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Word Cloud ideas from Christopher PappasNovember 24, 2013

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Word Cloud ideas from Christopher PappasNovember 24, 2013

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https://elearningindustry.com/the-8-best-free-word-cloud-creation-tools-for-teachers

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Instructional Strategies + Lesson Ideas

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Boston - Instructional Strategies 1. Acronym Memory Method Example: ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet Acronyms are a technique for memorizing lists of things. The concept is so simple that Im sure everyone has come across them: for example, ROY G.

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Samples of online webpage template found at Web Poster Wizard

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Samples of online webpage template found at Web Poster Wizard

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http://poster.4teachers.org/view/poster.php?poster_id=530990

http://poster.4teachers.org/view/poster.php?poster_id=285123

http://poster.4teachers.org/view/poster.php?poster_id=285074

http://poster.4teachers.org/view/poster.php?poster_id=531011

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Web Worksheet Wizard and Project Poster have combined to make Web Poster Wizard. This FREE tool allows educators to create a lesson, worksheet, or class page and immediately publish it online. Teachers can also set up classes and assign projects to students. Students complete the assignments by creating their own online projects or reports. Teachers and students can even add images and links to their pages.

Centralized login for better teacher organization.

Student and teacher information now in one account.

Archive option keeps student projects longer than one month.

Teacher Feature option creates one Web page of class' archived projects.

1. New teachers simply register to use this free tool. Users who already had a Web Worksheet Wizard or Project Poster account can simply login with their previous login information. All your previous work will be in this new tool.

2. Teachers create classes and a class code is automatically created for each class.

3. Teachers can then start making Web pages.

4. Teachers wanting to assign a project to the class can print out class codes for the students and hand them out with the assignment.

5. Students plan their posters, then click on 'Create a New Poster' link in the Student Login box and fill in the requested information.

6. Teachers view and archive students' posters when managing classes.

7. Students can edit their own posters at any time by typing their poster ID number and password in the Student Login box.

8. Teachers and students can view their pages by entering the ID number, teacher name, or class code in the Search for a Poster and Worksheet section.

9. Teachers can use the Teacher Feature option to automatically make a class page that links to all archived student projects in that class.

Users who were already registered in Web Worksheet Wizard or Project Poster will find that their accounts are still available and their information is still intact. Please login to your account with the same information. You do not need to create a new account. Contact Us if you need any assistance.

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Web Worksheet Wizard and Project Poster have combined to make Web Poster Wizard. This FREE tool allows educators to create a lesson, worksheet, or class page and immediately publish it online. Teachers can also set up classes and assign projects to students. Students complete the assignments by creating their own online projects or reports.

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http://kbraun2.wixsite.com/kmteachandlearn/instruction?lightbox=dataItem-isuop6sl1

kmteachandlearn | INSTRUCTIONAL STRATEGIES
Wix.com
Learning-Tree-Colour-high-res © 2015 by KM-CIA. Proudly created with Wix.com

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Image from this article

http://www.teachhub.com/teaching-strategies-enhance-higher-order-thinking

Teaching Strategies that Enhance Higher-Order Thinking
By: Janelle Cox

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Stephanie's Suggested Research: Useful links -

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Stephanie's Suggested Research: Useful links -

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Review Instructional Strategies - web resources:

Merlot Pedagogy Portal: Teaching Strategies
http://pedagogy.merlot.org/TeachingStrategies.html

Glossary of Instructional Strategies: An alpha list of various strategies. Once you select a strategy, exercise a specific search for information to assist your project development.
http://www.beesburg.com/edtools/glossary.html

Saskatoon Schools: Instructional Strategies
http://schools.spsd.sk.ca/curriculum/instructionalstrategies/

Active Learning for the Corporate Learner
https://www.efrontlearning.com/blog/2017/05/active-learning-methods-engaged-corporate-learners.html

Resources for Teachers: Instructional Strategies
http://www.fortheteachers.org/instructional_strategies/

University of Central Florida
http://www.fctl.ucf.edu/TeachingandLearningResources/InstructionalStrategies/

Carnegie Mellon
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html

Quick Tip also:

Use Google search for...Copy this below in your browser.

"instructional strategies" +_____________.

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http://www.beesburg.com/edtools/glossary.html

Current number of strategies and methods: 1271

Last updated: 27 July, 2013

Definitions written by Kelly Jo Rowan. ©1996-2013 Kelly Jo Rowan.

Learn about these other learning strategies on this website.

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Glossary of Instructional Strategies

Current number of strategies and methods: 1271

Last updated: 27 July, 2013

Definitions written by Kelly Jo Rowan. ©1996-2013 Kelly Jo Rowan.

Acronyms

Adaptive Testing

Agendas

Analytical Trait Scoring

Anonymous Voting

Anticipation/Prediction

Asynchronous Learning

Authentic Instruction

Instruction which is meaningful to students. Focuses on higher order thinking, depth of knowledge, real-world applications, and social interactions.

