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Definition: The cooperative learning strategy known as the "jigsaw" technique helps students create their own learning. Teachers arrange students in groups. Each group member is assigned a different piece of information. Group members then join with members of other groups assigned the same piece of information, and research and/or share ideas about the information. Eventually, students return to their original groups to try to "piece together" a clear picture of the topic at hand. 

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Definition: The cooperative learning strategy known as the "jigsaw" technique helps students create their own learning. Teachers arrange students in groups. Each group member is assigned a different piece of information. Group members then join with members of other groups assigned the same piece of information, and research and/or share ideas about the information. Eventually, students return to their original groups to try to "piece together" a clear picture of the topic at hand. 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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I can split my classroom into 5 sections. Each student will individually research then come together to their assigned section and piece together one great piece of information using a PowerPoint, for example. I can have the 1st section research chemical reactions, such as the definition and examples of what they are. I can have the 2nd section research examples of heating a substance that may cause observable changes. I can have the 3rd section research examples of cooling a substance that may cause observable changes. I can have a 4th section research examples of changes to a substance from solid to liquid or liquid to solid that can be reversed by heating or cooling. I can have the 5th section research examples of changes to a substance from solid to liquid or liquid to solid that cannot be reversed by heating or cooling. After researching and creating their PowerPoint slide, each section will present their findings to the whole class.

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The cooperative learning strategy known as the "jigsaw" technique helps students create their own learning. Teachers arrange students in groups. Each group member is assigned a different piece of information. Group members then join with members of other groups assigned the same piece of information, and research and/or share ideas about the information. Eventually, students return to their original groups to try to "piece together" a clear picture of the topic at hand. That's the simple overview. The resources below will fill in the details and provide examples of the technique in action.
Learn More About Creating "Jigsaw Activities"
The 'Jigsaw' Approach Brings Lessons to Life
The "jigsaw method" provided the backdrop for a dynamic and engaging lesson that Ellen Berg's students still recall. Included: Students' reactions to a teaching method that challenges them to create their own learning, and tips for using the jigsaw technique.

The Jigsaw Classroom
Education World gave this Web Site an "A" rating. Funded by a grant from the National Science Foundation, the site offers free resources, tips, links, and information about the "jigsaw" cooperative learning technique. A plan for implementation is included.

Cooperative Learning Saves the Day! -- One Teacher's Story
Ted Panitz has discovered the power of cooperative learning. He describes several favorite math activities, including "Factoring Jigsaw," in which each student becomes an expert on a different concept or procedure and then teaches that concept to other students.
More Basic Jigsaw Resources
More Jigsaw Activities

These additional activities found on the Web will help bring the jigsaw approach to life for you:

Updated 05/10/2017

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The cooperative learning strategy known as the "jigsaw" technique helps students create their own learning. Teachers arrange students in groups. Each group member is assigned a different piece of information. Group members then join with members of other groups assigned the same piece of information, and research and/or share ideas about the information.

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OVERVIEW

The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.

The jigsaw classroom has a four-decade track record of successfully reducing racial conflict and increasing positive educational outcomes such as improved test performance, reduced absenteeism, and greater liking for school.

Just as in a jigsaw puzzle, each piece - each student's part - is essential for the completion and full understanding of the final product.

If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

JIGSAW IN 10 EASY STEPS

The jigsaw classroom is very simple to use. If you're a teacher, just follow these steps:

STEP SEVEN

Bring the students back into their jigsaw groups.

STEP EIGHT

Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE

Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

STEP TEN

At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun and games but really count.

ABOUT ELLIOT ARONSON

Elliot Aronson is currently Professor Emeritus at the University of California in Santa Cruz. He has long-standing research interests in social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Professor Aronson's experiments are aimed both at testing theory and at improving the human condition by influencing people to change dysfunctional attitudes and behaviors.

Professor Aronson received his B.A. from Brandeis University in 1954, his M.A. from Wesleyan University in 1956, and his Ph.D. in psychology from Stanford University in 1959. He has taught at Harvard University, the University of Minnesota, the University of Texas, and the University of California. In 1999, he won the American Psychological Association's Distinguished Scientific Contribution Award, making him the only psychologist to have won APA's highest awards in all three major academic categories: distinguished writing (1973), distinguished teaching (1980), and distinguished research (1999).

MORE ABOUT
ELLIOT ARONSON

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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Definition: Think-pair-share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximizes participation, focuses attention, and engages students in comprehending the reading material.

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Definition: Think-pair-share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximizes participation, focuses attention, and engages students in comprehending the reading material.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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After discussing chemical reactions, I can ask my students to conjure up some examples of reactions that are reversible and irreversible. I will give them a few minutes to individually think and reflect upon the question. Then the students will pair up and share their responses with their classmates. This would allow them to see if anyone came up with the same answers, as well as if anyone may be confused about the answers their partner has given. They can discuss and see whether their reaction(s) are actually reversible or not.

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Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon.

Lyman, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

Rasinkski, T., & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall.

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Think-pair-share is a cooperative learning strategy where students work together to solve a problem or answer a question about an assigned reading.

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How To Use Think-Pair-Share In Your Classroom and What Is it

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Looking for new teaching techniques to use in the classroom? Find out here what is think-pair-share and how to use it.

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Think Pair Share - Instructional Strategy Overview and Examples

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Definition: KWL charts are graphic organizers designed to activate prior knowledge, promote higher-order questioning, and engage students in metacognition. KWL represents what I know, what I want to learn, and what I learned. K- activate students’ prior knowledge before introducing new content. W- teachers can challenge students to get curious by using higher-order questioning strategies. L- engages students in metacognition, essentially, thinking about their thinking.

