# data[].attributes.body
From a purchased set of cards.

# data[].attributes.body
http://www.ultimatecampresource.com/site/camp-activity/giants-wizards-and-elves.html

# data[].attributes.attachment_link.readable_text
Compiledby
BrendaBassandAlisonThetford

QUES= Questioning
SCFL= Scaffolding
WTL= Writing to Learn

Name of Protocol

Page

CT

CGW

2

LG

QUES

SCFL

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Page

CGW

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CT

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LG

QUES

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WTL

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SCFL

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Page

CT

CGW

27. ABCs
28. Matching Dominoes
29. Will the Winner Lose?

Name of Protocol

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X

X

LG

QUES

SCFL

X

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X

X

X

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References
For more Information
References

4

WTL

Classroom Talk
1. CONSENSUS CENSUS: 1-3-6

(Classroom Talk, Scaffolding, Collaborative Group Work)

2. BEST SUMMARY

(Classroom Talk, Writing to Learn, Scaffolding, Collaborative Group Work)

3. TEACHER PROMPTS

(Classroom Talk, Scaffolding, Questioning)

4. FIND SOMEONE WHO KNOWS!

(Classroom Talk, Scaffolding)

5

5. MAKE AN APPOINTMENT

(Classroom Talk, Collaborative Group Work)

6. FINAL WORD

(Classroom Talk, Collaborative Group Work)

7. PHILOSOPHICAL CHAIRS

(Classroom Talk, Scaffolding)

6

8. CHALK TALK

(Classroom Talk, Scaffolding, Collaborative Group Work)

9. CHALK TALK, TOO!

(Classroom Talk, Scaffolding, Writing to Learn, Collaborative Group Work)

10. PIGGYBACKING

(Classroom Talk, Scaffolding)

11. OLD-TIME TOWN HALL MEETING

(Classroom Talk, Questioning, Scaffolding)

7

12. THINK-WRITE-PAIR-SHARE

(Classroom Talk, Writing to Learn)

14. THREE INDEX CARD DISCUSSION

(Classroom Talk, Questioning, Writing to Learn)

Description: This student talk strategy is less formal than the Socratic Seminar but allows all
students to speak and share, thus developing discussion skills.
Application: This pre-reading, reading, and post-reading strategy encourages rich discourse.
Process: Distribute three blank index cards to each student. Direct them to come up with three
discussion questions about the text. Give a set time for students to generate and record
questions on the cards. Direct the students to sit in a circle and pose their question for the class
to discuss. Remind students to make comments around the circle and not to the teacher. (For
each turn that a student takes, either asking or responding to a question, a card is thrown into
the center of the circle.) Provide guidance as students must use all index cards, either asking or
responding. (Once all cards are used, the activity is over.) Save time at the end for feedback
and debriefing the discussion. Ask students to summarize the discussion in a paragraph and
turn-in.

8

o

o

16. VOCABULARY BEAST

(Classroom Talk, Scaffolding, Collaborative Group Work)

9

17. FISHBOWL

(Classroom Talk, Collaborative Group Work)

18. STORMIN' THE QUESTION

(Classroom Talk, Scaffolding, Writing to Learn)

10

20. PARTNER TALK

(Classroom Talk, Collaborative Group Work)

21. TECHNOLOGY: MINDMEISTER

(Classroom Talk, Writing to Learn, Collaborative Group Work)

22. TECHNOLOGY: WORDLING

(Classroom Talk, Writing to Learn)

11

24. TEA PARTY

(Classroom Talk, Questioning, Scaffolding, Collaborative Group Work)

25. STUDENT CHOICE

(Classroom Talk)

26. BROWN-BAG-IT!

(Classroom Talk, Writing to Learn, Collaborative Group Work, Scaffolding)

27. TAKE TEN AND TALK

(Classroom Talk)

12

28. DE BONO'S SIX THINKING CARDS

(Classroom Talk, Collaborative Group Work)

29. THE CANDY FIASCO!

(Classroom Talk, Scaffolding)

30. STUDENT FISHBOWL

(Classroom Talk, Questioning)

13

32. FOUR CORNERS DEBATE

(Classroom Talk, Scaffolding)

33. SIDE-TO-SIDE

(Classroom Talk, Scaffolding)

14

35. ROLL AND RESPOND

(Classroom Talk, Scaffolding)

36. SPEED SHARING

(Classroom Talk, Scaffolding, Writing to Learn)

