Description: Instructional Tool Box
Image copyright: Google Images
•This is a group activity in which the students will all stand in a circle facing each other. The educator will then make a statement. The students will respond to the statement non-verbally, by stepping in the circle if they agree.
•This could be a fun strategy to get my 6th graders on their feet. I could use this as an icebreaker at the very beginning of the school year. I could also see myself using this as a review activity. I could give examples, and even non-examples to assess student understanding of a concept by watching the way they respond. More than likely if no-one else is going in the circle, one person won’t so we wouldn’t have to worry about a student being embarrassed for being “wrong”. This could also be a leading activity into a classroom debate, which I like to incorporate in my classroom.
In What Ways Might We? (IWWMW?)
•This activity allows students to use critical thinking skills and come up with creative solutions to posed problems. For example: In what ways might we decrease pollution in our environment?
•I really like this strategy and think that it could be beneficial in my classroom. I think it could work well in a variety of content areas and could lead to significant class discussion. Students could write out their thoughts or they could have discussions in small groups or as a class. I could see myself using this in the content area of Reading. After reading a story I could ask: In what ways might we have solved the main problem differently? This would force students to analyze character decisions, and find the problem in the story and create their own solutions that are different from what they read.
KWHL
•This is a chart that can be completed as a class, in small groups, or individually. There is the Know Section based on what students already know about a topic, then there is the What I want to know section, the How to find it section, and the Learned section of the chart.
•This is very similar to the KWL chart which I have used in my classroom. I really like the addition of the “H” or how to find the information section. It is vital that students not just decide what they want to learn about a topic, but also that they learn how to find important information effectively. I could use this chart in all content areas.
Yes, No, Maybe So
•A student chooses a card that has either a word or a picture on it. A topic is then given to the rest of the class. The class begins asking the student questions that have to be answered with either “yes”, “no”, or “maybe so”. The goal is for someone in the class to guess what is on the card.
•This would be a really fun review game for my students. I could make cards with vocabulary words, or key concepts for a unit. Not only could this be used as a review game, but it would be an intriguing activity to introduce a unit or lesson. Students would enjoy getting clues and then guessing what the next topic would be.
Fussing with Definitions
•First the student looks at the definition of a word and chooses two words that he or she feels are the most important. Next the students would share with each other either in pairs or small groups the two words they chose and why they chose those words. The students would then reflect upon all of the words chosen and why they were chosen. Then they would write their own definitions in their own words. Finally, the students would share their individual definitions and students would provide positive feedback.
•Each and everyday at school students are learning new terms. This strategy actively involves students in the learning of the terms. Students are forced to use critical thinking skills as they choose two words out of a definition and then have to explain why they chose those words. They then work together and reflect upon all of the different words chosen and they have to create their own meanings. I can see myself using this strategy with difficult vocabulary words in all content areas. I like that students then share their own definitions and provide positive feedback to each other.
R.A.F.T.
•R=Role of the writer, A=Audience, F=Format, and T=Topic + strong verb. This is a writing strategy where students have to think of their role as the writer, who their audience will be, the format it will take, and then their topic and a strong verb to describe their intent.
•I am always looking for new strategies to assist my students with their writing. I really like this pre-writing step. It allows students to critically think about the role of themselves as the writer, such as are they writing as if they are a character in a story, or a teacher, or a person living in ancient China. They then consider their audience. Is this for their peers, teachers, or parents? The students will have to determine the format of their writing. They need to know and consider their writing whether it is a poem, letter, research paper, etc. Finally, the students come up with the topic or think about the topic and determine a strong verb to describe the purpose of their writing. Is the purpose to persuade, inform, or entertain? I can definitely see myself using this strategy as a part of my Communication Arts curriculum. This would be a beneficial pre-write activity that could be done during learning centers.
CAF=Consider All Factors
•This is a thinking and reasoning skill strategy that helps students learn to critically look at all components involved prior to making a final decision, judgment, or coming up with a final conclusion. Students do a CAF, and then choose the factors that matter most. Other students can then look at or discuss the conclusions, helping each other determine if they missed anything.
•I like this strategy in that it encourages students to think outside of the box. Before giving a final answer or before drawing conclusions, they take a step back and consider all possible factors. They then discuss with each other and reflect upon their own thinking as well as their peers thinking. I could use this strategy in my classroom in all content areas. I can see myself using it particularly in Communication Arts, Social Studies, and Science.