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Definition: KWL charts are graphic organizers designed to activate prior knowledge, promote higher-order questioning, and engage students in metacognition. KWL represents what I know, what I want to learn, and what I learned. K- activate students’ prior knowledge before introducing new content. W- teachers can challenge students to get curious by using higher-order questioning strategies. L- engages students in metacognition, essentially, thinking about their thinking.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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I can ask my students to create a KWL chart titled "Chemical Reactions" before I begin my lesson. I will ask them to create 3 columns, titled "What I Know," "What I Want To Know," and "What I Learned." I will ask them to write down anything they may already know about chemical reactions, or reversible or irreversible changes in the first column, Know. Next, I will ask them to write down what they want to learn about chemical reactions, such as any questions, in the middle column, Want To Know. After the lesson, I will ask them to write down all about what they learned involving chemical reactions in the 3rd column, Learned.

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KWL & KWHL charts are graphic organizers designed to activate prior knowledge, promote higher-order questioning, and engage students in metacognition.

First created by Donna Ogle in 1986, they are formatted as 3- to 4-column charts, wherein KWL represents what I know, what I want to learn, and what I learned. With KWHL, an additional column represents how I plan to learn, so students are also thinking about ways of investigating and knowing.

Teachers can prompt students to begin a KWL chart at the start of an activity, directing students to complete the K and W columns. It's also useful for teachers to model how to create effective questions using either Costa's Levels Of Questions or Bloom's question stems. Near the conclusion of the activity, the students can complete the L column, reflecting on what they've learned.

How Do KWL charts improve student learning?

The K column serves to activate students' prior knowledge before introducing new content. Studies show that our brains learn more easily when we can connect incoming data to what we already know. When we generate prior knowledge, we essentially prime ourselves to receive new information through a particular lens, allowing data to move from short-term memory to long-term memory.

The W column is where teachers can challenge students to get curious by using higher-order questioning strategies. Specifically, we want students to wonder beyond what they can simply recall or recognize. We want them to identify what matters to them and encourage them to use what they already know to identify gaps in their knowledge or interesting connections.

According to one study, higher-order questions increase 'neural branching,' the stimulation of neural connections in the brain. This effect is the opposite of 'neural pruning,' in which our brain, by default, seeks to form mental habits and limiting patterns.

Higher-order thinking questions prompt students to synthesize, analyze, and make comparisons. If you think of a student thinking like an athlete lifting weights, then higher-order questions can be conceived as heavier weights that the athlete adds to the barbell. Sometimes the teacher (or coach) can stack those weights on, but ideally, the learner will become adept at learning how much to add on with practice.

The L column engages students in metacognition, which can lead to improved self-regulated learning outcomes during the teenage years, a time when middle and high school students' academic achievement and intrinsic motivation decline. Research also shows that students who apply metacognitive skills to learning tasks outperform those who don't apply those same skills.

By prompting students to engage in metacognition - essentially, thinking about their thinking - teachers can bring a sense of individual or collective closure to a lesson.

How can I use KWL charts across content areas?

Start by adding a collaborative element to chart-making. Students can share what they know out loud with the entire class, within a small group, or with a partner. For example, if they're about to read a book whose author relies heavily on irony, they could discuss other examples of irony in media and questions they have that go along with the topic.

In a remote learning environment, students can collaborate by creating, sharing, and commenting on each other's Flipgrid video responses. This could be a useful strategy in a math class where students are tasked with designing an object using geometric concepts. Getting students to describe their process of brainstorming, creating, and testing a prototype is prompting them to engage in metacognition.

See also What's A KWHLAQ Chart? Like A KWL Chart But Better

Let's say that students in a biology class are discussing the ethics of genetic engineering - one half of the class will be responsible for making a positive argument while the other half will be tasked with making a negative argument for the case of genetic engineering. Students can use their notes from the K, W, and L sections as question stems or contributions for a Socratic seminar on the topic.

An Example Of A Completed KWL Chart (Filled Out)

KWL charts serve as great pre-writing tools in extended writing assignments. Students can generate essay topics or arguments from reexamining old questions, newfound understandings, and new questions. Alternatively, they can use what they know as evidence for a writing assignment or lab report.

There are many inquiry-based activities where KWL charts come in handy. Students can use questions from the W column to create a study guide for an assessment or identify further areas of investigation within a subject or topic. With more complex concepts, teachers can assign a "jigsaw" activity, wherein each student in a group is responsible for gathering, fact-checking, and reporting back knowledge on a sub-topic.

When it comes to metacognition, KWL charts can be used as exit tickets 'Traffic Light' tickets, wherein students write the following in the L column:

Red = Where did I encounter a challenge?

Yellow = What caused me to think differently about something?

Green = When was I learning well?

We've included a KWL template below for your students to use in any subject area.

Free Blank KWL Charts To Download

You can also download a pdf version of the above black horizontal KWL chart here.

For a blank vertical KWL chart template pdf, see here.

What Is A KWHL Chart?

A KWHL chart is a variation of a KWL chart where an extra column is added for 'How': How can I learn this, How will I learn this, How I plan to learn this, How I'll know if I've learned it, etc.

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A KWL chart is a graphic organizers that students use before, during, and after learning to activate prior knowledge and reflect on learning.

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KWL Guides-what do I know, what do I want to know, what have I learned -offer a straightforward way to engage students in historical investigation and source analysis.

Using KWL guides in elementary history classes empowers students and teachers.

1. KWL guides engage students via a simple format. They place the students' observations, questions, and knowledge development at the center of exploring historical sources. Students are able to connect new knowledge to prior knowledge, and generate and investigate questions.

2. Most elementary teachers are familiar with KWL guides to structure inquiry in various subjects, from literature to science, but analyzing primary historical sources can be a new experience, leaving teachers hesitant to incorporate them in their teaching. Applying the KWL approach to primary source analysis encourages teachers to adopt a constructivist approach to history instruction, as it taps their confidence in using a familiar strategy to teach a new subject.

The KWL chart is a metacognition strategy designed by Donna Ogle in 1986. It prompts students to activate prior knowledge, generate questions to investigate, and inventory the new knowledge that emerges from investigation. The acronym stands for: K: students identify what they already KNOW about a subject. W: students generate questions about what they WANT to learn about the subject. L: students identify what they LEARNED as they investigated. In lower elementary history studies, the entire class looks at projected images or documents and together fills out a KWL chart. In the middle grades teachers may model the process. Once students gain proficiency, they are allowed to work in pairs or groups. Primary sources can be incorporated at various times during a history lesson. Teachers may use them to introduce a unit or to expand a student's understanding and empathy for a topic. Directions below describe how to use the KWL primary source analysis during a unit, but they are easily adapted to use at the start of a unit.

