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Summary of a plan for integrating instruction or services. 

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Summary of a plan for integrating instruction or services. 

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This plan aims to develop a cohesive framework for integrating instructional strategies and services across various disciplines, fostering a more holistic educational experience for students. The primary objective is to create interdisciplinary units that seamlessly blend knowledge and skills from multiple subject areas, encouraging students to make connections and apply their learning in real-world contexts.

To achieve this, the plan outlines several key components:

1. **Collaborative Curriculum Design**: Educators from different disciplines will collaborate to design interdisciplinary units that align with curriculum standards. This collaboration will involve joint planning sessions where teachers can share their expertise and resources, ensuring that the units reflect a comprehensive understanding of each subject's core principles.

2. **Thematic Focus**: Each interdisciplinary unit will center around a unifying theme that resonates across disciplines. Themes could range from sustainability and environmental issues to historical events or scientific advancements, allowing for a rich exploration of content that engages students’ interests and encourages critical thinking.

3. **Project-Based Learning**: The integration of project-based learning activities will be a central strategy in these units. Students will engage in hands-on projects that require them to apply knowledge from various subjects, fostering collaboration and problem-solving skills. This experiential approach enhances retention and understanding by allowing students to investigate real-world problems.

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What Are Examples of Artifacts for Teachers?

The Journal of

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Writing and Using Learning Objectives - PMC

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How to Write a Learning Objective in Just 5 Minutes!

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Assessment in Education: Principles, Policy & Practice | Taylor & Francis Online

https://thirdspacelearning.com/blog/assessment-for-learning-examples/

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Assessment for learning examples are the strategies and activities that teachers employ during the learning process to support student learning. In this blog, we've listed 25 assessment for learning examples that you can use and adapt in your classroom today.
Assessment for learning, also known as 'AFL' or formative assessment, is an established practice and use of assessment in teaching. It involves ongoing assessments that are used to inform and adjust instruction.

In contrast, assessment of learning or 'summative assessment' is typically administered at the end of a unit of work to evaluate the student's overall achievement against a predetermined standard.

Good understanding of the assessment process and the types of assessment, alongside effective feedback (both oral and written feedback) are key to ensuring success with both student progress and student achievement and should be ingrained within classroom practice. To help you with this, we have put together a collection of 25 assessment for learning examples for you to try out and adapt for your classroom.

What do assessment for learning examples look like in the classroom?

In order for effective assessment for learning to take place, it is important to first develop explicit learning intentions and success criteria. That's why we include a clear learning intention on the cover slide of each lesson.

These provide teachers and children with a clear framework for making judgements about whether successful learning has taken place. These can be written by the teacher and shared with the class, or even better if learning goals can be created in collaboration with the children. Once these are established, assessment for learning can take place.

Here are Third Space Learning, after pupils' tutoring sessions, they complete post-session questions. The post-session questions relate specifically to the learning intention of their session that day.

Assessment for learning can be split into three overall categories:

Teacher assessment

Self assessment

Peer assessment

Below, you can learn more about each category, when each category is best employed and examples for each. The best teachers will use a range of assessment for learning strategies across these three categories in their teaching practice.

Teacher assessment

Teacher assessment should be used during all stages of the lesson, whether it be as a diagnostic assessment to inform the teacher where the pupils are at the start, how they are coping at a certain point during the lesson or to assess understanding at the end of the lesson.

In Third Space Learning's online one to one maths tutoring, pupils complete a warm up question at the start of the lesson. Tutors use this formative assessment to understand possible misconceptions or needs and adjust their approach accordingly. This means that time is used efficiently and ensures the session is personalised to the pupils' learning needs.

The one to one nature of our programmes means that tutors are able to easily adapt their teaching throughout the session to the pupil's needs, addressing gaps and misconceptions as they come up.

It's important that teachers develop positive learning environments where pupils feel comfortable engaging in classroom assessment, answering questions and discussing their ideas in groups. This is because observation and questioning are the main methods here. For questioning to be beneficial, it needs to be strategic to enable teachers to identify and correct any misunderstandings or gaps in knowledge.

With any form of questioning within the lesson, it is important to ensure both open and closed questions are used. Closed questioning only provides children with the opportunity to recall their knowledge and understanding, whereas open questions encourage children to think and recall more information.

Examples of questioning sentence starters include:

Teachers need to use different strategies to ensure they are eliciting as much information from the learner as possible and have a full awareness of student understanding across the room. Helpful strategies include:

Using the word 'might' to encourage pupils to think more carefully and explore possible answers. For example: 'why might that have happened?'

Prompting children to give more information, e.g. 'Persuade me....', 'why do you think that....?'

Ask children to build on each others' answers, e.g. 'Mason, what do you think about the answer Chloe has given?

Assessment for learning examples: Teacher assessment

1. Whole-class questioning

Whole-class questioning is a quick way for the teacher to gather information on the level of understanding of the class a whole.

The key here is to ensure that children are given enough time to think and formulate their response.

Whole class questioning can be used at different points of a lesson. For example, effective questioning at the start to provide a quick picture of where the children are, or mid-lesson to give the chance for maths misconceptions to be addressed. Alternatively, this can be used to assess understanding at the end.

However, as with all examples in this list, it is important to not always rely on this assessment for learning example as it may not be best suited for many learners and you may only hear from the more confident learners in a class.

2. Round the room questioning

This method of assessing involves the teacher circulating round the room, questioning individual or small groups of children.

The benefit of this is that it enables the teacher to strategically target questions at specific children, quickly identifying and addressing any misconceptions as they arise. Additionally, it provides an opportunity for praise and encouragement. It is a helpful mid-lesson activity to carry out when children are working independently or in small groups.

3. Observing

Whilst questioning is an excellent way for a teacher to gather information on the level of understanding in a class, another method is to simply observe what is happening in the room at any given moment.

This is something that doesn't always happen as often as it could because teachers often feel they need to be actively asking questions and encouraging children. Observing can be an equally powerful way to do this.

The teacher observes individuals or small groups of children completing an activity or task and makes notes (mentally or written) on what they observe.

