters, or events

Show Relationships between concepts in science, history, or literature

Break down complex processes into steps

Plan projects or presentations by structuring ideas visually.

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Step 1: Identify the purpose

Determine why you need a graphic organizers

Step 2: Chose the right type

Select an appropriate graphic organizer based on your goal.

Venn diagram

flowchart

concept map

t-chart

Step 3: Gather information

Collect key ideas from the lesson

Highlight main points and supporting details

Step 4: Fill in the organizer

Start with the central idea or topic

add related information

Step 5: Review

Check for completeness and accuracy

rearrange or add details if needed

Step 6: Use the organizer for learning

Refer to it when studying

Share it with others

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Sketchnoting is a visual note-taking method that combines words, drawings, and symbols to capture key ideas creatively. It helps with student understanding, memory and engagement.

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Sketchnoting can be very useful in the classroom for the following things:

Introducing new concepts

Listening to lectures or discussions

Summarizing readings or lessons

Reviewing for exams

Explaining scientific processes

Taking interactive or group notes

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Step 1: Prepare Materials

Use a notebook, blank paper, or digital device

Have pens, markers, or other color materials ready

Step 2: Listen and Read Actively

Focus on key points, main ideas or important details

Pay attention to keywords, definitions and relationships

Step 3: Sketch Main Ideas

Draw simple icons or symbols to represent concepts

Use arrows and lines to show connections

Add speech bubbles or thought clouds for emphasis

Step 4: Incorporate text

Use short phrases, keywords, and bullet points

Highlight key terms with bold letters, underlining or color

Step 5: Organize

Add borders, frames, or separate sections

Use different sizes and colors

Keep it simple and clear

Step 6: Review

Add any missing details to refine connections

Use for studying, discussions or teaching

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A gallery walk is an interactive classroom activity where students move around the room to observe, discuss, and analyze others work. These could be posters, diagrams, or sketchnotes. They are hung up around the room and students take turns moving around and looking at the projects.

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A gallery walk can be a fun way to display student work, here are some times that a gallery walk will be effect in the classroom:

Reviewing concepts

Showcasing students work

Introducing new topics

Analyzing different perspectives

Encouraging peer feedback

Exploring complex processes

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Step 1: Prepare Materials

Display posters, diagrams, sketchnotes around the room

Arrange stations with room for students to move

Step 2: Explain Activity

Give students clear instructions on what they are doing

Provide guided questions or a worksheet

Step 3: Group Students

Divide students into small groups

Give each group a starting station

Step 4: Rotate

Give students 3-5 minutes at each station

Create a rotation: clockwise or counter clockwise

Step 5: Discussions

Allow students to write comments or questions on sticky notes

Step 6: Reflection

Have a class discussion about key takeaways

Optional, have a students write a reflection or summary

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Pick a Side is a debate style strategy where students choose a stance on a topic and defend their positions with reasoning and evidence. This can be a great activity to get students up and moving because you can have students physically pick a side of the room. The debate can proceed from there.

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There are so many different uses for Pick a Side and they are listed below:

Introducing or reviewing controversial topics in science, history, or ethics

Developing argumentation and critical thinking skills

Promoting active engagement and student led discussions

Acknowledging different view points and perspectives

I also like to use this strategy as a fun ice breaker game at the beginning of the year and brain breaks throughout the year. For brain breaks I will come up with a random topic for debate and let the students pick a side. The following are some of my favorites to hear in the classroom: Should mac and cheese be eaten with a fork or a spoon? Is purple a shade of blue or red? What color folder would science class be? Is a hotdog a sandwich?

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Step 1: Select a Debatable Topic

Topic has to have two or more opposing viewpoint

Step 2: Have Student Pick a Side

Designate areas in the classroom for different positions, agree on one side and disagree on the other

Allow students to physically move to the side they support

Step 3: Encourage Debate

Have students explain why they chose their side using their own evidence, facts, or own reasoning

Encourage respect

Step 4: Facilitate Discussion

Ask probing questions to bring students one step further

Allow students to switch sides if they change their mind

Step 5: Reflect

Discuss any key takeaways from all sides

Students could be encouraged to write reflections on what they learned and whether their sides changed throughout the debate

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Discussion mapping is a visual way to track classroom discussions. It can show how many times a student participates in a discussion and it can show how ideas connect throughout the discussion. It encourages participation, critical thinking and deeper engagement.

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Discussion Mapping can be great to use in the following situations:

To track participation in class debates or Socratic seminars

To visualize how ideas develop

To ensure equitable participation in group conversations

To help students reflect on their communication skills

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Step 1: Prepare the map

Use a whiteboard, large poster, or digital tool

Draw a circle for each student or use names

Step 2: Introduce the Topic

Pose an opened ended question or discussion prompt

Encourage students express their own ideas

Step 3: Track the discussion

As students speak, draw lines between participants

Highlight frequent contributors

Step 4: Analyze

Review how ideas connected

Discuss patterns

Step 5: Reflect

Encourage students to set goals for future discussions

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Inquiry based learning is a student centered approach where students ask questions, investigate and construct their own understanding through exploration and discovery. This is a really great strategy in a science classroom.