Writing a Great Authentic Task

Authentic Tasks

Authentic Task Design

Authentic task

Authentic Assessment Toolbox

Authentic Task

Writing a Great Authentic Task

Authentic Tasks

Authentic Task Design

Authentic task

Autopsies

Back Words

Backwards Spelling

Bar Graph

Barrier Exercise

Basket Stories

Bees

Before & After

Benchmark

Benchmark Performances

Benchmarking

Bias

Big & Little Questions

Bingo

Blended Learning

Book Talk

Bookmarks

Brain Teaser

Calculate

Cards

Cartoon Lecturette

CATs

Causal Chain

Cause with Multiple Effects

Central Idea

Chat

Chatting

Choices

Circle Graph

Class Museum

Climograph

Clock Partners

Close Reading

Clues and Questions

Cluster Analysis

Collaborative Stories

Color-by-Number

Comments

Compacting

Comprehensible Input

Computer-Based Training

Concept Sort

Confirmative Evaluation

Connect Two

Connotation

Contextual Sentences

Contract Grading

Crazy Definitions

Crossword Puzzle

Cues & Questions

Curriculum

Cushioning & Asking

Daily News

Decoding

Definitions

Detailed Timeline

Dialogue

Dialogue Journals

Dictations

Disappearing Definition

Discussion Appointments

Distance Education

Distance Learning

Domain of Learning

Drafting

DVDs

E-Learning

Echo Reading

Editing

Eight Square

El Zippo Game

Electronic Learning

Elevator Speech

Envoy

Equations

Evocative phrases

Extempore dialogues

Fact vs. Opinion

Fan-n-Pick

First Lines

Fit Them In

Flashbacks

Flexible Groupings

Focused Practice

Forced Choice (Assessment)

Frontloading

Get the Gist with 20 Words

GIST Statements

GLOBAL PC

Go on, smile!

Goals

Graffiti Walls

Green Light

Group Summary Writing

Group-Based Instruction

Guess

Guided Oral Practice

H-maps

Haiku

Ham it up!

Heterogeneous Grouping

Hierarchical Analysis

History Frames/Story Maps

Hot Potato

Hot Seat

Hypermedia

I Have - Who Has?

IM (Instant Messenger)

Incidental Learning

Index Card

Individualization

Individualized Instruction

Inferencing Chart

Inferencing Map

Informal Knowledge

Information Transfer

Input Chart

Inquiry Chart

Instant Messenger (IM)

Interactive Student Notebook

Interdiscipinary Curriculum

Jumble

Lab Practical

Language Experience Approach

Learner Analysis

Learner Profiling

Learning by Association

Learning in Context

Learning Posts

Less is More

Life Chart

Line Graph

Listen-Read-Discuss

Literature Circles

Living Art

Longitudinal Study

Lurking

M-Learning (Mobile Learning)

Magic Square

Making Words

Marathons

Mark It Up

Mastery Grading

Matrix Sampling

Message in a Bottle

Millionaire Game

Mini-Dialogues

Mini-Lesson

Missing Words

Mix, Match, Freeze

Mobile Learning (M-Learning)

Module

Morning Message

Move-Freeze-Pair

Multiple Cause with Effect

Multiple Cause with Multiple Effects

New Math

No Hesitation

Nonlinguistic Representations

Nonsense

Novel Study Packet

Odd One Out

Online Assessments

Online Games

Online Lessons

Open-Ended Assessments

Open-ended Question

Open-ended Task

Open-Response Task

Opinion-Proof

Oral Examination

Outcome Sentences

Outcome-Based Education

Pair Review

Pairs Worksheet

Panel of Experts

Paper Pass

Password

PATIO

Peer Teaching

Phoneme

Photographed Vocabulary

Photographs

Pictionary

Picture Dictionaries

Picture Mapping

Picture Walk

Ping-Pong with Lists

Placemat

Poll

Posttests

Power Thinking

Preinstructional Activities

Prepare-Present-Process

Preposition Creation

Prescriptive Learning

Presentations

Pretests

Previewing the Text

Prewriting Activities

Primary Language Group

Primary Sources

Prior Knowledge

Problem Vignettes

Problem-Solving Groups

Process of Elimination

Profile

Project

Proofreading

Proofs

Proposal Writing

Psychomotor Skill

Public Performances

Public Spelling

Punishment

Puzzles

Pyramid Strategy

Q and A (Questions and Answers)

Q-Matrix

Quadrant Cards

Quartering

Question Stems

Question the Author

Question, All Write

Questionnaires

Questions and Answers (Q and A)

Quick Drafting

Quick Glance

Quiz

Quiz-Quiz-Trade

Quotations

Rally Robin

Rating

Re-Enactments

Reaching Consensus

Reaction Papers

Read the Problem Again

Reader's Workshop

Reading

Reading Comprehension

Reading Guides

Reading Response Log

Ready-Set-Recall

Real-World Problems

Realia

Rebuttals

Recalling

Reflecting on the ME in WE

Reflection Logs

Reflective Discussion

Rehearsals

Reinforcement

Rejoiners

Reports

Research Papers

Research Project

Resiliency Training

Restating

Review

Rewrite the Ending

Rhymes

RICA Method - Students Writing Test Questions

Riddles

Rivit

Role-Playing

Room Display

Root Analysis

Rotating Review

Round Robin

Rule-Making

Sample Tests

Sampling

Say It

Scale

Scavenger Hunt

Schematic Drawings

School to Work

Scored Discussions

Scoring

Scoring Guide

Scrabble

Scrapbook

SDAIE (Specially Designed Academic Instruction in English/Sheltered Instruction)

Seating Chart

Selecting

Self-Paced Learning

Self-Regulated Writing Strategy

Semantic Map

Set Breaking

Share/Check Work/Review/Discuss

Shared Inquiry

Sharing / Responding

Showdown

Silent Reading

Silent Scavenger Hunt

Similarity Groups

Simulations

Simultaneous Translation

SIR RIGHT

Sitters and Movers

Situational Role Play

Skits

Slides

Small-Group Instruction

SMART Objectives

Snack

Social Interactions

Socratic Dialogue

Socratic Questioning

Sorting

Sound Burglar

Spear's Model

Specially Designed Academic Instruction in English/Sheltered Instruction (SDAIE)