15

37. FORTUNE TELLER

(Classroom Talk, Scaffolding, Collaborative Group Work)

38. THE PRESCRIBED SOLUTION

(Classroom Talk, Scaffolding, Writing to Learn)

39. SURVEY SAYS! PROTOCOL

(Classroom Talk, Scaffolding)

40. SMALL GROUP CONSENSUS CENSUS

(Classroom Talk, Scaffolding, Collaborative Group Work)

16

Collaborative
Group Work
1. COLLABORATIVE BRAINSTORMING (Collaborative Group Work, Classroom Talk, Scaffolding)
Description: This is a role-assigned group method for generating original ideas and promoting
higher-order thinking.
Application: Use this method when students need to expand project ideas, determine problem
solutions, or to review and revise answers. It can also be used as a frontloading activity.
Process: Introduce the subject to be brainstormed. Form groups of three and assign roles
within group: Organizer-contributes ideas and sets parameters for group and keeps work
session flowing; Scribe-contributes ideas and writes down every idea so that all team members
can see; Presenter-contributes ideas and shares group list with whole class. Direct the students
to brainstorm for the allotted time. Bring class back together so that each presenter shares list.
Lead class discussion with a focus on prioritizing top responses.

2. EXPERIENTIAL EXERCISE

(Collaborative Group Work, Classroom Talk, Scaffolding)

3. GALLERY WALK

(Collaborative Group Work, Classroom Talk, Writing to Learn)

17

4. GRAFFITI WALK

(Collaborative Group Work, Scaffolding, Writing to Learn)

5. USING TECHNOLOGY: COLLABORATIVE ANNOTATION

(Collaborative Group Work)

18

7. JIGSAW

(Collaborative Group Work, Classroom Talk, Scaffolding)

8. VALUE LINE

(Collaborative Group Work, Classroom Talk)

9. ROVING REPORTER

(Collaborative Group Work)

10. USING TECHNOLOGY: SOLVR

(Collaborative Group Work, Classroom Talk, Scaffolding)

19

11. GROUP QUIZ

(Collaborative Group Work, Classroom Talk, Scaffolding)

12. SORT IT OUT!

(Collaborative Group Work, Classroom Talk, Scaffolding)

13. CRISS-CROSS-CROSS-OUT

(Collaborative Group Work, Classroom Talk, Scaffolding)

20

14. BASEBALL

(Collaborative Group Work, Questioning)

15. COLLABORATIVE COMICS

(Collaborative Group Work, Scaffolding)

21

17. PAIRED SHARED NOTE TAKING

(Collaborative Group Work, Writing to Learn, Classroom Talk)

19. SAY WHAT YOU MEAN!

(Collaborative Group Work, Writing to Learn, Questioning)

20. PARTNER QUIZ

(Collaborative Group Work, Questioning, Classroom Talk)

22

21. QUIZ-QUIZ TRADE

(Collaborative Group Work, Classroom Talk)

22. SEND A PROBLEM

(Collaborative Group Work, Classroom Talk, Writing to Learn)

23

24. TECH: FOREIGN LANGUAGE WORDLE

(Collaborative Group Work, Classroom Talk)

25. M-O-T-I-V-A-T-E!!

(Collaborative Group Work, Classroom Talk)

24

Literacy Groups
1. INFORMATION CUBES

(Literacy Groups, Collaborative Group Work, Writing to Learn, Classroom Talk)

2. "NO LIT" LITERACY GROUPS

(Literacy Groups, Collaborative Group Work, Classroom Talk)

25

3. POETRY LOOPS

(Literacy Groups, Collaborative Group Work, Classroom Talk)

4. LITERATURE CIRCLES

(Literacy Groups, Collaborative Group Work, Classroom Talk)

26

5. OPERATION PRESENTATION

(Literacy Groups, Collaborative Group Work, Classroom Talk)

6. MR. COLEY'S BOOK CLUB

(Literacy Groups, Collaborative Group Work, Classroom Talk)

27

Questioning
1. QUESTIONING CATEGORIES

(Questioning, Collaborative Group Work, Classroom Talk)

2. THE INTERVIEW

(Questioning, Classroom Talk)

3. ALL-AMERICAN WAIT TIME

(Questioning)

28

5. AROUND THE TABLE

(Questioning, Collaborative Group Work, Classroom Talk)

6. DYADS AND TRIADS

(Questioning, Classroom Talk)

7. ASK THREE BEFORE ME

(Questioning, Classroom Talk)

