Instructional Techniques File

1.5,7,9 This technique involves having students write after

reading a text. They will write for 5 minutes about thinking related
to the reading. Then they will discuss their thinking with a peer for
7 minutes. After this time, the student writes again, but for 9
minutes this time, about any new thinking and the discussion. In
math class, this might be a little more difficult to pull off when
reading the textbook. However, I think that if I brought in outside
articles, this could be a connection for students to the material
they are learning.
2. Cornell Method- This instructional technique is used during
and after reading or lecture. It requires a piece of paper, with the
top of the paper divided into two categories: notes and
cues/connections. The bottom portion of the paper is labeled
synthesis or summary. The student is supposed to take notes
during the lecture or reading in the note category. Either during or
after the reading, students can fill in own thinking or connections
and cues in the second column. After all is said and done,
students need to write a summary statement or synthesis with the
most important points when reviewing. During math class, this
would be a great idea to use for note taking. The chart could be
amended to having the first column be notes and the second
column is examples. Students could put examples of a problem in
this section. In the summary when reviewing, students could
make notes to themselves about which problems they understand
and which ones they are struggling with. This would be a great
means of assessment for the teacher.
3. Jigsaw- This is a technique that involves whole class instruction
on a single text. The class is broken into different sections of
readings. During the reading, each person reads their particular
section and takes notes on it. After the reading, the group
reconvenes and shares notes to make sure that they have covered
all of the material. Once this meeting is complete, one member
from each group meets up to share their reading material and

teach it to the other group members. This is a great technique to

use when there is a lot of material to cover from a science text
book. The material can be broken into sections. The groups read
their own section and split up to teach it to students from other
groups. In the end, they all have highlights of each section.
(Universal Construct- Collaboration)
4. Double Entry Journal- This is used during reading. While
reading, students will write down phrases or sentences that are
meaningful to them. Then they respond to the passage with their
own ideas, thoughts or feelings. During text reading in math class,
students could utilize this for note taking. The left side of the
notes would include the example problems and the right side
would give them steps to go about solving the problem. This
would help students have a written account for review. (Universal
Construct- Critical Thinking)- used in Module 1 week 3
5. Give One- Get One is a technique that is best utilized before
learning/reading about a certain topic. Students get out a sheet of
paper and make two columns, one headed Give one and one
headed Get one. Students write things that they know about the
topic on the left hand (Give one) side of the paper. Then they
move around the room to try to get ideas from classmates,
working with one new partner at a time. They each share one
item with each other. Once the students have rotated enough,
then the class discusses the items that were mentioned. This is a
great lead in to a new topic. During science, this could be a very
informative session for the students to share their knowledge of a
topic after reading. It could be very helpful for a teachers preassessment, also.
6. Save the Last Word- This technique can be used after reading
to review what was read and find a main point to the reading.
Students chose their preferred sentence from a reading, and write
only that for the group to read. The group does the same thing
and shares their sentences. The persons respond to each others
statements, one at a time, until it comes back around to the
person who originated the statement. This continues around until

each has shared their statement and each have responded to

those statements. Once this has occurred, then one person
summarizes all of the statements. Often times, students read
science articles for knowledge. Some students do not tend to
retain as much as others during reading. In math, this technique
could be used after reading an article. Students would be divided
into groups of 3-5 and use this technique as a summary activity.
7. Graffiti Board- This technique is used after reading a piece of
writing. The purpose is to summarize what was read, to share with
others. The information summarized will be posted on the Graffiti
board for others to read and gain insight or add to the discussion.
An example of the use of this technique would be for students who
are working in a group on a project for science class. The group
members could do their research and post their findings on the
Graffiti board. This would allow all group members to see what
each other has discovered and add to the discoveries. This is a
great means of connection for group members.
8. See, Hear, Not See, Not Hear- This technique can be used
before or after reading. Students will watch a video regarding
information pertaining to their reading material. During the video,
students will have a 2x2 grid, where they write down items in the
columns labeled: see, hear, not see, not hear. The students will
write down what they seen, heard, did not see or did not hear
during the video. This tactic helps students pay closer attention to
the video and see what they are expecting from it. This would be
great for math classes when students are viewing a video about
different math concepts. Sometimes videos about math are
difficult to focus on. This technique would help students stay
focused on the video and they will have notes that will help them
with the future content.
9. Evidence Bags- This technique is used before writing, to
gather imagery and topics to use in writing. A teacher will supply
items for an evidence bag, which will include random items that
will be grouped together to make a story. The story that is written
will include a crime scene of some sort and the evidence left is

