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Snap to it! Volume 3

By Side

Reciprocal Questioning

In pairs, students alternate asking/answering self-posed questions to reach a deeper understanding and make connections between text-self-real world.

 

One Sentence Summary

Students answer the questions “Who does what to whom, when, where, how, and why?” (WDWWWWHW) about a given topic and then creates a single informative, grammatical, and long summary sentence.

 

Letter to Future Student

Students write a quick letter to a future student sharing with them what they think would be something they should know or would want to know prior to starting this session.  

3-Step Interview

Work in pairs, student A asks Student B, switch roles, then make groups of 4 and each student summarizes content prior to sharing out to the whole class.

 

Paraphrasing

Students paraphrase part of a lesson for a specific audience demonstrating the ability to translate highly specialized information into language the clients or customers can understand

 

Road Block

Imagine you’re a superhero.  What was your kryptonite for learning this material? What superpowers have you gained from learning this? What will you do differently in the future to overcome this roadblock?

Passing Notes

write down something you wish you knew better about the topic. Exchange notes around the room 5 times. Then get into groups of 4 - 6 and look at notes and answer as many as you can within your group.

 

TAG Feedback

An acronym for “Tell the writer something you like”, “Ask the writer a question”, and “Give one piece of constructive criticism.”

 

Interest Checklist

Students create a checklist survey to indicate their knowledge, skills, and interest in various course topics

Paired Heads Together

Instructor poses a question. Students answers independently. Then students partner; in pairs, huddle to improve the answer. Students then partner with another pair to form a group of 4.  After reviewing/improving answers, students report out.

 

Application Cards

Students generate examples of real-world applications for important principles, generalizations, theories, or procedures.

 

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Have students on a sheet of paper, an index card or digitally reflect on what they learned during the class period.  Once they’ve identified this, they can determine one goal that they’d like to follow up on the subject and develop a strategy to achieve that goal.

4 Corners/Line

The instructor poses a question for all to consider. Each corner of the room is assigned one response.  Students are asked to move to the corner of the room that they agree with most. If a student does not agree with any answer, they move to the center of the room. Once all students have moved to the corner, they prepare an answer to share out to the group. Alterative is students get in a line to gauge how they feel about a topic from greatest to least.

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Critical Thinking: Context

Who is the person that embodies this idea? What has changed since its inception? 

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Assignment Assessment

Students respond to 2 or 3 open-ended questions about the value of an assignment to their learning. What did this mean to you? How did it change your assumptions, thinking or ways of knowing?

Brainstorming

Students quietly think and generate ideas about the topic.  Students will then list ideas in writing and then share aloud.  

 

Concept Map

Students draw or diagram the mental connections they make between a major concept and other concepts they have learned.

 

KWL Chart

Students create a three-column chart with the headings: Know, Want to Know, Learned. Students fill in what they already know about the subject, what they still have questions on in the second column in want to know and the third column reflect upon what was learned in this session.

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