Inside-Outside Circle - RCampus

 Preactive  X Interactive  Reflective

 Preactive

Rally Coach

 X Interactive  X Reflective

• • • •

Each partner pair gets a set of questions. Student A reads the question out loud to student B. Student B answers & explains how to do it out loud. Partners take turns asking and answering each question. • Teacher may walk around the room with the answer key to spot check/allow pairs to check their answers. Name__________________

Name__________________

Date_____________

Date_____________

Inside-Outside Circle

• Students stand in concentric circles, with the inside circle facing out and the outside circle facing in. • Teacher asks a question. Students take turns responding. • Teacher rotates circles after every question. • Variation: Use flash cards with a question on one side and the answer on the back; students quiz each other as they move around the circle.

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 Ways to use it in my class:

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 Ways to use it in my class:

 X Preactive

 Preactive

ConceptDefinition Definition Map Concept Map

 Interactive

 X Interactive

 Reflective

 X Reflective

What is it? What is it like? (categ o ry )

What is it NOT?

(property)

Picture It

• Students read the text, focusing on picturing a setting or situation in their minds. • Students list details from the text that help them create a mental picture. • Students make a drawing from the list of details. Person or Setting: ____________________________

(p ro p erty )

Details from the Text

My Mental Picture

(p ro p erty )

(co n cep t)

What are some examples? (p ro p erty )

(illu stratio n )

(illu stratio n )

(illu stratio n )

New Definition:_____________________________ _________ _________ _

_________________________________________________________

Ways to use it in my class:


 X Preactive  X Interactive  Reflective

 X Preactive

Frayer Vocab Model

Definition (in own words)

Characteristics

 X Interactive  Reflective

RIVET/Guess My Word

• Choose 3-4 key terms from the reading. • In a “hang-man” fashion, write the word using dashes. One by one (or as blends), add a letter until the students can guess the word. • Students guess & spell. Confirm or add more letters until the correct word is identified. • Discuss its meaning. • Continue until all key words are revealed. • Students read to find these words in the passage.

BR_ _ _ _ WORD:

Examples (from own life)

Non-examples (from own life)



 Preactive  Interactive  Reflective

_______________

 X Preactive

Word Sorts


VOCABULARY • Students copy vocabulary terms or numbers on 3 x 5 cards, one word/number per card. • Students sort the words into categories (made by teacher or generated by themselves) Idea: create a word wall using the sorted words/categories

Geometry Word Sort Parts of Shapes Plane figures

Solid Figures

Measures

Relations

edges

triangle

sphere

length

parallel

lines

square

cube

volume

symmetry

rays

circle

prism

radius

similar

angles

cone

opposite congruent

Number Sort

105

Multiples of 5 Ways to use it in my class:

53 50 10 5 35 41 1 36 4 Less than 50


Prime

 X Preactive  X Interactive  X Reflective

SQ3R

• Survey what you are about to read (title, headings, illustrations, read first paragraph, read summary) • Question (turn the title into a question= major purpose for reading, write down questions that come to mind, turn headings into questions, turn illustrations into questions, write unfamiliar vocabulary) • Read actively (search for answers to your questions, generate additional questions) • Recite (look away from book to recall what you read, reread text for unanswered questions) • Review (answer the major purpose for reading, look over answers to organize information, create a graphic organizer or write a summary or have a discussion to summarize the information) Ways to use it in my class:

 X Preactive  Interactive  X Reflective

Access My Knowledge/ Whip-Around

• Everyone in the room will stand up and share one thing he/she learned about (or already knows about)… • You may sit as soon as you’ve contributed a new idea. Ways to use it in my class:

 Preactive  X Interactive  X Reflective

Compare/Contrast Diagram


Semantic Feature Map

Helps students discern a term’s meaning by comparing its features to those of other terms that fall into the same category or class.

Terms

Convex

Equilateral

Equiangular

4-sided

Square

+

+

+

+

Rectangle

+

+

+

Triangle

+

Rhombus

+

+



+


 Preactive

Circle Organizer


Write About It

• Knowledge is not owned until new communication is synthesized with that knowledge, so write lists, charts, paragraphs, summaries, timelines, graphic organizers, new reports, scientific evidence summaries, etc. • Notes: Never assign the after-reading activity before the reading if you want students to read the material. • If you want students to scan & skim for information, assign the Reflective-reading activity before reading. Ways to use it in my class:


 Preactive  Interactive  X Reflective

Similarities & Differences

• Students select 2 items to compare. • In each box labeled Similar, write one point of comparison & in each box labeled Different, write one point of contrast. • In the support column, list evidence from the text that support the similarities or differences.


Fan N Pick

1. Student One fans higher order question cards. 2. Student Two picks a card & reads it aloud to the team. 3. Student Three gives an answer Reflective 5+ seconds of think time. 4. Reflective another 5+ seconds of think time, student Four paraphrases, praises, or adds to the answer given. 5. Student rotate roles. Ways to use it in my class:



 Preactive

Sum it Up

 Interactive  X Reflective

3-2-1

• You have students imagine they are placing a classified ad or sending a telegram, for which every word used costs them money. • Tell them each word costs 10 cents, and then tell them they can spend "so much."



 Preactive  X Interactive  Reflective

noTes for Both Sides of the Brain

•Students create a T-chart: On the right side, they record notes in words On the left side, they draw a picture or write an important word to cue their understanding.