1. Choose a source to explore with your students. Books in school or public libraries also offer historical images and documents.

Source Subject When seeking images, artifacts, or written documents that align with your history unit, consider four ways that primary sources enhance history learning:

1. Motivate historical inquiry

2. Supply evidence for historical accounts

3. Convey information about the past

4. Provide insight into the thoughts and experiences of people in the past ()

Your source should match one or more of these criteria; they are not mutually exclusive. You may find a source that you believe will motivate your students' learning and it also provides a vivid, intriguing glimpse into the experiences of people in the past. Or you may choose to examine with your class a source cited as evidence in one of the historical accounts that you read together, and then discover the source conveys additional information about your topic. Source Format In terms of primary sources, elementary schoolchildren often engage most successfully with visual images, especially pictures that feature children or dramatic action. Don't discount written documents, however, especially in the middle grades, although you might need to abridge a lengthy document or model the process of paraphrasing with short excerpts.

2. Copy the source to an overhead transparency or into a file for an LCD projector. You can give students their own copies to view at their desks and put in their history folders, and post one on the class's history timeline.

3. Decide when you will examine the source. To scaffold source explorations, schedule them between reading historical fiction and/or nonfiction to provide context.

4. Decide how to display and write on the class KWL chart. Using a transparency is fine, but could limit ongoing student access to the chart. ]KWL charts can be constructed on poster boards, whiteboards, or butcher paper for permanent display; these can be added onto as you explore other elements of your history unit. The posted chart is a visual reminder of students' growing prior knowledge as they move on to investigate other sources. When they are asked to interpret new sources, they can reference what they have studied previously. For students working in groups, make copies of the KWL chart for all students.

1. Review the class's history learning to this point. Have students take turns walking and talking sections of your unit timeline, or ask students to brainstorm important themes they have explored thus far. In middle elementary, ask students to pair up and explain to another student what they learned the previous day. For lower elementary, call on students at random to share their thoughts with the whole class. 2. Following this review, explain that students can explore more about (the unit topic) by studying an information source from the actual time of the historic event. To illustrate this idea, contrast the date of the source you are examining with the copyright date of a fiction or nonfiction book you have read to your class. Eventually, at the end of this activity, you will return to the book and help your students understand how its author may have examined primary sources as s/he prepared to write it. 3. Introduce the KWL chart with knowledge questions as a guide to explore a source. If you have not used a KWL before, or if students are not familiar with the format, explain what the letters stand for and how they help us look closely at a source of information, make a list of what we already know about the source, and ask questions to help us learn more. 4. Model the KWL process with the entire class. Project a source via LCD or overhead projector. Conduct the K portion of your KWL (what do I think I already know about this source). After students carefully read or view the source, brainstorm a list of things they know about the image, artifact, or document. To help students activate their knowledge, structure interactions with sources by asking:

What/who do you think is in the source? (inventory the objects in an image or the components of a written source) What do you think is happening? (summarize the action or meaning) When do you think it is happening? Why do you think it is happening? Why do you think someone created the source in the first place? How did you come up with your answers? If people appear in the document or image, how do you think they felt?

5. Conduct the W portion (what do I want to know and how can I find out more). Ask students to:

Brainstorm aspects of the source they are uncertain about Brainstorm a list of questions about the source itself Brainstorm how they might find answers to their questions

6. Conduct the L portion of your KWL (what I've learned about or from this source).

Seek answers to the questions, or return to them as you investigate other sources and topics for your history unit and as answers emerge from those explorations. If you decide to investigate some questions right away, have the entire class work together, or divide students into groups and assign each group a question to investigate. Groups can use such research resources as the internet, school media center, or oral history interviews. Give the groups any books related to their question. When you send groups to the media center/library, alert your media specialist in advance so s/he may assist students with their searches. This activity is an excellent way to introduce or reinforce the use of search engines, tables of contents, and indexes to locate information. Update the guide by inventorying what your students have learned about the source and about the larger history topic by studying this source.

7. Brainstorm and take inventory of remaining unanswered questions raised by students while investigating the source.

Extend learning for better readers. Ask them to decipher and summarize the document. They can then share their results with the rest of the class. If you determine a document is too difficult for any of your readers to decipher, create a simpler version for students to study.

Copying images. Sometimes it's difficult to get a good copy. File size and type vary and may affect the quality of a reproduced image. If you find an image you want to use but it does not copy clearly, try using Google or another internet image search engine to locate that image in a different format or size.

Selecting documents. When a document is only available in an original handwritten form, deciphering it can pose a challenge for teachers as well as students. Try to find documents that have been transcribed into readable type.

Some documents are beyond the comprehension level of those students who read at or below grade level. If you want to use a source that fits this scenario, try the following:

A common pitfall in executing KWL is the inclination to close discussion following the L step. Authentic learning exploration begins and ends with questions. When teachers demonstrate that it's natural and desirable to have ongoing questions, they send the message that questions are a crucial part of education. Asking questions doesn't indicate a lack of knowledge, but is evidence of an active mind. To honor questioning as the foundation of learning, KWL should perhaps add a fourth step: Q.

KWL Image Exploration: Segregated Public Places The history of Jim Crow laws in the U.S. is the history of segregated neighborhoods, schools, public areas, hotels, restaurants, marriage, transportation-essentially every aspect of daily life. Though these practices were outlawed by civil rights legislation in the 1960s, their legacy of poverty and prejudice persists. It is essential that today's students not only learn the history of segregation but care about its aftereffects. Photos of Whites Only and Colored signs on water fountains, restrooms, waiting rooms, and entrances to buildings are powerful resources that engage student empathy for the African American experience under Jim Crow. This KWL photo analysis is most effective when preceded by explorations of pre-slavery African cultures, slavery, the Civil War, the 13th and 15th Constitutional Amendments, and sharecropping. As the first activity that explores segregation laws, it illustrates the reality of separate public accommodation as humiliating, degrading, and a clear signal that not all people were considered equal in America.

