Instructional Strategies Ashley Jordan Think, Pair, Share Social Studies, Reading, Math, Science, Art, Music http://olc.spsd.sk.

ca/De/PD/instr/strats/think/ The instructional strategy that this e!site co"ers is called #Think, Pair, Share$. This strategy is used to gi"e students #%ood %or thought$ that ay students can co&e up ith their o n ideas and then share those ideas ith their peers. Students can !e di"ided into groups o% %our' the teacher ill assign each person in the group a nu&!er %ro& one to %our. A pro!le& or topic that is to !e co"ered is gi"en to the students to think a!out %or at least ten seconds. Then, using the students( assigned nu&!er the teacher asks the groups o% %our to pair up into t o s they can discuss the pro!le& or topic they )ust thought a!out. The %inal step in this process is %or the teacher to rando&ly call all students %ro& each group to discuss hat they talked a!out ith their partner. The reason hy this strategy ould !e use%ul in the classroo& is !ecause #Think, Pair, Share$ ena!les students to %irst think a!out a topic %or the&sel"es. The students then learn ho to discuss their o n ideas ith their partners hich can help ith discussion. Then, the students also gain so&e e*perience discussing ideas to the entire class so it !uilds their pu!lic speaking skills. This strategy ould !e !est i% it as used ith %irst grade students or higher grade le"els. +ord +alls Spelling, Math, Science, Social Studies, +riting http:// .readingrockets.org/strategies/ ord, alls

The teaching strategy that this particular e!site descri!es is +ord +alls. A teacher &ust %irst talk ith his/her students a!out hich ords the students !elie"e should go on the ord all. These ords &ay !e concepts that the students &ay co"er in a ne unit, spelling ords, or ords that are di%%icult to spell. -nce the ords are picked out, the teacher can ha"e the students put the ords on a designated all that has a !right !ackground so the ords can !e seen easily. All o% the ords do not ha"e to !e put up at the sa&e ti&e they student &ay gradually add a ne ord daily or eekly. The goal %or the ord all is %or the students to ha"e a re%erence and !e a!le to spell or use the ords regularly. In order to do this, the ords ha"e to !e co"ered daily either ith acti"ities or ga&es. The ords should also !e used in the unit that is !eing co"ered. The reason hy this strategy ould !e use%ul in the classroo& is !ecause +ord +alls help !uild students( "oca!ulary. Students ill !e a!le to recogni.e co&&on ords or sy&!ols that appear in

e"ery unit that they go o"er in class. +ord alls can also help students re%er !ack to &ain ideas presented in a unit or a ord they &ay ant to use hen they are riting. +ord +alls !uild recognition, spelling, and phonic skills. This strategy can !e !est used ith students ho are in kindergarten or higher. /raphic -rgani.ers Science, Social Studies, 0anguage Arts, Art, Music http:// .inspiration.co&/"isual1learning/graphic1organi.ers

The instructional strategy that this e!site co"ers is graphic organi.ers. /raphic organi.ers are "isual displays o% %acts, concepts, or ideas and ho these ite&s connect. So&e graphic organi.ers &ay include pictures and te*t, )ust pictures or )ust te*t. I% a su!)ect or idea corresponds ith another idea then they are connected ith an arro . The reason hy this strategy ould !e use%ul in the classroo& is !ecause graphic organi.ers &ost i&portantly has student learn "isually. /raphic organi.ers help students !rainstor& ideas or concepts and put the& in order or co&!ine ideas. These tools aid in the thinking process !ut also !uild relationship skills. Students learn ho to correspond ords ith pictures and can easily organi.e ideas this ay. This strategy can !e !est used %or students ho are in kindergarten or higher. Analytic Phonics Reading, 0anguage Arts http://k2educators.a!out.co&/od/ReadingStrategies/3t/The1Analytic1Method1o%1Teaching1 Phonics.ht& The instructional strategy that this e!site addresses is the analytic phonics &ethod. This &ethod is used hen students kno all the letters o% their alpha!ets and the sounds o% the letters. The teacher can select a !ook that has te*t ith tons o% letter sounds. Sight ords are then picked %ro& the !ook' these are usually ords that sound si&ilar or ha"e the sa&e !eginning or ending sounds. The students are asked ho the sight ords are all alike or si&ilar' the students then respond. The ne*t step is %or the students to understand the sound the sight ords &ake. The students then read a !ook that has ords o% a particular sight ord group. They are asked to pick out the sight ords hile they read the story as a class. The reason hy this strategy ould !e use%ul in the classroo& is !ecause the analytic phonics &ethod helps child recogni.e their sounds. Students are a!le to see ho a set o% ords ha"e the sa&e !eginnings, endings, or "o el sounds. Students also learn ho to analy.e ords and their sounds. -"erall, students learn the phonics o% ords and ho they relate to other sight ords.