This is a useful form of assessment at any point during the lesson. For example, if the maths lesson begins with a challenge, the teacher can circulate around the room, observe what is happening, but also listen to any discussions taking place. The teacher can quickly gather information to adjust their teaching, move on or address misconceptions as needed.

4. Class quizzes and polls

Quizzes and polls are similar ways to assess pupils' knowledge and understanding. Polls collect choices or opinions, with no right or wrong answers, whilst quizzes provide the opportunity for students to give right or wrong answers. They can be carried out traditionally, using written answers, or be technology-assisted, using computers, tablets or iPads. You can use apps such as Padlet and Kahoot.

Using quizzes and polls at the start of a lesson can be useful for establishing pupils' prior/existing knowledge. At the end of the lesson, they can be used to determine what has been learnt and any gaps in understanding.

5. Colour coded lollipop sticks

Each child in the class has their name written on the lollipop stick. These can be colour coded by ability level, to help the teacher direct appropriate, targeted questions (without the children being aware of this).

You can also use online tools if you don't have any lollipop sticks to hand. This has the added benefit of proving to students that it's bias-free!

This is a useful strategy to be used at any stage of the lesson.

With this strategy, the teacher asks a question and the students think about, or write down their ideas. They then share this with a partner before coming back together as a whole class to discuss.

Teachers are able to make observations at both the pair discussion and the 'share' stage. This method of assessment is useful throughout the lesson: at the beginning, to establish prior knowledge, during the teacher input and at the end of the lesson to assess level of understanding once the concept has been taught.

7. Mini whiteboards

Mini whiteboards are a popular way for teachers to assess understanding at the beginning of the lesson and during the main teaching input. They can be particularly valuable in maths lessons.

Students write their answers and hold up for the teacher to see. The teacher is able to quickly assess the level of understanding across the whole class and can identify misconceptions and gaps, without necessarily drawing the attention of the whole class to any children who may be struggling. Misconceptions can be quickly addressed and children who need additional support can be identified.

8. ABCD cards

Children are given 4 cards (either individually or as a pair/group) with one letter (A, B, C and D) on each card. Ask all the children a question and provide them with four possible answers. Children hold up a card matching the answer they have chosen.

Similar to mini whiteboards, this is a quick and easy way for the teacher to assess the whole class.

9. Round robin

This activity involves the students working in groups. On a large piece of paper, the group writes their answer to a specific question. This is then passed on to the next group of students, who add their answer to the poster.

Once all the groups have contributed to the poster, the teacher leads a whole class discussion exploring the answers given.

This is a useful activity that can be administered at the start or at the end of a lesson.

10. Meet and greet

With meet and greet, the children move around the room until the teacher gives a signal. Pupils then stop and find a partner. The signal could be anything - a bell, a clap, or stopping the music.

Children discuss their answer to their partner before moving on when the teacher signals again. The teacher is able to observe and listen to discussions as the children move around the room. This is a great activity for younger pupils.

11. Making circles

This example is similar to meet and greet but is a good way to ensure paired discussion takes place between different pairs of children.

Split the class in half, with one half of the children forming a circle and facing outwards. The rest of the class then find a partner from the circle and stand with them. The children work together to answer the question, before the outer circle moves round one place and the discussion can take place, but with a new partner.

Pairs can be engineered to be of mixed ability by strategically placing children in the inner circle.

Self assessment

While teacher assessment is important, pupils' self-assessment is a key element of the assessment for learning process.

Pupils have the opportunity to reflect upon their prior knowledge at the start of a topic and evaluate and assess their own learning throughout the lesson. Students also benefit from having an awareness of their own progress, where they've come from and where they are going to. This can help to develop students' metacognitive skills and a growth mindset.

There are a range of strategies teachers can adopt to encourage relevant and meaningful self-assessment within their classrooms. Our pupils have the opportunity to reflect on their learning during sessions and at the end of sessions.

Assessment for learning examples: Self assessment

12. Traffic lights

Children are given a red, amber and green card which they use as a visual way of sharing their level of confidence with the teacher. At any point, they can put down a card, with red showing they don't understand and need more help, amber to show they partially understand, but may need some support and green to show they are confident and fully understand what they are doing.

This is a useful activity for pupils during the independent stages of a lesson and could support shy students who may not usually ask for help. It can also be used at the end of the lesson to encourage pupils to reflect on their learning. To encourage pupils to reflect on their progress, you could ask pupils to RAG-rate their understanding of a learning objective at the start and end of the lesson.

13. Thumbs up/down

This is similar to traffic lights and is a very quick way for children to self-assess at any stage of the lesson.

Children simply hold their thumbs up to show they are confident, holding thumbs horizontally shows they feel they partially understand and thumbs down shows they feel they need more work/support.

This is ideally carried out with eyes closed to minimise the risk of children being influenced by the children around them. It enables them to show if they are lacking confidence without worrying what others think.

14. Draw a square / highlight the learning objective

This is another similar strategy to the traffic light cards and thumbs up and down. It is used at the end of the lesson for children to quickly and visually show their level of understanding or confidence.

They either draw a box and colour it using pink, orange or green highlighter pen, or they highlight the learning objective at the top of the page. Green is used to show they are confident and feel they understanding, orange to show they feel they have some understanding and pink is used to show they

15. Draw a face

This is a similar strategy to the traffic light system, but more suited to children in Key Stage 1.

At the end of the lesson, children are asked to share how confident they are feeling about what they have learnt that lesson. If they feel they understand, they draw a smiley face, if they only partly understand, they draw a face with a straight lined mouth and if they don't feel they understand, they draw a happy face.

Pupils who complete a one-to-one online tutoring session with Third Space Learning complete post-session questions to record their progress and understanding. Pupils are asked to reflect on their learning and their enjoyment of the session. This helps develop pupils' metacognitive skills as they engage in the important skill of reflection and connect their session with their learning goals.

16. 3-2-1 countdown

This is a useful self assessment activity for children to complete at the end of a lesson or topic. They can either record their answers on paper or give them orally to the three statements below:

3 things you didn't know before

2 things that surprised you about this topic

1 thing you want to start doing with what you've learned

17. Write a summary sentence

This can be used at the start or the end of the lesson. Children are asked to write a sentence to summarise what they know, before the lesson begins or at the end of the lesson to share what they have learnt during the lesson.

