SAN ISIDRO HIGH SCHOOL

Tambulig, Zamboanga Del Sur

TABLE OF CONTENT

A.CHECKING FOR UNDERSTANDING

1. FOUR CORNERS

2. SUMMARY POEM ACTIVITY

3. INVENT THE QUIZ
4.. THE 411
5.. OPINION CHART
6. SO WHAT? JOURNA
7. EVALUATE
8. DESCRIBE
9. COMPARE AND CONTRAST
10. QUESTION STEMS
11. INTRIGUE JOURNAL
12. 5 WORDS
13. MUDDY MOMENT
14. COLLAGE
15. ILLUSTRATION
16. DOUBLE ENTRY NOTEBOOK
17. BIO POEM
18. CONFERENCE
19. MISCONCEPTION CHECK
20. SIMILE ME
21. ACRONYM MEMORY METHOD
22.. ALPHABET SUMMARY
23. RTIFACT STRATEGY
24. ASSUMPTION SMASHING
25. AUDIO-VISUAL
26. FOCUS IMAGINING
27. GAPS
28. GARDENS
29..KWL
30. NUMBER HEADS TOGETHER

1. PIE METHOD

2.CARD METHOD

3.PAIRED BRAINSTORMING

4. ABC SUMMARIZE  

5.. ELEVATOR PITCH

6. BEAT THE CLOCK

7. AFFINITY

8. CAROUSEL

9- CHANT

10-DIORAMAS

11. DO IT

12. DRAMATIZING

13.DYADS

15. FIND THE FIB

14. LISTEN-THINK PAIR SHARE

15.MATHC MINE

16.NATURE WALK

17.NEWSCAST

18.NEWSCAST

19. CIRCLE OF KNOWLEDGE

20. COLORED PAPER GROUPING

 PMI CHART

 3. GOTS AND WANTS

 .DARTBOARD EVALUATION

 5.THREE STARS AND A WISH

 WORD SPLASH

 DEAR STUDEN

 AHA! AND HUH?

 TEXT MESSAGE

 ABC SUMMARIES

 CIRCLE, TRIANGLE, SQUARE

 EXIT /ENTRANCE

 SNOWSTORM

 HIGH-FIVE HUSTLE
 PARENT HOTLINE

 TWO-DOLLAR SUMMAR

 PAPER SLID

 . DJ SUMMARY

 GALLERY WALK

 SEQUENCE IT

 LOW-STAKES QUIZZES

 COVER IT

 QUESTION STEM

 SO WHAT?

 DRAMATIZE IT

 REVIEW IT

 CLIFFSNOTES, JR.

 EXIT TICKET FOLDER

 OUT-THE-DOOR ACTIVITY

 KWL CHART

 3-2-1

 SIMILE

 THE MINUTE PAPER

 ADVERTISEMENT

 .EXIT SLIP

 DJ SUMMARY

 SEQUENCE IT

 COLOR CARDS

 . QUICK WRITE

 COMIC BOOK

 .AWARD

 CROWN

 ONE SENTENCE SUMMARY

 WORD CHAIN
  TRAFFIC LIGHTS

YOU'VE GOT MAIL

 Debrief
 Students I Learned From the Most
 INSIDE OUTSIDE CIRCLE
 JOURNAL
 JUMBLED SUMMARY
Test Types
1. Two- Tiered Multiple Choice Exam
2. Modified Matching Type
3. True or False If- Then Approach
4. Logical Thinking
5. Grouping Questions
6. Student Response Test Type

1. Cold Call 
2. Collaborative Learning 
3. Computer Assisted Instruction 
4. Concept Mapping 
5. Conferencing with Students 
6. ABSENTEE MANAGEMENT
7. I’Am WATCHING SOMEONE

A. CHECKING FOR UNDERSTANDING

1. FOUR CORNERS

 Below are statements about simile and metaphor. If you strongly agree
with the given statement, copy the sentence in quadrant 1. If you agree,
write it in quadrant , if you disagree, write it in quadrant 3, if you strongly
dis agree, write it in

2. SUMMARY POEM ACTIVITY

 1. List ten key words from an assigned text.
2. Do a free verse poem with the words you highlighted.
3. Write a summary of the reading based on these words

3. INVENT THE QUIZ

 Write ten higher-order text questions related to the content. Pick two and answer one
of them in half a page.