29

9. THE FIVE WHYS

(Questioning, Classroom Talk)

10. SQ3R

(Questioning, Collaborative Group Work)

11. TAG QUESTIONING

(Questioning, Classroom Talk)

12. IN THE HOT SEAT

(Questioning, Classroom Talk)

30

13. SUCHMAN INQUIRY MODEL

(Questioning)

14. LECTURE BINGO

(Questioning)

15. QUESTIONING CIRCLES

(Questioning)

16. I WONDER . . . WORD PROBLEMS!

(Questioning, Classroom Talk)

31

17. TEAM QUIZ

(Questioning, Scaffolding, Collaborative Group Work)

18. QUESTION CARDS

(Questioning, Classroom Talk)

19. LECTURE BITES

(Questioning, Classroom Talk, Scaffolding)

32

20. REQUEST

(Questioning, Classroom Talk)

21. REQWEST

(Questioning, Classroom Talk, Collaborative Group Work)

22. SOCRATIC QUESTIONS

(Questioning, Classroom Talk)

33

23. TEST THE TEACHER

(Questioning, Classroom Talk, Scaffolding)

24. PROVE IT TO ME!

(Questioning, Scaffolding, Collaborative Group Work)

25. KAGAN'S QUIZ, QUIZ TRADE!

(Questioning, Classroom Talk, Collaborative Group Work)

34

Scaffolding
1. WORD WALL B-I-N-G-O

(Scaffolding)

3. FISHBONE MAPPING

(Scaffolding, Writing to Learn)

35

8. CUE CARDS

(Scaffolding, Writing to Learn)

36

9. THE FRAYER MODEL

(Scaffolding, Writing to Learn, Collaborative Group Work)

11. THINK ALOUDS

(Scaffolding, Classroom Talk)

37

13. EVALUATION ROTATION

(Scaffolding, Collaborative Group Work, Classroom Talk, Questioning)

14. TALKING DRAWINGS

(Scaffolding, Writing to Learn, Collaborative Group Work)

38

16. K-N-W-S CHART

(Scaffolding, Writing to Learn, Classroom Talk)

17. USING TECHNOLOGY: WEBQUESTS

(Scaffolding, Writing to Learn)

39

18. RUBRICS

(Scaffolding)

19. MNEMONICS

(Scaffolding, Writing to Learn)

20. INTERACTIVE NOTEBOOK

(Scaffolding, Writing to Learn)

http://interactive-notebooks.wikispaces.com/Paste-ins

40

21. CORNELL NOTES

(Scaffolding, Writing to Learn)

22. PECHAKUCHA

(Scaffolding, Classroom Talk)

23. VIEW-FINDER

(Scaffolding, Writing to Learn)

41

24. POST-IT POSTERS

(Scaffolding)

25. MODIFIED GRAPHIC ORGANIZER

(Scaffolding, Writing to Learn, Collaborative Group Work)

26. "HK" (HAWK) MATH ATTACK

(Scaffolding, Classroom Talk)

27. ABC'S

(Scaffolding, Classroom Talk, Collaborative Group Work)

42

28. MATCHING DOMINOES

(Scaffolding, Classroom Talk)

29. WILL THE WINNER LOSE?

(Scaffolding, Classroom Talk, Collaborative Group Work)

43

Writing to Learn
1. ADMIT SLIPS

(Writing to Learn, Questioning)

2. ENTRANCE TICKETS

(Writing to Learn, Questioning)

3. ALL ABOARD! TICKET-OUT-THE-DOOR

(Writing to Learn, Questioning)

4. JOURNAL/LEARNING LOGS

(Writing to Learn)

44

5. USING TECHNOLOGY: TEXTING

(Writing to Learn)

6. DOUBLE ENTRY JOURNALS

(Writing to Learn)

Title of Work:
Page:
Quotes

Right Side Reflection Possibilities

Quote from the text

Visual commentary (drawings, visual
analogies, doodles)

Quote from the text

Quote from the text

45

7. USING TECHNOLOGY: E-SCRAPBOOKS

(Writing to Learn, Classroom Talk)

10. CONCEPT SKETCHES

(Writing to Learn, Scaffolding)

46

11. DEAR ABSENT STUDENT

(Writing to Learn, Scaffolding, Collaborative Group Work)

12. ESSENCE

(Writing to Learn, Scaffolding, Collaborative Group Work)

13. CHEAT SHEETS

(Writing to Learn, Scaffolding)

14. USING TECHNOLOGY: WEB KARAOKE

(Writing to Learn, Classroom Talk)