Credit for first using KWL as a historical source analysis guide goes to the second- and third-grade teachers who piloted the Bringing History Home curriculum at the Washington Community School District in Washington, Iowa. These teachers came up with KWL as a simple alternative to the NARA historical analysis guides. I am, as always, deeply indebted to BHH teachers for their innovative, inspired ideas.

These four effective uses of primary sources are identified by Keith Barton in Barton, K. "Primary Sources in History: Breaking Through the Myths," Phi Delta Kappan Vol. 86 Issue 10 (2005): 745-753.

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KWL Guides-what do I know, what do I want to know, what have I learned -offer a straightforward way to engage students in historical investigation and source analysis. Using KWL guides in elementary history classes empowers students and teachers. KWL guides engage students via a simple format.

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Definition: The Frayer Model is a type of graphic organizer that uses a four-square model to determine, clarify, and analyze word meaning and structure. The selected word to focus on is written in an oval in the middle of a page or chart paper. Each of the four squares is blank and has a heading at the top. The headings or labels on the top of each square include a variation of the word's definition, attributes, characteristics, synonyms, examples, antonyms, or nonexamples.

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Definition: The Frayer Model is a type of graphic organizer that uses a four-square model to determine, clarify, and analyze word meaning and structure. The selected word to focus on is written in an oval in the middle of a page or chart paper. Each of the four squares is blank and has a heading at the top. The headings or labels on the top of each square include a variation of the word's definition, attributes, characteristics, synonyms, examples, antonyms, or nonexamples.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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I can ask my students to create a card with a circle in the middle and 4 sections around the word, Chemical Reactions. In the 1st section, they will write the definition of chemical reactions. In the 2nd section, they will draw a picture of a chemical reaction, such as uncooked to cooked eggs, or a piece a bread, then a toasted piece of bread. In the 3rd section, they will write examples of different chemical reactions. In the 4th section, they will write non-examples of chemical reactions, such as different physical reactions, such as tearing paper.

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The Frayer Model: What is It and How to Use It - TeachHUB

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Vocabulary and word acquisition isn't easy for all students, but graphic organizers can help. Learn about the Frayer Model and how to use it in your class.

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The Frayer Model is a simple approach to building students' vocabulary and conceptual knowledge. It can be used across content areas/disciplines, builds students' critical thinking skills, and can expand their word knowledge.

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Definition: Gallery walk is an active teaching strategy that gets students out of their seats and moving around the classroom to different learning stations that display artifacts related to the class activities. Often students work through a gallery walk in pairs or small groups. Each group visits each display station, taking notes on what they learn, then talking afterward to reflect upon their learning. Gallery walks can also be designed as a virtual digital activity for online learning.

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Definition: Gallery walk is an active teaching strategy that gets students out of their seats and moving around the classroom to different learning stations that display artifacts related to the class activities. Often students work through a gallery walk in pairs or small groups. Each group visits each display station, taking notes on what they learn, then talking afterward to reflect upon their learning. Gallery walks can also be designed as a virtual digital activity for online learning.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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I can have different pictures posted around my classroom of a variety of chemical reactions and some that are not. The pictures will include examples involving heating a substance that may cause observable changes, cooling a substance that may cause observable changes, changes to a substance from solid to liquid or liquid to solid that can be reversed by heating or cooling, and changes to a substance from solid to liquid or liquid to solid that cannot be reversed by heating or cooling. The students will walk around each station that contains a picture and take notes on what they have observed. After, there will be a class discussion about what the students observed during each station. We will talk about the different changes each picture has and identify if they are chemical reactions or not.

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Gallery walk is an active teaching strategy that gets students out of their seats and moving around the classroom to different learning stations that display artifacts related to the class activities. A gallery walk is a good way to assess what students have learned about the content being taught. The artifacts of a gallery walk can be anything from open-ended questions about the content being taught, to photographs related to the content, or even to demonstrations or finished projects. Often students work through a gallery walk in pairs or small groups. Each group visits each display station, taking notes on what they learn, then talking afterward to reflect upon their learning.

Gallery walks can be designed as a virtual digital activity for online learning. "Instead of displaying artifacts on poster board, paper, or canvas, students in an online environment can first create a digital learning artifact such as an infographic, slideshow movie, or web flyer and then post a link..." (Fegely & Cherner, 2022).

How to Use Gallery Walk

The following are some of the ways this teaching approach is used to engage students.

Current events: Students working in groups can follow a topic in current events, then organize a gallery walk to inform their peers about topics in the news and decide how to take action. Resources might include photographs, maps, infographics, articles, editorial cartoons, essays, videos, and whatever else they can find to immerse others in the topic.

Literature: To build background for assigned readings for the unit, have students complete a gallery walk with primary sources. Sources can include poetry, images, and quotes from historical figures.

Science: Students can gain experience with synthesizing variables involved in soil formation for different environments by studying climate, vegetation, parent material, topography, and time and how each contributes to soil properties. Students rotate through different stations, each has different images of soil from five different locations, showing both a surface view depicting land use as well as a soil profile. At each station, students make notes regarding their observations of the variables listed.

Step-by-step directions on how to create a gallery walk activity are available from SERC.

Impact on Learning

According to " Why Use Gallery Walk? " by SERC (2023a), this strategy can impact instruction through:

dedicating time for students to practice discussing, debating, organizing, and writing about the topic rather than just hearing ideas presented by the instructor

promoting the use of higher-order thinking skills such as analysis, evaluation, and synthesis

emphasizing the collaborative, constructive nature of knowledge

encouraging alternative approaches to problems, as students are exposed to a variety of perspectives posted at different discussion "stations"

reassuring students that their voices, ideas, and experiences are valued

providing an opportunity to gauge prior knowledge, skills, and misconceptions

promoting team building, fostering debate, and encouraging consensus as students work together to accurately represent group members' ideas at different gallery walk "stations"

encouraging movement around the classroom as groups move from "station" to "station"

Assessment Strategies

Gallery walks can be assessed either informally or formally. A simple informal assessment might include a brief discussion about the process while more formal evaluations may involve oral or written presentations.

