Step by step: First you give students one large concept to place in the center of the map. then have them branch it out into subtopics to put in bubbles that relate to the main concept. After branching out into subtopics, have them put 3 or more key terms or ideas that branch off from each subtopic that encapsulates what the topic is about. Allow time for discussion and reflection during the process.

Step by step:: what you do is have students skim through the text to prepare for new knowledge. have them then write questions to answer after and as they read the main text to check your own uncertainties. Have them read the text and allow time for reflection. have them summarize the text in your own words and going back to review headings and answer questions to lock in new information.

Can be used after reading for class discussions to see what students are comprehending from the reading as well as what we are going to learn about for next class.

Step-by-step: Assign reading to students. Allow enough time for all readers to read the material in order to take notes. have them write a line down a piece of paper. in the left side tell them to write quotes they think are important in the reading, and in the right column what they think the quote means and why they felt they should write it. After reading allow students to share twin entries in discussion.

Step by step: Handout KWL handout page to students. Have them fill out the K column individually or in small groups about what they know about a topic. After allowing time for reflection, have students fill out the W column in what they want to know about a topic. Allow time for reflection and discussion. Have students progressively add to column L to show what they are learning during the unit and after each lesson.

Step by step: Put students in a group of 4. Identify each student's role as either summarizer, questioner, clarifier, or predictor. Have students read a section and take notes. At a stopping point, have summarizer highlight key points from what they read, questioner formulate questions about uncertain topics, clarifier clarify those uncertain points, and predictor make predictions about what the passage will talk about next.

Step by step: During lectures, have students write down both vocabulary and bullet points, but also draw out diagrams and graphic organizers for students to integrate into their notes. Encourage them to use reflection and critical thinking skills to add their own drawings of concepts that help them understand it better. Make sure they have opportunities to use notes as resources for study and assignments.

Step by step: Give students a list of vocabulary terms and their root words in the beginning. Model how to break down the word into its roots. Have them identify the root word of each vocabulary term and write down its meaning. finally have them write the vocabulary definitions to see how the word root give them meaning.

Step by Step: split students into small groups or partners. Handout graphic organizer of Frayer Model. Have students write specific vocabulary term in the center. Then have them write down the definition of the word in the definition section. Model characteristics of the word that helps students visualize the term and have them write characteristics they can think of. Have them work together to discuss examples and synonyms of the word to write down in the examples section and non-examples or antonyms in the non-examples section.

Step by step: Select a topic for discussion. Set up the room for a small group of students to sit and discuss a topic together and the rest of the group to sit around them and listen to their discourse. allow students time to make ideas and prepare for the discussion. have inner group discuss for 10-15 minutes and then switch the groups to have the listeners become the speakers and the speakers become the listeners. At the end, have students reflect on what they found important and good about their discussion group and what they listened to in the other group.

Reciprocal teaching is a good way to get students to engage with learning material as well as help other students learn as well. By learning about a topic in order to teach it, a student will deepen their understanding of a topic and provide information in words their fellow student can understand as they are part of the same demographic.

I think that the least useful model for science at least that I could use fishbowl model as even though allows students to share their thoughts, it takes a lot of time to set up and prepare for and is more useful for topics like English or psychology. It works best when having students talk about complex topics such as psychological or ethical issues as well as how we can create solutions or reflect on what we read. It is possible to use it in science, but typically when working to provide solutions to problems, small group projects work better.