47

15. QUIET COMMENTS PROTOCOL

(Writing to Learn, Collaborative Group Work)

16. CANYON NOTES

(Writing to Learn, Scaffolding, Collaborative Group Work, Literacy Groups)

17. USING TECHNOLOGY: MAKE BELIEFS COMIX

(Writing to Learn, Scaffolding)

48

18. 3-2-1 PROTOCOL

(Writing to Learn, Scaffolding)

19. FOLDABLES

(Writing to Learn, Scaffolding)

Pinterest.com

20. WRITE MY OWN WORD PROBLEM

(Writing to Learn, Scaffolding)

21. TIMES THREE

(Writing to Learn, Scaffolding)

49

22. CRITICAL RESPONSE

(Writing to Learn, Classroom Talk)

23. INKSHEDDING

(Writing to Learn, Collaborative Group Work, Questioning)

24. STOP AND THINK!

(Writing to Learn, Scaffolding, Questioning)

25. STORYTELLING CAROUSEL

(Writing to Learn, Classroom Talk, Collaborative Group Work)

50

26. SEMANTIC FEATURE ANALYSIS

(Writing to Learn, Questioning, Scaffolding)

+

+

+

+

-

-

-

Population
more than
100M

+

+

-

-

+

-

+

Centrally
Planned
Economy

-

+

-

-

+

+

+

27. BIO POEM

(Writing to Learn, Scaffolding)

51

28. FREE-FORM MAPPING

(Writing to Learn, Classroom Talk, Scaffolding)

29. SIX DEGREES OF EXPECTATIONS

(Writing to Learn, Scaffolding)

30. DIALECTICAL JOURNAL WRITING

(Writing to Learn, Scaffolding, Questioning)

52

Addendum A

53

Addendum B
Cognitive Domain

Level I -
Remembering

Level II -
Understanding

Level III -
Applying

Level IV - Analyzing

Level V - Evaluating

Level VI - Creating

54

Addendum C

Fortune Teller
Construction Instructions
A paper fortune teller may be constructed by the steps shown in the illustration
below:
1. The corners of a sheet of paper are folded up to meet the opposite sides and
(if the paper is not already square) the top is cut off, making a square sheet
with diagonal creases.
2. The four corners of the square are folded into the center, forming a shape
known in origami terminology as a blintz base or cushion fold. The resulting
smaller square is turned over, and the four corners are folded in a second time.
3..All four corners are folded up so that the points meet in the middle, and the
player works their fingers into the pockets of paper in each of the four corners.

55

Addendum D

Patient Symptoms
Patient Name :

Date

What seems to be the problem?

Date

-------Refills

56

Addendum E

B

I

N

G

O

G

O

B

I

N

57

Addendum F

58

Addendum G

STATEMENT

DISAGREE

Which statement did you agree with most? Why?

Which statement did you disagree with most? Why?

What new information did you learn from the reading and discussion?

59

Addendum H

The Frayer Model
DEFINITION

FACTS/CHARACTERISTICS

EXAMPLES/MODELS

NON-EXAMPLES

The Frayer Model
DEFINITION

NON-ESSENTIAL CHARACTERISTICS

EXAMPLES/MODELS

NON-EXAMPLES

60

Addendum I

Talking Drawings
Topic:
Before:

After:

In the space below, tell what changed about your before and after pictures and explain why you
made those changes.

61

Addendum J

Implementation
■ Notebooks can be kept in your binder or stored in the classroom. Bring it to class every
day. It will not be in your best interest to lose it.
■ Number the pages sequentially. Do not remove any pages. Both right and left pages
should be numbered. It is important that all of us have the same information on the same
page.
■ The first pages are reserved for a table of contents, and instructions. Other information
will be included as appendices.
■ Use color to help organize your information.
■ Handouts, foldables and other papers should be glued or taped in place. No staples.
■ You will need other supplies: markers, glue stick, tape, ruler, pencils, colored pencils
■ Notebooks will be graded weekly using self, peer and teacher checklists.

http://interactive-notebooks.wikispaces.com/Paste-ins

62

Addendum K

http://www.scsnc.org/curriculum/NewSchools/Ticket-Out-The-Door.pdf

63

Addendum L

Problem :

K

N

W

S

http://wvde.state.wv.us/strategybank/KWLCharts.html

64

Addendum M

Burcin Hasanbasoglu The Activist A Vocabulary Game: Vocabulary Dominoes

65

?????The Five Whys ?????

