Strategy 1: Graphic organizer (specifically Frayer model)
This is a visual organization system (i.e. flowchart or
diagram) that helps students interpret information that is conceptually linked
or related. The Frayer model organizes concepts into four categories to
compare/contrast relevant features: essential vs. nonessential characteristics
and examples vs. non-examples.
Graphic organizers are well suited to struggling readers
because they help students condense complex concepts into their simplest and most
significant terms. The Frayer model uses comparison and contrast to define and
explain concepts, and is therefore an excellent tool to distinguish scientific
terms that have both similar and different characteristics. For instance, the Frayer
model can be applied to explain nutrition concepts such as macro and
micronutrients (i.e. proteins, carbohydrates and fats are all macro nutrients
but differ from each other in terms of structure, calorie content, and food
source). One possible lesson could involve the students breaking down the meal they
ate at lunch into types of macro and micronutrients using a Frayer graphic
organizer.
Strategy 2: Discussion Web
The Discussion Web involves student-led research and a class
discussion to develop arguments defending or opposing a controversial issue. Students
can build their case by following a structured format that lists the
issue/topic, a key question about it, and the arguments for and against both
sides of the issue, along with the sources for each argument.
The Discussion Web is ideally suited for topics within the
content area that involve a subjective view. This teaching strategy may be
helpful in engaging diverse learners as students with different cultural
backgrounds may have a unique perspective or bias on issues depending on their
experiences, and can offer insights that may not have occurred to other
students. A sample biology lesson utilizing the Discussion Web could involve students
preparing and delivering arguments for and against genetic testing, using
online and media references (such as magazine articles). Students can also
express their personal views and explain why they feel as they do.
Strategy 3: Interactive Word Wall
This strategy is a collaborative effort between students
(and teacher) to create an organized list of words that pertain to a content
topic, in order to foster an understanding of relevant and/or requisite vocabulary
terms.
The Word Wall promotes reading comprehension by helping
students decode the “jargon” or “lingo” that may be associated with a certain
topic. For instance, a unit on scientific measurement could be enhanced using a
word wall to help familiarize students with terms such as “precision” vs. “accuracy,”
as well as understanding the appropriate use of terms such as “microliter,” “milligram,”
“Angstrom,” and “wavelength.”
Strategy 4: Jigsaw
The Jigsaw strategy is a student-led discussion technique
that promotes critical thinking and literacy because students are required to
become “experts” in a specific aspect of a content area. For example, student
groups might be assigned to read a certain chapter from a text, with each
member of the group focusing on a part of the chapter. Students then form expert
groups made up of the previous group members that were assigned a common
chapter part. This promotes in-depth discussion and mastery of the assigned concepts.
The jigsaw strategy would be useful for topics that can be
divided into logical component concepts. For instance, a sample biology lesson
utilizing the jigsaw approach could involve students separately assigned parts
of the brain, i.e. cerebellum, cerebrum, brain stem etc. to facilitate a thorough
understanding of each structure/function.
Strategy 5: Quick Write
Quick Write involves the construction of an informal 2-10
minute writing response to a discussion prompt, and is intended to build
writing fluency and critical thinking skills while providing a purpose for assigned
reading. This strategy promotes critical thinking and literacy, and can also be
used as a relatively low key or “non-threatening” assessment tool, since the activity is
structured so that students are encouraged to respond quickly without having to
polish their thoughts.
The Quick Write strategy is appropriate when student creativity
complements a reading assignment/ class instruction. For example, one way to
incorporate the Quick Write strategy in a biology lesson on viruses would be to
ask students what criteria they believe is necessary for something to be
considered “alive.”
ReQuest could be useful in a science classrooom to help students learn how to formulate useful and appropriate questions. For instance, instead of asking, "what are the growth phases in a cell?" it is far more useful learning exercise to ask (and answer), "what processes occur in each growth phase that distinguish it from the phases before and after it?"
Strategy 8: Coding/Comprehension Monitoring
Coding is an effective filing system that can be applied to all kinds of reading material. Students can be encouraged to make up their own coding rules, for instance a color-coded approach suggested by Tovani involves 2 different colored highlighters: yellow for passages that the reader finds confusing, and pink for content that the reader feels confident about explaining to classmates. Other colors can be used to emphasize parts of the text that the reader believes is significant for various reasons. Marking text is an especially creative way to save time when reading and re-reading because it adds another dimension of meaning to the highlighted text and it organizes the text in a way that's personally relevant to each reader. Sticky notes can be used in place of highlighters where appropriate.
Coding improves reading comprehension and retention and can be adapted for specific content; for instance, students can simplify challenging reading assignments such as journal articles by coding passages with explanatory terms that describe the concepts more clearly, or they can use coding to identify which parts of the material they need to explore further.