Exit tickets can also be used for assessment. Instructors can distribute exit tickets or reflection sheets at the end of the gallery walk. The exit ticket asks students to summarize their key takeaways, pose questions, or share their thoughts on what they learned. This provides an opportunity for individual reflection.

Rubrics can be used as a form of formal evaluation. Rubrics for oral reports, group work, and written reports all have evaluation criteria that can be useful for assessing the success of a gallery walk. Examples of rubrics for gallery walks are available at SERC.

Gallery Walk in Canvas

In Canvas, VoiceThread can be used to create and conduct an online digital gallery walk. VoiceThread is an online communication and presentation tool that can be used to easily share images, videos, voice comments, documents, and written comments. Penn State provides students and faculty access and support to using VoiceThread.

Relevant Technologies

Online digital gallery walk: To conduct a gallery walk online, use Sites at Penn State to create a course wiki with a page for each gallery walk exercise. Students are assigned to groups for each problem or project. They then create the content for each station in digital format. The students can visit and view the answers or projects posted for each of the virtual stations and they can continue to add content, edit, and correct any of the problems they worked on.

QR codes: Create QR codes that link to short passages of text, images, datasets, video clips, or audio clips related to the topic you are teaching. Tape the QR codes up around the room. Provide students with a graphic organizer, guided notes sheet, or reflection sheet to complete as they scan the QR codes and examine each resource.

VoiceThread: This is an online communication and presentation tool that can be used to easily share images, videos, voice comments, documents, and written comments. Penn State provides students and faculty access and support to using VoiceThread.

Things to Consider

For successful implementation of the gallery walk, you should consider the following strategies:

Divide participants into groups.

Assign each group a specific segment of the topic being covered.

Be clear that each person must understand the text and images on the poster to present the information effectively.

Allow time for the groups to help one another focus on key components to be shared at each station.

Use whatever space you have available around the room or in the hallway.

Give specific directions at which station each group will start and what the rotation will look like.

Identify a speaker for each station.

Plan a short activity to debrief after all groups have visited each station.

Bibliography

Cabal, C. (2021, February 4). Digital gallery walks with QR codes for creative writing. Blog De Cristina. https://www.cristinacabal.com/?p=14406

Fegely, A., & Cherner, T. (2022, June 24). Digitalizing gallery walks: A method for student-centered feedback and engagement. Teaching Online Pedagogical Repository, Center for Distributed Learning, University of Central Florida. https://topr.online.ucf.edu/digitalizing-gallery-walks-a-method-for-student-centered-feedback-and-engagement/

Francek, M. (2006). Promoting discussion in the science classroom using gallery walks. Journal of College Science Teaching, 36(1), 27-31. https://my.nsta.org/click?file=jcst0609_27.pdf

Gonchar, M. (2014, October 7). 50 ways to teach with current events. The Learning Network, The New York Times. https://archive.nytimes.com/learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=0

Hogan, J. (n.d.). Gallery walks. Missouri S&T. https://sites.google.com/a/mst.edu/certi/flc-active-learning/gallerywalks

Noah, T. (2022, August 18). 8 ways to use QR codes in the classroom. Northern Illinois University Center for Innovative Teaching and Learning. https://citl.news.niu.edu/2022/08/18/8-ways-to-use-qr-codes-in-the-classroom/

Science Education Resource Center (SERC) at Carleton College. (2023a, October 18). Why use gallery walk? Starting Point - Teaching Entry Level Geoscience. https://serc.carleton.edu/introgeo/gallerywalk/why.html

Science Education Resource Center (SERC) at Carleton College. (2023b, November 6). What is gallery walk? Starting Point - Teaching Entry Level Geoscience. https://serc.carleton.edu/introgeo/gallerywalk/what.html

Science Education Resource Center (SERC) at Carleton College. (2024, January 9). Assessing gallery walk. Starting Point - Teaching Entry Level Geoscience. https://serc.carleton.edu/introgeo/gallerywalk/assessment.html

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Gallery walk is an active teaching strategy that gets students out of their seats and moving around the classroom to different learning stations that display artifacts related to the class activities. A gallery walk is a good way to assess what students have learned about the content being taught.

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A gallery walk activity gets students moving as they explore a range of documents, images, or student work displayed around the classroom.

English & Language Arts

History

Social Studies

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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A gallery walk activity gets students moving as they explore a range of documents, images, or student work displayed around the classroom.

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Definition: The concept of Notice and Wonder is to present students with an idea, which could be in the form of a drawing, diagram, graphical presentation, image, video clip, a sentence written on the blackboard, etc., and ask students what they notice about it. After students have explored the possibilities, they are asked what they wonder about it. Notice and Wonder exercises allow students to brainstorm ideas and explore a problem before attempting to find a solution or uncover meaning. 

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Definition: The concept of Notice and Wonder is to present students with an idea, which could be in the form of a drawing, diagram, graphical presentation, image, video clip, a sentence written on the blackboard, etc., and ask students what they notice about it. After students have explored the possibilities, they are asked what they wonder about it. Notice and Wonder exercises allow students to brainstorm ideas and explore a problem before attempting to find a solution or uncover meaning. 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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I will start off the notice and wonder by presenting my students with a video of chemical reactions and physical reactions. I will then ask them to write down on a sticky note what they notice about the different things occurring in the video. After completing this, I will then ask them to write down on a separate sticky note what they wonder about the different occurrences throughout the video. This will allow me to see if the students are on the right train of thought and if they know or have an idea of what is happening in the video. By presenting both chemical and physical reactions, my hope is for them to be able to point out and separate the 2 different kinds of reactions.

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Sometimes you discover a great blog, only to learn that the authors have just posted their final article. At least, in this case, the posts are archived by a professional association, and in searching through said archive, you find a gem. Such is the story of The Teaching Tidbits Blog, hosted by the Mathematical Association of America.

