The group discussions are critical as they
allow students
to articulate their thought processes.
Re-group as a whole class and solicit responses from
some or all of the pairs.
Advantages of the think-pair-share include the engagement
of all
students in the classroom (particularly the opportunity
to give voice to
quieter students who might have difficulty
sharing in a larger group),
quick feedback for the instructor
(e.g., the revelation of student
misconceptions),
encouragement and support for higher levels of
thinking
of the students.
3. The Worst Case Scenario
Construct a scenario in which students would need to
work together
and solve problems to succeed, like being
stranded on a deserted island
or getting lost at
sea/jungle/town. Ask them to work together and
come
out with a solution that ensures everyone
arrives safely.
You might ask
them to come up with a list of 10 must-have
items that would help them
most, or a creative passage
to safety. Encourage them to vote everyone
must agree
to the final solution.
4. Go for Gold
This game is similar to the “If you build it” game:
Teams have a
common objective, but instead of each
one having the same materials,
they have access to a
whole cache of materials.
For instance, the goal
might be to create a contraption
with pipes, rubber tubing and pieces of
cardboard that
can carry a marble from point A to point B in a certain
number of steps, using only gravity.
5. Keep it Real
This open-ended concept is simple and serves as an
excellent segue into problem-based learning.
Challenge students to identify and cooperatively solve
a real problem in their schools or communities.
6. Gap Fill In
Students are shown a picture, projected in the front of
the room, if possible. At the top of their paper, students
should write: "What is happening in this picture?"
At the bottom of the page, they should
answer with what they believe is happening in the photo simply in 1-2
sentences or according to the age/grade this activity is being done
with.
In the middle of the page students write down all of the
steps they
took to arrive at that answer. Students are
encouraged to write down the
evidence they see that
supports their conclusion.
This activity not only uses evidence, but supports
Meta cognition skills by asking what prior knowledge
brought you to your conclusion.
This is a good activity to
Bell Work or "Do Now."
7. Fishbowl
Set up an inner circle and an outer circle in your
classroom. Students should not be sitting in this setup
yet, but rather in their regular classroom seats. The class
should be presented with a question
or a statement and
allowed to reflect individually for a few minutes.
During this reflection period, count the class off into small
groups by 3s, 4s, or 5s.Students should now transition
to the fishbowl setup. In the numbered
groups, have
students facilitate a conversation while others on the
outside observe without comment. (For example, a
teacher may have all 1s
go to the fishbowl, while the
rest of the class sits in the outer
ring.)
Once the inner group has discussed for a bit, have the
outer group evaluate two things: Their process is they
actually listened to one another and their content from
knowing whether they are providing evidence or just
opinions.
8. Big Paper - Building a Silent Conversation
Writing (or drawing) and silence are used as tools to slow down thinking and allow for silent reflection, unfiltered. By using silence and writing, students can focus on other viewpoints. This activity uses a
driving question, markers, and Big Paper. Students work in pairs or
threes to have a conversation on the Big Paper.
Students can write at
will, but it must be done in silence after a reflection on the driving
question. This strategy is great for introverts, and provides a
ready made visual record of thought for later.
9. Barometer—
Taking a Stand on Controversial Issues
When posed with a thought-provoking prompt, students
line themselves
up along a U-shaped continuum
representing where they stand on that
issue. The sides
of the U are opposite extremes, with the middle being
neutral. The teacher starts a discussion by giving equal
opportunity for
individuals in each area of the continuum
to speak about their stand. The students use “I”
statements when stating their opinion.
10. Journal Data Goals
Last but not the least, Students must be asked to
maintain journals
and update them on a regular basis.
This can be done in the form of a
blog as well.
By doing so students become their own progress
monitors and can assess the growth within oneself
Other Examples
1-Venn Diagram:
A-Down, a diagram where learners can learn about synthesis:
B-Down, a diagram where learners can find the
similarities and differences between 2 things, 2
characters or 2 phenomenon.
2-Subsequent events series:
Learners can use it in talking about a story events in its
natural times subsequently.
Example:
(Prisoner of Zenda), Chapter 1. The chapter "Feed back":
1- First,...................................the first event...........
2-Next,....................................the second event..........
3-Next,....................................the third event............