Speeches

Spongy Vocabulary Review

Spreadsheet

Standardized Tests

Stations

Sticker Partners

Sticky Reading

Story Activities

Story Frame/Map

Story Pyramid

Story Retell

Story Telling

Storyboarding

Streaming Media

String of words

Student Assistance Program

Student Helpers

Student of the Week

Study Groups

Study Guides

Study Skills

Substitution

Sum It Up

Summaries

Summative Evaluation

Supervised Practice

Surveys

Synchronous Learning

Synthesizing

Synthetic Phonics

T-Chart

T-Notes

Tangrams

Tape Assisted Reading

TAPPS (Thinking Aloud Pair Problem Solving)

Taxonomies

Teaching for Understanding

Team Reading

Team Teaching

Team Word Web

Teams-Games-Tournaments (TGT)

Tell and Retell

Telling

Telling the Story

Templates

Ten Important Sentences

Tent cards

Terminal Objective

Test A Friend

TGT (Teams-Games-Tournaments)

Thematic Units

Theme Song

Thesis-Proof

Think Along

Think Pad Brainstorm

Think Sheets

Thinking Aloud Pair Problem Solving (TAPPS)

Thread (Discussion Board)

Threaded Discussion

Three-Stay One-Stray

Timed Drill

Timed-Pair-Share

Timed Repeated Readings

Timelines

Toss a Question

Total Physical Response® (TPR)

Tough's Model

Tournaments

TPR (Total Physical Response®)

TPR® Storytelling

Traditional Assessment

Transformative Learning

Translating

Trash or Treasure

Triangle Review

Twenty Questions

Twin Tex

Two Cents Worth

Two Minute Talks

Two-Column Notes

Understanding Gauge

Unsent Letter

Virtual Communities

Visualization

Vocabulary Genie

Vocabulary List

Vocabulary Match List

Vocabulary Overview Guide

Vocabulary Review

Vocabulary Squares

Voting

Wallpaper Task

Web Searches

Webbing

Webinar

What's My Line?

What's My Word

Where Is It?

Where Were You?

Whispering

Whispering Game

Whiteboard (dry-erase)

Whiteboard (electronic)

Who Am I?

Who's Got the Answer

Window Pane Lecturette

Word Association

Word Call

Word Cards

Word Hunts

Word Maps

Word Problems

Word Search

Word Wall

Work Sheets

Working Backwards

Wrap up

Zone of Proximal Development

Zoom In Zoom Out

Corrections and suggestions would be greatly appreciated. I started compiling this glossary and writing the definitions in 1996 while working on my Master's degree in Education at the University of Tennessee in Knoxville. Since 1996 the number of strategies in the glossary has increased greatly but all definitions here are, and will continue to be, my personal work. I do give my permission to educational organizations to republish or reformat and print this information for group training purposes. All reuse of these definitions, including excerpts of the Glossary, should include a reference to my name, the full name of the Glossary, and this link: http://www.beesburg.com/edtools/glossary.html

Kelly Jo Rowan ( rowankj@gmail.com) and Kelsey Rowan

Last updated: 27 July, 2013

©1996-2013 Kelly Jo Rowan

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Glossary of Instructional Strategies Current number of strategies and methods: 1271 Last updated: 27 July, 2013 Definitions written by Kelly Jo Rowan. ©1996-2013 Kelly Jo Rowan. Acronyms Adaptive Testing Agendas Analytical Trait Scoring Anonymous Voting Anticipation/Prediction Asynchronous Learning Authentic Instruction Instruction which is meaningful to students.

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Example: ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet

Acronyms are a technique for memorizing lists of things. The concept is so simple that I’m sure everyone has come across them: for example, ROY G. BIV to remember the colors of the rainbow or Never Eat Sour Watermelons to remember the points on a compass.

Of course, knowing only the first letters of words isn’t much of a clue to the words themselves unless you already have a good idea as to what they are, so this memory technique isn’t as powerful as some of the others mentioned in these web pages. But acronyms are so simple that it a technique everyone should use, and sometimes it just works out the best.

The following text is taken from a November 1994 public BBS message written by Chip Edwards. And from the website: http://www.thememorypage.net/acronyms-for-school/

link below:

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2.6 * Acronyms

Acronyms are a technique for memorizing lists of things. The concept is so simple that I'm sure everyone has come across them: for example, ROY G. BIV to remember the colors of the rainbow or Never Eat Sour Watermelons to remember the points on a compass.

Of course, knowing only the first letters of words isn't much of a clue to the words themselves unless you already have a good idea as to what they are, so this memory technique isn't as powerful as some of the others mentioned in these web pages. But acronyms are so simple that it a technique everyone should use, and sometimes it just works out the best.

In the rest of this document, I present acronyms that I've collected from other sources. In addition to providing good examples and ideas, you might learn a few new things easily thanks to these acronyms. There's a few non-acronyms in here, but oh well!

The following text is taken from a November 1994 public BBS message written by Chip Edwards.

I also like acronyms. Like for the classification system (at least the way I learned it in high school): King Philip Can Only Find his Green Slippers = Kingdom Phylum Class Order Family Genus Species.

or the classification for humans: Antropology Can Make People Hate Helping the Sick = Anamalia Cordata Mamalis Primate Hominidae Homo Sapien.