18. Post its

Post-it notes can be used by pupils individually or in pairs or groups. Children can answer questions at the start of the lesson to encourage them to think about their level of understanding at that stage. You can pose questions such as:

What do I know already?

What do I want to know?

Alternatively, post-its are a great way of assessing at the end of the lesson as an exit ticket, using questions such as:

What have I learnt?

What did I find difficult/hard?

19. KWL - Know, want to know, learnt

This form of self-assessment spans the topic, partly completed at the start and partly completed at the end. Children split their page into three columns with the headings:

The first two columns are completed at the start of the lesson or topic, with the final column being completed once the topic or lesson has been completed.

20. Not yet clear

At the end of a topic or lesson, ask the children to think about anything they don't understand or aren't clear about and write them down.

These can be shared anonymously with the whole class who can work together to discuss the points and ensure all children are clear. This is beneficial for both the children who need the extra help and for the children who are confident, but still benefit from sharing their own knowledge.

This is particularly useful in maths, when children may have used different strategies to achieve the same outcome. This activity provides a good opportunity to share and discuss these different strategies.

21. Most.....thing

At the end of a lesson or topic, children write down their answer to a 'most..... thing' question. This could be to say, for example what they found:

most challenging

most interesting,

most useful

most surprising

about that lesson or topic.

22. Admit and exit tickets

Admit and exit tickets are small pieces of paper or card that students fill in at the start or end of the lesson. If you have the tech, you can also do this online using tools such as Jamboard.

Admit tickets are completed by children at the beginning of the lessons. Students might respond to questions about homework, the lesson taught the day before, or their knowledge beginning a new topic.

Exit tickets are completed at the end of the lesson or before they leave the classroom. It could be a record of what they feel they have learnt during that lesson or a question based on their learning from that lesson.

Peer assessment

For peer assessment and peer feedback to be successful, it is essential that all parties are clear on the learning outcome.

This form of assessment relies on interaction between children, so it is important that all pupils feel comfortable, not only providing their assessment of another child's work, but also having their own work assessed.

The teacher can support this through clear modelling of the process, such as role playing with a piece of fictional work.

Assessment for learning examples: Peer assessment

23. Two stars and a wish

This is a simple way to encourage peer assessment and to provide children with a structure. Children look at the work of another child and write down two stars - two things they felt were good with that piece of work and one wish - one thing they felt could be improved.

24. Peer checking of work

Students read each other's written work and look for key points, such as spelling mistakes, use of adjectives/ adverbs for description or the use of conjunctions to extend sentences. In maths, they may look at accuracy in pupils' use of formal methods or diagrams.

Children should be encouraged to feedback on specific points, again focusing on the positives, in addition to areas to improve. Modelling is key to avoiding hurtful language or comments.

25. Peer assessment card

Children are provided with a peer assessment card with a list of targets for them to assess. For example, the focus could be on punctuation and checking for capital letters, full stops, question marks, exclamation marks, apostrophes and speech marks.

For each focus on the card, children RAG rate it (red, amber or green) using coloured pens or pencils, to show how close they feel the person they are assessing is to each target. This self-assessment tool simplifies the feedback process so may be better suited to younger learners.

Assessment for learning can be incorporated into any stage of the lesson. Some strategies can be planned in advance and included within a lesson plan, while other strategies can be used on a more ad hoc basis, as and when appropriate.

What is common with all of these strategies is the opportunity they provide for children to play an active role in their learning. And key to the success of all of these assessment for learning examples is how teachers use the data they gather to adjust their teaching and address misconceptions to close gaps in pupils' learning.

What are some AFL strategies?

Do you have students who need extra support in maths?
Every week Third Space Learning's maths specialist tutors support thousands of students across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to plug gaps and boost progress.

Since 2013 we've helped over 150,000 primary and secondary students become more confident, able mathematicians. Find out more about our GCSE Maths tuition or request a personalised quote for your school to speak to us about your school's needs and how we can help.

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25 Assessment For Learning Examples To Use With Your Students Today

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In this blog we share useful examples on assessment for learning, including strategies and activities that you can use in your classroom.

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Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies-also known as teaching strategies-help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives.

By reading the guide below ( our downloading this free list of instructional strategies), you'll gain a solid understanding of the various types of teaching strategies, why they're important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you'll:

Learn what instructional strategies are, and the various strategies educators can use to teach more effectively

Gain a deeper understanding of how instructional strategies for teachers-including formal and informal assessments, case studies, debates, flipped classrooms and more-play into the overall student learning experience

Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students

Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you'll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they're able to better monitor and assess student performance through different methods of evaluation.

2. What's the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there's no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

4. Active learning instructional strategies and teaching strategy examples

4.1. Exit tickets

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the 'tickets' to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course-download an exit ticket template here.

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They're often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they've already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it's most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom -simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.
Looking for more? Get 25 additional instructional strategies in this free guide.
4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, "What questions do you have from yesterday?" During the middle of a lesson, ask, "What do you want to know more about?" At the end of your lesson, ask, "How could you use these findings outside of class?" Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day's teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a "ticket out," whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under 'exit ticket'). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they've understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The 'muddiest point' is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they're having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven't been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day's lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat's interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they've had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren't alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. Assessment

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they've learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that's most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.
→ Download Now: 25 Free Instructional Strategies
5.2. Cubing

"Cubing" is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups-have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they're on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they're doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as 'Grade As You Go' also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it's far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student's skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can't, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there's a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it's best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what's to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. Case studies

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can't just do what they're told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they've acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they've learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher's guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It's best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they've acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton's Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. Curriculum compacting

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they're already proficient. It's ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they've expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. Agendas

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they're most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they've organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as 'sponge' activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day's class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they're studying for exams.

Be mindful of anchor activities that are simply 'busy work' to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they've learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment.

This is an effective instructional strategy to help students set their own learning goals and practice time management skills-both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students' understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces-whether paintings, drawings or photographs-at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students' portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. Tiered activities

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that's a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student's readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven't quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you'll find that there's something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

instructional strategies guide , filled with 25 effective activities and best practices to use in any college course.