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Some of the following are times Inquiry based learning could be useful:

When introducing new science concepts

Encouraging critical thinking and problem solving

For project based learning and hands on investigations

Deepen engagement in lessons

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Step 1: Start with a question or problem

Present a question, scenario, or problem

Step 2: Student Inquiry

Have students brainstorm what they already know

Ask them to generate their own questions for investigation

Step 3: Guide the Investigation

Provide the resources

Allow students to research, experiment or collect data

Facilitate but do not give direct answers

Step 4: Discuss Findings

Have students share their discoveries through discussion

Encourage comparison of results

Step 5: Reflection

Have students summarize what they have learned and how they came to their conclusions

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Gamification involves applying game elements like points, challenges, and rewards to make learning more engaging and interactive. It can help boosts motivation, participation and retention.

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The following are some options for when you could add gamification into lessons:

Reviewing concepts in a fun way

Motivating students to participate and complete assignments

Encourage teamwork and critical thinking

Making challenging topics more interactive

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Step 1: Set Learning Goals

Define what students should learn during the game

Step 2: Choose Game Elements

Use point, badges, leaderboards, levels or challenges to encourage participation

Step 3: Collaboration and Competition

Divide students into teams if you want

Use friendly competition such as classroom leaderboards or rewards for effort

Step 4: Provide Instant Feedback and Rewards

Give immediate feedback to keep students engaged

Use small rewards throughout

Step 5: Reflect

Have students reflect on what they are learning from the game

Modify the approach if needed

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A K-W-L chart is a graphic organizer that helps students activate prior knowledge, set learning goals and reflect on information. It consists of the following 3 columns:

K (Know): What students already know about the topic

W (Want to Know): What student want to learn

L (Learned): What they have learned after the lesson

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The best time to use a K-W-L chart could be for the following:

Before and after introducing a new topic

To assess prior knowledge and guide instruction

To encourage active learning and reflection

To review and summarize key concepts

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Step 1: Introduce the Chart

Draw or hand out a three column K-W-L chart

Explain what each section means

Step 2: Fill out the K column

Have students note what they already know about the topic

Step 3: Complete the W column

Ask students what they want to know about the topic

Encourage curiosity and critical thinking

Step 4: Teach the lesson

Present information through reading, discussions, or activity

Students can take notes during this time.

Step 5: Fill out the L column

After the lesson, students list what they learned in the last column

Address any unanswered questions

Step 6: Reflect

Compare K and L column to track learning progress

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A great video description on gallery walks in the classroom.

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Sketchnoting has given several of my students a new way to express themselves, both as they reflect on lesson materials and create presentations of their learning. This post is an outline of how I get my class started with sketchnoting.

Because we are not in a 1:1 iPad environment in my classroom, students begin their doodles with paper and pencil, and I eventually do digital tutorials for those that are interested in using this method to share their work and thinking. The app we use is Sketches School (the same as in the Everyone Can Create Drawing iBook) and some students have dabbled with Procreate as well.

There are 5 basic tenets of sketchnoting that I teach below. We move through each individually as students explore how they might use them to effectively communicate thinking.
Text
There are orders of magnitude in your text. The size and text style acts to communicate of the level of importance of the written words.

Boxes and Containers

These denote significance or categorization and act as a styling tool for your broader sketch note.

Lines and arrows

These elements work to separate and divide or join and converge your content, respectively.

Doodles

You DO NOT have to know "how to draw" to sketch note. Most doodles contain 5 basic components... a dot, a line, a triangle, a square, and/or a circle. As Mike Rohde, the author of The Sketchnote Handbook says about the quality of drawings, it's about "ideas, not art!"

Layout

There are 5 general layout styles in which your sketchnote can flow.

After teaching the sketchnote elements, I'll generally have students hone their skills and practice with a challenge like this table (given to them empty, of course).

Then, we'll put it all together with some challenges or assignments like any of these below:

Challenges

Sketchnote a typical day in your life

Draw how you make toast (or insert other task) - great for expository writing

Term / year / course reflection

Sketchnote a scientific or biological process

Sketchnote a historical timeline

Sketchnote a character map

Sketchnote the plot of the novel you're reading

Do you have some other ideas on where you'd use sketchnoting in your classroom? Comment with your ideas below!

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Sketchnoting has given several of my students a new way to express themselves, both as they reflect on lesson materials and create presentations of...

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I picked this strategy because I think it has so many variations that can be beneficial for students. Gallery walks can be used in virtually any classroom with any content matter. It offers students to display their work and add comments to others work without the pressure of presenting to a quiet classroom. I love the opportunity for socialization and academic conversations that gallery walks provide. I plan to do a gallery walk this week in my classroom. Students created their own versions of the periodic table and I want others students to see how creative they all are. I think this is the perfect strategy to get their work on display. Students will ask a series of questions during it seeing if they can identify the groups and periods and why the student organized it the way they did.

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I picked Sketchnoting as my second strategy because it can be very useful in the science classroom. I was a student who always added doodles to my notes during school, and it helped me remember so much more because I am a visual learner. Sketchnoting can help with concentration because students are getting to color and add life to their notes without missing any of the content. It is almost like a brain break depending how it is added into the classroom. Science is already so complex and adding sketchnoting lets students see the content in a different way. I plan to use this strategy with my students whenever we encounter more complex topics. I have seen it used so many times in biology, my hope is to make it just as easy in chemistry and physics.

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I truly feel that K-W-L can be very useful for younger students but I feel that it is outdated for older students. This strategy would never work with my current 8th grade students. They would argue why they need to do it if it isn't graded. They would also answer it with short one word responses, which ruins the whole idea of the strategy. There are so many other ways to get this information from students without them filling out a chart. I like to have group conversations about what they already know and that is a quick way to gauge their understandings and allows them to socialize. That is way more effective for these students than having them write out a K-W-L chart.