This strategy can !e !est used %or students ho are in %irst or second grade. Sca"enger 4unt Math, Science, Art, Social Studies, Music http:// .ion.uillinois.edu/resources/otai/Sca"enger4unt.asp

The instructional strategy that this e!site addresses is the internet sca"enger hunt. Students are gi"en a speci%ic topic or a choice o% concepts that they are to pick %ro&. The students are then gi"en a set o% ite&s or ans ers they need to %ind !ased on their topic. The students &ay !e gi"en a couple days to do this internet search to ans er all o% the 3uestions that are gi"en. A%ter the ti&e is up, the teacher &ay ha"e the students one !y one descri!e hat their topic as and so&e interesting %acts they %ound. The reason hy this strategy ould !e use%ul in the classroo& is !ecause the internet sca"enger hunt !uilds students( pro!le& sol"ing skills. Students ill learn ho to na"igate through the internet to %ind the ans ers to the 3uestions they are gi"en. So, in other ords this helps students !eco&e %a&iliar ith !ro sing the internet appropriately. This could also !e a goal !ased strategy !ecause students are gi"en a set o% 3uestions and a ti&e li&it to ans er all o% those 3uestions in. I% the students succeed in ans ering all o% their 3uestions then they ha"e &et their goal, i% they do not succeed then they kno that they need to try harder ne*t ti&e. This strategy orks !est %or students ho are in third grade or higher. 5+0 chart Science, Social Studies, Art, Music http:// .nea.org/tools/k1 1l1kno 1 ant1to1kno 1learned.ht&l

The teaching strategy that this particular e!site descri!es is the 5+0 chart. The 5 in 5+0 stands %or hat students kno . The + stands %or hat students ant to kno a!out a topic and the 0 is hat students learned a!out a topic. +hen gi"en a ne unit or topic students are asked to di"ided a piece o% paper into three e3ual colu&ns and rite do n 5no , +ant to 5no , and 0earned as the titles %or the colu&ns. 6e%ore !eginning the unit the students are to rite do n ideas that they kno a!out the ne unit. The teacher &ay then discuss ith the students as a class ideas that the students kno ' others can add to their kno list i% they didn(t ha"e an idea already ritten do n that as discussed. The teacher then asks the students to co&e up ith 3uestion or ideas that they ant to kno and put those in the correct colu&n. The teacher &ay then ha"e the students %or& groups o% %our to talk a!out ideas they ant to kno . The students &ay then read or do research a!out the ne unit and %ill in concepts that they learned. As a %inal o"er"ie , the teacher &ay ha"e a group discussion a!out hat 3uestions the students had and hat they learned during the unit.