My favorite one of all though is to remember the bill of rights. Our history teacher taught it to us and it involved a rather heavy-set man who student taught at our school and used to make jokes about how heavy he was (his name was Joe Bones). It goes: FATS AS Joe Bones are Positavely Stupid which equals Freedoms ( SPRAP another acronym for the freedoms = Speech Press Religion Assembly Petition), Arms (right to bear), Troops (no more quartering), Search (unreasonable search and seasure), Accused (rights of the accused), Speed (right to a speedy trial), Jury (right to a jury trial), Bail (no escessive bail/fines or unusual punnishment), People (rights not mentioned in the constitution are reserved for the people), and State (powers not delegated to the U.S. are reserved for the states). It makes a real easy way to remember something that would have been nasty to remember otherwise.

Here's a couple of acronyms for memorizing the first 20 periodic table elements from Enid and Philip Yim:
Hi! He Lies Because Boron CanNot Oxide Fluoride H He Li Be Bo C N O F New Nation Might - Sign Peace Security Clause Ne Na Mg Al Si P S Cl A King Can Ar K Ca

It looks as if Aluminum was forgotten, but perhaps you can invent your own word to fit! (One word I thought of is "Also".)

From the column "Gamboling" by Lawrence Gibbs, in the Stillwater (Oklahoma) NewsPress, 19 Jan 97, 26 Jan 97 and 02 Feb 97. (C) 1997 Stillwater Publishing Company. Used by permission.

Nearly 100 years ago, during our days in grade school, we learned a way to remember the names of the Great Lakes.

Just think of HOMES - Huron, Ontario, Michigan, Erie and Superior.

Using the word "homes" like that is a mnemonic. Here's another:

What words are the exceptions to the I before E rule? We were taught a sentence that includes all the exceptions. It makes the rule go like this:
I before E, except after C, with the exceptions of Neither Financier Conceived Either Species of Weird Leisure.
And there's this one: Any word that fits in the blank of this sentence is a preposition: The squirrel ran - the tree. Over, under, after, around, through, etc.

Trying to explain a mnemonic to someone, we attempted to find it in the dictionary and without any luck. We had to call Debbie Hamble at the reference desk at the city library.

We had tried nemonic and pnemonic and knemonic. What could be left? She called back and put us onto the M. In fact, in our lexicons, it's the only word spelled mn. Look in yours.

Our book says: mnemonic, assisting or intended to assist memory; of or relating to memory; a mnemonic device or code. Mnemonics, a technique of improving memory.

We have another assignment for you. Send us your favorite or unusual mnemonic. Did you use a mnemonic to help you learn something in particular? We'll pass along some of them.

Post them to Gamboling, c/o NewsPress, Box 2288, Stillwater, 74076.

:

In this space last week, we discussed mnemonics - a tool to aid memory.

We mentioned HOMES as an example of a way to remember the Great Lakes: Huron, Ontario, Michigan, Erie and Superior.

We also asked you to submit mnemonics you recall from your school days. And we received several responses. It seems the spelling of arithmetic and geography was especially difficult because they drew the greatest response. Here are a few:

Bethel Simmons of Stillwater wrote the following:

I am over 50 and went to school in Kansas and I read with interest your Sunday article on mnemonics. I, too, learned the Great Lakes with HOMES. Other spellings that I learned are as follows:

Geography: George Edwards Old Grandma Rode A Pig Home Yesterday.

Arithmetic: A Rat In The House May Eat The Ice Cream.

When we learned the provinces in Canada in the fifth grade, we were taught an easy way to remember how to spell Saskatchewan, one of the harder to spell, as follows:
Ask At Chew An with an S in front of it.
I have always used mnemonics to learn lists of things for different classes or to help me remember what I would write in an essay question, etc.

My I before E rule went like this, but I'm sure you will get many of these:
I before E except after C or when sounded as A as in neighbor or weigh.
Dona Cooper recalled from her country school days this help for geography (similar, but different): George Edison's Oldest Girl Rode A Pony Home Yesterday.

And these two from Mken Mbreuninger of Stillwater: George Ellis' Oldest Girl Rode A Pig Home Yesterday. And, A Rat In Tom's House Might Eat Tom's Ice Cream.

(Not so fast. Go back to that last paragraph. Did you catch the contributor's gag?)

Mildred Lee of Stillwater also mastered the I-E rule during her days at Stillwater public schools with the neighbor and weigh mnemonic.

Mary Sawyer of Glencoe (thanks for the coverage of the Glencoe United Methodist Women's New Year's Day dinner, we served more than 400, the largest ever) wrote to say she had not heard of the word mnemomic, but she has used the method.

Especially this example she sent along. She said she has used it many times ... especially since she has been helping her grandchildren choose colors for the rainbows they were coloring:

Roy G. Biv, red, orange, yellow, green, blue, indigo and violet, the colors of the spectrum.

Then comes this letter from James M. Price, associate professor in the psychology department at OSU. We'll pass along his note:

Here are some that you may have received from a number of people, he writes, since they were commonly learned by people in public schools (or other places) a few years back.

For those who had to deal with the color coding on electronic resistors:
Bad Boys Rape Our Young Girls, But Violet Gives Willingly for Silver or Gold.
[KJN Note: Good grief! That's not very nice... but I guess it is memorable, and that is the whole point of mnemonics. Well, here's the one I learned that isn't so shocking: Bad Beer Rots Our Young Guts But Vodka Goes Well.]

The capital initials, he writes, are a reminder as to the color codes on a numerical scale (black, brown, red, etc.), with silver and gold indicating the tolerance (precision) of the resistor.

From astronomy, he said, here is one indicating the coding for the age and size of stars: Wow! Oh Be A Fine Girl! Kiss Me Right Now, Sweetie.

