Exit Ticket provides instant feedback for you to determine whether your students learned the daily learning goal and what instructional steps to take the next day based on that data.

Talk Read Talk Write (TRTW) is a strategy that provides a step-by-step approach to develop literacy skills through structured conversation, active reading, and high-quality writing.

A Quickwrite is a low-risk writing strategy in which students are given a few minutes to write down their thoughts, ideas, or feelings about a topic, a personal experience, or a reaction to a picture or prompt.

Socratic Seminar is a structured, collaborative dialogue, focusing on a common text or resource, which students have analyzed and prepared questions to spur the discussion. This strategy provides a format for students to practice skills in critical thinking, reading, and inquiry, as they participate in the inquiry-based dialogue.

Higher-level thinking, elicited by skilled inquiry, should be both teacher- and student-driven. Teachers pose questions and guide students into deeper levels of thought. Students use questioning processes to probe the meanings of texts, solve problems, or design investigations.

Collaborative Study Groups (CSGs) are an AVID structure in which students identify a specific question from a content area and collaborate in small groups to develop and deepen their understanding through inquiry and apply their new learning in order to enhance classroom performance.

There are different levels of summarization, from a thorough summarization of a main idea and supporting details to a one or two word summarization. One-Sentence Summary falls between the two extremes. Using this strategy, students summarize the main idea and vital details in one sentence. Students transform information to make it their own. This brief writing indicates the student's level of understanding, involves the student in interacting with the content, and provides the teacher with feedback regarding student comprehension.

Adapted from: Comprehension Shouldn't be Silent and Creating Independence Through Student-Owned Strategies

QSSSA  is a structured conversation strategy to facilitate peer conversations and develop academic language. It can be used in any content area by any grade level.

Pre-reading strategies are strategies that students engage in before reading a text.  These types of strategies help students prepare their mind for what they will read, make predictions about what the text might be about, and review vocabulary and background knowledge needed to be able to fully comprehend a text.

A workstation is a structure for students to practice the current of unit study ideas and engage in ongoing review. It isn’t a specific place; it is a structure for practicing the standards. They can be a game, an activity, or a project. They can be done with a paper and pencil or digital tools. Some workstations stay up all year while others rotate throughout the year. Students practice in a variety of ways including by themselves, with a partner, and sometimes in a small group. Students usually spend 10–15 minutes at each workstation with no more than three to five students at each station.

Co-Constructing Success Criteria with students allows the entire class to develop a shared understanding of what mastery of an assignment or skill looks like or consists of.

Using Reinforcers is a practice that supports process praise by providing positive cues in response to a student behavior

Acknowledge Actions is a social-emotional learning strategy in which the teacher takes purposeful action (e.g., positive verbal statements, eye contact, gesturing, proximity) in order to make it clear to learners that they are heard and noticed in a classroom setting. 

The features of a BLEND module can be used to structure a more personalized learning experience for students. BLEND courses and modules can be organized to be more navigable for students and their families.

Philosophical Chairs is a format for classroom discussion that ensures respectful dialogue, mutual understanding, and deep engagement into the subject matter.

This strategy allows the teacher to anticipate misunderstandings in a lesson or unit and set up structures to mediate misunderstandings and fill in gaps in student knowledge.

A meeting between a teacher and a student where both the student and the teacher identify strengths and areas of growth during their discussion and then collaboratively select specific strategies that will support the student's progress.  The teacher should model selected strategies and participate in guided practice with the student during the conference.

The D.A.R. protocol invites all students to bring their experiences and knowledge to the content at hand. In this strategy, students will look together at an image, an artifact, a text, or a video. Then, they will share their observations, opinions, and connections to that media.

The language experience approach integrates speaking and listening, reading and writing through the development of a written text based on first-hand experiences.

The Concept Attainment strategy provides students with an opportunity to describe, identify, and construct a new concept through a teacher-led interactive structure.

The Barometer strategy helps students share their opinions or ideas by asking them to line up along a continuum, taking a position on an issue. The Barometer gets many arguments/positions out on the table, and students are encouraged to move along the continuum as they listen to one another and their positions might change. 

PWIM is a strategy that uses pictures to elicit words from students’ listening and speaking repertoire. 

The teacher breaks each assignment students will complete into smaller, easily completed tasks.

A Stand Up, Hand Up, Pair Up is a Cooperative Learning strategy where students stand up, raise one hand, go find another student with their hand up and then hold a conversation with that person. 

Cooperative learning strategies, like Stand Up, Hand Up, Pair Up, help teachers accomplish many goals in the classroom. It increases engagement and provides opportunities for formative assessment and differentiated instruction. Cooperative learning strategies also allow for the collaborative construction of knowledge, provide an opportunity for students to develop and practice communication skills, and prepare students for working on teams when they leave school to join the workforce.

Look and Link is a strategy that combines art-looking and art-making. By looking at two images deeply and exploring inferred and imaginary connections between the images, students can find and share meaning with others. 

The Inside-Outside Circle (Kagan, 1994) is a technique in which students move around and interact with each other. It can be used as a cooperative strategy and a summarizing strategy. During inside-outside circle, students either sit or stand facing each other in two concentric circles. Students respond to teacher questions or note-card prompted questions and then rotate to the next partner. In the end of this type of structure, students will have both been teachers and learners of new information

Idea and Movement is a strategy that helps students make meaning by embodying an idea physically. Teachers often use this strategy for vocabulary, like “multiply” or “habitat,” and also for complex topics like algebra and environment. In addition, it creates problem-solving challenges to put ideas into motion and revise those ideas upon reflection.

Pass the Picture is a strategy that presents multiple perspectives through a curated selection of images, provoking conversation and generating inquiry about an academic topic.