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Instructional Strategies: The Ultimate Guide for Professors

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Engage, assess and motivate students with these 25 easy-to-use teaching strategies for any discipline. Get started today!

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Looking for some new ways to teach and learn in your classroom? This roundup of instructional strategies examples includes methods that will appeal to all learners and work for any teacher.

What are instructional strategies?

In the simplest of terms, instructional strategies are the methods teachers use to achieve learning objectives. In other words, pretty much every learning activity you can think of is an example of an instructional strategy. They're also known as teaching strategies and learning strategies.

These strategies are sometimes broken into five types: direct, indirect, experiential, interactive, and independent. ( Learn more about the types of instructional strategies here.) But many learning strategies examples fit into multiple categories. The more options teachers have in their tool kit, the easier it will be to help all learners achieve their goals.

Don't be afraid to try new strategies from time to time-you just might find a new favorite! Here are some of the most common instructional strategies examples.

1. Problem-Solving

Source: STEM Activities for Kids

In this indirect learning method, students work their way through a problem to find a solution. Along the way, they must develop the knowledge to understand the problem and use creative thinking to solve it. STEM challenges are terrific examples of problem-solving instructional strategies.

Learn more: Teaching Problem Solving

2. Lecture

This method gets a lot of flack these days for being "boring" or "old-fashioned." It's true that you don't want it to be your only instructional strategy, but short lectures are still very effective learning tools. This type of direct instruction is perfect for imparting specific detailed information or teaching a step-by-step process. And lectures don't have to be boring-just look at TED Talks.

Learn more: Advantages and Disadvantages of Lecturing

3. Didactic Questioning

These are often paired with other direct instruction methods like lecturing. The teacher asks questions to determine student understanding of the material. They're often questions that start with "who," "what," "where," and "when."

Learn more: Asking Questions

4. Demonstration

In this direct instruction method, students watch as a teacher demonstrates an action or skill. This might be seeing a teacher solving a math problem step-by-step, or watching them demonstrate proper handwriting on the whiteboard. Usually, this is followed by having students do hands-on practice or activities in a similar manner.

Learn more: Preparing Effective Demonstrations for the Classroom and Laboratory (PDF)

5. Storytelling

Ever since Aesop's fables, we've been using storytelling as a way to teach. Stories grab students' attention right from the start and keep them engaged throughout the learning process. Real-life stories and fiction both work equally well, depending on the situation.

Learn more: Storytelling in the Classroom

6. Drill & Practice

If you've ever used flash cards to help kids practice math facts, or had your whole class chant the spelling of a word out loud, you've used drill & practice. It's another one of those traditional instructional strategies examples. When kids need to memorize specific information or master a step-by-step skill, drill & practice really works.

Learn more: Drill and Practice

7. Spaced Repetition

Often paired with direct or independent instruction, spaced repetition is a method where students are asked to recall certain information or skills at increasingly longer intervals. For instance, the day after discussing the causes of the American Civil War in class, the teacher might return to the topic and ask students to list the causes. The following week, the teacher asks them once again, and then a few weeks after that. Spaced repetition helps make knowledge stick, and it is especially useful when it's not something students practice each day but will need to know in the long term (such as for a final exam).

Learn more: Spaced Repetition: A Guide to the Technique

8. Project-Based Learning

When kids participate in true project-based learning, they're learning through indirect and experiential strategies. As they work to find solutions to a real-world problem, they develop critical thinking skills and learn by research, trial and error, collaboration, and other experiences.

Learn more: What Is Project-Based Learning?

9. Concept Mapping

Source: Cornell University

Students use concept maps to break a subject down into its main points, and draw connections between these points.

Learn more: Concept Mapping at Cornell University

10. Case Studies

When you think of case studies, law school is probably the first thing that jumps to mind. But this method works at any age, for a variety of topics. This indirect learning method teaches students to use material to draw conclusions, make connections, and advance their existing knowledge.

Learn more: The Case Method

11. Reading for Meaning

This is different than learning to read. Instead, it's when students use texts (print or digital) to learn about a topic. This traditional strategy works best when students already have strong reading comprehension skills. Try our free reading comprehension bundle to give students the ability to get the most out of reading for meaning.

Learn more: Reading for Meaning

12. Science Experiments

Source: Rhythms of Play

This is experiential learning at its best. Hands-on experiments let kids learn to establish expectations, create sound methodology, draw conclusions, and more.

Learn more: Hundreds of Science Experiment Ideas for Kids and Teens

13. Field Trips

Heading out into the real world gives kids a chance to learn indirectly, through experiences. They may see concepts they already know put into practice, or learn new information or skills from the world around them.

Learn more: The Big List of PreK-12 Field Trip Ideas

14. Games

Teachers have long known that playing games is a fun (and sometimes sneaky) way to get kids to learn. You can use specially-designed educational games for any subject. Plus, regular board games ( like these classroom favorites) often involve a lot of indirect learning about math, reading, critical thinking, and more.

Learn more: 10 Benefits to Playing Games in the Classroom

15. Simulations

This strategy combines experiential, interactive, and indirect learning all in one. The teacher sets up a simulation of a real-world activity or experience. Students take on roles and participate in the exercise, using existing skills and knowledge or developing new ones along the way. At the end, the class reflects separately and together on what happened, and what they learned.

Learn more: A Simple Approach to Using Simulations in Any Classroom

16. Service Learning

This is another instructional strategies example that takes students out into the real world. It often involves problem-solving skills and gives kids the opportunity for meaningful social-emotional learning.

Learn more: What Is Service Learning?

17. Peer Instruction

It's often said the best way to learn something is to teach it to others. Studies into the so-called "Protégé Effect" seem to prove it too. In order to teach, you first must understand the information yourself. Then, you have to find ways to share it with others-sometimes more than one way. This deepens your connection to the material, and it sticks with you much longer. Try having peers instruct one another in your classroom, and see the magic in action.

Learn more: Want Students To Remember What They Learn? Have Them Teach It

18. Debate

Source: The New York Times

Some teachers shy away from debate in the classroom, afraid it will become too adversarial. But learning to discuss and defend various points of view is an important life skill. Debates teach students to research their topic, make informed choices, and argue effectively using facts instead of emotion.

