Instructional Strategies


1. Acting Out a Problem

Acting out a problem is an instructional strategy were students act out mathematical, scientific, or social problems to improve their comprehension of the content. This strategy could be used in a math class to act out a problem to help students determine a solution. I would use this strategy for a probability unit in math. I would have students act out a scenario and keep track of the data to determine the experimental probability of certain situations. It is also great for teaching social skills. Students could act out a social situation, and the class can discuss what went well in the situation and what they would do differently.

2. Cubing

Cubing is a six-part technique to explore the different perspectives of a topic. The first step is to select a topic and write it at the top of the page. Next, take 3-5 minutes writing from the six perspectives: describing, comparing, associating, analyzing, applying, and arguing. The student should physically describe the topic. Listing what it look like, the color, the shape, texture, and size. They should identify its parts. Comparing is how the topic similar to other things and how is it different. Associating is when they list what topics are associated with the chosen topic and if it can be compared to anything else in their experience. Analyzing refers to looking at the topic\'s components. They should consider how the parts are related, and how its put together. Applying is what you can do with your topic, and the uses it has. The last perspective is arguing. The student should determine what arguments can be made for or against the topic. Cubing is a great prewriting strategy. This is a good way for students to choose a topic and determine if it is something they want to explore further. I would use this technique in an English Language Arts class writing assignment. This would be great to use for research papers. Students could use cubing to explore a few topics before choosing the final topic they will research. I think this will help in students changing their topic midway through the assignment.


3. Debriefing

Debriefing is an instructional strategy that allows reflection immediately following an activity. This can be used at the end of a class, activity, or unit. Students can reflect on what they learned and what they are still struggling with. I would use debriefing at the end of a unit. I would have students reflect on what they have learned, and if they have mastered the unit goal. I would also have them reflect on how I taught the unit. I would want to know what teaching strategies they liked and disliked, and also what they suggest I should do to help them master the next unit goals.


4. Match Mine

Pair activity in which one student draws, while the other waits, then the second student tries to copy the drawing of the first using only descriptions supplied by the first student. This is a great activity to practice communication and listening skills. This would be great for a social skills class as well as an English Language Arts class. The student that is describing the picture has to communicate effectively so the second student understands what they are drawing. The second student must listen carefully so they can hear and understand what is being described to them. I would use this in my English Language Arts class to begin a lesson on communication and listening. I would have students pair up and practice this strategy. I would also use it for students to practice visualization skills.


5. Find the Fib Team

Find the Fib Team is an activity where a group of students write two true statements and one false statement, then challenge other teams to \"Find the Fib.\" I would use this activity to review for a test. I would divide the class into four groups and have them compete against each other for points. Each group would present their two true statements and one false statement. Each group would write on a card which statement they believe is false. The teacher would have everyone show their cards at the same time. The groups that are correct would get a point.


6. Mix, Freeze, Group

Mix, freeze, group is an activity were the teacher or a student asks questions to which the answer is a number and the students answer the question by moving through the classroom to form groups of that size. First, students will walk around the room until the teacher yells freeze. While the students are frozen, the teacher will ask a question that has a number answer. Then students then group themselves according to the correct answer. Students that do not have a group go the Lost and Found. This is just a designated area in the room. Then the student in the lost in found can ask the next question or the teacher can provide them with a question. I would use this strategy to practice basic math facts with my students. I could ask them basic division facts and they can get in groups to form the answers. For example, what is 324 and they would get in groups of eight.


7. Walking Tour

A Walking Tour is when a teacher chooses passages from readings and posts them on individual pages around the room. Students tour the room in groups and discuss each passage, then summarize. This can also be done with pictures and statements about a topic. Students would also walk around the room in groups and discuss and analyze the information. After the tour, students would discuss and summarize their findings with the entire group. I would use this strategy to practice summarization skills. I would also use it to practice other reading strategies. For example, students would read the passages in small groups and make inferences about the passages.
This page was edited by LaToya Johnston (Teacher: Moore) using Web Poster Wizard.