Price also included the foil rule for multiplying the individual terms in two binomial quantities, like (x+4)(Y+8):

FOIL - First terms, Outside, Inside, Last.

(Just last evening, Mrs. Gibbs asked about the order of precedence among arithmetical operators. Well, Price covered that, too).

He said it's Eek! My Dear Aunt Sally! (Exponentiation, multiplication, division, addition, subtraction.)

Price concluded by saying such memory aids are fairly common and have been studied by psychologists for at least 25 years.

"I haven't the slightest idea why. Have fun!"

:

A Helen Gibbs writes from Oklahoma City to say, "During Bible class last Wednesday, we were trying to remember the names of the disciples when Ralph (the Rev. Ralph Ranney of St. Stephen's Presbyterian Church) told of learning their names through a mnemonic."

Mother, we mean, Mrs. Gibbs, went on to recite the aid:
"This is the way the disciples run Peter, Andrew, James and John Phillip and Bartholemew Thomas next and Matthew, too. James the less and Judas the greater Simon the zealot and Judas the traitor."
Dr. Don Cooper said almost every medical school anatomy class he ever heard of used the following to remember the eight small bones in the wrist:

"Never Lower Tilly's Pants, Mother Might Come Home." That helps in recalling navicular, lunate, triquetrum, pisiform, greater Multongular, lesser Multongular, capitate and hamate.

Now that will come in handy.

He also submitted one to remember all 12 of the cranial nurves and used by almost all medical students. Pat Loveland of Stillwater submitted the same one, but with a bit softer wording here and there. They read:
"An Old Olympus Towering Tops, A Finn And German Viewed Some Hops."
Remember that sentence and it will be easy to remember the nerves: olfactory, optic, oculomotor, trochlear, trigeminal, abducens, facial, acoustic, glassopharyngeal, vagus, spinal accessory and hypoglossal.

And there's no excuse for not knowing the function of each nerve, be it sensory, motor or both. Pat said it's a help to remember, "Some say marry money but my brothers say bad business marry money." Now you know whether the nerves are S (sensory), M (motor) or B (both).

Pat's mom gave her this one to learn the planets in order according to their distance from the sun: "Mercy! Vera Ellen Made Johnnie Sit Under Nine Planks." (Her mom had said Vera Ellen was a movie star "before my time.")

We'll wrap this up with some sent in by students of Martha Olsen:

David DeWeese, "eat all dead gophers before Easter" (EADGBE, the strings on a guitar).

Laura Brown, "never eat sour wheat" (points on a compass).

Stacy Baker and Feather Jim, "Mimal" (the shape of these states makes a person, his name is Mimal, Minnesota, Iowa, Missouri, Arkansas, Louisiana.)

Kristin Terrill, "please excuse my dear Aunt Sally," (a mnemonic device applied in pre-algebra which my teacher says is the most important rule you can learn, to get you going: parenthesis, exponents, multiplication, division, addition and subtraction."

And with that we'll bid farewell to mnemonics.

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Acronyms are a technique for memorizing lists of things. The concept is so simple that I'm sure everyone has come across them: for example, ROY G. BIV to remember the colors of the rainbow or Never Eat Sour Watermelons to remember the points on a compass.

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•First, it is important to remember that the Two-Column Method is very similar to the Cornell Method (see the Cornell Method article for more information), but the two methods are not exactly the same. This is because the Cornell Method requires you to include a summary, but it doesn’t necessarily require you to make sure that the information in the second column is directly next to the appropriate information in the first column. In other words, the topics that you write in the first column in the Cornell Method do not necessarily need to line up with their details in the second column because you can use headings to separate different topics. The Two-Column Method, on the other hand, doesn’t have a summary, but it does require you to make sure that the information in the second column lines up with the information in the first column.
• Secondly, the Two-Column Method is designed to create two columns, but you may find it helpful to use more than two columns in some cases. This is because you may encounter a situation in which you need to take notes on your homework, handouts, textbook, visual presentations, or other similar educational aids, and it can be helpful to have a special column for these notes.

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To take good notes, you have to find a note taking method that works for you. Unfortunately, finding a method that works for you is not always the simplest task because there are a variety of different methods that you can use, and each method has its own set of advantages and disadvantages. However, it is important to note that there are some methods that will work for almost any note taker, and one of these methods is the Two-Column Method. The Two-Column Method is a note taking strategy in which a note taker draws a line down the center of the page to split each page into two columns. The first column, which is located on the left hand side of the page, is for all of the major topics, subtopics, and key terms that you learn on a particular day. The second column, which is located on the right hand side of the page, is for all of the details and key points that you have learned about the topics, subtopics, and/or key terms that you have written in the first column. This strategy can be very helpful when your teacher or professor is trying to teach you a lot of information in a single class or is trying to teach you a lot of key terms and concepts.

It is important to note, however, that there are a couple of things that you should know about the Two-Column Method before you use it.

Two-Column Method Details

First, it is important to remember that the Two-Column Method is very similar to the Cornell Method (see the Cornell Method article for more information), but the two methods are not exactly the same. This is because the Cornell Method requires you to include a summary, but it doesn't necessarily require you to make sure that the information in the second column is directly next to the appropriate information in the first column. In other words, the topics that you write in the first column in the Cornell Method do not necessarily need to line up with their details in the second column because you can use headings to separate different topics. The Two-Column Method, on the other hand, doesn't have a summary, but it does require you to make sure that the information in the second column lines up with the information in the first column.

Secondly, the Two-Column Method is designed to create two columns, but you may find it helpful to use more than two columns in some cases. This is because you may encounter a situation in which you need to take notes on your homework, handouts, textbook, visual presentations, or other similar educational aids, and it can be helpful to have a special column for these notes.

