Three-Step Interview
This engaging and versatile activity can be used as a warm-up, review, or even an informal assessment. First, students get into groups of three. One student is designated as the recorder, one student is the interviewer, and one student is the interviewee. The teacher poses a question to the students and sets the timer for approximately two minutes. The interviewer asks the question to the interviewee, while the recorder writes down the conversation. The interviewer may ask follow up questions. At the end of two minutes the students in the group switch roles. The timer is reset, and the exercise is repeated. This is done until everyone in the circle has had a chance to play each part.
Placemat
The placemat activity is another multipurpose strategy for students. Students should be placed in groups of 3-5 and given a paper/placemat that is divided up into the same number of sections as group members. There should be an area in the center (see picture) for final group thoughts. Students will respond in writing, to the question or topic given, in the section that is directly in front of them. The teacher will allow 1-3 minutes for response and then tell students to rotate the placemat. The next person then responds to what is written in the section that is now in front of them. They may agree, disagree, or continue with another thought. This rotation continues until everyone has been able to write and read in each section. The teacher may then direct the group to come to a consensus on some main points. The group will write those main points in the middle of the placemat.
Think-Pair-Square-Share=
Students are given a question to answer or a topic to think about. For 1-2 minutes they think by themselves. It may be helpful to have them write down notes during this time. After the given amount of time has passed the students must each find someone to pair with and discuss ideas for another1-2 minutes. After the allotted time, this pair of students then finds another pair to talk with and form a square. Finally, the square shares their ideas with the entire class.
Four Corners
1. In each corner of the room hang a sign that says "Agree," one that says "Disagree," "Strongly Agree," and "Strongly Disagree."
2. Write a controversial statement on the board for all students to see.
3. Next, have students write on a piece of paper whether they strongly agree, agree, disagree, or strongly disagree with the statement and why. No consulting with their neighbors on this one - just their opinion.
4. Have them go to corners of the room based on their reponses (in other words, all the strongly agrees to one corner, the agrees to another, etc.).
5. Give them some time to talk with others of the same feeling, to choose a spokesperson and to devise a case to present to their classmates in the interests of winning people over to their corner. In their conversation, they usually end up rereading the text for evidence, using a dictionary to look up words, and making a list of reasons why they are right.
6. Once they are ready, each spokesperson presents the group's case to the class while they listen quietly.
7. Then give them time at the end to ask questions or challenge other groups.
8. Finally, close by asking them to think about what they have heard and then move to a new corner if they were swayed by another group's presentation.
2. Write a controversial statement on the board for all students to see.
3. Next, have students write on a piece of paper whether they strongly agree, agree, disagree, or strongly disagree with the statement and why. No consulting with their neighbors on this one - just their opinion.
4. Have them go to corners of the room based on their reponses (in other words, all the strongly agrees to one corner, the agrees to another, etc.).
5. Give them some time to talk with others of the same feeling, to choose a spokesperson and to devise a case to present to their classmates in the interests of winning people over to their corner. In their conversation, they usually end up rereading the text for evidence, using a dictionary to look up words, and making a list of reasons why they are right.
6. Once they are ready, each spokesperson presents the group's case to the class while they listen quietly.
7. Then give them time at the end to ask questions or challenge other groups.
8. Finally, close by asking them to think about what they have heard and then move to a new corner if they were swayed by another group's presentation.
Numbered Heads Together
Put students in small groups of three or four, and have them number off so that each student in every group has a number from 1-3 or 1-4. Students will know their own numbers, but the teacher will not know who has each number. Students work together to complete the short activity or practice from your lesson and each student makes sure he or she understands and can explain the group’s responses. Then the teacher can randomly select a number – the 2's for instance – and whoever is number 2 in each group reports out on the answer or group’s process for finding a response. This strategy allows students to engage with peers, practice their responses in a small group first, and talk to the whole class with confidence. Finally, give students the option to "phone a friend" from their group if their number gets called, and they are unsure of what to say.
Value Line
In a value line, participants line up according to how strongly they agree or disagree with some statement/proposition or how strongly they value something. This strategy that can be used to gather class data in a quick and visual way. It motivates students to evaluate their positions on an issue, and provides movement as well as an opportunity for active listening. It can be used as a grouping strategy when it is useful to know how students stand on an issue before assigning them to groups.
1. If desired, post signs around the room that show the choices students will have; these may be a scale from 1-10, or they may have phrases such as Strongly Agree – Agree – Neutral/Undecided – Disagree - Strongly Disagree.
2. Present a question or issue to the class.
3. Ask students to think about how they feel about the issue.
4. Direct them to line up according to their opinion.
5. When everyone has selected a position, ask students to look at where the class stands on the issue.
6. Choice point:
• Have students form groups of three with people adjacent to them on the line and talk about why they selected the position they did.
• Form homogeneous groups from sections of the line to explore the issue further and to find information that supports their position.
• Form heterogeneous groups by having students count off by fours or fives and grouping like numbers.