The reason hy this strategy ould !e use%ul in the classroo& is !ecause 5+0 charts help students tap into their prior kno ledge a!out a su!)ect. The charts guide students hen they read or research so they can ans er their # ant to kno $ 3uestions. The charts also lets students see ho &uch they kne a!out a topic !e%ore !eginning it and all the ideas they learned a%ter doing the unit. -"erall, students tap into their prior kno ledge, %or&ulate 3uestions, and see ho &uch kno ledge they ha"e gained !y using the 5+0 chart. This strategy orks !est %or students ho are in third grade or higher. 7ollages Science, Social Studies, Art, Music, 0anguage Arts http:// .teaching&ethodsonline.co&/281collage1&ethod/

The teaching strategy that this particular e!site descri!es is photo collages. This strategy can !e done at any point during a unit !ut it is a "ery ti&e consu&ing e"ent so teachers need to plan accordingly. Students are asked to either pick a particular topic to do a collage on or are gi"en a topic. This topic can !e a concept that is !eing co"ered in class or a general topic. The students &ay !e di"ided in pairs, or larger groups depending upon ho &any children are in the class. The students are gi"en a stack o% ne spapers, &aga.ines, and so&e color paper' they are also gi"en &arkers or pens, glue, and scissors. The o!)ecti"e is %or the students to cut out ite&s that re&ind the& o% their particular topic and put those ite&s on one large piece o% paper all together. So&eti&es students &ay pick pictures that are a!stract or are not initially thought o% to go ith a topic. The students are gi"en %orty1%i"e &inutes to an hour to co&plete their collages. A%ter co&pleting their collages, the pairs or groups o% students can !e called up to the %ront o% the class to present their collages. +hen in %ront o% the class the groups are to e*plain a %e o% the pictures or ords they ha"e on their collage and ho these ite&s relate to the topic they ere gi"en. The reason hy this strategy ould !e use%ul in the classroo& is !ecause collages help students understand ho co&&on e"eryday ite&s can relate to topics they co"er in class. Students !uild on their tea& ork skills. They also learn ho a!stract ite&s &ay relate to a topic that they ould ha"e not thought o% initially. The students are really tapping into their artistic a!ilities !y &aking these collages. This is a great ay %or students to !uild on their interdisciplinary learning skills. This strategy can !e !est used %or students ho are in second grade or higher. 7oncept 9an Science http:// .toolkit%orthinking.co&/creati"e1thinking/concept1%an

The instructional strategy that this e!site co"ers is the concept %an. The goal o% the concept %an is %or students to gain a ne perspecti"e a!out a topic and see ho they can approach a pro!le&

in a di%%erent ay. The students are instructed to dra a on a large piece o% paper or on a hite !oard' the circle &ust !e )ust right o% the center o% the paper or hite !oard. The students are then told to rite do n the pro!le& they are trying to sol"e :or a pro!le& they are gi"en;. Tthe right o% the circle the students are then asked to dra lines %or possi!le solutions to the pro!le& ith the solutions ritten on the lines. Students are asked to dra another circle to the le%t o% the %irst circle' they need to connect these circles ith an arro going %ro& the %irst circle to the second circle. In the second circle students need to rite the !road de%inition or idea that they are trying to sol"e !ased on the pro!le&. <e ideas can !e ritten in circles that are linear ith the %irst circle. Students need to &ake sure that they ha"e possi!le solutions co&ing %ro& each circle and that the proceeding circles are linked to the second circle. The teacher needs to &ake sure that he/she dra s an e*a&ple o% the concept %an on the !oard so the students get an idea o% hat it should look like. The reason hy this strategy ould !e use%ul in the classroo& is !ecause concept %ans help students "ie a pro!le& %ro& a di%%erent perspecti"e. This &ethod really has students open their eyes to se"eral di%%erent pro!le&s that can co&e %ro& one &a)or topic. Students gi"e solutions %or each pro!le& thus !roadening their perspecti"e. Students learn ho to pro!le& sol"e and think outside the !o*. This strategy can !e !est used %or students ho are in %ourth grade or higher. 7ross1 Age Tutoring Math, Reading, +riting, Science http://eric.ed.go"/=id>?D@ABCDE The teaching strategy that this e!site addresses is cross1age tutoring or peer tutoring. The idea o% the cross1 age tutoring &ethod is %or students o% higher grade le"els to pair up ith students o% lo er grades that are struggling in a particular su!)ect area. The pairs are &atched either !y the t o teachers that are participating in the tutoring or !y other school assistants. The older students are gi"en ar&1up acti"ities, a &a)or task they are to ork on, and an ending acti"ity that they ill co"er ith their younger peers. The teachers &ay put a ti&e li&it on ho long the tutors and peers ork together' this &ay !e an hour or so. The tutors are to then go o"er the &aterial and ideas they ere trained to use that eek ith their peers. The teacher needs to &ake sure he/she is atching the interactions !et een the tutor and the peer. The o!)ecti"e is also %or the older students to try and sca%%old the learning o% their younger peers. The reason hy this strategy ould !e use%ul in the classroo& is !ecause cross1 age tutoring !ene%its !oth the tutor and the peer. +hile, it &ay !e true that the peer &ay gain &ore %ro& the e*perience the tutor also gains so&e concepts too. The peer &ay ad"ance in their reading le"el, or &o"e up in their &ath le"el. The peer also gains a !etter understanding o% topics !y ha"ing so&eone ha"e one1on1 one ti&e ith the&. 6oth students gain a sense o% tea& ork !ecause the

