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1.) Have students divide a piece of paper into two

2.) Students will need to label one side with "Give One" and the other with "Get One"

3.) Provide Students with a question/prompt

4.) Give students a specified amount of answers and have them write those under "Give One"

5.) Have students pick a partner and pick who is partner A and B

6.)Have partner A share their responses first and partner B add to their "Get One" column

7.) Have partners switch roles after a set amount of time

8.) Have students find another partner and continue the process

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This strategy can be used for a review of the key points in a lesson or for an assessment to measure what the students have learned. You give students different prompts, so you can have a lot of freedom in what you choose to use this type of strategy for.

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Give one, get one is an instructional strategy that allows for students to take positions in arguments, prepare for essay topics, as well as engage with each-other. This strategy is great to use to teach students how to evaluate the questions they're asked and compare them to others in the classroom. Students will need to actively listen to each other and need to be fully engaged in this strategy.

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1.) Introduce the strategy

2.) Assign students to a group of 3-5 people and have them discuss a specific topic (give students a specific amount of time)

3.) These students will then become "experts" in this topic and you will break students into new groups

4.) These students will then "teach" their new group about what they learned

5.) Assess the students on what they learned to be sure you don't need to reteach some of the material

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This strategy is mostly used in a lesson, rather than reviews or practice problems (though it still could be used). Times to use this lesson could be

-When they're is lots of vocabulary or

-Lots of sections to cover

Sometimes chapters can have an overwhelming set of concepts and jigsaw not only helps the students better understand each topic, but helps the teacher break these things apart.

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This instructional activity requires students to be engaged and fully participate, as they will each be teaching each other about their concept. When students teach something, they are able to increase their understanding on that topic as well. It is also important for the communication of peers in the classroom, this allows for them to practice their active listening skills as well as their communication.

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1.) State objectives

2.) Introduce the activity

3.) Assign the context and roles

4.) Student Preparation/ Research

5.) Students present

6.) Discussion/ Debrief

7.) Assessment

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This activity can be used for teaching students a new lesson. It provides critical thinking and a preparation period for students to understand their roles. It can also be used to review some key concepts, this can allow for students to take on a bigger meaning of the part they're playing.

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This strategy is a way for students to obtain a deeper understanding of the material in a creative way. Students will be engaged and doing a different activity than they would normally be doing. Students will be provided with a script, but they may need to do some research to better understand what each of their roles do. This can also be used as another example of peer instruction, though it may not be a student teaching other students, it's students who are working together to learn about their topic.

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1.) Pick a concept to have students work on

2.) Introduce the activity students will be doing to teach each other

3.) Ask students question so they can create arguments and explanations (make sure to prep these)

4.) Give students set amount of preparation time

5.) Implement the activity

6.) cycle through the activity again if there is more concepts

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Peer instruction is used after students are faced with a question or an assignment to teach to their peers. Students must be given time to prerequisite for this activity so they're able to comprehend the material. This strategy will increase students problem solving and critical thinking skills and help them understand the material more. When students teach other students they're able to understand the topic better.

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This can be used for introducing a new topic or for reviewing the concepts that have been previously learned. It will give students the opportunity to engage in explanations and argumentations of the concept. Students will need to apply background knowledge to the explanations to see hoe things build on each other.

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1.) Decide how you want use the game in your classroom

2.) Create or find a game that would work best for your content

3.) Play the game by yourself to see if it's something your students will be engaged with

4.) Place enough time in class to play the game

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Games can be used to review, learn new topics, and gain a better understanding of topics. Games are beginning to grow in education culture as they're helping students stay engaged in a classroom. Games can be used almost like the role-play strategy, where students play a part in a game and problem-solve for their characters. This way of strategy helps increase students' knowledge of the content.

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Games increase students problem solving, communication, exploring of identities, and experimentation skills in students. They allow for students to learn in a way they are constantly engaged and applying new concepts in different ways. When using games in a classroom, though they're fun they should be taken seriously to get the concepts across to the students.

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1.) Identify a problem based on your content

2.) Define the problem

3.) Generate ideas

4.) Test out ideas

There is two types of project based learning (PBL), structured and unstructured.

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Project based learning (PBL) is used for a unit. Students are provided with a task where they work with their teacher to apply their learning to real life. Students are given long periods of time to complete these projects and must use problem solving, communication, collaboration, and critical thinking.

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Project based Learning (PBL) is being used in more classrooms. Students are given a project to work on for an extended period of time, this allows for them to increase their investigation skills and makes learning come to life for them. Doing a simple project in class differs from PBL, PBL is the unit and a project is usually used as an assessment.

