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The  teacher  will  print  out  a  sheet  of  paper  that  has  a picture  of a  dog's bone.  The student will then  write  what  they  want to  learn  on  the  bone.  The  teacher will  will  then  collect  each  paper. In  this  activity requires the   student to not  put  their  names  on  the paper. The  teacher  will  place  the  paper  in  a  pile  and  arrange  the  students  into  small  groups.  A  member  from  each  group  will  select  two  papers  and  as a group  answer  those  questions.  Once  the  group  answers  the  question  then they  will  share it  with the  class.

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Using the assignment sheet provided by the teacher. Students will create a song or poem about the given content.

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Using the content provided by the teacher, students will create a newsletter or blog. The teacher will provide students with the audience as well as the platforms to use when creating the article. The student can but are not limited to Microsoft Publisher, weebly, or edublogs.

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Speed Dating:  Teaching Strategy for the Classroom

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With this activity, students are placed in a circle. Students are required to share their ideas about the given topic.

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Starting with the first row, a student will be asked to sit in front of the class. Underneath the seat will be a index card. Each student must describe their vocabulary word or content without giving the answer to the class.

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With this activity, students will answer review questions. If the student gets the question right then they will shoot a paper ball inside the trash can.

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Students will be given a phenomenon. Student must predict what will happen next without the teachers aid. Teacher will then have student observe the results. This will led to a group discussion explain what had happened.

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Echo Reading, Cloze Reading, and Vocabulary Discussion: Practicing Reading Strategies

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The teacher will display a question on the board. Randomly, the teacher will pick a student to answer the question. Once the student is finish, the student will choose who will answer the question next until the pen is completely around the room.

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Starting with the first row, teacher will give the students a question or questions. Each student will answer the question and pass it along until it reaches the last person in the classroom.

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Overview of Claim, Evidence, Reasoning structure for scientific explanations. "Pamgaea" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 http://creativecommons.org/licenses/by/3.0/

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Using the content knowledge that is provided by the teacher, students will act out their assigned roles in a real-world environment.

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A student draws a topic from a stack of index cards, thinks about it for a few seconds, and then speaks before the class.

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With this activity, the teacher will provide four spaces that students can post their ideas on using sticky notes.

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With this activity, students should research diverse characters from a specific time period and then engage in a in small groups. Students should choose a character from a unit of study, research him or her, and then write three questions that the character would ask.

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The teacher will display a question or prompt that will cause the students to think about today's topic. Students will then be paired with a partner or desk mates to discuss their responses. After their discussion students will share their best responses with the class.

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How to do a Think Pair Share - TeachLikeThis

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With this strategy, it gives students the opportunity to share their ideas with each their elbow partner. The purpose of this strategy is for students to scaffold the information given with another student.

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Teacher Toolkit: Turn and Talk (Secondary)

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Graphic Organizers | Teaching Strategies # 7

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With  this  strategy,  it  gives  students  the  opportunity  to  say  what  they  think  about  readings  or  questions  that  are asked   by  teachers  out  loud.

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Need a strategy to assist struggling readers with visualization and comprehension? Check out the Think Aloud method-valuable for any grade level!
Video Transcript
Hi, I'm Julie from Learners Edge.

I wanted to share with you today a reading strategy called Think Aloud.

It's a strategy that I've used myself with first grade, third grade and sixth graders. And I found it to be successful in helping kids work on their comprehension of what they're reading. It engages them and it allows them to visualize what they're reading, which is especially important at that primary level. So one way that I do this is, I take a book that we're currently reading.

It might be a read aloud that I'm reading to the students. And I take a particular piece that we haven't read yet, but they have some prior knowledge about the book itself. So the book today I'm looking at is Little House in the Big Woods. And we're on to a section called Two Big Bears. And so what I would do with the students is, I start to think aloud with them.

So I'd say when I'm thinking about the two big bears, I'm all the sudden thinking, wait a minute, is Pa going to find some bears when he's going into the woods hunting? Will Pa get hurt? Are we concerned about the family? What are we picturing? What type of bears do we know? I've seen brown bears at the zoo. Maybe it's a brown bear.

So I'm thinking through all those pieces. And then as I start to read and find out what's happening, I'm going to think about other things as I'm reading. I'm going to visualize it happening. So Ma and Laura are going out to the barn and they actually are in the middle of a snow storm. And they think that they're talking to the cow that they own. And that they're petting the cow, when in reality, Ma ends up petting the bear. And they don't realize that until they run back into the house.

So what I'm thinking now is, oh, my gosh, what if that had been me. What would I do? I'm thinking about the safety of Pa, Ma, and Laura. So it's a way to start visualizing in your head and not just reading the words themselves, but to think about and picture, and make sure that you're engaged in the story along with the read aloud. So with the first graders after modeling that, I would have them go back to a book that they're comfortable with and that they've already read.

And I would ask them to partner up in a group, small group or just with one other student and start to think out loud about what they're reading. So maybe they read a page to each other, and then they start to think about what are they visualizing in their heads.

Again this helps with engagement, helps with that that visualization. It helps with prediction and especially the comprehension that is so important at that primary level.

So be sure to subscribe to our Learners Edge talk blog for other great reading tips at learnersedgeinc.com.

When it comes to literacy, the think aloud strategy is just one of a multitude of strategies teachers can utilize to engage their students. Learners Edge offers over a dozen Literacy courses designed to help you foster your students love and passion for reading and writing.

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Need a strategy to assist struggling readers with visualization and comprehension? Check out the Think Aloud method-valuable for any grade level! Video Transcript Hi, I'm Julie from Learners Edge. I wanted to share with you today a reading strategy called Think Aloud. It's a strategy that I've used myself with first grade, third grade and sixth graders.

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With this strategy, students will create a single page response to the given reading material. Students will be able to connect what they have read both verbally and visually.

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At the beginning of the lesson, students will watch a video without writing anything down. Students will then discuss the video without writing the anything down. After the discussion, students will take notes on today's topic.

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One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could journey to places we'd never be able to go. In those early days, my planning time was often spent finding that "perfect" video that I could simply plug in, play and be done with the lesson.

I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling "TV mode," and instead of focusing on the content that I was so excited to show them, they would focus on the expert's accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching Spiderman and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton's Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.

As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.

Preparing the video:

Preview the video. It goes without saying, but you do have to watch the full clip that you're interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students' maturity level. I learned this one the hard way while showing National Geographic's "The Human Footprint." As I was previewing I had my "teacher hat" on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!

Edit the video. Cut the video into smaller sections, showing only what you need. Vibby allows you to break up a video into highlighted sections. Once you click play, the "vib" will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)

Insert pointed questions, comments and commentaries. I often insert the questions I want to pose to the class, using either Edpuzzle and PlayPosIt. Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. Here is an example I use when discussing biogeochemical cycles in my 7th grade class.

Prepare guided notes. As you are previewing the video, think about the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.

One thing I've discovered is that it is also relatively easy to create your own videos using tools like screencast-o-matic or screencastify. In fact, a couple of years ago, as I was working with Better Lesson (a lesson plan and curriculum resource site), I did just that. I started by creating a screencast of myself teaching the concept. Then I Edpuzzled it and prepared my guided notes. I invite you to see the lesson in action at Better Lesson - Cladistics.

Before viewing:

Activate prior knowledge. To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.

Give a purpose for watching. State it clearly: "As you watch, pay attention to...." "You are looking for ..." or "After watching you will ...." In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the "TV mode" I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.

During viewing:

Pause often. Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA (Cracking the Code). Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for "all the time wasted" that kept me from moving to my next plan, I realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered "TV mode." The simple act of pausing had made the use of this video a more engaging and effective tool.

Watch-think-write. In tandem with the pausing, I find that I have to keep in mind that the students are completing the guided notes while watching the video. Most of my students instinctively try to write down the answers to the guided notes word for word as they are watching, afraid that they will not remember or have time later to complete them. In the writing flurry, key points are missed. Once I started pausing, it was easy to see the need for a specific protocol to follow while watching a video. I dubbed it the "watch-think-write" strategy. By using this protocol, my students are able to focus on the video, knowing they will have time to process and discuss what they watched.

Watch: Students watch the segment. No writing allowed.

Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)

Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.

After viewing:

Once I had all the previous elements more or less in place, I found there were still times that "TV mode" reared its ugly head. That's when I understood that even with all the video preparation, I still needed to provide a way for my students to go beyond the guided notes they took. Here are some of the things that have worked for me:

Turn and talk. Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.

Learning event. Using a "Did you know...?" format, students can create short sound bites to share with the class or with other classes.

Concept maps. Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.

Problem solvers. Students use information from the video to answer a question or solve a problem.

Video curators. Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.

Video creators. Using the segment presented as a model, students develop their own educational videos or documentaries.

I still believe that using videos is a great way to engage students, and I continue to find myself looking for "perfect" videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.

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'Watch-Think-Write' and Other Proven Strategies for Using Video in the Classroom | KQED

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One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy.

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At the end of the lesson, students will record three things they had learned, two things they found interesting, and one question about the lesson.

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For Primary Grades PK-1, this strategy should be used in whole-group rather than as an independent task, with the teacher charting ideas. Of course, since many children will want to participate, there might be more than 3-2-1 ideas/questions in each section.

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This strategy is used at the end of class. With this strategy, the students will have a minute to reflect on their answer to each question question given. Students will then have another minute to write down responses.

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Teaching for Learning @ McGill University

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At Teaching and Learning Services, we regularly receive questions from instructors asking for ideas to enhance their teaching and improve students' engagement in class. So, we've recorded 2-3 minute video bites that describe how to implement some strategies we've chosen based on relative ease of implementation, suitability for different class sizes, and their representation of a variety of interaction types. We'll be s haring these strategies in the Teaching for Learning @McGill University blog over the coming weeks. Stay tuned!
Strategy: One Minute Paper

Sometimes, students need time to digest new information. The One Minute Paper offers them the opportunity to reflect on what they're learning.

Why use this strategy?