students are essentially orking together as a tea&. 6oth o% the students ork on their discussion skills ithin a group. The tutor is !ene%itting !y co"ering pre"ious &aterial' sparking a greater understanding o% the topics that ere re"ie ed. -"erall, !oth students !ene%it greatly %ro& the cross1 age tutoring &ethod. This strategy can !e !est used %or students that are in %i%th grade as the tutors and the peers should !e in a lo er grade le"el. <utshelling +riting, Reading http:// .!ed%ordst&artins.co&/technotes/ orkshops/nutshelling.ht&

The instructional strategy that this e!site co"ers is the #<utshelling$ &ethod. This strategy can either !e done indi"idually or in pairs !ut it is !etter in pairs. The purpose !ehind this strategy is %or t o students to rite a paragraph or an essay. Then, each student s itches papers ith his/her partner. Taking turns, the students su&&ari.e each paragraph in the essay. I% it is )ust a paragraph they are su&&ari.ing they can !reak it do n and e*plain hat each sentence is saying. The idea here is %or the students to get the #nutshell$ or general idea across %or each paragraph or sentence. The students can then con%ir& or disagree that the #nutshell$ %or each paragraph is correct or incorrect !ased on hat they ere trying to say. This sets up a great ay %or the students to discuss their essays or paragraphs and get another person(s opinion a!out their riting. This strategy can also !e used to re"ision an essay or paragraph. The reason hy this strategy ould !e use%ul in the classroo& is !ecause #<utshelling$ pro"ides a ay %or students to su&&ari.e hat they are reading. 7hildren learn ho to su& up the content o% a paragraph. They also ork on their reading skills !ecause they are reading another person(s paper. Students gain e*perience ith re"ising a paragraph or an essay. They !uild on their discussion skills !ecause they ha"e to talk ith another person in a group. This strategy can !e !est used %or students ho are in %i%th grade or higher. 9ind the 9i! Science, Social Studies, Art, Music, Math, 0anguage Arts http://ceocg.catholic.edu.au/learning/Pages/9indthe9i!.asp* The instructional strategy that this e!site addresses is the #9ind the 9i!$ strategy. The concept !ehind this strategy is %or students to rite do n t o true state&ents and one %alse state&ent and ha"e their peers try and %ind the %alse state&ent :the %i!;. The teacher %irst di"ides the students into groups o% %our %or this strategy. The teacher then tells the students to rite t o true state&ents and one %alse state&ent a!out a particular topic. The teacher should gi"e e*a&ples o% hat a true and %alse state&ent is. The students need to try and &ake their state&ents di%%icult %or