Learn more: 100 High School Debate Topics To Engage Every Student

19. Class or Small-Group Discussion

Class, small-group, and pair discussions are all excellent interactive instructional strategies examples. As students discuss a topic, they clarify their own thinking and learn from others' experiences and opinions. Of course, in addition to learning about the topic itself, they're also developing valuable active listening and collaboration skills.

Learn more: 13 Strategies to Improve Classroom Discussions

20. Fishbowl

Take your classroom discussions one step further with the fishbowl method. A small group of students sits in the middle of the class. They discuss and debate a topic, while their classmates listen silently and make notes. Eventually, the teacher opens the discussion to the whole class, who offer feedback and present their own assertions and challenges.

Learn more: How I Use Fishbowl Discussions to Engage Every Student

21. Brainstorming

Rather than having a teacher provide examples to explain a topic or solve a problem, students do the work themselves. Remember the one rule of brainstorming: Every idea is welcome. Ensure everyone gets a chance to participate, and form diverse groups to generate lots of unique ideas.

Learn more: Brainstorming in the Classroom

22. Role-Playing

Role-playing is sort of like a simulation but less intense. It's perfect for practicing soft skills and focusing on social-emotional learning. Put a twist on this strategy by having students model bad interactions as well as good ones and then discussing the difference.

Learn more: How To-and How Not To-Teach Role Plays

23. Think-Pair-Share

This structured discussion technique is simple: First, students think about a question posed by the teacher. Pair students up, and let them talk about their answer. Finally open it up to whole-class discussion. This helps kids participate in discussions in a low-key way and gives them a chance to "practice" before they talk in front of the whole class.

Learn more: Think-Pair-Share and 10 Fun Alternatives

24. Learning Centers

Source: Pocket of Preschool

Foster independent learning strategies with centers just for math, writing, reading, and more. Provide a variety of activities, and let kids choose how they spend their time. They often learn better from activities they enjoy.

Learn more: 6 Important Benefits of Learning Centers in the Classroom

25. Computer-Based Instruction

Once a rarity, now a daily fact of life, computer-based instruction lets students work independently. They can go at their own pace, repeating sections without feeling like they're holding up the class. Teach students good computer skills at a young age so you'll feel comfortable knowing they're focusing on the work and doing it safely.

Learn more: Computer-Assisted Instruction and Reading

26. Essays

Writing an essay encourages kids to clarify and organize their thinking. Written communication has become more important in recent years, so being able to write clearly and concisely is a skill every kid needs. This independent instructional strategy has stood the test of time for good reason.

Learn more: The Big List of Essay Topics for High School

27. Research Projects

Here's another oldie-but-goodie! When kids work independently to research and present on a topic, their learning is all up to them. They set the pace, choose a focus, and learn how to plan and meet deadlines. This is often a chance for them to show off their creativity and personality too.

Learn more: Tips and Ideas for Research Projects in the Classroom

28. Journaling

Personal journals give kids a chance to reflect and think critically on topics. Whether responding to teacher prompts or simply recording their daily thoughts and experiences, this independent learning method strengthens writing and intrapersonal skills.

Learn more: The Benefits of Journaling in the Classroom

29. Graphic Organizers

Source: Around the Kampfire

Graphic organizers are a way of organizing information visually to help students understand and remember it. A good organizer simplifies complex information and lays it out in a way that makes it easier for a learner to digest. Graphic organizers may include text and images, and help students make connections in a meaningful way.

Learn more: Graphic Organizers 101: Why and How To Use Them

30. Jigsaw

Jigsaw combines group learning with peer teaching. Students are assigned to "home groups." Within that group, each student is given a specialized topic to learn about. They join up with other students who were given the same topic, then research, discuss, and become experts. Finally, students return to their home group and teach the other members about the topic they specialized in.

Learn more: Why Use Jigsaw?

Which of your favorite instructional strategies examples did we miss? Come share in the WeAreTeachers HELPLINE group on Facebook!

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30 Instructional Strategies Examples for Every Kind of Classroom

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Looking for new and exciting instructional strategies examples to help all of your students learn more effectively? Get them here!

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Professional Development Goals for Teachers | Overview & Examples - Lesson | Study.com

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We have over 3,000 ready-to-use and creative free online lesson plans and activities! Created by teachers, our resources are aligned with Common Core standards and are guaranteed to bring out the best in your students, and give you a treasure trove of new ideas to choose from. We have free lesson plans for teachers that are fun for all grade levels: elementary students, middle school lesson plans, lesson plans for high school, and lesson plan resources for teachers.

Storyboard That provides access to simple one-step-prep materials for interactive activities and other types of classroom activities! All you have to do is copy the activities that you would like to use, and they will be saved directly to your teacher dashboard. From there, you can use the directions, templates, and examples as is, or customize the lessons to meet your specific needs and ideas. We have meaningful lesson plans for all subjects including math, science, current events in today's world, vocabulary, technology, social studies, reading, writing, and so much more. Educators can also choose from social emotional activities and lessons that build community and are relevant in classrooms today.

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How to Get Started with Storyboarding in the Classroom

If you're new to storyboarding or looking for fresh ideas on using storyboards in your classroom, we've got you covered! Explore our teacher resources page for lesson plans, tips, and tricks on getting started. We have a library of free printable templates and all the materials needed that you can use with your students. And don't forget to check out the search function for even more great ideas!

Great lessons start with great lesson plans. That's why we have put together this bank of teacher-submitted, classroom-tested lesson plans for you to use in your own class. If you're looking for lessons by grade level or subject, you can find them all at Storyboard That.

Lesson Plan Ideas

Here at Storyboard That, we understand that every teacher has different needs. That's why we offer a wide variety of lesson plans for all grades and subject areas. Whether you need middle school ELA lesson plans or elementary science lesson plans, we've got you covered! Our easy-to-use storyboard creator makes it simple to turn your lesson plans into interactive activities in just a few steps.

Not sure where to start? Check out our top lesson plan ideas below!

Science Lesson Plans: From cells to the solar system, our science lesson plans will have your students engaged and excited to learn about the world around them.