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1.) Teach students what higher order thinking is

2.) Connect Concepts

3.) Teach students to infer

4.) Encourage Questioning

5.) Use graphic organizers

6.) Teach problem solving strategies

7.) Encourage creative thinking

8.) Teach students to elaborate on their answers

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When implementing the strategy you should have it be consistent with all your lessons. When trying to increase different skills in students you can't just practice the concept once, you must continue it. In higher order thinking questions should be planned out and you should make sure you don't Gove any "giveaway" questions.

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Using this type of strategy can be helpful for students who may be ahead of their class, but it is also helpful for the other students in your class. These types of questions make students think deeper about the content and allow them to not just blindly copy what a teacher is doing on the board. This strategy increases students' critical thinking skills, problem-solving, and analytical thinking.

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1.) Brainstorm the ideas you want students to learn

2.) Choose an idea that you would like from that list

3.)Put the idea down in the middle of the paper

4.)Using the previous list in step 1, have students write what other terms or ideas are connected to the one in the middle

5.) Come up with terms that connector these different concepts together

6.)Arrange your list in a way that makes sense to you and the students

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Concept maps can be used at many different times. They can be used in class and on students own time. They're a great tool to review the key ideas in lessons and to teach students how to see the connection between everything. These can also be used for studying, this helps with lining up all the ideas together and gives them a deeper understanding.

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Concept maps are a great way to use chunking in a classroom. Lining up these ideas helps students gain a deeper understanding and teaches them to identify relationships between different ideas. If this strategy is taught to your students, they could use this as a tool to study or to try to understand the material better in their own time.

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1.) Map the plot as a memory technique

-Think of the plot as a way to connect images

2.) Find different ways to take out the key ideas

3.) Try this activity on your own and see if you see any connections the students could make (this also makes sure the story is meaningful to the content)

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Story telling can be used in different types of activities. It can be used as just an activity to increase creativity, such as story blocks and story spin, where students create a story based off of the things it lands on. It can be also used as a lesson by a teacher, maybe it's an introduction, a word problem, or an ending activity for students to relate what they've learned to the story. It can also be used as a way for students to problem solve. In math algebra is solved in five different representations, one being story telling. Students create a story to get a better grip on the problem they're working on.

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Story telling builds connection between students and teachers in a classroom. For a long time humans just tell stories of events that happen in their life and it's something natural that we always do. Story telling can be used to increase students creativity, writing, reading, and communication. It can also be used to help students make connections to the world around them and visualize different concepts.

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1.) Know who you're teaching too, this type of lesson will look different for all age groups

2.) Make sure the material fits your course and the concepts you're working on

3.) Engage Students, as them questions and use a hook to get them involved and excited to learn

4.) Have some back up plans, sometimes an experiment or activities don't work out, so have a backup plan

5.) Practice the demonstration

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Demonstrations can be used as an add on to a lesson you've already taught or as an introduction to a new one. Demonstrations are a good way for your students to be actively engaged in your class and to give them connections of the material they're learning.

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Demonstrations can be used in many different ways;

-Show and tells

-Predict demonstrations

-Predict and Discuss demonstrations

They are used to help students create connections and visualize the content they're working on. This can allow you to help students get a deeper understanding of their material.

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https://www.getcleartouch.com/how-to-introduce-game-based-learning-in-classroom/

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Center for Innovative Teaching and Learning

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https://ctlonline.org/give-1-get-1/

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Students seek out and share ideas and information with classmates through this cooperative learning strategy.

Advisory

Civics & Citizenship

English & Language Arts

History

Social Studies

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

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Students seek out and share ideas and information with classmates through this cooperative learning strategy.

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https://www.teachhub.com/teaching-strategies/2016/10/the-jigsaw-method-teaching-strategy/#:~:text=Jigsaw%20within%20Groups&text=For%20this%20method%2C%20each%20small,become%20experts%20of%20the%20subcategory.

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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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https://serc.carleton.edu/sp/library/roleplaying/howto.html

https://files.eric.ed.gov/fulltext/EJ1210125.pdf

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Reimagine the invention of the internet as the inventor. In this imaginative activity we need to forget that the internet we know today was invented by the US military. How might it have been different if someone else had invented it?