the other students to pick out the %i!. -nce the students are done riting do n their state&ents as a group they are then called up to the %ront o% the class' each group is called separately. The students in the group then say all o% their state&ents and the rest o% the class has to try and guess hat the %i! is. I% the %i! is guessed then the class &ay discuss ho that state&ent is a %i! and not true. The reason hy this strategy ould !e use%ul in the classroo& is !ecause #9ind the 9i!$ !uilds on pu!lic speaking and tea& ork skills. Students gain e*perience speaking in %ront o% the class hen they present their state&ents to the rest o% the class. Students !ene%it %ro& orking ith groups !ecause they learn ho to co&e up ith state&ents as a tea&. 7hildren also gain kno ledge o% the di%%erence !et een a true state&ent and a %alse state&ent. 7hildren &ay also gain so&e discussion skills as they talk ith their class&ates a!out the %i! and hat it is not true. This strategy can !e !est used %or students ho are in second grade or higher. 9ind the Rule Math http:// .&athsis%un.co&/alge!ra/se3uences1%inding1rule.ht&l

The instructional strategy that this e!site addresses is the #9ind the Rule$ &ethod. The purpose o% this strategy is %or students to %ind the &issing nu&!er:s; in a gi"en se3uence. The teacher gi"es the students a set o% nu&!ers either on the !oard in the %ront o% the classroo& or on a orksheet. The students are then asked to try and %ind the pattern ithin all o% the gi"en nu&!ers. The pattern in the se3uence o% nu&!ers :ter&s; &ay !e adding a certain a&ount o% nu&!er to get the ne*t nu&!er. It could also !e su!tracting, &ultiplying or di"iding nu&!ers in the se3uence to get a proceeding or succeeding nu&!er. The %inding the rule co&es into play hen the students %ind the particular rule that is used in the se3uence. This strategy can !e &ade &ore di%%icult %or secondary school age students. The reason hy this strategy ould !e use%ul in the classroo& is !ecause #9ind the Rule$ really helps students deter&ine patterns or rules that are used in &ath. Students gain kno ledge o% ho nu&!ers can co&pare or contrast. They gain e*perience deter&ining patterns that &ay occur ith a se3uence o% nu&!ers. Students also ork on adding, su!tracting, &ultiply, and di"iding !ecause they ha"e to use these rules to %ind the &issing nu&!ers in the se3uence. This strategy can !e !est used %or students ho are in the third grade or higher. /ra! 6ag Science, Math, Social Studies, Music, Art, 0anguage Arts http:// .gips.org/assets/%iles/0earning/7hecking9orFnderstanding//ra!,6ag.pd%