Social Studies Lesson Plans: Take your students on a journey through time with these social studies lesson plans. From Ancient Greece to the American Revolution, there's something for everyone.

English Lesson Plans: Whether you're looking for ESL lesson plans or literature lesson plans, there's something for everyone. These English lesson plans will help your students improve their writing, reading, and speaking skills.

Lesson plan ideas can be whatever you make of them and what the curriculum requires you to teach. You can use the free printable lesson plans to organize your lessons in a way that works best for you. The printable lesson plans can be used in several ways:

To keep track of what you have taught and when you have taught it.

To help you plan ahead for upcoming lessons.

To share with other teachers or homeschooling parents who might be looking for assistance with their teaching.

Lesson Plan Examples

Want to see what a lesson plan looks like? Check out our lesson plan examples below.

Science Lesson Plan Example: This science lesson plan example template can be used by teachers to create their own science lesson plans. This template includes various activities and strategies for teaching the scientific methods, properties of matter, and states of matter.

Social Studies Lesson Plan Example: This World Geography Projects social studies lesson plan example template can be used as a starting off point for teachers to create their own social studies lesson plans for anywhere. This guide includes many activities and strategies for teaching world history, geography, and cultures. All activities can be copied and changed to fit the needs of your lesson.

English Lesson Plan Example: This Novel Study English lesson plan example template can be used by teachers to create their own English lesson plans. This template includes different activities and strategies for teaching grammar, writing, and literature.

The fun lesson plans for elementary students are awesome to keep the children engaged and excited about learning. The printable lesson plans work great for in-person and online teaching too.

Lesson Plans for Elementary School

Free online lesson plans can be used to teach elementary students. The lesson plans for elementary school are specifically designed to meet the needs of elementary-aged children. The lessons can be used in various ways to learn in a different format than the students usually do on a day-to-day basis.

The lesson plans for elementary school are available in various subjects, including:

Middle School Lesson Plans

Middle school students need to be taught slightly differently compared with younger elementary students. The middle school lesson plans are designed around teaching this age group. The focus is on using more interactive activities, classroom activities, games, and hands-on experiences.

The lessons are still divided into subjects, such as:

Fiction

Historical Fiction/Memoir

Fantasy, Science Fiction, Epic Poetry

Plays

Short Stories

Poems, Speeches, and Letters

These are free printable lesson plans templates that are relevant to and designed to benefit the age group learning from them. The lesson plan resources for teachers allow you to plan lessons that increase the children's comprehension of the information and save teachers lots of time as most of the hard-planning work has already been done for you. Teachers' lesson plans can be used as they are or easily customized to fit the needs of your students.

Lesson Plans for High School

High school lesson plans are a little different from the other types of lessons. The high school lesson plans are geared more towards preparing students for college and careers.

The lessons focus on skills that will be needed in the real world, such as:

Writing Emails

Complex Literature

High School Projects

Foreign Languages

Social Media

Interactive activities are still used, but the focus is more on in-depth discussions, projects, and writing assignments. The high school lesson plans are available in various subjects, too.

Why Is Storyboarding So Important for Young People?

Storyboarding is a fantastic way to enhance student creativity and critical thinking when it comes to sharing the stories they want to tell. It's also a great activity for kids for building teamwork and collaboration skills! When students storyboard, they are planning and visually organizing their thoughts. This process helps them better understand the story they want to tell and identify any gaps in their understanding.

It allows them to see the story from different perspectives, which can help them find new ways to solve problems or approach challenges. In addition, storyboarding is a great way to encourage students to work together. When students collaboratively plan and organize their stories, they learn how to communicate effectively with one another and compromise when necessary.

Using Storyboard That's Educational Activities for Students

All of our activities and lesson plans for elementary school, middle, and high school include basic directions, a blank template, and a completed example that teachers can choose to show or not to show their students. Many of our activities have pre-made rubrics that teachers can use as a guide for grading their students' storyboards. We also provide additional lesson plan ideas, teacher lesson plans, and lesson plans examples. Everything can be customized to fit your ideas and desired objectives, as well as the unique needs of your students.

How To Copy an Activity

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2. Click on the "Copy Activity" button. It will automatically copy the activity to your teacher dashboard.

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Not ready to assign the activity just yet? Simply click the blue "Hide Assignment" button, making it easy to use at a later date.

By clicking the green "View As Student" tab, you can see the assignment exactly how your students will see it. You can also click the "View Student Work" tab to watch your students work in real time!

Frequently Asked Questions about Free Lesson Plans and Activities

What are free lesson plans and activities?

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Lesson Plans & Activities for Teachers - All Subjects & Grade Levels | StoryboardThat

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Learning objectives for elementary school lesson plans 

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Learning objectives for elementary school lesson plans 

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Creating Powerful Lesson Plan Goals and Objectives: A Teacher’s Guide

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Effective lesson plan goals and objectives are the backbone of successful teaching. They guide instruction and help measure student progress. This guide will help you craft clear, actionable

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EBSCO Information Services, Inc. | www.ebsco.com

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Culturally responsive teaching called culturally relevant teachingis an education method that takes into account students' cultural backgrounds and experiences. It is an alternative to traditional curricula that focuses on standardized testing and established texts and topics. Cultural responsiveness builds cultural competence by helping students and teachers understand various perspectives.

Culturally responsive teaching involves reversing the traditional view of analyzing poor academic performance, which is to focus on barriers to learning. Instead, advocates believe that educators should explore students' strengths, which lie in the diversity of the classroom and society. According to culturally responsive teaching, differences are not deficits. Instead of focusing on what students lack, educators lead the classroom in valuing what everyone brings to the educational environment.

Researchers have found that culturally responsive teaching aids students in helping them grasp and retain information. It helps them develop critical thinking skills and confidence. Students whose experiences and cultures are validated are more open to befriending students of other cultures and can improve a school's climate. However, educators implementing culturally responsive teaching may find it difficult to acknowledge that racism and personal bias are real.

Background

Early ideas about public education in the United States focused on basic literacy -reading, writing, and arithmetic-and values primarily based in religion. Much of what was taught was to be memorized and regurgitated. The goal of education was to develop children into adults who were ready to enter the workforce and contribute to society.