that in the evidence bag. Students are able to write any sort of
short crime story that connects all items together in this scene.
This would be a great idea for science, using items from a
laboratory and students would have to describe each items use. It
could be used in math, by having examples of items that people in
specific mathematical careers would have in their field and having
students writing connect these pieces of evidence.
10. Paint Chips- Using paint chips as a means to document
vocabulary words and forms of it is a very unique instructional
technique. The teacher would provide various colors of 4 level
paint chips. The students would put a primary vocabulary word in
the top color, then derivatives or words with the same base word
in the next boxes. The bottom box would be a listing of synonyms
and antonyms. For math lessons, this would be interesting to see
students put math concepts on each line, with problem examples
next to it. Sometimes, math teachers have students make flip
books with example problems and vocabulary. Instead of the
books, the students could use paint chips.
11. Stoplight is used at the end of a reading or lesson for
students to let teachers know what they understand about the
lesson/reading for the day. The teacher posts red, yellow and
green colored plates/construction paper on the wall. At the end of
the lesson, the students get a sticky note that they can write down
what they learned (green), questions they may have about the
topic (yellow) or something that stopped them from learning (red).
They put their sticky note on the wall where the color of their
comment is. This is a great tactic to let teachers know how a
lesson went and where they need to fill in for the next lesson. This
would be a great strategy in math to use when a new topic is
introduced and a teacher is trying to see if the students
comprehend it. This would give me an idea what to review the
next day or if I could just move on.
12. Write Around is a technique that is used after reading an
article or piece of literature. Students will be sitting in a group of
up to 5 students. The students read the article, and then write for
2-3 minutes about what they are interested in or what they

agree/disagree with in the article. After they are done with their
original write, they pass their paper on to a student next to them.
This student reads what the first one wrote and responds to it in
writing. They write for 2-3 minutes, also. After the rotations are
complete, students get to read the paper that they originally wrote
on. This gives students an idea of what others feel about a topic.
This would be good to use at the end of a unit in math, for
students to write about the information that they have learned. It
might even help students who are struggling with a concept, but
reading other students ideas or opinions on that concept. Another
way this could be amended is having students write around about
certain types of problems. The students will be required to write
up a problem that pertains to the unit they have learned. This
would give students a good review for a test, too.
13. Speak Silently is a great technique for students to share their
written thoughts and opinions, without peers criticizing them.
There is a sheet of paper with a quote or topic in the middle of it.
After the students read the given text, they write their comments
or thoughts about the topic on the paper, as it is passed around a
group. At the end, students will discuss or wrap up the comments
and thoughts. In class, we did this as a blog, where everyone
wrote on one chosen topic and then we also commented on peers
blogs. In math, this might be a good exercise to do when
beginning a unit. This will give students a chance to say what
they know, dont know or dont like about a certain topic. This will
also be a sort of pre-assessment for the teacher to know where to
concentrate the most time on. In science, this would be a great
idea to use on controversial topics, so that students may write
their opinions without having to share them out loud in the class.
14. Think, Write, Pair (Authors), Share- This instructional
strategy can be used during or after reading. The student will
read an article/text and take notes (either during or after the
reading.) After the reading, students should think about the
reading and respond to a given question the teacher has posed.
This writing will usually be a response to how they would respond
to the author: What would they say to him/her if they had a
conversation with them? There could be multiple readings to take

sides with. For middle school students, I would probably stick with
one or two readings. This would be a great tactic to use in math
class as an informal assessment. I would have the students
reading various articles about math concepts or daily news and
then have them respond to the author. I would have them include
how they connect what we are learning with what they read about.
The students would share their writing with a partner. I would
collect the writings to see where my students were at for
understanding of the topic.
15. Vocab Tree This instructional technique can be used before
reading, for students to explore vocabulary words, or after a
reading, for students to learn definitions and connections to
vocabulary words. The student choses a vocabulary word that
they dont know very well. On the trunk of the tree, they write the
word and a brief definition of it. On the branches, the students will
find derivations of the word, with similar base word but different
prefixes or suffixes. Each of these words on the branches will have
the definition and a sentence, using the word within the sentence.
This gives the students a deeper understanding of the vocabulary
word and how it connects with other words. In math, this would be
a good technique to use when starting a unit. Students could start
at the bottom of the tree with the main topic of the unit and put
the divisions, with definitions and examples, in the branches. This
is a bit of a derivation from the example on BlackBoard, but math
may require some different tactics.