The instructional strategy that this e!site co"ers is the gra! !ag. 9or this strategy, the teacher has to rite ords, phrases, or 3uestions on a s&all piece o% paper, %old the paper up, and put the papers into a !ag. The teacher needs to &ake sure that he/she &akes enough paper slips %or the entire class. The students can also rite up the slips o% paper to put in the !ag instead o% the teacher doing so. The students are di"ided into pair or larger groups so they can ha"e other people to discuss their slips o% paper ith. The teacher then alks around to each group and has each student pick out a slip o% paper. The students are instructed to take turns opening and discussing hat is ritten on their lips o% paper until each person in the group has a turn. +hile, discussion is occurring a&ong the groups the teacher alks around to direct the discussions. The teacher &ay also put a ti&e li&it o% say %i"e &inutes %or each slip o% paper to !e discussed in the group. The reason hy this strategy ould !e use%ul in the classroo& is !ecause the gra! !ag !ene%its children(s con"ersation and group skills. 7hildren ho to take turns sharing their thoughts and discussing the topic that is ritten on each slip o% paper. They ha"e to learn patience !ecause not e"ery student in the group can talk at once. Students learn ho to ork together as a group and !uild their tea& ork skills. This strategy can !e !est used %or students ho are in kindergarten or higher. Talking 7hips Music, Art, Social Studies, Reading http://&ckayschooleducators. ordpress.co&/CAE@/AC/CG/talking1chips/ The instructional strategy that this e!site addresses is talking chips. The students di"ide the&sel"es or are instructed into groups o% %our to si* students. The teacher then passes out t o or three checkers or plastic chips to each student in e"ery group. The teacher descri!es ho talking chips orks, hich &eans that students are to listen to a 3uestion or topic that the teacher is descri!ing. The students, a%ter the teacher stops talking, put their chips in the &iddle o% the ta!le i% they ant to talk. I% &ore than one student puts their chip in the center than hoe"er as %irst to do so ill talk %irst. A%ter one student I done talking, another student gets a chance to put their chips in the center and talk. This process continues until e"ery &e&!er in the group has used one o% their chips. The teacher can conduct t o or three &ore rounds o% this type o% discussion depending upon the a&ount o% chips each child are gi"en. The reason hy this strategy ould !e use%ul in the classroo& is !ecause talking chips allo s students to take turns talking. In lo er grade le"el student &ay struggle ith allo ing others to talk in a group setting. This strategy allo s e"ery person in a group a turn to talk or discuss a topic. The use o% the chips helps others not speak until they ha"e a chip in the &iddle o% the ta!le. Students gain kno ledge %ro& their peers !ecause they ha"e to listen to hat their peers are saying. Fsing the chips and a ti&e li&it really helps students stay on topic a!out a 3uestion

or su!)ect. The strategy also helps students think a!out hat others are saying and can pro"ide deeper understanding o% a topic. This strategy can !e !est used %or students ho are in %irst grade or higher. 4ot Potato Science, +riting, Social Studies, Music, Art http://esolonline.tki.org.n./?S-01-nline/Teacher1needs/Pedagogy/?S-01teaching1 strategies/-ral1language/Teaching1approaches1and1strategies/Thinking/4ot1potato The instructional strategy that this e!site addresses is hot potato. A "ariety o% o!)ects can !e used %or this strategy such as a potato, !all, a piece o% paper and other ite&s. The %irst step in this strategy is %or the teacher to di"ide the students or the students %or& their o n groups o% %our to si* students depending upon the a&ount o% students in the classroo&. -nce the students are di"ided into groups they are instructed to get out a piece o% paper :or another ite&; and a pencil. The students are then asked to !rainstor& ideas a!out a particular topic the teacher gi"es the&. -nce the students think o% so&ething they can rite do n a key point on their piece o% paper. The teacher &ay use a !ell o% an alar& to signal that the paper needs to !e passed to the ne*t student to the right in the circle. ?"ery ti&e the paper I passed the student reads hat is ritten and rites do n a ne idea or in%or&ation a!out the state&ents. They ho e"er &ay not repeat any idea o% key point on the paper they are riting on. This is done until the initial paper that e"ery student had at the start gets !ack to its original o ner. The reason hy this strategy ould !e use%ul in the classroo& is !ecause hot potato helps students think, process, and rite do n their o n ideas. This strategy helps students !rainstor& or think o% ne key points to rite do n. Students then learn ho to process their thoughts and rite do n hat they are thinking. This acti"ity !ene%its students !y ha"ing the& read and rite. Students learn ho to co&prehend key point and co&e up ith ne ideas o% their o n. This strategy can !e !est used %or students ho are in %irst grade or higher. Ju&!led Su&&ary Reading, Art, Music, Social Studies, Science, +riting http:// .tncurriculu&center.org/resources/2A:)u&!led1su&&ary