Picture Perfect

• Students draw what they visualize is happening at a certain point in the lesson. • Then, they write two to three sentences about what is happening in the picture

Topic: In Words

In Pictures

Summary:

Ways to use it in my class: Ways to use it in my class:


 Preactive

Four Quadrants

•Explain the kind of thinking that students should do as they answer each question in each of the quadrants. •Students make notes to answer the questions. What are the most important points?

How does this information match what I already knew?

Topic:


Cubing

• Players take turns rolling the cube. • The player who rolls the cube begins by discussing the “thinking question” that is face up. • While the TQ is discussed by all members of the group, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube. • Variation: Use Fan N Pick rules • Variation: use 2 cubes with fractions or decimals on each face. Students earn points by rolling cubes & correctly identifying which cube shows the greater value. Ways to use it in my class:

Why should I learn this? What is important about learning this?

What questions do I still have about the topic?



 Preactive

Alphabet Soup

• Identify a topic for the activity. • Using Scrabble tiles, have students draw up to 10 letters (it’s ok to have duplicates.) Do this individually, in small groups, or as a whole-class • Each student writes the letters in the column 1 boxes (1 letter in each box.) • Interactive and Reflective they read/learn, students create sentences that summarize a main idea. Each sentence must begin with the letter in the box. Letter Sentence


Comparison Matrix

• Select several items or concepts to compare (students write these in column 1) • Student select the characteristics (most important aspects) that will be used to compare the items (students write these under “Characteristics.”) • Students complete the chart as they read/learn. Characteristics Items to Compare

Conclusions



 X Preactive  Interactive  Reflective

 X Preactive

So, That’s a Word?


•Give students a list of 3-12 critical vocab terms or phrases for the upcoming unit. •Students mark an X in the appropriate column. (Check for a clear understanding of those that marked column 2.) •Teach the terms, focusing on the ones they do not understand.

Word List

I know this word & it means…

I’ve seen this word, but I can’t remember what it means.

You have to be kidding! This is a word?

Personal Vocab List

• Student scan the reading, looking for unfamiliar words. List them in the left-hand column. • Students make a prediction about the meaning of the word. • Students read the entire selection & then rewrite the definitions based on context clues…if they still don’t know the meaning, they can use the glossary or dictionary. Unfamiliar Word

My Guess About Its Meaning



What It Really Means


 Preactive

Remember This!

•Students list important information that needs to be remembered for later use. •For each piece of info, students identify a tool or method to remember it (mnemonics, visuals, graphic organizer, rhyming, senses, muscle memory/action, linking tools, emotions, etc.) Important Information

Tools/Methods I Can Use to Help Me Remember



2 x 2 Thinking

• Individual students identify the 3 most important things they learned from the lesson. • Pair students to share their most important info & agree on their 3 most important pieces of learning. • Have two pairs meet to share their learning & agree on their 3 most important pieces…provide reasons for their choices. Step 1: My 3 most important pieces of learning:

Step 2: Our pair’s most important 3:

1.

1.

2.

2.

3.

3.

Step 3: Our group’s most important 3:

Step 4: The reasons for our choices:

1.

1.

2.

2.

3.

3.


 X Preactive

List-Group-Label


• Write a content-area term on the board. Explain that this term has something to do with the next unit or chapter. • Students generate words & phrases that they associate with the term. • Reflective a list of 15-30 words is developed, ask students to figure out what the words have in common & organize them into categories (significant relationships related to the learning, not “they all start with s.”) • Students explain the rationale behind their groupings; use this conversation to broaden students’ understanding of these concepts & how to apply this understanding when solving problems.

Term: Measurement Student-generated list: Weight age circumference meter time perimeter

foot cup radius mile kilogram ruler

tape measure height quart area length temperature

scale pound yard distance width thermometer

Categorize Units of Measure Foot Pound Yard Quart …etc.

Things You Measure weight age height circumference

Tools for Measurement tape measure scale cup ruler


 X Preactive  X Interactive  X Reflective

Verbal & Visual Word Association (VVWA)

• Students draw a rectangle divided into four sections for each term. • Write the vocabulary word in the upper-left box, write the text definition in the lower left box. • Students draw a visual representation of the vocab word in the upper-right box, then make their own personal association (example or characteristic) in the lower-right box. (Term)

(Visual Representation)

Normal Distribution (Definition) Distribution of statistical measures (data) that has a symmetrical graph.

(Personal Association) Bell-shaped; think of Liberty Bell Normally measures are close to middle, like people’s heights.



 Preactive

Concentration


• Create a deck of cards of paired equivalents (ex. Metric conversions) • Shuffle the deck and place the cards face down. Ask one student, or player, to turn over two cards. If the student identifies cards that are equivalent, allow the player to keep those cards and take another turn. If the cards are not equivalent, the player should turn them face down and relinquish his/her turn. • Players alternate until all of the cards except any distractors are gone. The winner is the student with the most pairs of cards.

8.5 m

29 cm

150 mm

0.4 km

0.7 m

70 mm

1.5 km

370 dm

96 cm

96 mm

15 cm

4m

7 cm

29 m

0.96 dm

400 cm

85 cm

3.7 m

37 m

400 m

0.029 km

8.7 dm

0.85 km

3.7 km

370 cm

3700 m

8500 mm

0.29 m

0.96 m

1500 m


Cue Cards

Students match math expressions to the verbal language used to read them. • Provide each student (or pair) with a set of 6-8 cards. Each card should have a math statement given in symbols. • Prepare cue cards with phrases to read for the math statement. It is OK to have more than one cue card corresponding to one statement. • Display and read the cue cards aloud one at a time. Students hold up a matching response. Visually check for correct responses.

Student Cards:

n+7

7-n

n/7

7/n

n-7

7n

n>7

n