Pedagogical Toolbox

Strategy Toolbox

These are ten classroom strategies I have used in the classroom that are also supported by research. They can be adapted to fit the needs of your own students, so feel free to make them your own!

Think-Pair-Share

Description Think-pair-share is a collaborative strategy in which students think about a question on their own first, then pair with another student and share what they were thinking about the question. This can be used across all subjects. It is impossible to hear from every student with each question that's asked, so this strategy is great because it gives every student a voice!

Implementation

T: How can we break apart a group of 5? I'll give you a minute to think about this on your own.

T: Now, I would like you to pair with another classmate and share what each of you are thinking. How did each of you solve this?

T: Now that you all have shared with your partner, I would like to hear it! (This is when the students would share out with the entire class.

The teacher uses cues, so students know the procedure, such as ‘think’ about the problem. ‘Pair’ with a student. ‘Share’ with your partner.

DifferentiationThe teacher can do small groups instead of partners and pair an ELL student with native English-speaking students. The ELL student would be able to listen and hear from more than just one student. The teacher should give students the choice to share with the whole class or not.

References

Reading Rockets Article

Lyman, F. (1981). “The responsive classroom discussion.” In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

Handouts

Step-by-step instruction on how to implement strategy -> think-pair-share resource

Behavior Specific Praise

Description It's likely that all teachers give positive feedback and praise to their students, but behavior specific praise takes it up a notch from the generic, "Good job, Suzy!" That statement does very little for a student. This strategy is used to increase the likelihood of the behavior occurring again.

Implementation Example: I have a student who struggles with blurting out in class instead of raising her hand. When I ask a question to the class and she does raise her hand, I will say something like, "Suzy, thank you for raising your hand!" or "I'm proud of you for raising your hand instead of blurting out! Would you like to answer?" This shows the student that you saw the correct classroom behavior and acknowledged them for it.

Differentiation This strategy can also be used when there are only a few students doing a procedure correctly. For example, if I told the students to clear off their desks quietly for lunch. I will look for student doing it correctly and praise them. "Wow, Locklyn! I never heard a peep from her! Thank you!" or "Ray, thank you for following directions quickly and quietly!" Other students will start to look around and then do the right thing because they saw their classmates praised.

References

Ennis, R. P., Royer, D. J., Lane, K. L., Menzies, H. M., Oakes, W. P., & Schellman, L. E. (2018). Behavior-specific praise: An

effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 134-139.

Behavior Specific Praise Handout

behavior_specific_praise.pdf

KWL Charts

Description A graphic organizer with 3 columns that helps students organize what they know and learn before, during, and after a lesson.

Implementation Can be used whole group or small group with a new unit or text.

Choose a topic
create a columned chart
Ask students what the already know
Ask students what they would like to learn
Complete lesson or activity and then ask students what the learned

Differentiation Students complete their chart independently, with group, or whole group.

Changes for Integration: Depending on the subject matter, integration can look a number of ways! Additionally, using schema charts to better address misconceptions.

Handouts:Example KWL Chart

Graphic Organizers

Description Graphic organizers entail things like maps, charts, webs, diagrams, grids, templets, and so much more. Below are some examples of graphic organizers you could use in your class! They help students organize an idea, topic, thought, opinion, fact, etc.

Implementation

Choose a graphic organizer that works best for the lesson you are teaching.
Demonstrate how you would use the organizer if you are using it for the first time.
Use the organizer to go along with your lesson.

Differentiation

Sentence stems
Scaffold for students
I do, You do, We do
Pre-categorize the organizer

Chalk Talks

Description A conversation in writing that allows all students to demonstrate their thinking

Materials Chart paper or online interactive site

Implementation Make it your own! Super versatile- Traditional way: write the topic or question in middle, students silently add to the poster drawing a line from the question to their comment. Students can comment on other student’s work, underlining, asking questions, agreeing or disagreeing

Differentiation

Can be done independently and silently
Can be done in groups that rotate around the room
Can be used across content areas
Can be used to activate prior knowledge, end of unit assessment, discuss difficult issues, and to gather student interests

Jigsaw

Description Peer-to-peer, collaborative learning activity where each student in a group takes responsibility for one chunk of the content and teaches it to the other group members

Implementation

Put students into groups of 4-6
Chunk content into 4-6 parts
Assign one chunk of content to each person in the Jigsaw group
Have students meet in expert groups (groups who all have the same content chunk)
Students return to Jigsaw group to share

Differentiation

Content can be physical or digital
Pair students with different skill levels
Provide graphic organizer for notes

I do, We do, You do

Description Demonstrate task in front of class once, work together with students to complete the task again, and finally let the students try to complete on their own.

Implementation

Pick an activity. Model how to do it for the students.
Invite the students to do it with you. Offer support along the way.
Students complete the activity independently.

Differentiation

Allow more time for the 'we do' part if needed.
Can be done with whole class or small group
I do, We do, You do it together, You do it Alone

Go Left to Right

Description This is a strategy that students can use to help decode multisyllabic words. When students come to a word they don't know, there are parts of the word that they might know. However, looking at parts of the word randomly won't help. Instead, students should find the familiar parts from left to right.

Implementation

Present a multisyllabic word, such as without, to demonstrate why it’s so important to read a word from left to right
Review a decoding strategy to help sound out unfamiliar words, finding parts of words or words within words that we recognize
Point out the word it within the word without and sound it out (incorrectly): w-it-hout
Explain that it does not sound like a familiar word
Present additional multisyllabic words and encourage students to read them from left to right
Remind students of other strategies to prompt left to right reading, such as cover and slide, tapping with fingers or on arm, swooping each sound/syllable/word part from left to right, etc

Differentiation

Color code each syllable or known word within the word so it is easier for students to identify the parts of the word and where to begin, from left to right. For example, without or remote. This will help students break the words up and will also highlight the “go left to right” concept.
Incorporate an arrow below each word to emphasize the “go left to right” concept.
Include pictures on word cards to prompt students.
Encourage students to sound out each phoneme, syllable, or word part as needed for each student. For example, /w/ /i/ /th/ /ou/ /t.

Technology in the Classroom

Description Allows for realistic 21st century learning by incorporating technology into various lessons in all subjects.

Implementation If a class set of computers is provided, ensure students are using them for at least one activity almost every day. If not, still ensure you are using various forms of media and the technology you are provided. This can be done through review games, typing assignments rather than writing them, and allowing students to do their own research.

Obstacles Technology can be hard to implement in schools with few resources. Additionally, it can be hard to monitor and we must create rules and procedures on how to use technology before implementing.

Differentiation Technology in and of itself is differentiated. Allowing students a buddy if they need help, providing the same support for EL students as with on-paper assignments, and providing brail computers or other assistive technology when required are all necessities.

Reader's Theater

Description A strategy that develops reading fluency through reading parts in a script.

Implementation

Choose a story that can be divided into parts, or characters
Assign reading parts to each child
Ask students to read their scripts orally for practice
Have students read assigned parts to the audience

Differentiation

Use easier scripts with fewer words for younger or struggling readers
Print/write the script with print that is easy to read
Give the students their part in advance and encourage them to practice at home
Have students read parts together
Be sensitive to needs and assign roles accordingly

Reference Reading Rockets

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