Learning outcomes:

develop an understanding that technology is not neutral and that inventers/designers/producers of technology all leave their traces;
reflect on the internet as technology that has been shaped in a social system;
develop team work skills;

The Scenario: It is 1979. Email is available through networked computers, but there is no Internet as we know it today. The Berlin Wall is still standing and there are no mobile phones. You are to reimagine the invention of the Internet as the inventor. In this imaginative activity we need to forget that the Internet as we know it today was invented by the US military. So, how might it have been different if someone else had invented it?

Instructions

Students pick one of the group scenarios below. Each group has a reason to invent the internet and has the required skills. A maximum of 5 students are in each group, each student taking on a different role within their group.

Assessment criteria: How convincing is your alternative internet invention scenario?
Group 1 Scenario - USSR Military research unit
A USSR military research unit exists to provide advanced technology support for national security. It is still the cold war and the USSR is deeply suspicious of the West, so the unit has been given a large budget. The research unit has rolled out networked computers to several military departments in the USSR and is interested in involving Soviet Block countries, particularly those adjoining NATO countries in Europe. Their dream is to connect all soviet aligned countries, even those far away such as Cuba.
Roles: 1 General, 1 Head of Research, 1 KGB Agent, 1 Allied Researcher, 1 Member of the Communist Party

The role of the General is to:

Lead the group and to make sure the team is on track with task.

Discuss and describe how your invention of the WWW came about.

The role of the Head of Research is to:

Discuss and describe what uses did you see for the WWW in the early days?

The role of the KGB Agent is to:

Discuss and describe the implications and consequences if the WWW were to be free for everyone.

The role of the Allied Researcher is to:

Discuss and describe the potential commercial applications if it were to become a commercial entity.

The role of the Member of the Communist Party is to:

Defend the Government's position to control the WWW.

Group 2 Scenario - An Australian Bank

An Australian bank, MATBANK, has been a pioneer in the field of network computing, after securing the services of a scientist who worked on one of the world's first mainframe computers created by CSIRO (CSIRAC). He was looking for a job after CSIRO decided that computing was not part of its research agenda. MATBANK however, is convinced that computers could be used to link branches together and to speed up transactions across Australia where postal services can take days.
Roles: 1 Chief Executive Officer (CEO), 1 Chief Information Officer (CIO), 1 Financial Controller, 1 Lawyer (Commercial Law), 1 Demographer

The role of the CEO is to:

Lead the group and make sure the team is on track with task.

Discuss the invention of the WWW from the Bank's perspective.

The role of the CIO is to:

Discuss what uses you see for the WWW in the early days.

The role of the Financial Controller is to:

Discuss implications and consequences if the WWW were to be free for everyone.

The role of the Economist is to:

Discuss the potential commercial applications if the WWW were to become a commercial entity.

The role of the Lawyer is to:

Defend the bank's position to control the WWW

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Reimagine the invention of the internet as the inventor. In this imaginative activity we need to forget that the internet we know today was invented by the US military. How might it have been different if someone else had invented it?

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https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/best-practices-active-learning/active-learning-techniques/techniques-4.html

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998310/#:~:text=In%20peer%20instruction%2C%20the%20instructor,a%20chance%20to%20vote%20again.

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https://www.bu.edu/ctl/guides/project-based-learning/

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

In Project Based Learning, teachers make learning come alive for students.

Students work on a project over an extended period of time - from a week up to a semester - that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

And in case you were looking for a more formal definition...

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Watch Project Based Learning in Action

These 7-10 minute videos show the Gold Standard PBL model in action, capturing the nuts and bolts of a PBL unit from beginning to end.

This project features teacher Rayhan Ahmed at Leaders High School in Brooklyn, NY, with his 11th grade chemistry class.

This project features Kimberly Head-Trotter of McKissack Middle School, in Nashville, TN, with her 6th grade ELA/History class.

This project features teacher Cheryl Bautista of Katherine Smith Elementary School, San Jose, CA and her third graders.

How does PBL differ from "doing a project"?

PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.

We find it helpful to distinguish a "dessert project" - a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.

In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.
Learn more about "dessert" projects vs PBL
The gold standard for high-quality PBL

To help ensure your students are getting the main course and are engaging in quality Project Based Learning, PBLWorks promotes a research-informed model for "Gold Standard PBL."

The Gold Standard PBL model encompasses two useful guides for educators:

1) Seven Essential Project Design Elements provide a framework for developing high quality projects for your classroom, and

2) Seven Project Based Teaching Practices help teachers, schools, and organizations improve, calibrate, and assess their practice.

The Gold Standard PBL model aligns with the High Quality PBL Framework. This framework describes what students should be doing, learning, and experiencing in a good project. Learn more at HQPBL.org.