The gem of a post is The Exercise with No Wrong Answer: Notice and Wonder (April 18, 2018) written by May Mei, Assistant Professor of Computer Science and Mathematics at Denison University. Mei asks: "How often have your students said nothing rather than risk saying something wrong? And how often in our own writing are we so paralyzed by the fear of imperfection that we end up writing nothing at all?" The solution is an exercise called Notice and Wonder, which "has no wrong answers." The concept is to present students with an idea, which could be in the form of a drawing, diagram, graphical presentation, image, video clip, a sentence written on the blackboard, etc., and ask students what they notice about it. After students have explored the possibilities, they are asked what they wonder about it. Mei states: "This provides opportunities to discuss what is still unknown and puts all students on equal ground-everyone can wonder about something. Because there are no wrong answers for either of these questions, all students can participate in the activity.

Notice and Wonder exercises allow students to brainstorm ideas and explore a problem before attempting to find a solution or uncover meaning. These activities can be used in-class, but the concept is flexible enough to be adapted to online discussion board threads or outside-of-class group work. Mei uses it as a way to help her students review for exams. "If my students have an upcoming exam, I will use the class period before as review, and sometime before that review period I ask each of my students to email me one thing they noticed and one thing they're still wondering about. Just before class on the review day, I put all the students' Notices and Wonders into one document and distribute it to the class. As I'm making this document I'm able to recognize themes and repeated observations or questions and can focus on those during the in-class review."

Many of the examples of these activities revolve around mathematics, and/or are directed at the K-12 population. But as creative thinkers, it is easy to see that this is an idea that can be expanded to any discipline or age group. A video by Annie Fetter, on staff at Math Forum (which is now part of National Council of Teachers of Mathematics), is often cited in articles on Notice and Wonder. It is directed at K-12 teachers, but demonstrates the concept in a way that will be useful to anyone considering using Notice and Wonder exercises. See Ever Wonder What They'd Notice (5 minutes).

Notice and Wonder activities involving data visualizations and images can help students develop interpretive, critical thinking, analytical, and visual literacy skills. The New York Times offers two resources: What is Going on in This Picture and the more recently launched What is Going on in This Graph. Of the latter, the Times says: "The content and statistical concepts will be suitable for most middle and high school students. Often, we'll strip it of some key information, then ask students three question - inspired by Visual Thinking Strategies, but anchored in math and statistics thinking: * What do you notice? * What do you wonder? * What's going on in this graph?" Again, these platforms are directed towards a K-12 audience, but looking at the examples may inspire you to conceive examples that will be relevant for your college-age students.

Have you used Notice and Wonder exercises in your class? If so, please share your experience in the comments.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Image from Pixabay.com

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Sometimes you discover a great blog, only to learn that the authors have just posted their final article. At least, in this case, the posts are archived by a professional association, and in searching through said archive, you find a gem. Such is the story of The Teaching Tidbits Blog, hosted by the Mathematical Association of America.

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Effective instructional routines play a crucial role in fostering high-quality mathematics education and enhancing skills retention. Within each classroom, students bring a diverse set of skills, experiences, and talents, presenting educators with the challenge of selecting the most appropriate routine.

Finding the right instructional approach is vital to creating an inclusive learning environment that caters to the unique needs of every student.

In this Ask Emily episode, we introduced Notice and Wonder, a teaching model that nurtures a learning space where students' contributions are equally valued, no matter what level they are in the classroom. This moves away from the traditional model of mathematics teaching which is grounded in formula and procedure retention without room for self-exploration in problem solving.

Promoting active engagement through Notice and Wonder

The Notice and Wonder model fosters student engagement, since there are no right or wrong answers. By approaching the discussion with open-ended questions, this model facilitates conversations between teachers and students along with their peers. Active engagement can prosper as questions tend to stimulate curiosity and critical thinking during their learning journey.

To apply Notice and Wonder model in your classroom, keep in mind these three simple steps:

1. Show a mathematical representation or anything that creates grounds for open discussion. Ask students what they notice and wonder about the shared materials.

2. Provide ample time for students to process their thoughts by themselves and brainstorm what they notice and wonder with their peers.

3. Open the space to share their thoughts, observe patterns, and record their answers in a visual medium. Moving forward, teachers can make meaningful connections on these insights to their mathematical lesson for the day.

Remember that the Notice and Wonder model works best if there is a shared understanding that the classroom is a safe space to share ideas and encourage healthy conversation.

By allowing students to explain these mathematical ideas in their own terms, you can support their learning through pairing their thoughts with accurate mathematical language.

Explore additional strategies for optimal learning outcomes by accessing our free Notice and Wonder resource today.

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Unlocking Math Engagement: Notice and Wonder Routine - Teaching Lab

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Amplify your students' math learning outcomes through the Notice & Wonder routine presented by Emily Howard, Manager of Program at Teaching Lab.

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Boosting Engagement With Notices and Wonders

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Definition: Turning to talk or work with a person sitting in close proximity is a strategy that engages learners in verbalizing thoughts, ideas and feedback with minimal transition time. Partners can connect what they are learning to past experiences, brainstorm ideas, or complete any number of tasks. Since group size is limited to two people everyone in the group is engaged as a speaker or listener.

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Definition: Turning to talk or work with a person sitting in close proximity is a strategy that engages learners in verbalizing thoughts, ideas and feedback with minimal transition time. Partners can connect what they are learning to past experiences, brainstorm ideas, or complete any number of tasks. Since group size is limited to two people everyone in the group is engaged as a speaker or listener.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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After showing a short video of different chemical reactions, I will ask my students what a chemical reaction is. I will give them a minute or 2 to come up with an answer on their own so they do not copy whoever is speaking first. They will use their shoulder partners to discuss what the definition could be. I will set a timer for 2 minutes allowing one speaker to go first, while the other student listens to their explanation. After, I will reset the timer to allow the roles to be reversed, giving each student an equal opportunity to share their thoughts and work on their listening skills.

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The following structures are a compilation of publicly available structures located in the resources listed below.