1. If desired, post signs around the room that show the choices students will have; these may be a scale from 1-10, or they may have phrases such as Strongly Agree – Agree – Neutral/Undecided – Disagree - Strongly Disagree.
2. Present a question or issue to the class.
3. Ask students to think about how they feel about the issue.
4. Direct them to line up according to their opinion.
5. When everyone has selected a position, ask students to look at where the class stands on the issue.
6. Choice point:
• Have students form groups of three with people adjacent to them on the line and talk about why they selected the position they did.
• Form homogeneous groups from sections of the line to explore the issue further and to find information that supports their position.
• Form heterogeneous groups by having students count off by fours or fives and grouping like numbers.
Gallery Walk
In a Gallery Walk teams rotate around the classroom, composing answers to questions as well as reflecting upon the answers given by other groups. Questions are posted on charts or just pieces of paper located in different parts of the classroom. Each chart or "station" has its own question that relates to an important class concept. The technique closes with an oral presentation or "report out" in which each group synthesizes comments to a particular question.
Graffiti
Graffiti is a creative brainstorming process that involves all the class and can be used from K-12. You need the students in groups of around 4, and a large sheet of paper per group. Alternatively, you may have groups go up to the whiteboard. Students get a minute or so to record their ideas/ drawings on a topic. After the allotted time, students move on to the next group’s paper, read their ideas and have some more time to record theirs also. You can have the same trigger idea on each sheet, or a different one. It’s good to have each group use a different colour marker.
Literature Circles
Students are put into groups of four, and each student selects a role for the assigned text. Literature circles may be done with fiction or non-fiction texts, short or long. After students have gotten into groups and selected roles (described below) they should complete their reading, their roles, and discuss. You may want to have the discussion director also be the time keeper and designate a specific amount of time depending on the text.
Discussion Director
1. Develop 4-5 questions for each section of reading.
2. Help people talk about basic facts as well as main ideas.
3. Allow everyone access to the conversation.
Turns in: Write all your questions down and summarize the responses your group members provide.
Illustrator
1. Provide 2-3 pictures related to each section of reading.
2. Pictures can be literal or symbolic.
3. Magazine or newspaper pictures okay.
Turns in: Turn in a piece of paper with your pictures and a 1-2 sentence explanation for each picture.
Vocabulary Manager
1. Make a list of 4-5 words from each section of reading that might be new or confusing to your group members.
2. Write a definition for each word.
3. Provide the page number and sentence from the book that includes the word.
Turns in: Turn in your sheet with the vocabulary word and your groups' simple definition for that word.
Connector
1. Make 3-4 connections between each section of reading and real life. You can get
2. Your examples can come from school, the news, movies, songs, etc.
Turns in: Write these on one page.
Adapted from a handout by Sandra DaLie
Discussion Director
1. Develop 4-5 questions for each section of reading.
2. Help people talk about basic facts as well as main ideas.
3. Allow everyone access to the conversation.
Turns in: Write all your questions down and summarize the responses your group members provide.
Illustrator
1. Provide 2-3 pictures related to each section of reading.
2. Pictures can be literal or symbolic.
3. Magazine or newspaper pictures okay.
Turns in: Turn in a piece of paper with your pictures and a 1-2 sentence explanation for each picture.
Vocabulary Manager
1. Make a list of 4-5 words from each section of reading that might be new or confusing to your group members.
2. Write a definition for each word.
3. Provide the page number and sentence from the book that includes the word.
Turns in: Turn in your sheet with the vocabulary word and your groups' simple definition for that word.
Connector
1. Make 3-4 connections between each section of reading and real life. You can get
2. Your examples can come from school, the news, movies, songs, etc.
Turns in: Write these on one page.
Adapted from a handout by Sandra DaLie
Socratic Seminar
In a Socratic Seminar, the participants carry the burden of responsibility for the quality of the discussion. Good discussions occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a rigorous, thoughtful, manner.
1. Students should read the text, or another teacher provided prompt, and develop a starter question. Even if they do not start the seminar this question can be asked at a later time if there is a lull in the discussion.
2. The teacher should establish the rules for the Socratic Seminar: Do not raise hands, listen carefully, address one another respectfully, address comments to the group (no side conversations), use sensitivity to take turns and not interrupt others, monitor how frequently you are participating.
3. If the class is large, students may be placed in an inner circle (where the discussion takes place) and an outer circle where the "wing men" sit. These students evaluate their partner and may tap them on the shoulder if they feel they have important information to share. After a given period of time the inner and outer circle switch places.
1. Students should read the text, or another teacher provided prompt, and develop a starter question. Even if they do not start the seminar this question can be asked at a later time if there is a lull in the discussion.
2. The teacher should establish the rules for the Socratic Seminar: Do not raise hands, listen carefully, address one another respectfully, address comments to the group (no side conversations), use sensitivity to take turns and not interrupt others, monitor how frequently you are participating.
3. If the class is large, students may be placed in an inner circle (where the discussion takes place) and an outer circle where the "wing men" sit. These students evaluate their partner and may tap them on the shoulder if they feel they have important information to share. After a given period of time the inner and outer circle switch places.
