Ways to use it in my class:

Blind/Team Sequencing Fan N Pick Student One fans question* cards Student Two picks a card & reads it aloudto the team. Student Three gives an answer after 5+ seconds of think time. After another 5+ seconds of think time, student Four paraphrases, praises, or adds to the answer given. Student rotate roles. *Works best with higher order thinking questions • Deal out cardsso that each person gets at least two cards. • Individually, the students put their “hand” of cards in sequential order. • The first person puts a card downand tells WHYit is the first one out of the cards in his/her hand. • The next person does the same by placing one card downeither before or after the first-played card and tells WHY. • Go around the team (working together) until all the cards are placedin order. • Finally, the teacher models the correct sequence, and students checktheir work. Ways to use it in my class: Ways to use it in my class:

Illustrate It • At the end of a segment of teacher-directed instruction, ask participants to work in pairs to create a graphic summaryof how they would organize information, reach a conclusion, or interact differently based on the demonstration you provided. Inside Outside Circle Ways to use it in my class: • Students stand in concentric circles, with the inside circle facing out and the outside circle facing in. • Teacher asks a question. Students take turnsresponding. • Teacher rotates circlesafter every question. Ways to use it in my class:

Ticket to Leave Turn to Your Neighbor Teacher poses a question. After writing as many thoughts as you can, students turn to their shoulder partnerand share ideas. Pairs share with the class. • Give the students a question just before lunch, recess, or special area time. • After they answer it, they hand it to you on their way out. • Review the answers and either respond in writing, use them as a starting point for the next lesson, or as a basis to re-teach misunderstood information. ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Ways to use it in my class: to Leave Ways to use it in my class:

Pairs Check/Rally Coach Find Someone Who… Students mill around the room trying to find someone who can answer a question on the activity sheet. The student who knows the answer initials that question. Debrief as a class. Ask a student “Who knew the answer to #1 on your sheet?” Student tells you the name. Call on that new student to answer (to ensure all are correct.) Then ask him/her, “Who knew the answer to #2 on your sheet?” Continue in this fashion until finished. • Each partner pair gets a set of questions. • Student A works on the first question. • Student B checks A’s work, checks the other table pair’s answer, praises, or coaches. • Partners take turnsworking on the questions & coaching. Ways to use it in my class: Ways to use it in my class:

Think~Pair~Share Think~Pair~Square Problem is posed. Students think alone about the question for a specified amount of time. Form pairs to discuss the question. Turn to another pairof students. Students are then called upon to share the answer with their team of four. • Problem is posed. • Students think alone about the question for a specified amount of time. • Form pairs to discuss the question. • Students are then called upon to share the answer with the class as a whole. Ways to use it in my class: Ways to use it in my class:

Four Corners Line Up Teacher describes the line (ex. Line up from youngest to oldest. Students line up & pair up with neighbor. Teacher poses a question. Pairs or teams of 4 discuss. • Teacher announces corners (post a different viewpoint, item, etc. in each corner). • Students think & write about which corner they most fits their response. • Students go to corners. • Small groups discuss. Ways to use it in my class: Ways to use it in my class:

Mix~Pair~Discuss Mix & Match Students are given a card that has a “mate.” Student mill around the room until they find their “mate.” Pairs discuss why they belong together. Students take a seatwith their partner. Ways to use it in my class: • Students are given a character to wear on their back (they don’t know who they are). • Students wander the room attempting to find out who they are. • They seek help from their classmates by asking up to three yes/no questions. • Once a student discovers who they are, they wear their identity on their chest & continue to help otherswho have not yet identified themselves. Ways to use it in my class:

Round Robin/Sharearound Chalkboard Share Have one representative from each team go to the board or chart paper and all teams can simultaneously post their best answers. Teams continue to work while the ideas are posted. Ideas of one team can impact the discussion of others. • Teacher poses question. • Students take turnsanswering verbally. *time this…ex. 30 seconds for partner A to talk and partner B to listen…then switch. Variation: Rally Robin • In pairs, students share ideas back & forth. • Afterwards, pairs discuss which ideas came up in both sets of pairs & which were unique. Variation: Round Table • Team members take turnsanswering in writing (move paper around the table). Ways to use it in my class: Ways to use it in my class:

Jigsaw Groups Role Play Students are given role cardswith directions foracting out a concept. Other students can serve as the audience or can participate by trying to guess what the “actor” is acting out. • Each student on a team works to complete a portion of an assignment. When the entire team is confident that all members are experts on the content, they separate to form new teams with other members of the class. • Each “expert” shares their workwith their new team members until all parts of the assignment are complete. Ways to use it in my class: Ways to use it in my class:

Window Pane Lecture Russian Roulette Divide class into groups of 3-4 students. Rep from each group draws a cardfrom a deck of HOT questions (or spin a wheel, then pick the card that corresponds with number on the wheel.) Group can choose to accept or decline. If group accepts, they get to work. If group declines, they may choose the next cardbut they MUST work on that one. When groups finish, teacher either collects work, students post workfor others to view, or groups send a rep to other groups to explain their work. • As the teacher instructs the class, students listen and participate. After the first part of the lecture or activity ends, students draw picturesand jot down words and phrases(in 1st panel) that capture the essence of the content. • After the second part of the lecture or activity, students draw picturesand jot down words and phrases(in 2nd panel) that capture the essence of the content. The process continues until all “panes” of the “window” are complete. Ways to use it in my class: Ways to use it in my class:

