In my placement, I could utilize this tool at the beginning of an English lesson, prompting them to fill in the first two sections of the chart before we start our reading, then going on to read the excerpt/chapter/article they wrote about, and answering any questions they may have had in the second section of the chart. I would also utilize what they end up writing in the last section to ensure they understood the reading and that all of their questions were answered.

I can use this in my placement within both my English Language Arts class as well as my Social Studies class. As each of these classes has a set number of vocabulary words that is crucial to know to understand the content being taught in these two content areas, this could be a helpful way to ensure they are using the word correctly to describe or enhance the concepts within the lessons being taught.

In my field placement, I could use this with any of the content areas. In fact, this strategy is used quite a bit in my field placement already as the students receive weekly packets that they continuously deepen their understanding or build upon the topics that were taught the previous day or within the previous lesson.

I could use this in my placement within our English daily warm ups that take place before the full lesson. They are regularly prompted with 5-6 questions regarding topics such as parts of speech, nonrestrictive and restrictive elements within sentences, synonyms and antonyms, etc... As they finish these 5-6 questions, I can utilize Think-Pair-Share so that they can share their answers with others, compare and contrast them, and develop new ideas or questions they may have for me to answer. While they are discussing, I will also float around the room to ensure productive discussion is occurring.

I can use this strategy in my field placement by splitting them up into their "home groups" and assigning the different groups members different sections of a reading we are doing for our English Language Arts class. Then, after they have all read their sections, I will break them off into their "expert groups" to ensure they are equipped to present their knowledge to their peers by sharing their thoughts with other who have read it. As they return to their "home groups" they will share what they have learned, one-by-one, with the goal that they will all understand the entire reading as a whole through learning the rest from their peers.

In my field placement, I can utilize this collaborative learning strategy as they start preparing to write another essay. As they already write their essays in chunks, day one is the introduction, day two is the first body paragraph, and so on, as they construct their essays, peer reviewing/editing could help them enhance their writing as they take the things their peers say into consideration and learn from each other through such discussion.

I can use this in my field placement through their weekly packets they get in English Language Arts. Though, right now these are only daily warms up they are to complete as they come into class, I could also add another section to each day for the exit ticket to see what they fully grasped within the class time the concepts were explored. This will be required to be turned in before they go home or go to their connections classes.

I can use this strategy in my field placement when they are trying to interpret texts. As they are reading certain sections of a text, it is possible to stage group or partner interviews to check for understanding and encourage discussion regarding the topics within the assigned reading.

I can use this in my field placement when it comes to Social Studies class. For example, they are currently learning about the Columbian Exchange as well as concepts surrounding the Old and New World. I could instruct them to provide a quick-write, maybe a scenario where they are prompted with a content-specific question and are given a minute to think, and then are given a set amount of time to quick-write everything they can think of or what they know about the topic at hand. This formative assessment is something that can help teachers ensure that students are hitting all the marks when it comes to actually comprehending and understanding the content being taught.