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Strategy in Use For more information on the strategy visit: https://lsc.cornell.edu/how-to-study/concept-maps/ 

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Content Area / Age Level: All
Use: Break a subject down into its main points, and draw connections between these points.
Focus: A concept map is a way to convey concepts, ideas, and pieces of information visually.
Description: Utilizing a visual to connect big ideas to further understanding and deepen connections.
Procedure:
1. Brain storm big ideas.

2. Determine big idea and focus of study.

3. Write big idea on the middle of the page or white board and put a box around. Make it clear this is the main idea.

4. Look at remaining big ideas and key points.

5. Come up with “linking terms” that explain how you see the ideas being related to each other.

6. Arrange and re-arrange all of the ideas you identified on your brain-dump list until the way you have them organized makes sense to you. This could be lines or squiggles connecting certain or all ideas. This could also be creating other categories, the ideas and possibility for creativity endless here as long as the creator can understand it and explain it to others.

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Content Area / Age Level: All
Use: Allows students to see each other's perspectives and provide opportunity for public sharing of knowledge and student interaction.

Focus: Peer instruction fosters an environment that promotes knowledge sharing as well as receptiveness. Students sometimes are more willing to learn from their peers than an adult. Allowing time for peer instruction also allows for a differentiated environment, switching things up from working solely with the teacher.
Description: Students model a concept or teach a mini lesson to their peers. This could be working with another student one on one or presenting in front of the whole class.
Procedure: Determine method of instruction. Students could work one on work with another student, present to a small group, or present to the whole class. A fun activity is for the students to be the teacher. They could prepare a mini lesson to teach the class one day after preparing with the teacher.

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Strategy in Use. For more information visit: 

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Content Area / Age Level: All
Use: Think pair share gives students the opportunity to feel more comfortable sharing their thoughts.
Focus: Think pair share has a focus on a specific idea or question. This activity allows for specific questioning from the teacher to guide the conversation.
Description: Think pair share is a cooperative learning activity that utilize individual thinking, partner collaboration, and whole group sharing to discuss a specific question or topic.
Procedure:
1. Instructors pose a question.
2. Students first THINK to themselves.
3. Students are then instructed to discuss their response with a person sitting near them (PAIR).
4. Finally, the groups SHARE out what they discussed with their partner to the entire class and discussion continues.

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Content Area/Age Level: All
Use: The use of computer based instruction is to deliver content or material to students in a variety of ways. We see computer based instruction more often in this day and age due to distance learning.
Description: Computer based instruction is used to introduce a topic or expound upon teacher instruction in several ways. Technology often allows for immediate feedback which is beneficial in student learning.
Procedure: Computer based instruction could look like many different things. This could be a teacher playing a video or utilizing technology to model a concept. This could also be students conducting research or playing educational games. When utilizing technology and computer based instruction, the possibilities are endless.

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Content Area/Age Level: All
Use: The use of journaling is to further understand content as well as to boost critical thinking skills as well as creativity and writing skills.
Description: Journaling is keeping record of thoughts and information. This could also be feelings and ways to check for understanding and well being.
Procedure: Students will write down their thoughts and feeling in regards to a specific question or prompt. The question or prompt can be as broad or specific as the teacher chooses. It could be beneficial for checking understanding after initially introducing a topic or at the end of a unit.

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Content Area/Age Level: All
Use: The use of graphic organizers is to organize, clarify, or simplify complex information
Description: Graphic organizer are a visual display that demonstrates relationships between facts, concepts or ideas.
Procedure:
1. Determine the content or main idea of graphic organizer.
2. Select a template or design of template. Students could choose this on their own to have one provided from the teacher.
3. Add text and material to the graphic organizer.

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Content Area/Age Level: All
Use: Jigsaw combines group learning with peer teaching.
Focus: The focus of this activity is a topic prechosen by the teacher. The students will research topics in a small group before teaching this information to their peers.
Description: This activity allows for students to learn in detail about a specific topic and then share this information with their peers. Students will teach what they learned to their classmates and be the teacher of their topic.
Procedure: Students are assigned to “home groups.” Within that group, each student is given a specialized topic to learn about. They join up with other students who were given the same topic, then research, discuss, and become experts. Finally, students return to their home group and teach the other members about the topic they specialized in.

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Content Area/Age Level: All
Use: The use of summarizing is to condense the ideas in a source to just the main points and key ideas leaving out the details. Essentially eliminating the fluff.
Focus: The focus of summarizing is the main information.
Description: After watching, listening, or reading something, students will find the key points and main ideas and summarize them to find the most important points.
Procedure: The teacher will assign the students a passage to read, a video to watch, a podcast to listen to, etc.. The students will then identify key concepts and information within the material and condense it to find the most important parts to remember.

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Strategy in Use. For more information visit: https://www.theteachertoolkit.com/

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Content Area/Age Level: All
Use: Exit tickets are a formative assessment tool that is also an effective way to end a class.
Focus: The focus of the exit ticket is dependent on the teacher. The exit ticket is built using the lesson and what was taught during the day. Exit tickets are used as a quick assessment to gauge students knowledge.
Description: Exit tickets are a great strategy to use at the end of a lesson or class period because it shows you what students are thinking and what they learned.
Procedure:
Option 1
1. Teacher will create an exit ticket prior to the end of class. Each student will get a slip at the end of the lesson. Exit tickets ideally have 1-3 questions on it, not more than 5.
2. Students will work individually answer the questions and hand it in to the teacher before exiting the classroom or moving onto the next activity.
Option 2
1. Teacher will stand by the door and before the students leave the classroom they must tell the teacher 1-3 things they learned about in the lesson that day.

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Content Area/Age Level: All
Use: Brain dumps help with recall skills. We ask the students to remember everything they can about a specific topic and use it as a formative assessment. It also helps with long term memory.
Focus: The focus of a brain dump is the question or topic presented by the teacher. When completed at the end of a lesson, the brain dump is focused on what was just learned.
Description: Students will write down everything they can remember about a specific topic or question. We can use these to find gaps in learning as well as similarities and differences.
Procedure:
1. The teacher will provide the students with a specific topic or question.
2. The teacher will then set a time for 3 minutes and have the students write anything and everything they know about the question or topic at hand.
Ask students to write down everything they remember relevant to your question (or the topic) on a piece of paper. You can stop here, or have students compare their work to find gaps,