Differentiated
Instruction
Simple
Strategies
3-step
Definition (KWL) p. 5, 75
ABCD Active
Listening
A
interviews B; B interviews A; C interviews D; D interviews C. Introduce partner to group or ABC grouping,
Individual response; B’s response; C’s response. Share with whole group.
Anticipation
Guide p. 17, 32, 64
This teaching strategy promotes active involvement and enhances
comprehension. The teacher prepares several declarative statements about the
topic that being studied. Before reading, students discuss the statements in
small groups or as a whole class, agreeing or disagreeing with them and
supporting their views with reasons. Speculating and hypothesizing are
encouraged at this point in the lesson. The teacher remains a neutral
facilitator; encouraging debate and asking probing questions that require
students to think carefully about their views. The discussion arouses students'
curiosity and prepares them to assimilate the new information. After reading,
students discuss the statements again, revising their responses in light of
what they learned. Anticipation guides can be designed to create a mismatch
between what the learner knows or believes and what is presented in the text, a
situation that can lead students to think more critically about the information.
1. www.greece.k12.ny.us/instruction/ela/
6-12/Reading/Reading%20Strategies/anticipation%20guide.htm
2. http://www.glencoe.com/sec/teachingtoday/downloads/pdf/anticipation_guide.pdf
3. http://www.readwritethink.org/lesson_images/lesson226/anticipation.pdf
4. http://ih.esuhsd.org/anticipation_guide.htm
List-Group-Label p. 49
This strategy is used to present vocabulary and concepts before
reading so as to activate prior knowledge, stimulate thinking, and set purposes
for learning. The students start with an array of words and work cooperatively
to group (categorize) them and then label the categories. Students are thus
using lesson-related words in the familiar context of their own experiences.
This provides a foundation for encountering the words in the lesson, which is
ordinarily a less familiar context. The teacher may prepare the list of words
for students to work with, or the teacher may give students the topic, have
them brainstorm words that they associate with the topic, and work with that
list. In either case, groups are encouraged to discuss and compare their
categories before reading (which will most likely be different from group to
group) and then confirm or revise their thoughts after reading.
1. http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/hinkle/edlite-slide009.html
2. http://www.justreadnow.com/strategies/list.htm
3. http://learningcommunity202.org/PHS/indexreadspecial/list_group_label.html
A-Z Taxonomy
p. 32
These are lists of words related to a specific topic or subject
area, usually organized alphabetically.
Associate words, make connections, describe the characteristics.
Jig-Saw
This is a strategy where text is divided among individual or
paired readers. Each person or pair then
reports the information learned from their section to the rest of the group.
1. http://www.litandlearn.lpb.org/lessons/lssn_jigsaw.pdf
2. http://www.ncrel.org/litweb/adolescent/strategies/jigsaw.php
3. http://www.educationworld.com/a_curr/strategy/strategy036.shtml
4. http://www.oah.org/pubs/magazine/africanamerican/ciardiello.html
4 Corner p.
46, 47
The four-square strategy provides students with a visual
representation of words and concepts in the form of a graphic or spatial
organizer. The underlying function is to position several related terms, ideas,
or concepts around one central element in a graphic or spatial organizer, then
to help students understand the relationships that tie the various parts
together.
OR the four corner strategy can be a list of
projects (outcomes) the student can choose to complete. Each square might contain activities in
different modalities (Visual/Auditory/Kinesthetic/Written) or different degrees
of difficulty.
OR
Given 4 choices or ideas, go to the corner and discuss. Can also be used to strongly agree, agree,
strongly disagree or disagree to a statement.
Interactive
Loops
Uses: Vocabulary, terms
math facts, study questions. Write
terms, questions, etc. on one side of a 3 X 5 note card. Put them in a vertical row. Write the answer to your first card on the
back of the second card; the answer to the second card
on the back of the third card, etc. such that the answer to your last card is
on the back of your first card.
Distribute cards randomly to students.
Choose one student to begin. The
first student reads the question side of his/her card. The other students examine the answer side of
their cards, and the student with the correct answer speaks out. That student reads his/her question and waits
for the correct answer. Eventually the
loop will end. If you do not have enough
cards to involve the whole class, run the loop more than once. Involve the “listeners” by having them
determine if the correct answer was given.
Word Swatting
(The Flyswatter Game)
A list of words/pictures/symbols or definitions is displayed
(overhead, poster board, blackboard, display chart). Randomly write all these words on the board.
Go over the words on the board, having the students listen. Divide the class
into two teams.
One student from each team comes and stands in front of the board.
They each hold one flyswatter. The teacher asks a question or for a definition.
The first person at the board to hit the correct word gets the point for their
team.
Then they pass the flyswatter on to another teammate. Teacher asks
another question. The flyswatter
position clearly shows who got the answer first. This game can be used: to
reinforce vocabulary; to practice pronunciation of minimal pairs; or as a quick
review or warm up.
1. http://www.tjhsst.edu/~jleaf/tec/cellengines/four/flyswatter.html
2. http://okaatg.okstate.edu/tips/tips.html#Flyswatter%20Game
Graphing Me p. 20, 21
This might be called linear equations. This is a visual assessment. You may use stickers, drawings, dots, bars.
Find Someone
Who/Walk About Review (Bingo) p. 2, 66
This may be used as readiness or assessment. This activity can be used as a "class
builder". Also, it provides the
instructor an informal means to pre-assess student understanding of functions.
1.
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=496
Think-Pair-Share
p. 5
This is a structured approach to classroom discourse that aims to
get all students actively involved in a discussion. First, the teacher asks the
class a question and then signals time for individuals to THINK silently
(teacher included) for several seconds. The teacher then signals students to
PAIR up to exchange ideas. When pairs are finished, individual students SHARE
with the entire class. Each phase can be initiated with a different cue, for
example, a spoken word, a hand signal, or a colored card held up for all to
see.
1. http://www.eazhull.org.uk/nlc/think,_pair,_share.htm
2. http://www.jhu.edu/gifted/teaching/strategies/brainstorm/thinkpairshare.htm
3. http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/thinkps.htm
PMI p. 202
PMI Charts are a type of chart or a graphic organizer in which a
student examines the Plusses, Minuses, and Interesting things (or Implications)
associated with a topic, decision, or idea.
For example, a student can use a PMI chart to help organize their
thoughts about making a decision, evaluating the pros and cons of a debate topic , or comparing the advantages and disadvantages of an
action.
1. http://www.education.tas.gov.au/english/PMI.htm
2. http://www.tandl.leon.k12.fl.us/lang/Elementary/GIplminin.html
Graphic
Organizers