In the late nineteenth and early twentieth centuries, public schools began recognizing the importance of creativity and critical thinking. Psychologists such as William James contributed insights into how children learn. James, who published The Principles of Psychology in 1890, wrote that education should stimulate children's curiosity and thirst for knowledge. He believed that the purpose of education was to prepare children for the physical and social communities in which they lived. In the decades that followed, the field of educational psychology informed theories about education.

Two world wars, immigration, and increased global trade in the first half of the twentieth century reinforced the value of thinking internationally and culturally, as well as attaining higher levels of education. More educational systems focused on the value of the individual and maximizing children's potential. Children generally remained in school until about age eighteen, and the number of postsecondary and higher education institutions increased.

As the twenty-first century loomed, educators addressed an increasingly diverse population and modern ideas about the focus of education. Among these was Gloria Ladson-Billings, who began teaching in public schools in Philadelphia at the end of the 1960s. Ladson-Billings was a product of segregated schooling in West Philadelphia, where the education system and society had low expectations for Black students in the years before school desegregation. She remembered a fifth-grade teacher who included Black Americans in her lessons but had to post a student at the door to watch for the principal because lessons were supposed to conform to the content of the history book. Ladson-Billings remembered these classes as opening her eyes to high-achieving Black Americans not included in the official curriculum and providing her with inspiration to excel.

As a teacher, Ladson-Billings saw many intelligent students in her classes and wanted to figure out why they were not academically successful. She earned a PhD in curriculum teacher education and began asking not what was wrong with Black children and their families, but instead what was right with them. She developed theories about how teachers, schools, and education could best serve the children.

Ladson-Billings believed that culturally relevant teaching could make a difference. She popularized what she called culturally relevant pedagogy (CRP) and also introduced the budding field of critical race theory into education. In the 1990s she published the first of many articles about culturally relevant teaching that prompted other scholars and educators to further study the issues she raised.

Ladson-Billings advocated for using students' cultural references in education. She advised schools and educators to use the students' culture to shape education and help students understand themselves and their communities. She believed that cultural references should be considered in all areas of education, from academic subjects to physical education. This requires that educators first consider the students in the class rather than develop curricula and methods based on what the teachers think should be taught. CRP involves considering how students learn and working to develop their cultural competence. She said educators should work toward three goals for students: achieving academic success; fostering positive cultural and ethnic identities; and helping them develop critical consciousness, or the ability to recognize systems of inequality and consider ways to change them.

Geneva Gay was among the scholars who built upon CRP theory. Gay wrote about culturally responsive teaching, which involves putting Ladson-Billings's ideas into practice. At its core is the idea that students most readily learn when the knowledge and skills being taught are framed in terms of the students' experiences. Students are thus likely to find information more meaningful and interesting, which will help them retain the knowledge, ultimately improving their educational outcomes.

Overview

Culturally responsive teaching considers the varied and multiple cultures to which students belong. Individuals likely are part of several cultures and frequently shift between them. Examples include ethnicity, race, age, gender identity, disability, and socioeconomic status, or class.

Culturally responsive teaching pedagogy requires teachers to get to know their students as individuals, not simply as a community. To do so, educators must foster a welcoming environment. They can do this by considering how best to learn about students and maintain relationships. Educators should consider the instructional materials they choose and ask if they support students' identities. For example, an instructor might include works of classic British authors, such as William Shakespeare, as well as literature from other cultures and parts of the world. Instructors should consider ways in which the material can engage students who have varied experiences.

Educators should have and communicate high expectations and develop challenging instruction. They can foster discussion and examination of power structures. Educators should consider how to encourage students to take the initiative in civic participation. This might involve discussing current issues in the community and evaluating of power imbalances, for example. Students should be encouraged to identify concerns and consider-and pursue-possible solutions.

The culturally responsive teaching curriculum is inclusive and shaped in part by students. Educators adapt methods based on students' learning styles. Resources should reflect diversity in perspectives. For example, American history lessons on Westward expansion might include the perspectives of White settlers, Native Americans, Chinese Americans, African Americans, newly arrived European immigrants, miners seeking gold, and laborers building the railroad systems. Educators can increase engagement and retention of information by helping students recognize how a concept matters in modern times or relates to their experiences.

Researchers say culturally responsive teaching offers many benefits, such as increasing reading comprehension and mathematical thinking. Neurologists who study neural pathways have found that individuals are better able to learn new information when they can connect it to what they already know. Educators who take the time to understand students' cultural backgrounds can develop the most suitable methods of instruction. For example, some cultures have strong oral traditions, so teachers who use rhythm, repetition, and other methods reinforce neural pathways for comprehension. Learning strategies that connect to students' lives are more engaging. Inclusive learning helps students feel safe and supported in school, which in turn aids learning.

Implementing culturally responsive teaching in schools and classrooms can be difficult for educators. For culturally responsive teaching to succeed, educators must acknowledge that racism exists. They must also be able to honestly confront their own cultural biases and preferences before they can initiate culturally responsive teaching in the classroom, especially if they are teaching students an antibias curriculum. However, individuals may perceive discussion of inherent bias as a criticism and not be receptive to culturally responsive teaching.

Ladson-Billings has noted many misinterpretations of applying cultural relevance to teaching. For example, it is not sufficient to add information about cultures to lessons about a topic and continue to teach it in the traditional way. Compartmentalizing cultures and ethnicities-such as picking a week to focus on one ethnic group at a time-fails to engage all students; they will be less engaged when the topic is a group in which they are less interested. Instead, educators must rethink their processes and adapt them to meet students' needs. She has suggested that teachers find a commonality in a topic and have students bring their family and cultural history into the classroom. For example, all students can explore what immigration has meant to their family.