Group Reporters Solution Sort All students get two pieces of paper and apencil. Divide class into groups of 4-5 students. Each student writes a questionon one piece (or given a question from the teacher) and writes its corresponding answer on the other piece (check with group for correct answers). Throw question papers in one box, answers in another. Students pick onefrom each. Go around the room, having a student read the question. Students examine their answers to see if it fits. If it does, he/she shares it with the class. Discussion ensues if more than one person (or no one) thinks their answer fits. • Divide class into groups of 3-5 students. • Each group elects a “reporter.” • Give a different taskto each reporter. • The group works to solve the problem for 4-6 minutes. When time is called, the reporter moves to the next group, so they have a chance to solve the problem. • Process continues until all groups have dealt with all of the tasks; all reporters have visited every group. Ways to use it in my class: Ways to use it in my class:

Bean Bag Conference Fishbowl Discussion Put discussion questions on overhead, chalkboard, butcher paper, or PowerPoint display. Inner circle = discussion participants. Outer circle = listen and take notes. When one person on inner circle gives a response, he/she trades seats with someone in the outer circle. A student in the outer circle may ask an inner circle person to trade with them if they have something to say. The teacher may not add to the discussion unless in the inner circle. • Students are placed in mixed ability groups and given a complicated taskto analyze (similar task for each group …possibly different content.) • Members of all groups brainstorm questionsto ask other groups in an upcoming “press conference.” • One group goes to the front of the room. The teacher gives a bean bag (or other soft object) to one member and the press conference begins. • A student from another group asks a question. The student with the bean bag answers or tossesit to another teammate if he/she doesn’t know. • When group finishes, next group goes to front of room and process begins again. Ways to use it in my class: Ways to use it in my class:

Gallery Walk Poster Session Before the poster session, require that all students submit 2-3 higher order questions about their project (to serve as a scavenger hunt). After a research project, a number of students set up their displays around the classroom. The student or team of students stands beside the poster ready to interact with those who rotate by. Other students rotate through the displays, looking for answers to their scavenger hunt. They may question the creator and/or read the display. • Students form pairs or trios. • Teacher poses a series of questions on butcher paper (posted around the room). • Pairs/trios talk about the questions, write answers on post-it notes or scraps of paper, then circulate around the room recording their answers on the large paper. Other answers may spark more ideas, so they may continue to add answers. • Debrief class by asking them to synthesize what has been recorded. • NOTE: for a more structured activity, assign each group a “station” and give them an allotted time to write. Then each group rotates to the next “station”where a new question awaits. Ways to use it in my class: Ways to use it in my class:

Mix~Freeze~Group Tasks Using “Fancy Thinking Skills” Skill #1: Observation; Gaining information about an object or event by using your senses. Skill #2: Inference; Making statements about an observation that provide a reasonable explanation. Skill #3: Classifying; Sorting objects or ideas into groups based on similar properties. Skill #4: Measuring; Determining distance, volume, mass, or time by using instruments that measure these properties (such as centimeter sticks, graduated cylinders, scales, stop watches). Skill #5: Recording Data; Writing down (in words, pictures, graphs, or numbers) the results of observations of an object or an event. Skill #6: Predicting; Guessing what the outcome of an event will be on the basis of observations and, usually, prior knowledge of similar events. Skill #7: Comparing & Contrasting; Discovering similarities and differences between objects or events. Skill #8: Planning an Investigation; Determining a reasonable procedure that could be followed to test an idea (listing the materials needed, writing out the procedure to be followed, and identifying which variables will be kept the same and which will be changed). • Teacher creates a key with a list of answers with numerical values; example: • legislative branch = 2 • executive branch = 3 • judicial branch = 4 • none of the above = 5 • all of the above = 6 • Teacher poses a question. • Students mix around the room until the music stops. • Then they form a group that corresponds to the appropriate number of the answer. (i.e. Q. They make laws. A. Students form groups of 2.) Ways to use it in my class:

Application & Analysis/DOK1&2 Tic~Tic~Toe Numbered Heads Together Students number offin their team. Teacher poses a question. Students discuss the question. Teacher calls a student number& a team number. The student shareswhat his or her team discussed. • Students choose questions to answer in an effort to complete a vertical or diagonal row, thereby answering a question at each of the different levels of thinking. Synthesis/DOK3 Ways to use it in my class: Evaluation/DOK4 Ways to use it in my class:

Whip-Around -- One thing that squares with my beliefs. Three points that I want to remember. One question that is still rolling around in my head. • Everyone in the room will stand upand share one thinghe/she learned about… • You may sit as soon as you’ve contributed a new idea. Ways to use it in my class: Ways to use it in my class:

