Ways to implement the Seven Principles into your teaching
1. One Minute Paper - This is a great method for confirming the students understanding of the material. Students are to use a blank sheet of paper. They are given one or two minutes to answer a question that the teacher has posed. The question can be as simple as "What items did we discuss today?" to higher thinking questions such as "What were the reasons that the United States entered into the Vietnam conflict?" This exercise will tell the teacher what the students are getting out of the class.
2. Muddiest Point - "Ask the students to write a paper about the point that was the most unclear or clear to them in that day's lesson. The teacher should allow the students more time that in the previous activity.
3. Affective Response - In this exercise the teacher asks the students to write about their reaction to a specific point in the lesson. This can even be useful as a starting point in some lessons to see what the students already know.
4. Reading Quiz - The purpose of the reading quiz is to ensure that the students have read the material. It is the teacher's responsibility to ensure that the questions asked are relevant to the information that the students are expected to learn from the lesson.
5. Clarification Pause - After presenting a lesson give the students time to absorb the information. Walk around the room, some students may be more likely to ask questions during this pause period rather than in front of the whole class.
6. Teaching to Multiple Learning Styles - In order to maximize student learning, a teacher must accommodate all their learning styles (auditory, visual, or kinesthetic).
7. Debate - Provides the ideal forum for practicing the most key skill a student can develop; critical thinking. Debates require students to actively decode, process and respond.
8. Wait time - After asking a question, the teacher should wait before requesting an answer. Make it clear to the students that you do not want them to raise their hand until they are called to answer. The students will all be more focused on answering the questions if they believe they may be called on to answer. The wait time will give all students the opportunity to gather their response.
9. Answers Summary - After a student has answered a question, call on another student to summarize their answer. Many students are only engaged when the teacher is speaking. Asking the students to summarize each other will force them to be actively listening to everyone in the classroom.
10. Quiz / Test questions - Encourage students to be involved in the test making process. Have each student submit questions, they believe are important from the material, on index cards. These questions can then be used to construct the test or even for a review session.
11. Finger Signals - The teacher asks questions and asks the students to respond with their answer by holding a signal (for example one finger for yes and two fingers for no). The students should hold their fingers in front of them so that students are discouraged from copying.
Share / Pair
12. Note Sharing - Bad notes is one reason that students may perform badly. Have students pair up and review each other's notes. The students are to fill in missing information in each others notes.
13. Concept Mapping - Students are to make a concept map for the lesson. This will demonstrate connections that are to be made between concepts.
14. Cooperative Groups in Class - A questions is assigned to each group. The group works together to answer the questions. The teacher should take this opportunity to move around the room and answer any questions that each group may have. The groups should then share their findings with the entire class.