In the 2020s, conservative political organizations seized upon educational constructs such as critical race theory to galvanize supporters. Critical race theory is a different topic than culturally responsive teaching; however, the precepts of critical race theory have often been misconstrued or inaccurately portrayed such that they have become a politically divisive issue. This trend has also engulfed other initiatives that seek to counteract the marginalization of certain communities. Examples include efforts to restrict diversity, equity, and inclusion (DEI) programs and to ban thought-provoking books in public schools and libraries. Beginning in 2021, several southern states legislated measures against public school instruction that mentioned race as a cause of civil strife. By 2024, such legislation had spread nationwide, with 44 states considering some type of regulation to restrict how race and gender issues can be taught, and 18 states signing bills into law that mandated such policies.

Bibliography

"Asset-Based Pedagogies." California Department of Education, 12 June 2024, www.cde.ca.gov/pd/ee/assetbasedpedagogies.asp. Accessed 28 Oct. 2024.

Burnham, Kristin. "5 Culturally Responsive Teaching Strategies." Northeastern University Graduate Programs, 1 July 2024, www.northeastern.edu/graduate/blog/culturally-responsive-teaching-strategies. Accessed 28 Oct. 2024.

Escudero, Barbara. "How to Practice Culturally Relevant Pedagogy." Teach for America, 6 Jan. 2019, www.teachforamerica.org/stories/how-to-engage-culturally-relevant-pedagogy. Accessed 19 July 2021.

Fay, Laura. "74 Interview: Researcher Gloria Ladson-Billings on Culturally Relevant Teaching, the Role of Teachers in Trump's America & Education Research." The 74 Million, 7 Aug. 2019, www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research. Accessed 19 July 2021.

Flint, Amy Seely, and Wanda Jaggers. "You Matter Here: The Impact of Asset-Based Pedagogies on Learning." Theory into Practice, vol. 60, no. 3, 2021, pp. 254-64, doi.org/10.1080/00405841.2021.1911483. Accessed 19 July 2021.

Fuhrman, Rachel. "Learning to Recognize and Celebrate Students' Cultural Experiences." Edutopia, 15 Sept. 2020, www.edutopia.org/article/learning-recognize-and-celebrate-students-cultural-experiences. Accessed 19 July 2021.

Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice. 3rd ed., Teachers College Press, 2018.

Gay, Geneva. "Preparing for Culturally Responsive Teaching." Journal of Teacher Education, vol. 53, no. 2, Mar.-Apr. 2002, pp. 106-16, doi:https://doi.org/10.1177/0022487102053002003. Accessed 30 July 2024.

Lalor, Angela Di Michele. "3 Steps to Developing an Asset-Based Approach to Teaching." Edutopia, 22 Oct. 2020, www.edutopia.org/article/3-steps-developing-asset-based-approach-teaching. Accessed 19 July 2021.

Sawchuk, Stephen. "Anti-Critical-Race-Theory Laws Are Slowing Down. Here Are 3 Things to Know." Education Week, 26 Mar. 2024, www.edweek.org/teaching-learning/anti-critical-race-theory-laws-are-slowing-down-here-are-3-things-to-know/2024/03. Accessed 28 Oct. 2024.

"Understanding Culturally Responsive Teaching." New America, www.newamerica.org/education-policy/reports/culturally-responsive-teaching/understanding-culturally-responsive-teaching. Accessed 19 July 2021.

"What Is Culturally Responsive Teaching and Why Does It Matter?" We Are Teachers, 4 Apr. 2023, www.weareteachers.com/what-is-culturally-responsive-teaching. Accessed 17 May 2024.

Will, Madeline, and Ileana Najarro. "What Is Culturally Responsive Teaching?" Education Week, 18 Apr. 2022, www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04. Accessed 17 May 2024.

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Culturally responsive teaching (CRT) is an educational approach that emphasizes the importance of students' cultural backgrounds in the learning process. This method seeks to create an inclusive and supportive classroom environment where diversity is recognized as a strength rather than a barrier to learning.

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Democratizing knowledge for conservation: Oryx becomes open access

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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lesson Plan template recognization assignment

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Additional information regarding Instructional strategies 

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Additional information regarding Instructional strategies 

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Conscious Discipline Institute in Louisville

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Transformative Conscious Discipline Institute, education event in Louisville, KY in July 2025! Enhance your skills, shift your perspective, and cultivate a positive environment for yourself and your students. Register now!

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Michigan ELA Model Competencies (K–8)

Focus on big ideas like reading, writing, and communication Model Competencies: English Language Arts

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Focus on number systems, operations, and problem-solving

Model Competencies: Mathematics

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Strategy 1: Multicultural Literature Across Subjects

Integrate books, stories, and texts that represent different racial, cultural, ethnic, and linguistic backgrounds. Students should regularly see themselves and others represented in classroom materials.

Application Example:

Reading books by diverse authors during literacy instruction.

Comparing cultural folktales from Africa, Latin America, Asia, and Indigenous communities.

Using biographies of leaders from underrepresented groups.

Examples:

The Undefeated by Kwame Alexander

Last Stop on Market Street by Matt de la Peña

Sulwe by Lupita Nyong’o

Why It Matters: Students become more engaged when instruction reflects their identities and experiences.

Strategy 2: Incorporating Diverse Historical Perspectives

Teach historical events through multiple viewpoints rather than a single narrative.

Application Example:

During lessons on U.S. history, include African American, Indigenous, Latino, Asian American, and immigrant perspectives.

Explore the contributions of diverse groups during major historical movements.

Examples of Historical Topics:

The Civil Rights Movement

Native American history

Immigration experiences in America

Women’s contributions to social change

Why It Matters: This helps students develop critical thinking and a fuller understanding of history.

Strategy 3: Multicultural Case Studies in Content Areas

Use real-world case studies and culturally relevant examples across subjects.

Application Example:

In math, include statistics related to communities and social issues.

In science, highlight discoveries from scientists of different cultural backgrounds.

In social studies, analyze global perspectives on shared issues.

Examples:

Studying contributions of George Washington Carver in science.

Learning about Katherine Johnson in STEM.

Why It Matters: Students see how knowledge connects to real communities and diverse contributions.

Strategy 4: Culturally Relevant Project-Based Learning

Design projects connected to students’ cultures, neighborhoods, and lived experiences.

Application Example: Students can create cultural identity projects, family history presentations, or community interviews.

Why It Matters: Students develop stronger ownership of learning when instruction connects to their lives.

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My first lesson plan for Elementary 211