Passing Notes 3-2-1 3 terms or ideas you want to remember 2 things you want to learn more about 1 thing you think you’ve mastered • Students write topic on card. • Students pass cardto person on right. • Student adds an idea. • The cards are passed again. Process continues until the assignment has enough ideas. • The cards are returned to the owner who has the task of completing the assignment based on the ideas from their classmates. Ways to use it in my class: Ways to use it in my class:

Stand & Share Spend-A-Buck When teams need to reach a decision quickly, give each student four quarters (tokens) to spend any way they wish on the choice alternatives. Each student must spend his/her tokens on more than one item. The team tallies the results to determine the team decision. VARIATION: use ten dimes (tokens) that students must spread out at least 3 ways. NOTE: voting is the worst way to make a decision because it will undermine spirit of team unity (losers will be less committed to any team decision based on voting.) • Teams discuss an issue until each individual on the team feels he/she could share an important idea with the whole class, at which time the team stands up. • When all teams are standing, ask one student to share his/her idea. • After the student shares, all students with that idea or a similar one sit down. • Ask a 2nd student to share, following which again all students with that idea sit down. • Repeat the process until all students are seated. Ways to use it in my class: Ways to use it in my class:

Two-Box Induction Team Word Webbing Give each student a different color pen or marker. Give the team one larger poster paper. Have them write the maintopic in the center with a rectangle around it. Roundtable on the core concepts (in ovals). Then let them free-for all, each adding supporting elements and connections among concepts. Place a color-coded key on the bottom of the web so each student’s color is identifiable. • Stage 1: Teacher places items one at a time on the chalkboard, in one of two boxes: the items placed in box 1 differ from the items in box 2 because the teacher is following a rule. • The job of the students is to figure out the rule. • Think-pair-share (or other structure) after each set of items to get students talking about possible rules the teacher may be following. • Stage 2: Students come up with new items to add to the boxes to test the rule. • Stage 3: Class reaches consensus on a statement of the rule being followed. • Stage 4: Apply the rule to new items; students place new items within the rule. play Kids Pets Box 1 Box 2 Family Dad Ways to use it in my class: Mom Vacation $$$ Student A Student B Student C Student D Ways to use it in my class:

Essence Checks Information Checks 10-Step Plan (How to accomplish task in 10 steps or more) Acrostic (use the letters in the term as the starting point for every line. Example for SANDER: Says crazy things sometimes. Always cares about our success. Never refuses to answer our questions. Etc... Advice Column (Dear Abby letter about a problem & expert’s response) Annotated Mosaic (tiles in shape appropriate to subject, labels, pictures, descriptions on each tile) Book Jacket (title, author, summary of “story”) Brochure (tri-fold or single fold, include pictures, slogans, descriptions) Encyclopedia Entry (straightforward factual description) Eulogy (speech for a funeral) Flow Chart (one event leads to another, leads to another, etc.) Illustrated Dictionary Entry (include definition, illustration, synonym, antonym) Informational Speech (address factual speech to an appropriate audience, minimum 2 paragraphs) Invitation (who, what, when, where, why, R.S.V.P., decorative paper &/or pictures) Memorandum (To, From, Re, Date, factual description) News Story (title, location, factual article) Obituary (death notice in newspaper, include name, birth/death dates, basic facts about his/her life, funeral arrangements) Personal Letter (Date, To, informal but factual information, From) Poem (rhythmic description, minimum 3 stanzas) Poster/Flier (picture/graphic, catchy slogan, description) Song (minimum 3 stanzas, put the words to the rhythm of a famous song) •  (1 thing that squares with my beliefs, 3 points I want to remember, 1 question that is still rolling around in my head) • 3-2-1 (3 things I learned, 2 things I want to know more about, 1 thing I think I mastered) • Book Cover (include title, author, simple picture, short description/subtitle) • Bumper Sticker (catchy phrase &/or picture) • Caricature (exaggerated picture of someone/thing) • Coat of Arms for historical character (shield divided into categories, labels, simple pictures) • Comic Strip (minimum 3-panels, pictures, speech bubbles) • CD Cover (title, picture, short description, example song(s)) • Email Message (short note, O.K. to use IM abbreviations if you footnote them for me ) • Facial Expressions (faces of various characters, labels, thought bubbles) • Film Title (short, but inclusive phrase to convey meaning, may be a “take off” on a real movie title) • Haiku (one 3-line stanza, 5-7-5 syllable pattern, no need to rhyme) • Headline (short, but inclusive phrase to convey meaning) • License Plate (6-7 letters/#s to convey meaning, appropriate state) • Limerick (one 4-line stanza, a-a-b-b-a rhyming pattern, “There once was a man named George…”) • Mosaic (tiles in shape appropriate to subject, labels, simple pictures) • Music Lyric/Chorus (minimum 1 stanza, put the words to the rhythm of a famous song) • Political Cartoon (satiric look @ issue, pics/symbols, labels, caption) • Postage Stamp (commemorate a person/event with picture, label/caption, date(s), price) • Postcard to a Friend (To, brief informal but factual information, From, appropriate address) • Press Release (title, location, short factual article) • Slogan (catchy, memorable phrase) • Telegram (use as few words as possible to convey meaning, use “stop” instead of period)

Ways to use it in my class: