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Lauren Smith: Section PQR

Instructor Dawn Burleigh
ED 3501: Curriculum and Instruction
Assignment #2: Teaching Strategies Catalogue
October 1, 2015

STRATEGY

EXPLANATION

1. Think, Pair, Share

Students are given (by the

teacher) a topic and/or
question. Each student must
begin with THINKING
about the topic individually
and write it on a piece of
paper. Students then PAIR
up with an elbow partner or
a table group and discuss
their reflection of the
topic/question. Finally, once
directed by the teacher, that

2. Book Hook

Before starting a specific

lesson, the teacher gathers

KEY
CONSIDERATIONS/REFLECTIONS

This strategy can be used for any grade

(teacher must modify it, if needed, for
the appropriate age).
The benefit of this teaching strategy is
that it is a great method of formative
assessment. Through this strategy
students are able to self reflect, hear
other perspectives and opinions, and
share their own. This strategy can help
both the student and teacher through
formative assessment as the student can
self assess their understanding in a
lesson while the teacher can assess how
their manner of teaching is positively
affecting the student. With this method,
the teacher can assesses what they can
partner group must then
do to help the students develop a further
SHARE with the class those understanding of a lesson/topic.
same thoughts/answers or 1 The assumption that this strategy makes
central reflection.
about teaching and learning, is that it can
be done through both self and group
reflection. Giving students time to reflect
about what they have learned and share
it with others helps maintain a healthy
learning environment. It also enables the
teacher to assess the level of
understanding within the classroom.

This strategy can be used for any grade.

As the grade and ages get higher, the

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all of the students to a
certain location or group
setting and reads a book to
grab the students attention.
Through this, the teacher
hooks students into the
lesson, and prepares them
for the activity. The book
that the teacher chooses
should be a preview and/or
relate to the lesson in an
explicit way. The book can
be a picture book, a chapter
from a book, a collection of
other stories, etc. With this
strategy, the teacher needs
to create a comfortable
atmosphere for the students,
and grab their attention by
using the book as the
tool/medium.

3. Placemat

By the teacher, students are

given a full piece of paper,
markers, and a pack of
sticky notes. The teacher
clearly instructs the
students to create a table
and label it in correlation to
the lesson (ex: Simile and
Metaphor). As the teacher
presents examples of these
topics to the students, they
then, alone or in partners,
label the sticky note as
simile or metaphor and
place it into the column
they think it belongs to.

teacher may choose to shift from a

picture book to a chapter from a memoir
or novel.
The benefit of this strategy is that it
creates an easy and enjoyable transition
for the class, as well as presents the class
agenda in an engaging manner. By using
a book hook, students are able to sit,
listen, and relax before the lesson begins.
While the teacher reads a book that
reflects the lesson or topic that they will
be focusing on for that lesson, students
are able to envision what they are about
to learn and think critically about the
subject.
The power dynamic within this strategy
can depend on the teacher. A teacher
may choose to do the book hook
themselves or they can choose a different
student each class. By having only the
teacher read the book, it gives the class
and lesson more consistency, but by
letting a different student read every
class, it allows the students to experience
and learn about public speaking, and
participation.
This strategy can be used for any grade.
The teacher will need to modify it for a
specific grade, age, or learning level
(shifting from names of shapes to
character attributes, etc.)
The Benefit of this strategy is that it
allows the student to visually and
actively categorize their thoughts and
what they are learning; practicing their
understanding. This strategy is very
helpful when a teacher wants to prepare
his/her students for a test, or formatively
assess the students understanding of a
specific subject. Another great feature of
this strategy is by using sticky notes,
students can easily move the labels from
one category to another if they need to.
The power dynamic within this strategy

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is equal between the teacher and the
student, as the teacher reveals the
instructions and categories that will be
placed onto the placemat. However, the
students are responsible for placing the
specific topics/ elements/ terms, in the
category they believe is correct.
4. Gallery Walk

During a lesson, the teacher

splits students into partners
or groups, gives them a
large piece of post-it paper,
and writing tools. With
these materials, the teacher
gives the partnered groups a
topic of the lesson, or a
question, or a chapter from
a text, etc, and asks that
group to write their
findings/reflections onto the
paper. After giving the
students time to write
down their responses in
their groups, the teacher
invites the students to stick
their paper onto the wall,
and walk around the room
to read other groups paper.
This walk can either be
done as a collective group
and share, or individually.

5. Popsicle Stick Groups

Before class begins, the

teacher numbers popsicle
sticks in correlation to the
number of students in the
class and how many groups

This strategy works very well for grades

5 and up (as students are able to express
their writing/presentation skills more
clearly).
The benefit of this strategy is that it
allows the students to work with one
another in reflecting on a topic, and in
that, their understanding. By working
with others in creating a poster and then
sharing it with the class, students can
become more immersed in the lesson
and what they are learning. Using the
strategy of the gallery walk and giving
students the opportunity to review what
other students created, students are able
to develop a further understanding of the
topic by seeing their ideas be reinforced
and/or discover new ones.
This strategy has limitations as the
responsibility is fully on the student; the
teacher is has no control over what the
students write/ express on their poster.
Even though giving students full
responsibility in an activity like this has
its perks, teachers have to be prepared to
see products different than what they
expect. Some students are also not fully
confident in presenting their ideas to the
class, which can also prove as an
obstacle that the teacher needs to help
the students overcome.
This strategy can be used for grades 5
and up (as that grade holds older
students who have more control over
their curiosity).
This strategy is beneficial as it allows the

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6. Exit Slip

he/she wants to create (ex:

10 students, 5 #1s, 5#2s).
After numbering all of the
popsicle sticks, the teacher
then places them around the
room, number down, and in
visible places. During the
lesson, and at the time when
the teacher wants to split
the class up into groups,
he/she asks each student to
find a popsicle stick and
keep it. As each student has
a popsicle stick with a
number, the teacher
instructs the students with
specific numbers to go to a
certain spot (ex: #1s go to
the hallway, #2s stay in the
classroom).

teacher to create groups without being

bias (the groups are made at random and
treats every student equally). This
strategy is also beneficial for the learner
as it gives students the opportunity to
work with a variety of people, and to not
be worried about feeling left out. By
assigning groups by popsicle stick
numbers, this strategy creates less chaos
within the classroom as making groups
can often be a stressful and chaotic time
for both the teacher and student.
This strategy has its limitations however,
as it cannot be used too often. Students
are smart, and those who see the
popsicle sticks ahead of time can attempt
to pick a number that their
friend/companion will have. Teachers
also must be cautious as to where they
place the sticks, as students might not be
able to find one.

With each day/lesson

taught, the teacher must
construct a survey to hand
out to students after each
lesson/day at school. Within
this student survey, the
teacher can ask the students
questions about what they
learned that day, how they
felt about that class, what
they did not understand,
what questions they have,
etc. Students fill this survey
out during the end of class
and hand it in to the teacher
before they leave.

This strategy can be used for grades 3

and up (the teacher should adapt it
clearly to the grade they are teaching..ex:
use picture response for grade 3s and
word response for grade 9s)
The benefit of this strategy is that it
helps both the student and teacher assess
the learning and teaching process. For
the students, it allows them to self-reflect
and self-assess what they are learning, if
they understand it, and what they need to
work on. For the teacher, it helps them
formatively assess the progress of each
student, and to in that, either
modify/change their teaching strategies
or continue to use them.
The assumption that this strategy makes
about teaching and learning, is that
teaching and learning is not just the
teachers responsibility, but that it is a

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collective process that involves both the
teacher and the student. By using these
types of formative assessment, teachers
and students are given the opportunity to
check in with the teaching and learning
process and grow from it together as a
collective group.
7. Desk Supply Kit

During each class/lesson,

the teacher organizes, and
hands out a class supply kit
that students can keep at
their table or
desk. In this kit,
teachers can put
in extra pencils,
sticky notes, glue, markers,
scissors, or can also put in
play-dough to help kids
keep their hands busy while
they concentrate. The
teacher must remember to
look through each kit after
each class so she/he knows
what needs restocking.

8. Counting for Attention

While students are

immersed in a lesson, or
busy talking with their
neighbors during a sharing
activity, the teacher can
start counting down from a
number so students have
enough time to finish what
they are doing and pay
attention to the teacher. The

This strategy can be used for all grades

(supplies can vary depending on the
teacher, grade, and subject)
The benefit of providing students with
useful supplies in an easily attainable
manner is that it relieves both the student
and the teacher from the stress of
preparedness. As each students home
life and back ground it different, each
student then differs in what they have
prepared for the school day. By setting
out supplies that students can easily
access, teachers are giving all students
equal opportunity to learn with the right
supplies. With that, the teacher is
creating a safe and positive learning
environment for the students; allowing
the students to feel respected,
comfortable, and feel a connection with
their teacher.
The power dynamic within this strategy
does depend on the teacher to provide
the supplies. However, the students are
the users of these supplies, and are then
maintaining a positive cycle within the
classroom, and their role as the student.
This strategy can be used for all grades.
The benefit of this counting strategy is
that it provides both the teacher and the
students time to transition from one
activity to the next. By counting, the
teacher is giving students time to assess
the situation and prepare for transition.
This counting strategy also gives
students time to expect and prepare for
change within the lesson; making the

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9. Calendar/Circle Time

teacher must remember to

let students know they need
to look up at him/her and
then slowly and
consistently start counting
down from a number of
choice, at an appropriate
volume.

learning process less stressful. The

teacher however, must remember to give
the class an appropriate amount of
transition time, and to also count at a
consistent and calm pace.
A limitation that the teacher must
remember when using this counting
strategy, is the notion of obnoxious
authority. The teacher needs to
remember to keep calm and consistent
while counting even if the environment
is very chaotic. If a teacher attempts to
yell over the class, the students will not
get quieter, rather they will become
uncomfortable with being in a negative
learning environment.

Teachers must
organize/create a meeting
ground for students to sit at,
at the beginning of every
class. This meeting spot can
be on a carpet, a specific
table, in front of the
smart/while board, or
somewhere outside of the
classroom. During this
circle time, the teacher can
lead the students through a
sharing activity where
students can share good/bad
things about their day, can
discuss lessons that are
about to happen, go through
current events, etc.

This strategy can be used for all grades

(each circle time activity can be adapted
to fit the subject and grade. Ex: calendar
numbering and weather for grade 2, and
discussion of current events for grade
10).
This strategy of taking time to gather as
a group before each lesson is beneficial
for both the students and the teacher as
both parties are able to take time to
prepare for the day/lesson and reflect.
While circle time can differ in methods
such as opinions, feelings, perspectives,
or facts, it is a great strategy to provide
consistency of schedule for the class as
well as maintenance of a healthy and
positive learning environment.
The assumption that this strategy places
on teaching and learning, is that the
process is slightly out of the teachers
control. Although topics/themes can
differ each day, the teacher has the
ability to change the topic depending on
the climate and atmosphere of the
classroom. It is the students who
influence and determine what is
discussed and how it is expressed.

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Therefore, this strategy depends on the
students personal knowledge, reflection,
opinion, participation, emotion, and
perspective.

10. Famous Pairs

The teacher must create

flash card necklaces, each
labeled as a single
person/cartoon duo (ex: one
card is labeled batman, and
one labeled robin---make
them obvious). After
creating these cards, and
turning them into a
necklace, the teacher then
disperses the cards to a
different desk/seat. When
the teacher desires, he/she
instructs the students to try
not to look at what their
card says, put it on with the
card on their back (words
facing the crowd). The
students must then walk
around the room and ask
other students 1 question to
determine what their
character is. Once their time
is out or once all students
know who they are, their
job is to find their famous
pair. Once students find
their pair, the teacher
informs them that, that
person is then their partner
for the next
planned
activity.

This strategy can be used for grades 5

and above (as the ability to read and
comprehend the relationship between
meaning and character is needed).
This strategy of breaking the ice as well
as creating partnered groups is beneficial
as it is an engaging and interactive
learning activity. While students get to
know other students by guessing and
helping discover whose character is
whose, students are also placed into
partnered groups by including associated
characters. By putting a fun twist on
making groups through interactive play,
students are given the opportunity to
participate in making groups in an equal
manner all while having am enjoyable
time.
An inherent limitation that the teacher
must consider is the maintenance of
controlling chaos within the classroom.
Students will need assistance in being
given cues on when to stop and ask
questions to someone and when to move
on to the next person. This strategy is
fun and needs active student
participation, but the teacher needs to
remember to control any chaos that
might drive the students off task.