The instructional strategy that this e!site addresses is the )u&!led su&&ary strategy. This strategy should !e used in the &iddle or at the end o% a unit. The teacher %irst de"elops a set o% rando&ly selected key ords or phrases %ro& a unit that is co"ered in class. The teacher needs to display or rite these key ords on the !oard so all o% the students can see. Ask students to then rite one o% t o sentences descri!ing the ideas that ere presented in order. The teacher can deter&ine the a&ount o% ti&e he/she ishes %or the students to rite their sentences. A%ter the

students rite their sentences, ha"e the& put each one o% the ords or phrases posted in a logical order si&ilar to ho it as co"ered in the unit. The teacher can call on se"eral students to put the key ords in order, e*plain their understanding and the sentences they rote. I% there are any &isunderstandings the teacher/ other students should clari%y the&. The reason hy this strategy ould !e use%ul in the classroo& is !ecause the )u&!led su&&ary &ethod pro"ides students ith the tools they need to put e"ents or ite&s in order. Students use riting skills to rite do n their su&&aries o% the ords and the order they put the& in. The students then learn ho to put ite&s in chronological order hich is "ery i&portant hen organi.ing dates or e"ents in ti&e. The students gain a deeper understanding o% the key ords or topics they co"ered throughout the unit. This strategy can !e !est used %or students ho are in third grade or higher. Jigsa Science, Social Studies http:// .readingrockets.org/strategies/)igsa

The instructional strategy that this e!site co"ers is the )igsa &ethod. Teachers %irst introduce a topic or su!)ect that the students ill !e co"ering. The students are then di"ided into #ho&e groups$ hich consist o% three to %i"e students ith "ariety o% reading a!ilities. The teacher then deter&ines a set o% reading selections %or each student. #?*pert groups$ are then created %ro& the #ho&e groups$ these ne groups ill read the sa&e chosen selections. The teacher then descri!es a %ra&e ork %or students to &anage their ti&e %or each )igsa . Students are gi"en resources that can help the& !eco&e #e*perts$ on their particular topic. The #e*perts$ ill then report !ack to their #ho&e groups$ ith their ne %ound in%or&ation that they ill share ith the group. The #ho&e groups$ can then rite do n the #e*pert(s$ in%or&ation in a graphic organi.er. #4o&e group$ &e&!ers are re3uired to learn all o% the in%or&ation presented to the& %ro& other students. The reason hy this strategy ould !e use%ul in the classroo& is !ecause the )igsa &ethod gi"es students the opportunity to !uild their co&prehension skills and encourages cooperati"e learning a&ong students. Students !uild their co&prehension !y re"ie ing in%or&ation that the #e*pert$ student !rings !ack. 7ooperati"e learning is encouraged !ecause students learn ho to ork ith their tea& &e&!ers to understand the content. Students also gain listening skills hen they listen to their #e*perts$. 7o&&unication is another skill that is enhanced !y this strategy !ecause the students ha"e to talk ith one another. Pro!le&1 sol"ing skills are i&pro"ed hen students learn ho to ork through &isunderstandings or disagree&ents. This strategy can !est !e used %or students ho are in third grade or higher. Si* Thinking 4ats

Reading http:// .learnerslink.co&/)ournal,article.ht&

The instructional strategy that this e!site co"ers is the si* thinking hats. This strategy is !ased on ideas descri!ed in 6loo&(s ta*ono&y. ?ach color hat represents a le"el o% 6loo&(s ta*ono&y. 6loo&(s kno ledge is %or %act or in%or&ation this color hat is hite. The red hat is %or %eelings or e&otions and is %or 6loo&(s e"aluation stage. The !lack hat is or cautions, risks, and )udg&ents. The yello hat represents 6loo&(s e"aluation and synthesis le"el. /reen is %or creati"ity, ne ideas, or predicting. 9inally, the !lue hat represents 6loo&(s co&prehension and application stage. 9or each color hat, the student earing it is supposed to co&e up ith or e*press the designated ideas. The students are e*pected to share the hats and think in the ay that each hat is descri!ed. The reason hy this strategy ould !e use%ul in the classroo& is !ecause the si* thinking hats ena!le students to think in the si* di%%erent ays. 9or each hat, students can see a "ariety o% ays to process their thoughts, e*press the&, or su&&ari.e hat they are thinking. This strategy !uilds students &etacogniti"e thinking skills. It also helps ith !uilding students( le"el o% co&prehension. This strategy can !est !e used %or students ho are in %ourth grade or higher. 9ish!o l Social Studies http:// .udel.edu/dssep/teaching,strategies/%ish!o l.ht&