Addendum N

What is the problem ?

Create a Problem Statement :

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

?????The Five Whys ?????
What is the problem ?

Create a Problem Statement :

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

WHY ? WHY IS THAT ?

66

Addendum O

67

Addendum P

CREATE ONE QUESTION FROM THE READER'S PERSPECTIVE ONLY
1.

CREATE ONE QUESTION COMBINING A WORLD AND THE READER'S PERSPECTIVE
1.

68

Addendum Q

Socratic Questions
Conceptual clarification questions
Get them to think more about what exactly they are asking or
thinking about. Prove the concepts behind their argument. Use
basic 'tell me more' questions that get them to go deeper.
*
*
*
*
*
*
*
*

http://changingminds.org/techniques/questioning/socratic_questions.htm

69

Addendum R

Prove It To Me!
Let's Roll!

70

Commonalities

Commonalities

of the Yeses

of the No's

Addendum S 1

Remember to have each person answer your questions!

71

S2

Word

Page What I Think
It Means . . .

72

What It REALLY Means . . .

S3

73

S4

74

S5

75

S6

Next Mtg. Date

Job for Next Mtg.

Assignment for Next Mtg.

Next Mtg. Date

Job for Next Mtg.

76

Assignment for Next Mtg.

Addendum T

Poetry Loops
Adapted from Kentucky Education Television
http://tdcms.ket.org/cheatl/doc/poetrycircles.pdf

OVERVIEWER

LANGUAGE ANALYZER

Your job is to uncover the type and form of the
poem. It is wise to read, review, and reflect.

Which line is most important and justify why:

MEANING CONSULTANT

PARAPHRASER

Go through the poem and record the key
ideas, story parts, or images.

________________________________

77

Addendum U

Vocabulary Enricher
* clarifies word meanings and pronunciations
* uses research resources

78

Addendum V

79

Addendum W

80

Addendum X

Dialectical Journal
Name:_______________________ ____ Date:____________________________
Title of Work: ______________________________________________________

Quote / Textual Evidence (provide page
number)

Response

81

Reference(s )

1. Consensus Census: 1-3-6

Silent Discussion
Partner Talk
Technology: Mindmeister
Technology: Wordling
Wagon Wheel
Tea Party
Student Choice
Brown-Bag-It!
Take Ten and Talk
De Bono's Six Thinking Cards
The Candy Fiasco!
Student Fishbowl
P.E.E.R. Sequence for Teens

82

Name of Protocol

Reference(s)

14. Lecture Bingo

http://www.mrcoley.com/litcircles.htm

83

Name of Protocol

Reference(s)

http://www.leo.stcloudstate.edu/style/wordiness.html

84

85

# data[].attributes.attachment_link.description
Compiledby BrendaBassandAlisonThetford QUES= Questioning SCFL= ScaffoldingWTL= Writing to Learn Name of Protocol Page CT CGW 2 LG QUES SCFL X X X X X X X X X X X X Page CGW X X CT X LG QUES X X X 3 X X WTL X X X SCFL X X X Page CT CGW 27.

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Put up a sticky poster for each participant, have every other participant write something nice about that person, have a third party present these nice things (best if the third party is someone close or connected to that person).

To speed process, provide a sentence frame:  I like _____ about ___.

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Turn to the person next to you and share what went well in class yesterday.  Turn to someone else and tell them something you wish could have gone better yesterday.

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Great for beginning of the year. A reminder of why we are in education.

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Teams dedicate songs to an aspect of their job

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- During our Admin sessions, we go to this right after we do a quick reminder/revisiting about our NORMS :)

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Provide pre-written values on cards and have people go to the group that they most align with. They take the card and find someone with a different value and explain their values to each other. The partners assign points to each value (can only use a total of 5 points combined). Exchange cards and move on to another person, advocating for the "new" value they've acquired. At the end, add up the points for each value.

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KAHOOT- Quick and fun game that allows all staff to learn about one another, as well as makes for a friendly little competition.

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KAHOOT- Quick and fun game that allows all staff to learn about one another, as well as makes for a friendly little competition.

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Start each meeting with everyone sharing out a celebration of their work

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Start each meeting with everyone sharing out a celebration of their work

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Make Sound machine
Three truths and a lie about yourself
Savenger Hunt/Goose Chase app
Bring an object of value to share with the group
Write a Haiku to someone in the room

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Play RPS and have winners challenge winners - losers cheer on their winner until one person is left.