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To take good notes, you have to find a note taking method that works for you. Unfortunately, finding a method that works for you is not always the simplest task because there are a variety of different methods that you can use, and each method has its own set of advantages and disadvantages.

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A two column graphic organizer.

Create a pro-con chart to analyze the good and bad aspects of a topic you are studying. These instructions tell how to make a pro-con chart by hand, but you can also download the pro-con chart template at the bottom of this mini lesson.: This description and complete lesson ideas on this website below on how to use a Advantages/Disadvantages chart for learning.

Minilesson Downloadables:

Pro-Con Chart

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Check out this minilesson: Evaluating with a Pro-Con Chart

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When you want to evaluate the good and the bad of something, you can use a pro-con chart. A student created this pro-con chart to think about the good and bad aspects of the U.S. Westward Expansion during the 1800s.

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Edward de Bono's strategy to help students analyze the reasons behind actions.

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AGO = Aims, Goals, Objectives CoRT 1 Lesson 5 | CoRTthinking

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About CoRTthinking.com Edward de Bono Learned Creativity Lateral Thinking What is CoRT? Secure Online Payments Educators and Trainers Research Studies Trainer Certification CoRT Education Fund F.A.Q's Contact Us

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List assumptions, then eliminate one. What might happen? (for example, "All forms of transportation are now free." What is the effect on society?)

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Smashing Assumptions is an approach that challenges preconceived ideas or beliefs. The goals of the Assumption Smashing strategy are to help students discover how assumptions can limit creativity and act as barriers to change, learn how to identify personal assumptions and reduce their impact on open conversation, and how to adopt opposite assumptions to stimulate creative, divergent thinking.

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Students research a topic then create a brochure to explain the topic to others.

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One way that people learn about places, people, or things that they do not know is by reading about them. But what if they don't have time to read a whole book or they just want a quick overview of the subject? Businesses often use brochures to inform, educate, or persuade - quickly. They use a brochure to grab the readers attention and get them interested enough to want to know more.

A brochure for a new convenience store might have a map and list of all the locations around town and a brief description of the types of food products it sells. The brochure for an Animal Shelter may give facts about abandoned animals, pet overpopulation, and the importance of spaying and neutering programs. A travel brochure may show beautiful pictures of exotic places - making you want to visit that city or country.

These types of brochures tell enough about a place or an organization (or an event) to get your interest and make you want to know more.

Create a brochure about ____________________ place/organization that informs, educates, or persuades. The brochure is not an indepth study of a topic but it should give enough information to grab and keep the readers interest from start to finish.

A brochure may cover a broad topic but it shouldn't contain so much information that it overwhelms the reader. Choose 2 to 3 key points about ____________________ to describe. If there are other important elements, consider listing them in a simple bullet list or chart somewhere in your brochure.

In addition to what your brochure says, you must decide the best format to present your information. Different formats work best for brochures with lots of text, lots of pictures, small blocks of text, lists, charts, or maps. You'll need to find the format that works best for your information.

Collection of brochures from family, friends, local businesses. (Travel brochures and brochures from local clubs are good examples for this lesson.)

Brochure design books and portfolios (optional).

Classroom or Library Reference Materials.

Access to Internet Resources such as About.com Desktop Publishing - Brochures (optional).

Page Layout Software (with Brochure Templates if possible).

Scanner, clip art books, digital photos, graphics software (optional).

Plain or color paper, staples (if doing booklet style brochures).

Printer able to handle chosen paper stock.

Brochure Checklist - General
Many of the items in this list are optional. You must decide which ones are appropriate for your brochure.

Name of Location, Business or Organization.

Address.

Phone Number.

Fax Number.

Email Address.

Web Page or Social Media Address (Twitter, Facebook, etc.).

Headline that creates curiosity, states a major benefit, or otherwise entices the reader to open and read your brochure.

Headline that states the name of the Product, Project, or Described Process.

Subheads.

Short, easy to read blocks of text.

Lists, charts.

Key Benefits (2-3).

Features.

Instructions, steps, parts (for a procedure, to assemble a product, etc.)

Biography (of business owner, key members of organization, officers, etc.).

Mission Statement.

History.

Logo.

raphic Image(s) (including purely decorative elements).

Photographs of product, place, people.

Diagram, flow chart.

Map.

Call to Action (What you want the reader to do: call, visit, fill out a form, etc.)

Checklist for a Brochure about a Place
These are a few things to look for specifically related to brochures about a place. Not all will apply to your brochure.

Does the brochure give enough information that the reader knows where to find this place? (Map, directions)

Does the brochure tell what is significant about this place (historical importance, tourist attractions, famous residents, significant industries, etc.)?

Are there interesting pictures? (Pictures with people are usually more effective but pictures of well-known landmarks or beautiful scenery can work with or without people in the photos)

Are the pictures or clip art useful? Do they help to tell the story or do they just seem to be filling up space?

Does the brochure make the reader want to visit this place (if that is the purpose of the brochure)?

Does the brochure make the reader want to avoid this place (if that is the purpose of the brochure)?

Checklist for a Brochure about an Organization
These are a few things to look for specifically related to brochures about an organization. Not all will apply to your brochure.

Does the brochure give the name of the organization?

Is the purpose of the organization clearly stated?

Does the brochure list the organizations activities?

If appropriate, is there a calendar of events?

If the organization has a product or service that it sells (or gives away) is that in the brochure?

Does the brochure state the membership requirements (if any) for the organization?

