Active Engagement Strategies - If you want…

Students to work in pairs or in small groups Students to summarize their learning Students to access prior knowledge and
Carousel / Graffiti / Gallery Walk 3-2-1 make real world connections
Choral Reading Carousel / Graffiti / Gallery Walk 3-2-1
Circle the Sage Circle the Sage Carousel / Graffiti / Gallery Walk
Clock Partners Exit Slips Choral Response
Five Card Draw Find My Rule Find My Rule
Four Corners Four Corners Four Corners
Interactive Writing / Passing Notes Give One, Get One Give One, Get One
Jigsaw Inside – Outside Circle I Have… Who Has
Jot Thoughts Jot Thoughts Inside-Outside Circle
List-Group-Label Quick Draw Manipulatives
Manipulatives Quick Write Photo Analysis
Quiz-Quiz Trade Rally Coach Quick Draw
Rally Coach Round Robin / Rally Robin Quick Write
Response Cards / Signal Cards Showdown Rally Coach
Round Robin / Rally Robin Stump the Teacher Read Around the Text
Showdown Talking Chips Round Robin / Rally Robin
Talking Chips Think-Pair-Share / Turn and Talk Showdown
Think-Pair-Share / Turn and Talk Three-Column Charts Stump the Teacher
True-False Sorts Talking Chips
Whiteboards / Slates / Sticky Notes Think-Pair-Share / Turn and talk
Three-Column Charts
Whip Around / Idea Wave

To Build in Movement To Check for Understanding To set purpose for reading, listening or
Carousel / Graffiti / Gallery Walk Cloze Reading viewing
Clock Partners Exit Slips Choral Response
Five Card Draw Find My Rule Find My Rule
Four Corners Fist to Five Four Corners
Give One, Get One Hand Signals / Thumbs Up, Thumbs Down Think-Pair-Share / Turn and Talk
Inside-Outside-Circles I Have… Who Has…
Three-Column Charts
Interactive Writing / Passing Notes Quick Draw
Quick Write
Manipulatives
Response Cards / Signal Cards
Quiz-Quiz-Trade
Stump the Teacher
Think-Pair-Share / Turn and Talk
Whip Around / Idea Wave
Whiteboards / Slates / Sticky Notes

Management To gather pre-assessment data

Carousel / Graffiti / Gallery Walk
Clock Partners
Four Corners
Echo Response / Call and Response Response Cards / Signal Cards
 Name Can / Name Jar Think-Pair-Share / Turn and Talk
Three-Column Chart

Title Description of Strategy Links to Examples

3-2-1 Students write on a paper 3 things I learned today, 2 things I was surprised to learn, 1 thing I 3-2-1 Graphic Organizer
have a question about
3 2 1

Three Things I Learned Two Things I was One Thing I

1. Today Surprised To Learn have a
1. 1. Question
About
2. 2. 1.

3.

Carousel / Graffiti / Gallery Walk Students respond with written brainstorming notes to topics or prompts on charts posted Gallery Walk
2 .​ (Kagan Cooperative Learning / 50 around the room. Students move from chart to chart in a small group. Each group works on a
different question and ultimately post the charts and have students react to the statements
Strategies for Active Teaching)
and predictions.
Choral Reading Reading aloud in unison with a whole class or group of students. Choral reading helps build Choral Reading​ – Reading
3. students’ fluency, self-confidence and motivation. Because students are reading aloud Rockets
together, students who may ordinarily feel self-conscious or nervous about reading aloud Choral Reading Performance
have built in support.
Choral Reading and
Response
Choral Response ● The entire class/group responds with an answer in unison to a teacher prompt. Choral Response
(Battling Boredom) ● Teacher should use a clear, consistent cue to signal to students to respond, can be a
visual prompt.
● Teacher may institute a “thinking pause”, having students silently collect their
thoughts before giving them the signal to answer.
4.
● Teacher can keep students focused on the group activity by occasionally calling on a
randomly selected individual child to answer.
● Choral response works best when delivered at an appropriately rapid pace.

Circle-The-Sage Students who know the answer to the teacher’s question become “Sages”. Sages stand up
5. and students gather around the Sages to listen to the Sage’s explanation or answer. When
working in teams, each teammate circles a different Sage, then they return to their team to
compare notes.
Clock Partners • Students are given a graphic with slots for ten to twelve “appointments.” Collaborate With Clock
• At each slot, two students record each other’s name. Partners
6. • Whenever the teacher announces a time for students to process learning, a partnership
is identified and students meet with their partner. Choosing Strategic Partners
This sign in period takes about 4-5 min. and provides an efficient way for students to interact
over weeks.
Cloze Reading Students use context clues to select the correct word for the sentence. Shared Reading Using Cloze

● Select a self-contained passage of a length appropriate for the grade level of the Shared Reading
students being assessed. Use materials easily read by the students.
● Leave the first and last sentences and all punctuation intact.
● Carefully select the words for omission using a word-count formula, such as every
fifth word or other criteria. To assess students' knowledge of the topic or their
abilities to use semantic cues, delete content words which carry meaning, such as
7. nouns, main verbs, adjectives and adverbs. To assess students' use of syntactic cues,
delete some conjunctions, prepositions and auxiliary words.
● When preparing the final draft of the passage, make all blanks of equal length to
avoid including visual clues about the lengths of omitted words.
● Have the students read the entire passage before they fill in the blanks.
● Encourage the students to fill each blank if possible.
● Although there should be no time limit for this exercise, the time necessary for
completion should be noted.
● Suggest that students reread the completed passage.

Echo Response / Call and Response
(Teach Like a Champion)
8.
Use group choral response – you ask; they answer in unison – to build a culture of energetic, Attention Grabbers
positive engagement.
Things to think about: Noise Level - Group Work -
1. Count 3 – 2 – 1 and have students whisper an answer in unison
Classroom Management
2. Doesn’t allow for a lot of check for understanding (students could freeload). If you
are worried about freeloaders, you might add a gesture to the response for both
Hallway Procedures
auditory and visual responses
3. It works well if it’s crisp. If students sense that they can use their responses to test
your expectations by dragging out their answers, answering in a silly or loud
manner, or answering out of sync, they will. You might respond to any of these with
“I like your energy, but I need to hear you respond right on cue. Let’s try that again”.

Exit Slips / Question or prompt given at the end of class and required before students leave. Align Exit Assess and Plan with Exit
Ticket Out the Door Slip question to learning objective or use Exit Slips as a questioning platform for students. Tickets
Use data to drive instruction.
9. Exit Slips – Teach Like This

What Stuck With you Today?

Find My Rule The teacher presents to the class many items that follow a rule. It is up to the students to
10. induce the rule from the clues.
Fist to Five To use this technique the teacher asks everyone to show their level of understanding. Each Fist to Five Feedback
person responds by showing a fist or a number of fingers that corresponds to their
understanding of the assignment/ ability to start working. Fist to Five Poster
• Fist – I don’t understand. I need more help before I can begin.
11. • 1 Finger – I still need to discuss certain parts of the assignment.
• 2 Fingers – I am more comfortable with the assignment but would like to discuss more of
the details.
• 3 Fingers – I do not totally understand, but I feel comfortable to start.
• 4 Fingers – I feel like I have a good handle on most parts of the assignment.
• 5 Fingers – I totally understand what to do.
Five Card Draw Students work in groups to review content. Prepare cards with vocabulary words, geographic
(Instruction for all Students) locations, components of mathematical equations, etc. As kids enter room, they take a card.
They move about room to find four other students who “fit” their category. The review
12.
begins at that point.
Four Corners The teachers posts questions, quotations, photos, etc., in each of the corners of the room. Using Stations to Review For
(50 Strategies for Active Teaching) The teachers assigns each student to a corner or students choose. Once in the corner, the Tests
students discuss the focus of the lesson in relation to the question, quote, etc. At this time,
13.
students may report out or move to another corner and repeat the process. After students
have moved, as a writing response, they should be encouraged to reflect on changes in
opinion or new learning.
Give One Get One • ​Teacher poses a question or brainstorming task. Give One Get One
(50 Strategies for Active Teaching) • Students are given silent time to consider what they know and record a number of possible
responses.
• Students draw a line after their final idea to clearly separate their own ideas from those
they are going to gather from about the room.
14. • Students silently move around and find a partner. Each quietly reads the other’s ideas,
commenting on any of interest.
• Students write down one idea from their partner, along with the partner’s name.
• At the end of the exchange period, teacher facilitates debriefing of ideas.
• Students share one idea or fact they acquired from a partner (ex. “I found out from Alex
that…”).
• Students should strive to share an idea or fact from a classmate who has not yet been
acknowledged.
Hand Signals Similar to response cards, hand signals require engagement from the whole group and allow Thumbs Up! Signals to
Thumbs up/down the teacher to check for understanding in large groups of students.  Encourage Active Listening
(Instruction for all Students)
Posters of Class Hand Signals
15.
I Have the Question, Who Has the Distribute all cards to students, As you distribute the cards, encourage students to begin Classroom Strategies for
Answer? thinking about what the question for their card might be so that they are prepared to Playing “I Have… Who Has…”
answer. When all cards are distributed, select the​ ​student with the starter card to begin. Play Game
(Instruction for all Students)
continues until the game loops back to the original card or ends with the "end" card (games
are written differently). That student answers and then says "the end" to signal the end of I Have… Who Has… Tally
the game. ​ Game
16. Variation for small groups:
Each student has an answer card. A student turns over a question card from the center pile. Template for Creating I Have…
The student reads the question and the student with the answer reads their card aloud. If Who Has Games
the student was correct, then that person gets to turn over the next question card.
Inside / Outside Circle Students rotate in concentric circles to face new partners for sharing, quizzing, or problem Inside-Outside Circle
(Kagan Cooperative Learning) solving.
Set up: The teacher prepares questions, or provides a question card for each student.
 1. Students form pairs. One student from each pair moves to form one large circle in
the class facing outward.
2. Remaining students find and face their partners (class now stands in two concentric
17. circles).
3. Inside circle students ask question from their question card; outside circle student
answers. Inside circle students praise or coach.
4. Partners switch roles: Outside circle students ask, listen, then praise or coach.
5. Partners trade question cards.
6. Inside circle students rotate clockwise to a new partner. (The teacher may call
rotation numbers:
“Rotate three ahead”).

Interactive Writing / Passing Notes Students collaborate to write a task. Interactive Writing
(Checking for Understanding) ● Share pen with teacher
18. ● Share pen with partner Interactive Writing in 1​st
● Share pen with small group Grade
Students pass notes to share ideas about a topic or question.
Passing Notes to Exchange
Ideas
Jigsaw Teacher selects 3-4 different passages from the same text or selection Jigsaw - Teach Like This
From several texts or 3-4 topics to research. Divide the class into 3-4 groups (one per
passage/topic) and have them read the assigned passage. They meet together with all Jigsaw Activity
19. students who read the same passage and discuss it. Students move back to groups of 3-4
where each student in the group read a different passage/text. Students take on the role of
an “expert” with the specified text and share what they learned with the small group.
Jot Thoughts Teammates “cover the table,” writing ideas on slips of paper. High Impact Learning​ (Jot
(Kagan Cooperative Learning) Set up: Students each have multiple slips of paper (sticky notes, cut up bond paper) Thoughts starts at 1:30)
1. Teacher names a topic, sets a time limit, and provides think time (e.g. In three
minutes, how many questions can you write that have the answer 17? What are
ways we could reduce poverty?)
20 2. Students write and announce as many ideas as they can in the allotted time, one
idea per slip of paper.
3. Each slip of paper is placed in the center of the table; students attempt to “cover
the table” (no slips are to overlap).

List-Group-Label Purpose:
• To active prior knowledge, stimulate thinking, and set a purpose for learning.
Process:
• The students start with an array of words and work to group them and then label
the categories.
21. • Students discuss and compare their categories before reading and then confirm or
revise their thoughts after reading.
• Students share out their categories to the larger group.
The teacher may prepare the list of words for students to work with or give students the
topic, have them brainstorm words that they associate with the topic, and work with that
list.
 Manipulatives Index cards, strips of paper, or other objects can be moved and arranged to help teachers BUILD Using Manipulatives
(Instruction for all Students) know who understands vocabulary terms, definitions, scientific terms, categorizing, math
concepts, etc. Open and Closed Syllable Word
22.
Sort

Sorting Shapes
Name Can / Name Jar Each student has their name on a popsicle stick inside the can/jar. Use the sticks to put Name Jar
students in groups, to call on students or any sort of organization of the students you need
to do. How to use Name Sticks
23.
You can also color the two ends of the stick different colors so you know who has had a turn
and who hasn’t.
Photo Analysis Teacher obtains one or more photograph related to the topic/lesson and develops
(50 Strategies for Active Teaching) questions/prompts to lead students in analyzing the images.
24.
Quick Draw Students quickly draw in response to a prompt before studying a topic or after to show
(Battling Boredom) understanding.
● Prior to the lesson choose key words, concepts or ideas that students will encounter
in the lesson.
● As the lesson begins, provide students with a prompt, question or list of terms and
ask them to create a picture that expresses their understanding of that idea.
● Model what a Quick Draw could look like so they have a clear understanding of the
25. complexity and type of picture that is expected.
● When prompted, provide students with time (3 min) to create their own Quick
Draw. Pictures do not have to be elaborate, overly detailed, or exact. Stick figures
are just fine.
● Provide an opportunity to share Quick Draws with partners.
● Begin the lesson and explain how those picture relate to the concepts or ideas being
learned.

Quick Write Students quickly write about a topic to activate relevant experiences or background Detailed Description of
(50 Strategies for Active Teaching) knowledge on a topic. To develop writing fluency, build the habit of reflection, and Quick Write
informally assess student thinking. The strategy asks learners to respond in a set amount of
26.
time (usually 2-10 min) to an open-ended question or prompt posed by the teacher.
Quiz-Quiz-Trade Setup: The teacher prepares a set of question cards for the class, or each student creates a Quiz Quiz Trade Directions
(Kagan Cooperative Learning) question card.
● The teacher tells students to “Stand up, put a hand up, and pair up.” Quiz Quiz Trade in Action
● Partner A quizzes B.
27.
● Partner B answers.
● Partner A praises or coaches.
● Partners switch roles.
● Partners trade cards and thank each other.
● Repeat steps 1-6 a number of times.
 Rally Coach Partners take turns, one solving a problem while the other coaches Rally Coach Description
(Kagan Cooperative Learning) Set up: Each pair needs one set of high-consensus problems and one pencil.
1. Partner A solves the first problem (Thinks aloud).
2. Partner B watches, listens, checks, coaches if necessary, and praises.
3. Partner B solves the next problem.
28. 4. Partner A watches, listens, checks, coaches if necessary, and praises.
5. Partners repeat taking turns solving successive problems.

Note: Rally Coach may be used with worksheet problems, oral problems provided by the
teacher, and with manipulatives.
Modifications: After solving two problems, pairs check their answers with the other pair in
their team.
Read Around the Text Steps:
1. Look at any pictures provided. What ideas are presented?
2. Read the captions
29. 3. Look at the maps, charts, and graphs. Discuss.
4. Look at the titles and headings. What is big idea?
5. Read the first and last lines of each paragraph for information.
6. Ask questions. What do you wonder about? Give yourself a reason to read.
Response Cards / Response cards are index cards, signs, dry-erase boards, magnetic boards, or other items Four Color Response Cards
Signal Cards that are simultaneously held up by all students in class to indicate their response to a
question or problem presented by the teacher. Whole-Class Response Cards –
(Instruction for all Students)
  First Grade
Red, green, and yellow cards which have universal meaning or 1, 2, 3 cards
30. Students can signal:
• “Stop, I’m lost!” or “Slow down, I’m getting confused” or “Full steam ahead!”
• One syllable, two syllables, three syllables
• Short vowel sound, long vowel sound
Students signal their responses to questions, “If you
think it is a ___, signal 1.” “If you think…”
Variation: Thumbs up, thumbs down
Round Robin / Rally Robin Students take turns responding orally. In Round Robin, students take turns in their teams. In Rally Robin - Kindergarten
(Kagan Cooperative Learning) Rally Robin, partners take turns.
1. Teacher poses a problem to which there are multiple possible responses or
solutions, and provides think time.
31.
2. Students take turns stating responses or solutions.

Modifications:
1. Think-Write-Round Robin
2. Single Round Robin (only one time around)
3. Timed Round Robin

Showdown Setup: Teams each have a set of question cards stacked face down in the center of the table. Showdown
(Kagan Cooperative Learning) ● The teacher selects one student on each team to be the Showdown Captain for the
first round.
 ● The Showdown Captain draws the top card, reads the question, and provides think
time.
32. ● Working alone, all students, including the Showdown Captain, write their answers
● When finished, teammates signal they’re ready.
● The Showdown Captain calls “Showdown”
● Teammates show and discuss their answers.
● The Showdown Captain leads the checking
● If correct, the team celebrates; if not, teammates tutor, then celebrate.
● The person on the left of the Showdown Captain becomes the Showdown Captain
for the next round.

Stand-Up-Hand-Up-Pair Up
(Kagan Cooperative Learning)
33.
Modifications: Rather than cards, students can play Showdown with oral questions from the
teacher, or from questions on a handout or questions displayed by a projector.
Students Stand up, put their hands up, and quickly find a partner with whom to share or Stand Up, Hand Up, Pair Up
discuss. Description
● Teacher says when I say go, you will “stand up, hand up and pair up!” Teacher
pauses, then says, “Go!” Stand-up-hand-up-pair-up
● Students stand up and keep one hand high in the air until they find the closes
partner who’s not a teammate. Students do a “high five” and put their hands down.
● Teacher may ask a question or give an assignment, and provides think time.
● Partners interact using Rally Robin or Timed Pair Share
● Hint: In some classes, it may be necessary to make sure students pair with their
classmate they are closest to rather than running to a friend.

Stump the Teacher ● The teacher reads text or review material and students silently read along with the Detailed Description of Stump
teacher, (one or two pages only)​ the Teacher
● Teacher closes his/her book.​
● Students keep their books, notes, and other study materials open.​
● Timer is set, 3 to 5 minutes, for students to ask the teacher questions on the information
34. that has been just been read.
● Each time the teacher is stumped, the students get a point
● When the timer rings, students close their books.​
● The teacher opens his/her book and sets the timer again.
● The teacher asks questions for a designated amount of time, usually the same amount
students were given to ask the teacher questions on the same material/test.​
● Each time the student gives a correct answer or makes a contribution to a more complex
question, a prize or points should be awarded (usually 1 bonus point to the next test).
Talking Chips Teammates place Talking Chips in the center of the table to make sure everyone contributes Talking Chips
(Kagan Cooperative Learning) to the team discussion.
Set up: Teams have talking chips (maximum: two chips each)
1. The teacher provides a discussion topic and provides think time.
2. Any student begins the discussion, placing one of his/her chips in the center of the
table.
 35. 3. Any student with a chip continues discussing, using his/her chip.
4. When all chips are used, teammates each collect their chips and continue the
discussion using their talking chips.

Modifications: Students may be given just one chip each, or two chips. Students with no
chips left must wait until teammates have used all their chips before they all collect their
chip(s) and continue the discussion.
Implications: Every student is engaged, not one student will dominate the discussion.
Think Pair Share / ● Either number students off 1 – 2 or have them turn and find an elbow partner. Think Pair Share - Teach Like
Turn & Talk ● Announce a discussion topic or problem to solve. This
Give students at least 10 seconds of time to THINK of their own answer.
● Ask students to PAIR with their partner to discuss the topic or solution Turn & Talk - Think, Pair,
36.
● Randomly call on a few students to SHARE their ideas with the class. Share
Three Column Charts or KWL Purpose is to access prior knowledge through brainstorming, identify student interest, check Structure Learning With
for understanding, track student learning – three columns of writing for student – what I KWL Chart
knew, what I now know, what I still don’t know or what I want to know.
37.
True-False Sorts Students work in small groups to sort statements into two stacks: statements that are true
(50 Strategies for Active Teaching) and those that are false.
38.
Whip Around / Idea Wave Requires a quick response from each student. Students are given up to a minute to formulate Whip Around Pass
an answer and then a few seconds to respond in succession. Use this strategy when there is
a list or several different answers. Modified: Students with similar answers sit down once
39. their answer is given by another student.
Whiteboards / Slates / Response strategy that supports multiple learning modalities (visual, kinesthetic, auditory) Using Dry Erase Whiteboards in
Sticky notes while teacher provides immediate feedback during a check for understanding. Teacher can the Classroom
see at a glance who understands or has the correct answer or not when at a teacher signal,
(Instruction for all Students)
every student holds up their mini white board, slate, or pad. 7 Ways to use Individual
40. Student Whiteboards

Resources:

Fisher, Douglas, and Nancy Frey. ​Checking for Understanding: Formative Assessment Techniques for Your Classroom.​ Alexandria: ASCD, 2007. Print.

Guillaume, Andrea M., Yopp, Ruth Helen, & Yopp, Hallie Kay. ​50 Strategies for Active Teaching.
Upper Saddle River, New Jersey: Pearson Education, Inc., 2007. Print.

Harris, Bryan. ​Battling Boredom: 99 Strategies to Spark Student Engagement. L​ archmont, NY: Eye On Education, Inc., 2011. Print

Kagan, Spencer, and Miguel Kagan. ​Kagan Cooperative Learning.​ San Clemente, CA: Kagan, 2009. Print.

Lemov, Doug. ​Teach like a Champion: 49 Techniques That Put Students on the Path to College.​ San Francisco: Jossey-Bass, 2010. Print.

Rutherford, Paula. ​Instruction for All Students: Strategies, Resources, Rationales.​ Alexandria, VA: Just ASK Publications, 2008. Print.