Yes, we provide PBL training for educators!

PBLWorks offers a variety of workshops, courses and services for teachers, school and district leaders, and instructional coaches to get started and advance their practice with Project Based Learning.
Learn more

This project features teacher Rayhan Ahmed at Leaders High School in Brooklyn, NY, with his 11th grade chemistry class.

This project features Kimberly Head-Trotter of McKissack Middle School, in Nashville, TN, with her 6th grade ELA/History class.

This project features teacher Cheryl Bautista of Katherine Smith Elementary School, San Jose, CA and her third graders.

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

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https://www.structural-learning.com/post/higher-order-thinking-skills#:~:text=Higher%2Dorder%20thinking%20skills%20can%20be%20used%20in%20educational%20settings,learn%20a%20subject%20more%20effectively.

https://www.teachhub.com/teaching-strategies/2019/10/teaching-strategies-that-enhance-higher-order-thinking/

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https://learningcenter.unc.edu/tips-and-tools/using-concept-maps/#:~:text=Concept%20maps%20work%20very%20well,information%20and%20compare%20and%20contrast.

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Concept maps are a powerful tool for identifying relationships among ideas you learn in class. Understanding these relationships and depicting them visually can help you learn course material at a much deeper level and retain it better, too.

Concept maps are highly personalized and provide an opportunity to organize course material in a way that makes most sense to you.

The main point is to end up with a diagram of all of the important ideas from your class, with terms you add that describe how the ideas are connected to each other. (Some students find that adding these "linking terms" is one of the most challenging part of making a concept map- actively deciding how the ideas are related is key to the effectiveness of concept maps, so don't skip the linking terms.)

Concept maps can be helpful learning tools in just about any class: STEM, humanities, social sciences, languages, even the arts!

There are many ways to make concept maps, find an approach that works for you.

Here's the general idea:

1. Start by brainstorming the main big-picture ideas you want to study.

This is not a list where the order matters, it's just a brain-dump list.

Look through chapter headings, lecture notes, and other class material to make sure you haven't forgotten anything major.

You can make your list digitally, with pencil and paper, on note cards, or even on small scraps of paper.

2. Choose an idea from your brain-dump list. It can be an idea that:

you think is important (the title of the chapter or lecture, for example),

was covered in class most recently,

you feel most confident about,

or even just a random one.

3. Put that idea down on paper or on a whiteboard or chalkboard, sort of in the middle. People usually like to but a box or circle around each term-it helps the terms stand out, and it's oddly satisfying.

4. Now, go through your list of terms.

What other terms are connected in some way to the one you just used?

What sorts of relationships do you see?

The relationship could be a hierarchy, a timeline, small things going to large things, or something else.

You might not know what relationship you're going to identify until you look at your list of terms!

If you're feeling stuck this is a great time to work with peers or go to office hours.

You might identify different relationships than people you're studying with, that's ok. It can be useful to try to understand why your study partners are thinking differently than you. You don't necessarily need to agree, but do check to make sure you're not operating with misconceptions or misunderstandings of the material.

5. Come up with "linking terms" that explain how you see the ideas being related to each other.

Linking terms are important for seeing relationships and connections.

If you can't come up with a linking term for an idea, try moving the idea around to different spots until you can.

6. Arrange and re-arrange all of the ideas you identified on your brain-dump list until the way you have them organized makes sense to you.

You may find you want to hold off using some ideas for a different concept map, and/or you may find you want to add some you hadn't thought of initially.

7. When you are studying for exams it can be effective (and for some people also super fun) to geek out and make giant concept maps that put together smaller concept maps you've made throughout the semester.

References:
Holschuh, J. and Nist, S. (2000). Active learning: Strategies for college success. Massachusetts: Allyn & Bacon.

Javonillo, R., & Martin-Dunlop, C. (2019). Linking Phrases for Concept Mapping in Introductory College Biology. Bioscene: Journal of College Biology Teaching, 45(3), 34-38.
Would you like to learn more?

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Concept maps are a powerful tool for identifying relationships among ideas you learn in class. Understanding these relationships and depicting them visually can help you learn course material at a much deeper level and retain it better, too. Concept maps are highly personalized and provide an opportunity to organize course material in a way that makes most sense to you.