Does the brochure tell how to contact the organization?

Are the most important activities of the organization highlighted?

Does the brochure make the reader want to join the organization (or find out more about it)?

1. First, write down what you currently know "off the top of your head" about your topic. If it is a place, describe the location. Write down any key landmarks, interesting tourist spots, or historically significant locations that you now know about. If it is an organization, write down what you know about that group, its mission or purpose, its membership.

2. Look at sample brochures you or your class have collected. Identify those that have a style or format you might like to imitate or borrow. See how much detail each type of brochure includes.

3. Research your topic. Use the materials provided in the classroom or from other sources to gather more details about your topic. From these materials and what you already know about the topic start picking out 5 to 6 significant or interesting facts that you think you will want to highlight in your brochure.

4. Use the Place Checklist or the Organization Checklist for questions and ideas on what to include in your brochure.

5. Using the Brochure Checklist, list the major components of your brochure. Mark out any components you wish to omit from your brochure. Write headlines and subheads. Write the descriptive text. Make lists.

1. Sketch out some rough ideas of how you want your brochure to look - including any graphics you think you want to include. (Your software may come with a collection of clip art; if you have access to a scanner you may be able to scan artwork from clip art books; if you have access to a camera you may be able to take your own photos; if you have access to graphics software you may be able to draw your own graphics.) Try out different formats to fit your text. Edit your text to fit your layout. Experiment.

2. Using the page layout software available to you, transfer your rough sketches to the computer. Your software may have templates or wizards that will provide you with even more ideas.

3. Print your final design and fold as necessary.

Your teacher and your classmates will use the criteria listed in the checklists accompanying this lesson (Brochure Checklist and Place or Organization Checklist) to see how well you have presented your topic. You will be using the same criteria to judge the work of your classmates and providing input to your teacher. Not everyone will agree on the effectiveness of a single brochure but if you have done your job well, most readers will agree that your brochure gives them the information they want and need, is easy to follow, and makes them want to know more.

The brochure as an informative, educational, or persuasive device must present information in a clear, organized manner. It should give enough information that the reader won't be left wondering "what's this really about" but should also be a "quick read" so that the reader doesn't become bored before reaching the end. Because it doesn't tell the whole story, it should contain the most important parts of the story. Give the reader the most significant, most interesting facts - the information that will make them want to find out more.

This project could be assigned to individual students or to teams of 2 or more students. You may want to assign specific topics or provide the class with a list of approved or suggested topics.

Where you live (city, county, state, country);

An entire country or specific regions or cities that tie in with your current unit of study (contemporary or assign a specific time period, such as London, England in the 1860's);

A fictional location (The Land of OZ);

Mars, Saturn, the Moon, etc.;

An organization or group related to your current unit of study (The Sons of Temperance, An American Indian Tribe, the Whigs);

A local or school organization (FTA, the Art Club, the school football team, the Junior Rotary Club).

In evaluating the brochures, you may want to have classmates not involved in that particular brochure project read the brochure then take a simple quiz (written or verbal) to determine how well the brochure writers/designers presented their topic. (After one reading could most of the students tell or describe what the brochure was about, what key points were made, etc.)

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Lesson Plan - Create a Brochure Describing a Place

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Using brochure design to enhance learning in the K-12 Classroom is the focus of this lesson plan. Create a brochure about a place or organization that informs, educates, or persuades. The brochure is not an indepth study of a topic but it should give enough information to grab and keep the readers interest from start to finish.

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A memorization technique.

Chunking refers to an approach for making more efficient use of short-term memory by grouping information. Chunking breaks up long strings of information into units or chunks.  The resulting chunks are easier to commit to memory than a longer uninterrupted string of information.

Good chunking facilitates comprehension and retrieval of information.

Above description taken from the peak performance center website/ link below to article.

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Chunking refers to an approach for making more efficient use of short-term memory by grouping information. Chunking breaks up long strings of information into units or chunks. The resulting chunks are easier to commit to memory than a longer uninterrupted string of information.

Good chunking facilitates comprehension and retrieval of information.

Chunking is a strategy used to reduce the cognitive load as the learner processes information. The learner groups content into small manageable units making the information easier to process. Essentially, chunking helps in the learning process by breaking long strings of information into bit size chunks that are easier to remember.

There are several steps to the chunking process. The number of steps you use will depend on the type information you are chunking.

1. Break larger amounts of information into smaller units

2. Identify similarities or patterns

3. Organize the information

4. Group information into manageable units

Chunking is used most commonly to organize or classify large amounts of information, even when there are no obvious patterns. Occurrences of chunking as a memory device can be seen in the way information is grouped in our daily life.

The breaking down of seemingly random numbers into chunks makes the number easier to remember.

1. Phone numbers are not typically seen or remembered as a long string of numbers like 8605554589, but rather 860-555-4589.

2. Birthdates are typically not recalled by 11261995, but rather 11/26/1995.

Letters can also be broken down into chunks helping to remember easier.

"XLETHIPSOXWHYMIX" is difficult to remember as a long string of letters, however if the letters are grouped or chunked, remembering them is easier. The breaking down of the letters into more "logical" chunks also makes it easier to remember.

X LET HIP SOX WHY MIX

Chunking can also work for lists. For example, a shopping list can be segmented into categories.

Chunking can also work for processes. For example, painting a room may be divided into three groups;

Related Links

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Chunking strategy - chunking information as a learning strategy

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Chunking refers to an approach for making more efficient use of short-term memory by grouping information. Chunking breaks up long strings of information into units or chunks. The resulting chunks are easier to commit to memory than a longer uninterrupted string of information. Good chunking facilitates comprehension and retrieval of information.

