Lesson Body

Lecture - Effective Lectures (Baylor.edu) - an oral presentation intended to present information or teach people about a particular subject.

Demonstrations - a teaching method that shows learners how to do a task using sequential instructions, with the end goal of having learners perform the tasks independently.

Gradual Release of Responsibility (I do, We do, You do) - The purpose of the gradual release of responsibility is to provide instruction that ensures maximal opportunities for student success.  Gradual release of responsibility moves from providing extensive support to peer support to little or no support of students application of learning. 

Imagery - Imagery strategies involve activating the memory by taking what is to be learned and creating meaningful visual, auditory, or kinesthetic images of the information.

Concept Mapping/Graphic Organizers - Concept maps are visual representations of information. They can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept maps are especially useful for students who learn better visually, although they can benefit any type of learner. 

Compare and Contrast - When using Comparison and Contrast, the teacher will model how to analyze, qualify, and organize subtle and significant similarities or differences. Students will identify similarities and/or differences between two or more items in order to understand how they are alike, equal, or analogous to each other.

Debates - involves students in expressing their opinions from two competing perspectives with the goal of contradicting each other's arguments. 

Role Playing - allows students to immediately apply content as they are put in the role of a decision maker who must make a decision regarding a policy, resource allocation, or some other outcome.

Peer Tutoring - a strategy that consists of student partnerships, linking high achieving students with lower achieving students or those with comparable achievement.

Problem Solving - defining a problem; determining the cause of the problem; identifying, prioritizing and selecting alternatives for a solution; and implementing a solution.

Identifying Underlying Similarities and Differences

Conferencing

Class Discussion

Hooks - Pro and Con Grid / Visible Thinking / Rank the Information

Turn-To-Your-Neighbor - After students complete their learning task, teachers can ask them to compare their answer or idea with a neighboring student to see if they have the same answer. If yes, students give the teacher a thumbs up. If no, students give the teacher a thumbs down. 

Hot Potato - The teacher asks a student a question to test their understanding of content. If the student gets the answer right,  they get to ask another question that tests another student's understanding. The student asking the question must know the answer so they can confirm whether or not the new student gave the correct answer. 

Jigsaw or Gallery Walk - Students are organized into groups to create a poster on chart paper that they can display in the room. The poster should demonstrate the students' knowledge of content covered. Once the groups have finished, new groups are formed that include a member from each initial group. The groups then walk around the room, stopping at each poster. Whoever created the poster explains it to the rest of the new group.  

Four Corners/Value Line  - Students move to a location of the room based on their answer to a question. For example, a teacher might pose a multiple-choice question and designate each different corner as A, B, C, or D (four corners), or a value along a number line and ask students to move to the location on the line they believe corresponds to the value/answer (value line).

Field Trips

Narratives

Conducting Experiments

Simulations

Games

Story Telling

Essays

Computer Assisted Learning

Journals

Learning Logs

Reports

Homework

Research Projects

Choice Boards