The instructional strategy that this e!site co"ers is the %ish!o l &ethod. 9or this particular strategy, the teacher selects a topic that he/she ants the students to de!ate o"er. The teacher or students %ind %acts or idea that can support a pro or con side o% the assigned argu&ent. The desks in the classroo& are arranged so that %i"e to se"en chairs are on the inside these students ill !e the #%ish$. The other re&aining desks are put into a larger circle these students are the #o!ser"ers$. The students are assigned to either sit in the inner circle or outer circle. The teacher then puts the topic on the !oard that is to !e discussed. The de!ate is started and %or each #%ish$ they are allo ed thirty to si*ty seconds to %inali.e their thoughts. -nce e"ery student in the inner circle has ti&e to get their thoughts across the class has a hole discusses the ideas that ere !rought up or de!ated !y the #%ish$. The o!ser"ers take charge o% this part o% the strategy that ay they can get a chance to talk. The reason hy this strategy ould !e use%ul in the classroo& is !ecause the %ish !o l incorporates the &ethod o% de!ate ith discussion. Students ill !e a!le to learn ho to take a stand on the pro or con side o% a topic. They gain e*perience in discussing their o n points o%

"ie and ho they can de%end their o n ideas. The students also in"est in critical thinking !ecause they ha"e to think a!out ho to de%end their side o% a topic. This strategy can !est !e used %or students ho are in the %ourth grade or higher. Mi*, 9ree.e, /roup Science, Spelling, Social Studies http://troup2ECresources.troup.kEC.ga.us/strategies,resources/strategies.ht&lHMi*,ICA9ree.e,I JCA/roup The instructional strategy that this e!site co"ers is the #Mi*, 9ree.e, /roup$ strategy. The teacher choses ten or &ore ords that are to !e re"ie ed' each ord is ritten on an inde* car or on paper. The students are then put into groups depending upon the a&ount o% cards there are' groups o% %our to %i"e are %ine. ?ach group o% cards %or the groups is put into a !ag. The students are instructed to pick one card out o% the !ag and de%ine it "er!ally or on the card' all the group &e&!ers should see the de%inition o% the ord on the card. The teacher alks around and checks the students( ans ers or the students can check their ans ers in the !ook. ?"ery student in the group gets to e*plain the de%inition o% their card. The students are then told to get up and go to another group :this is the #&i*$ part o% the strategy;. The teacher then tells the students to #%ree.e$ a%ter a short a&ount o% ti&e. I nu&!er is called out to the class and they %or& in groups o% the spoken nu&!er. The students ha"e no #grouped$ !ack together and are instructed to e*plain their ord and de%inition to the ne group &e&!ers. This strategy can !e repeated as &any ti&es as the teacher ishes. The reason hy this strategy ould !e use%ul in the classroo& is !ecause #Mi*, 9ree.e, /roup$ teaches students ho to %or& their o n groups, co&&unicate ith others and co&prehend their o n understanding o% a ord. Students learn ho to &ake their o n groups ithout &uch instruction. Their co&&unication skills are enhanced !ecause they ha"e to e*press their ord and de%initions to their peers. The students( co&prehension skills are helped hen they recall and understand the &eaning o% their ord. Students also !uild their listening skills !ecause they ha"e to listen to their teacher(s instructions. This strategy can !e !est %or students ho are in the third grade or higher.