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Graphic organizer that prompts students to write: 3 Facts I Know, 3 Questions I Want Answered, and Answers to My Questions.

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When the Circle of Knowledge was published in 1847, one of its objectives was to bring within the scope of a school book those neglected, but useful and familiar things, which are generally overlooked in the ordinary instruction of children. This intention was expressed in the following paragraph of its preface.

"The subjects chosen for the lessons are such as all children are interested in, such as they continually ask questions upon, and such as are illustrated in popular works, which are easily accessible to teachers and parents. It has been a main object to exclude everything that might be considered cold and lifeless, to create an interest for common things, and every-day life, and to make all the lessons natural and animating."

The author, Lord Ashburton, said, ""we sadly want some plain formula appealing to common sense."

Today, Ashburton's theory is being widely used in the teaching of Common Core Standards. It is one of the six core principles, referred to by contemporary educators as the "Core Six."

In short, Circle of Knowledge is a strategic framework for planning and conducting classroom discussions that engage all students in deeper thinking and thoughtful communication.

It is a procedure and teaching technique that involves effective oral communication, speaking and listening and discussions to build collaborative, interpersonal skills.

A fragile circle

Learning how to conduct an effective classroom discussion is an essential skill for any teacher to master.

Despite its enormous importance as a teaching and learning strategy, classroom discussion the knowledge circle can be quite fragile, say educators. It is highly involving, but it relies on student participation. Classroom discussions help students develop new insights and perspectives, yet they can easily be thrown off track.

Circle of Knowledge provides teachers with a strategic framework for planning and conducting discussions that foster student participation and critical thinking.

Circle of Knowledge is one element in what is known as " The Core Six ". All six areas are best explained in the book, "Essential Strategies for Achieving Excellence with the Common Core" by Harvey Silver, Thomas Dewing, & Matthew Perini.

Teachers who learn the blueprint will be better able to help their students meet the new common core standards and design lessons or activities that utilize the game plan.

Top three reasons to use Circle of Knowledge

According to the "Core Six":
Effective oral communication is a crucial 21st century skill
It is so crucial, in fact, that it gets its very own strand of Speaking and Listening Standards, along with Reading, Writing, and Language. According to the Common Core, "To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations-as part of a whole class, in small groups, and with a partner-built around important content". The Circle of Knowledge strategy helps teachers create a classroom culture where these kinds of "rich, structured conversations" become the norm.

Speaking and listening require thinking

A close look at the Standards for Speaking and Listening makes it clear that low-level question-and-answer sessions won't cut it. Students need to be able to "participate effectively ... building on others' ideas", "integrate and evaluate information" and "evaluate a speaker's point of view, reasoning, and use of evidence". These are high-level thinking skills, which is why Circle of Knowledge discussions are built around serious, thought-provoking questions. Circle of Knowledge develops students' thinking through provisional writing and effective questioning techniques and has students work in small groups to integrate and evaluate ideas before participating in the larger discussion.

Discussions build collaborative and interpersonal skills

The Common Core State Standards for English Language Arts and Literacy reminds us that the "twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together" To thrive in these characteristically diverse settings, students need to learn to listen attentively, appreciate opposing points of view, and disagree without "steamrolling" (or being steamrolled by) their peers. Well-designed Circle of Knowledge discussions, in which the teacher establishes communication protocols, allows students to work in both small and large groups, and gradually hands over more responsibility to students, give students the practice and support they need to build these essential interpersonal skills.

How and why it works

Discussion is an essential component in any thoughtful classroom. Dialogue and conversations are foundations for serious thought, and learners in discussion-rich classrooms enjoy irrefutable benefits: deeper comprehension, increased ability to handle complex and rigorous content, improved conflict resolution skills, and a greater passion for learning in general.

Math serves as a good example. When learning math, kids are often hit with one concept after another without taking the time to thoroughly explore and discuss. This creates an environment that leaves many students tuned out.

But if a teacher can instead give the students an opportunity to talk concepts in greater detail and the bigger ideas and concepts of math, it creates an environment of interest and engagement.

How the Circle of Knowledge strategy can apply to your classroom

Beyond the Core Six, teachers can now take professional development courses to get hands-on instruction in how to apply the common core standards in their classroom. Often the six components - Reading for Meaning, Compare and Contrast, Inductive Learning, Write to Learn and Vocabulary's Code - are not individually, but as part of the larger series designed to help teachers learn strategies that will significantly improve their ability to teach the Common Core State Standards.

The content learned in a class focused on Circle of Knowledge, will afford a teacher the skills necessary to implement the discussion technique Circle of Knowledge. This strategy provides teachers with the framework for planning and conducting discussions that foster student participation and critical thinking.

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When the Circle of Knowledge was published in 1847, one of its objectives was to bring within the scope of a school book those neglected, but useful and familiar things, which are generally overlooked in the ordinary instruction of children. This intention was expressed in the following paragraph of its preface.

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Technique for motivating students by helping them believe they can "do things."

Classroom affirmations are used to create a positive and supportive environment by teaching students to be supportive of one another. Affirmations develop an atmosphere where it is the norm to acknowledge and affirm positive behaviors, thoughts and actions. Used consistently, affirmations can change students’ attitudes and their actions.

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Classroom affirmations are used to create a positive and supportive environment by teaching students to be supportive of one another. Affirmations develop an atmosphere where it is the norm to acknowledge and affirm positive behaviors, thoughts and actions. Used consistently, affirmations can change students' attitudes and their actions.