Think-Pair-Share
Think-Pair-Share is a quick cooperative-learning structure that works well for many different purposes. In this structure individuals first think about a topic, issue, idea, problem, question and so forth, and then discuss personal thoughts with a partner. A primary benefit to this structure is that it provides time for individuals to first reflect and formulate personal thoughts before verbalizing them to someone else. To ensure each person has an opportunity to verbalize thoughts, the sharing part of the activity can be structured so that each person is allotted a specified time to function as a speaker and listener.

Structure use: Think-Pair-Share is a quick cooperative-learning structure that works well for many different purposes, such as responding to a question, reflecting on a process, forming an opinion and so forth.

1. Pair students.

2. Pose a topic, issue, idea, problem or question to the entire class.

3. Provide time for students to think about the topic, issue idea, problem or question individually.

4. Ask students to turn to their partner and assume the role of speaker or listener.

5. Direct speakers to share their thoughts with their listening partner for a specified length of time.

6. Provide an auditory sign as a signal for partners to switch roles.

7. Speakers share thoughts with their listening partner for a specified length of time.

Shoulder Partner Discussion
Turning to talk or work with a person sitting in close proximity is a strategy that engages learners in verbalizing thoughts, ideas and feedback with minimal transition time. Partners can connect what they are learning to past experiences, brainstorm ideas, or complete any number of tasks. Since group size is limited to two people everyone in the group is engaged as a speaker or listener.

Structure use: Shoulder partners can be used to help learners connect what they are learning to past experiences, brainstorm ideas, or complete any number of tasks.

1. Introduce a task, problem, or question to the entire class.

2. Ask learners to turn to a person that is sitting in close proximity (shoulder partner) to them to complete the task, problem or question.

3. Provide adequate time for pairs to complete the assigned task.

4. Randomly select pairs to share highlights of their discussion, possible solutions to a problem or question.

Pair and Post
This activity provides pairs time to cooperatively think and formulate answers or ideas to subtopics or questions followed by posting collective thoughts on chart paper. Working with a partner during the thinking portion of the activity provides learners an opportunity for brainstorming and inspiring ideas from each other. Posting ideas on chart paper not only gives all learners an equal opportunity to share thoughts, it creates an environment in which new ideas might be triggered by something another person writes or personal understanding deepened through ideas written by a peer.

Structure use: This is a versatile structure that can be used for many different tasks such as, generating answers to learner-posed questions, assessing prior knowledge, summarizing research, or posing possible solutions to a problem.

1. Pair students.

2. Provide the entire group with several subtopics or questions.

3. Have pairs work together to generate answers or ideas to the subtopics or questions. If desired, pairs may write notes or points on paper.

4. Post sheets of chart paper throughout the room with one subtopic or question per sheet of chart paper.

5. Ask pairs to stand next to one sheet of chart paper.

6. Direct pairs to write one idea or answer for the chart paper subtopic or question.

7. Provide an auditory sign indicating students should move to the next sheet of chart paper.

8. Have pairs post one of their ideas or answers to the chart paper subtopic or question that has not already been posted. If they do not have a new idea or answer they do not need to write anything on the chart paper.

9. Continue the process until all ideas or answers have been posted on chart paper.

10. Provide time for pairs to review ideas and answers listed on each sheet of chart paper.

Partners
Working with a partner is a structure that can be used for a wide variety of tasks and offers many of the cooperative learning benefits realized when learners work in larger cooperative groups. A few of the benefits include the opportunity to collaborate and develop shared meaning, sharing different perspectives and points of view, expansion of ideas and possibilities, and working to reach consensus. Limiting group size to two people is an effective cooperative learning option when time is limited. In addition, assigning students to groups of two has the potential to result in a more successful and positive collaborative experience for learners in the early stages of cooperative interpersonal skill development.

Structure use: Learners can work with a partner to acquire and organize information, deepen understanding while using higher-level thinking skills, or to develop a culminating product.

1. Group learners in pairs.

2. Provide groups with a task and any constraints that may be associated with the task.

3. Guide learners to materials and resources available to complete the task.

4. Monitor work and provide guidance as needed.

5. Provide a method for sharing completed work.

Think-Pair-Square
An effective method to expand and elaborate on work initiated in pairs or for sharing outcomes of a task is to combine two sets of pairs into a group of four. Using think-pair-square at the onset of task prior to expansion with another pair provides learners the opportunity to think, discuss and collectively gather ideas from each other. When pairs combine to expand and elaborate both pairs come prepared to contribute to the group task. Partner work serves as a stepping stone to cooperative learning group work. The use of think-pair-share as a structure to share outcomes of partner work provides learners with an audience and the opportunity for peer feedback with less risk than presenting in front of entire class. In addition, sharing or presenting to another pair keeps all learners actively involved as a presenter or audience with shorter overall time requirements.

Structure use: This structure works well for acquiring and organizing information, deepening understanding and developing a product.

1. Group learners in pairs.

2. Provide pairs with a task.

3. Give learners time to complete partner work while monitoring and providing guidance as needed.

4. When partner work is complete, combine two sets of pairs.

5. Provide time for squares to complete the next phase of the task or to share/present outcomes of partner work.

Resources

Integrated Curriculum for Achieving Necessary Skills. Overview of Selected Cooperative Learning Structures.
http://www.literacynet.org/icans/chapter01/overview.html

Kinzie, C. L. and Markovchick, K. Cooperative Learning Structures.
http://www.syntiro.org/pdfs/Singapore%20-%20Handout%20-%20Cooperative%20Learning%20-%20Structures.pdf

Learning Domain. Module 3: Collaborative Learning.
http://peoplelearn.homestead.com/Module_3.Collaborative.pdf

Regent University. Cooperative Learning Strategies.
http://www.regent.edu/acad/schedu/pdfs/mcms/cooperative_learning_strategies.pdf

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More eMINTS resources for educators. Includes access to links related to professional development modules created by eMINTS National Center staff and used in official eMINTS professional development sessions.