In my experience, attending a lecture usually involved showing up, listening and going home to independently study. I can't remember a time where I was asked to reflect on the course content other than while writing a paper or an exam. I remember using clickers to demonstrate our comprehension of the material, however, through this, our voice was never heard. Are there more effective ways to incorporate more depth reflections of the content? Yes. An effective teaching strategy you may consider is the One Minute Paper. It's a short, in-class-or online-writing activity that students do in response to an instructor prompt. While often used to assess learning at the end of a class, the strategy can also be an opportunity for instructional feedback, as well as student reflection on learning.
How do you get students to reflect on their learning? To think about what they don't know? Jasmine Parent is an M. Sc. g raduate from the program of Global and Community Nutrition in the Department of Dietetics at McGill University. She is currently enrolled in the M. Ed. Technology Program at the U niversity of B ritish C olumbia and works as an Assist ant Online Course Developer at McGill's Teaching and Learning Services. Her greatest passions include cooking and exploring healthy recipes, practicing yoga, and spending time in nature.  Share your ideas!
Give students a prompt. Allow them a minute or two to think about what they would like to write. Then give students a minute to write down their response. Their writing may be submitted anonymously or not, depending on what type of feedback you would like to provide after reading it. The writing can also be submitted electronically. It's worth noting that it might not be necessary to provide feedback on everything students write. Part of the value is simply getting students to reflect. You can sample the submissions and decide what to comment on.

The versatility of the strategy actually allows for it to be used at the beginning, middle or end of a class. At the beginning, just before you start your lecture, you can ignite the thought process with a prompt such as: What comes to mind when I say the word _____. In the middle of the class, you might ask: What connections can you make between this new concept and the ideas we talked about last class? At the end of the class, you might ask: What was the most imp ortant concept of this lecture? or What concepts remain unclear at the end of this lecture? You might also pose questions that stimulate deeper thinking - Do you agree/disagree with this statement? Why? or What connections can you make with what was discussed in today's class and other courses you are taking?

An outcome of this strategy that I appreciate the most is that it places importance on involvement and moving beyond that task of just having to show up for class. By asking each student to share with you their thoughts, you are giving them a louder voice in their learning experience and a greater drive to be fully present - in mind and body.

Would you like to know more?

Check out the other posts in the Strategy Bites series:

Featured Image photo credit: Victor Tangerman

Jasmine Parent is an M.Sc. Graduate from the program of Global and Community Nutrition in the Department of Dietetics at McGill. She is currently enrolled in the Masters of Education Technology Program at UBC and she works as an Assistant Online Course Developer at TLS. Her greatest passions include cooking and exploring healthy recipes, practicing yoga and spending time in nature.

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At Teaching and Learning Services , we regularly receive questions from instructors asking for ideas to enhance their teaching and improve students' engagement in class. So, we've recorded 2-3 minute video bites that describe how to implement some strategies we've chosen based on relative ease of implementation, suitability for different class sizes, and their representation of a variety of interaction types.

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With this strategy, teachers will create a live feed that includes interactive questions within the lecture. Students will then respond in private by using their phones, tablet, or chrome book.

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Embed live polls directly into your slides and organize your lectures the way you want

Get started

Live polling helps tough engineering concepts sink in

2:43

Dr. Yan Tang, associate professor of mechanical engineering at Embry-Riddle Aeronautical University, uses instant classroom polling to collect live feedback and drive retention in engineering courses.

"I've been looking for ways to engage students effectively and probe [their] understanding of a particular concept," said Tang. "The first time I saw Poll Everywhere, I loved it."

Tang embeds polls throughout her PowerPoint lectures. This gives her instant feedback on student comprehension

I work in education and use Poll Everywhere to gauge my students understanding of our material. Physics is tough and Poll Everywhere makes it easier to be a physics teacher.

Tom R.

Shenendowa Central Schools

Embrace smartphones

Transform students' phones into teaching aids. Students respond to your polls online or via SMS texting. No clickers required.

Constant communication

Use multiple poll types, including multiple-choice and word cloud, throughout your lecture to identify gaps in understanding.

Encourage openness

Anonymous polling creates a safe space for reluctant students to respond openly. Hear from the entire class simultaneously.

Want better student engagement department wide?

Our classroom response system can scale to fit your needs. Find out how.

Get started

Resources

Find out more about using Poll Everywhere to delight your audience, class, or colleagues

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Classroom response system without clickers

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Embed live polls directly into your slides and organize your lectures the way you want Get started Live polling helps tough engineering concepts sink in 2:43 Dr. Yan Tang, associate professor of mechanical engineering at Embry-Riddle Aeronautical University, uses instant classroom polling to collect live feedback and drive retention in engineering courses.

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An Anticipation Guide is a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading a selection, students respond to several statements that challenge or support their preconceived ideas about key concepts in the text.

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This comprehension strategy activates students' prior knowledge, builds curiosity about a new topic before learning about it, and then checks for understanding after the topic is presented. Before beginning the lesson, students listen to or read several statements about key concepts within the new content and choose whether they agree or disagree.