Strategy 9: Muddiest Point
The "Muddiest Point" assessment strategy described in the formative assessment PPT encourages students to review the lesson and list their least understood concept. This technique is helpful for both students and teachers because confusing concepts can be clarified and scaffolded before moving on. Although some concepts resolve themselves with continued reading, critical concepts should be well understood so that new information can be effectively assimilated. From the teacher's perspective, this strategy is useful for developing the next lesson, especially if there's a Muddiest Point consensus among students.
For a science lesson, this tool could be used to end a lecture and then used again in a brief review prior to the teacher presenting information in the next class period.
Strategy 10: Stoplight
The stoplight strategy explained in the video https://www.teachingchannel.org/videos/daily-lesson-assessment, is similar to an exit slip exercise with students making observations about the lesson on sticky notes, but is more informative because the students sort their observations by level of understanding: "green light" (what the students learned), "yellow light" (what questions the students considered) or "red light" (what the students felt "stopped" or interfered with their learning). This strategy is even more useful to the teacher than the Muddiest Point because it facilitates prioritizing information for future lessons. Green light concepts can be assumed, yellow light concepts can be reiterated and red light concepts can be re-taught.
For a science text homework assignment, students could be encouraged to write sticky notes at home using the stoplight tool at the end of each assigned chapter, then submit their notes to the teacher the following day. The teacher could assign additional material to support the text based on the students’ understanding or lack of understanding.
Strategy
6: Anticipation/Reaction Guide
This strategy is intended to compare
students’ preconceptions of material prior to a reading assignment with their
post-assignment responses informed by the reading. A tabular format is used so
students can fill in their responses to prompts that are relevant to the
material, both before and after reading. Because the strategy is well suited to
issues that may involve controversy or opinion, it supports critical literacy
objectives that encourage students to develop social action plans. The anticipation/reaction guide enhances reading comprehension and
is also a motivational tool for students since they are compelled to read the
assigned material to find out if their preconceptions are validated by it.
Science issues that can be explored with
the anticipation/reaction guide include current topics that are debated in the
media (so that students will have formed opinions about the topics prior to the
assignment), such as climate change, genetic testing, human cloning, and genetically
modified organisms (GMOs).
Strategy
7: ReQuest
The ReQuest strategy for improving reading comprehension involves
alternately assigning students the roles of questioner and respondent to better
interpret text passages. The technique is particularly helpful for struggling
learners because it requires students to take on a teaching role. When students
make up questions to ask their classmates, they have to develop a sufficient
understanding of the material to guide the questioning student through the
process of arriving at the right answer.ReQuest could be useful in a science classrooom to help students learn how to formulate useful and appropriate questions. For instance, instead of asking, "what are the growth phases in a cell?" it is far more useful learning exercise to ask (and answer), "what processes occur in each growth phase that distinguish it from the phases before and after it?"
Strategy 8: Coding/Comprehension Monitoring
Coding is an effective filing system that can be applied to all kinds of reading material. Students can be encouraged to make up their own coding rules, for instance a color-coded approach suggested by Tovani involves 2 different colored highlighters: yellow for passages that the reader finds confusing, and pink for content that the reader feels confident about explaining to classmates. Other colors can be used to emphasize parts of the text that the reader believes is significant for various reasons. Marking text is an especially creative way to save time when reading and re-reading because it adds another dimension of meaning to the highlighted text and it organizes the text in a way that's personally relevant to each reader. Sticky notes can be used in place of highlighters where appropriate.
Coding improves reading comprehension and retention and can be adapted for specific content; for instance, students can simplify challenging reading assignments such as journal articles by coding passages with explanatory terms that describe the concepts more clearly, or they can use coding to identify which parts of the material they need to explore further.
Strategy 9: Muddiest Point
The "Muddiest Point" assessment strategy described in the formative assessment PPT encourages students to review the lesson and list their least understood concept. This technique is helpful for both students and teachers because confusing concepts can be clarified and scaffolded before moving on. Although some concepts resolve themselves with continued reading, critical concepts should be well understood so that new information can be effectively assimilated. From the teacher's perspective, this strategy is useful for developing the next lesson, especially if there's a Muddiest Point consensus among students.
For a science lesson, this tool could be used to end a lecture and then used again in a brief review prior to the teacher presenting information in the next class period.
Strategy 10: Stoplight
The stoplight strategy explained in the video https://www.teachingchannel.org/videos/daily-lesson-assessment, is similar to an exit slip exercise with students making observations about the lesson on sticky notes, but is more informative because the students sort their observations by level of understanding: "green light" (what the students learned), "yellow light" (what questions the students considered) or "red light" (what the students felt "stopped" or interfered with their learning). This strategy is even more useful to the teacher than the Muddiest Point because it facilitates prioritizing information for future lessons. Green light concepts can be assumed, yellow light concepts can be reiterated and red light concepts can be re-taught.
For a science text homework assignment, students could be encouraged to write sticky notes at home using the stoplight tool at the end of each assigned chapter, then submit their notes to the teacher the following day. The teacher could assign additional material to support the text based on the students’ understanding or lack of understanding.