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Definition: The Socratic Method involves a shared dialogue between teacher and students. The teacher leads by posing thought-provoking questions. Students actively engage by asking questions of their own. The discussion goes back and forth.  The aim of the questioning is to probe the underlying beliefs upon which each participant’s statements, arguments and assumptions are built. The questioning proceeds open-ended with no pre-determined goal.

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Definition: The Socratic Method involves a shared dialogue between teacher and students. The teacher leads by posing thought-provoking questions. Students actively engage by asking questions of their own. The discussion goes back and forth.  The aim of the questioning is to probe the underlying beliefs upon which each participant’s statements, arguments and assumptions are built. The questioning proceeds open-ended with no pre-determined goal.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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With this strategy I will lead the class discussion by asking a variety of questions to see what my students know about chemical reactions. I will ask questions such as, Is ____ a chemical reaction, why or why not? In hopes, I will ask questions that may not be easily recognizable as chemical reactions, giving my students the opportunity to ask me questions about my questions. This discussion will create different arguments among the students while discussing a multitude of reactions, seeing what each of the students believe, giving reason as to why they formulated their opinions. The questions will go back and forth between myself and the students, seeing what they know, and how they back up their reasoning, especially by asking me questions to make sure they understand what I am asking them.

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The Socratic Method: Fostering Critical Thinking | The Institute for Learning and Teaching

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"Do not take what I say as if I were merely playing, for you see the subject of our discussion-and on what subject should even a man of slight intelligence be more serious?-namely, what kind of life should one live . . ." - Socrates

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Socratic Questions | Center for Excellence in Teaching and Learning

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Socrates, the early Greek philosopher and teacher, believed that disciplined and thoughtful questioning enabled the student to logically examine and validat ...

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Definition: A probing question generally follows an initial question from the tutor and a response from the student. Probing questions ask students to extend their knowledge beyond factual recall and "parroting" of learned theories, to apply what is known to what is unknown, and to elaborate on what is known to deepen their understanding of this knowledge. Probing questions include prompting, seeking clarification, seeking critical awareness and refocusing questions.

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Definition: A probing question generally follows an initial question from the tutor and a response from the student. Probing questions ask students to extend their knowledge beyond factual recall and "parroting" of learned theories, to apply what is known to what is unknown, and to elaborate on what is known to deepen their understanding of this knowledge. Probing questions include prompting, seeking clarification, seeking critical awareness and refocusing questions.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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How it can be incorporated into a lesson connected to my STEM Center Science Standard: 

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By using this strategy in a lesson, I can ask many questions beyond the definition of a chemical reaction. I can ask questions such as what makes a chemical reaction a chemical reaction, what is the difference between a chemical and physical reaction, and what are the different questions you can ask yourself to see if a chemical reaction has occurred. By asking questions such as these, they go beyond the simple recall of what a chemical reaction is and aims to get students to think further about the reactions themselves. By asking these questions, it will give my students a deeper understanding of the view of what chemical reactions are so they can identify them in their everyday life.

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Questioning Techniques for Tutors

Teaching and tutoring are closely related. Questioning is one of the most often used teaching techniques according to Kim and Kellough (1987). According to Callahan and Clarke (1988), the use of questions is one of the most important of all teaching techniques. Questioning will stimulate thinking, assess student progress, motivate students to pay attention, provide repetition, emphasize key points, and many more things.

Questions that you might use during your tutoring sessions include probing questions. Probing questions follow up on a student's contribution. A probing question generally follows an initial question from the tutor and a response from the student. Probing questions ask students to extend their knowledge beyond factual recall and "parroting" of learned theories, to apply what is known to what is unknown, and to elaborate on what is known to deepen their understanding of this knowledge. Probing questions include prompting, seeking clarification, seeking critical awareness and refocusing questions.

Prompting questions generally follows an "I don't know" response to a question. Prompting keeps the student engaged and builds on previous achievement.

Examples:
Rephrase the question in different terms
Provide a partial answer
Refer to material already mastered

Clarification questions ask for more information. Clarification questions are useful in clearing up miscommunications and in determining how much the student understands.

Examples:
Can you rephrase that?
Can you be more specific?
Can you elaborate on your response?
Can you explain it to me?

Critical awareness questions ask for justification of the response and require the student to think more deeply about his/her response. Critical awareness questions help the student learn the habit of self-monitoring and it reveals when the student is simply reciting memorized material.

Examples:
What are you assuming?
Why do you think that is so?
What is the opposite point of view?
What are some examples you can include?

Refocusing questions moves the discussion on after the student has provided a good response. This type of question helps the student see relationships between ideas. It demonstrates the student's depth of understanding of the topic.

Examples:
What effects will this have on _____?
How does this idea relate to your thesis/ or to the author's thesis?
What similarities/difference do you find between these two writers' point of view?
Can you summarize our discussion?

BACK TO MODULE 3

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Questioning Techniques for Tutors - Elizabethtown College

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Teaching and tutoring are closely related. Questioning is one of the most often used teaching techniques according to Kim and Kellough (1987). According to Callahan and Clarke (1988), the use of questions is one of the most important of all teaching techniques.

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How probing questions can help students to develop their understanding and ideas : My College

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Asking questions which encourage thoughtful, deep and more exploratory responses. What does it mean? Teachers can steer the thinking of students so that their responses go beyond the surface-level and into a deeper, more exploratory mode of understanding by asking well-planned, probing questions. Probing is effective as a strategy for one-to-one interventions, as well as [...]

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How to Use Probing Questions to Access Prior Knowledge -- Digitability Professional Development

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2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

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2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

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LC-2-PS1-4a Identify examples of heating substances which cause changes that are sometimes reversible and sometimes not.

LC-2-PS1-4b Identify examples of cooling substances which cause changes that are sometimes reversible and sometimes not.

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DCI: Chemical Reactions- Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (LE.PS1B.a)

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DCI: Chemical Reactions- Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (LE.PS1B.a)

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Heating a substance may cause observable changes.

Cooling a substance may cause observable changes.

Sometimes changes to a substance from solid to liquid or liquid to solid can be reversed by heating or cooling.

Sometimes changes to a substance from solid to liquid or liquid to solid cannot be reversed by heating or cooling.