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https://www.teachhub.com/classroom-activities/2015/08/storytelling-in-the-classroom-as-a-teaching-strategy/

https://vhlblog.vistahigherlearning.com/twelve-ways-to-integrate-storytelling-in-the-classroom.html

https://www.teachingenglish.org.uk/professional-development/teachers/managing-resources/articles/storytelling-benefits-and-tips

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Storytelling is a wonderful way to build creativity and imagination in your students. How can storytelling activities be beneficial in the classroom? There are so many ways!

inspires purposeful talking

raises enthusiasm for reading texts

initiates writing

enhances community

improves writing

engages students

Want to see how each of these activities work? Watch the Storytelling Activities video on my YouTube page:

Storytelling Activities

Storytelling Cubes

Storytelling cubes are a great game to help develop imagination and creativity. Students will roll the cubes and use the images to create their own unique tale.

Simply print out these free storytelling cubes and assemble. Decide how many cubes you want each student or group to have. Then each student rolls them. Using the cubes as a guide, they incorporate as many of the images into their story as possible.

The storytelling dice can be used to orally tell a story (great for even the youngest kids!) or write out a story on paper.

Act it Out

Break students into groups. Provide them with a well-known story (i.e. The Three Little Pigs). Have students choose roles and act out the story together! Props and costumes could be added to make this activity even more fun.

If you wanted to take this activity up a notch, have students perform using a Reader's Theater script. This will help build students' confidence and reading skills.

Prompts in a Jar

Print out these storytelling prompts (or create your own). Then fold them up and place in a jar or container. Each student pulls out a strip from the jar. They can use their prompt to either write a story down on paper or tell the story out loud to the class.

Spin a Story

Spin a story gets the whole class involved! Have students sit in a circle. One student will start the story with 2-3 sentences and they will pass the spinner to the person next to them. That student will spin and add a few sentences to the story. Continue until everyone has had a turn! (if it comes to an end or gets too silly, a new story can be started)

Draw a Story

This activity combines both drawing and storytelling together. Pair students up or place them in small groups.

1. Each child draws a short story.

2. Exchange the drawings and try to "read" the story that was drawn (or come up with their own).

3. The original artist can then share the story that they had created with their drawing.

Encourage students to included at least one character in their drawing. It is also helpful if they draw the setting on their paper as well.

The purpose of this activity is not to draw the best picture or to be right/wrong about what is in the illustration. It is to have fun and be creative!

Story in a Box

Collect a bunch of random objects in a box. Then display the contents for students to see. Students need to come up with a story based on all the items that are in the box. This can be done orally for younger students or a written story for older kids.

During these storytelling activities, students can sometimes get stuck. It is helpful to have a few questions to help move story along. Here are a couple to start with:

what did you see?

what can you hear?

do you smell anything?

who else is there?

what does the room/space look like?

how do you feel?

where did you go?

Want any of the storytelling templates that I used in this post? Click below to grab them for free!
YES! I WANT THE FREE STORYTELLING ACTIVITIES!
Want to save these activities for later? Pin the image below!

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Storytelling Activities for the Elementary Classroom

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Storytelling is a wonderful way to build creativity and imagination in your students. How can storytelling activities be beneficial in the classroom? There are so many ways! inspires purposeful talkingraises enthusiasm for reading textsinitiates writingenhances communityimproves writingengages students Want to see how each of these activities work?

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https://ctl.iupui.edu/Resources/Documenting-Your-Teaching/Planning-a-Teaching-Demonstration

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Lecture demonstrations have two important purposes: to increase student understanding of the concepts demonstrated, and to increase student enjoyment of class. Previous studies have cast doubt on whether traditional demonstrations accomplish the first, finding that passive observation of demonstrations does not significantly improve student understanding of the associated concepts.

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Story telling as mentioned before is something students do naturally. Students will be able to apply something they typically do to a classroom setting. It is important to bring different cultures into your classroom and allow them a way to express themselves and use their voices. Story telling is important in those concepts. As mentioned before story telling is also used as a basis for understanding Algebra, it can help some students better understand the content.

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Higher Order Thinking Questions - Why I Would Use It?

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Higher Order Thinking Questions - Why I Would Use It?

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I would use higher order thinking in my math classroom so students can understand the ideas behind what they're learning. Students often blindly copy down what teaches write on a board. It is important for them to be able to explain the process and create connections to the material. I would also like to use it to increase my students critical thinking skills, this is an important way for students to increase skills and apply them to real world situations.

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Project Based Learning (PBL) - Why It Is Less Effective 

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Project Based Learning (PBL) - Why It Is Less Effective 

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Projects are important in a classroom and I plan to use them in mine as replacements for tests to asses my student's knowledge. I believe this is less effective because it is an all-the-time project. Though this may be more effective for higher education, it is not as effective in lower education.