4.. THE 411

 Describe the author’s objective.

5. OPINION CHART

 List opinions about the content in the left column of a T-chart, and support your opinions
in the right column.

6. . SO WHAT? JOURNAL

 Identify the main idea of the lesson. Why is it important?

7. EVALUATE

 What is the author's main point? What are the arguments for and against this idea?

8. DESCRIBE

 What are the important characteristics or features of the main concept or idea of the
reading?

9. DEFINE

 Pick out an important word or phrase that the author of a text introduces. What does it
mean?

10. COMPARE AND CONTRAST

 Identify the theory or idea the author is advancing. Then identify an opposite theory.
What are the similarities and differences between these ideas?

11. QUESTION STEMS

 I believe that ________ because _______.

 I was most confused by _______.

12. INTRIGUE JOURNAL

 List the five most interesting, controversial, or resonant ideas you found in the readings.
Include page numbers and a short rationale (100 words) for your selection.

13. 5 WORDS

 What five words would you use to describe ______? Explain and justify your choices.

15. MUDDY MOMENT

 What frustrates and confuses you about the text? Why?

16. COLLAGE

 Create a collage around the lesson's themes. Explain your choices in one paragraph.

17. ILLUSTRATION

 Draw a picture that illustrates a relationship between terms in the text. Explain in one
paragraph your visual representation.

18. DOUBLE ENTRY NOTEBOOK

 Create a two-column table. Use the left column to write down 5-8 important quotations.
Use the right column to record reactions to the quotations.

19.. BIO POEM

 To describe a character or person, write a poem that includes:

 (Line 1) First name
 (Line 2) 3-4 adjectives that describe the person
 (Line 3) Important relationship
 (Line 4) 2-3 things, people, or ideas the person loved
 (Line 5) Three feelings the person experienced
 (Line 6) Three fears the person experienced
 (Line 7) Accomplishments
 (Line 8) 2-3 things the person wanted to see happen or wanted to experience
 (Line 9) His or her residence
 (Line 10) Last name

20. CONFERENCE

2. A short, focused discussion between the teacher and student.

21.. MISCONCEPTION CHECK

 Given a common misconception about a topic, students explain why they agree or
disagree with it.

22. SIMILE ME

 Have students complete the following sentence: "The [concept, skill, word] is like
_______ because _______."

23.. ACRONYM MEMORY METHOD

 Example : roy g. biv= red, orange, yellow, green, blue, indigo, violet

24.. ALPHABET SUMMARY

 Each student is assigned a different letter of the alphabet and asked to generate a
word starting with the letter that is related to the topic being discussed. Students
share their terms with the class.

25. ARTIFACT STRATEGY

 The teacher present carefully a selected objects (articraft) to the students, poses a
problem, and allow students to collect information about the object. Then
formulate answer to the presented problem.

26. ASSUMPTION SMASHING

  List assumptions, then eliminate one. What might happen? ( for example all
forms of transfortation are now free” what is the effect to the society?)

27. AUDIO-VISUAL

 USING POSTERS, PAINTINGS, SLIDES, VIDEO CLIPS , FILM,

28. FOCUS IMAGINING

 A form of guided imagery where students are led to form mental images under the
guidance of a teacher. Can be done either through written directions or step by
step oral directions from the teacher.

29. GAPS

 Students are given sentences or sequences with gaps9 missing words, number or
symbols) and are asked to fill in the gaps.

30. GARDENS

 Students plan, plant and tend garden, as a side activity, student also will need
toplan what to do with the products of the garden and how ( ifnecessary) to return
the land to its origina l state.

31..KWL

 KNOW, WANT TO KNOW, LEARN students identify what they know about the
topic, what they want to know and after reading or instruction, identify what they
learned or would still like to learn.

32. KWHL- “ know, want to know, how to find out, learn”

33. NUMBER HEADS TOGETHER

 Each student is assigned a number, members of group work together to agree on

answer. Teacher randomly selects one number. Student with that number answers
for the group

B. COLLABORSTIVE /GUIDED PRACTICE ( YOU DO IT TOGETHER)

1. Pie method

 A circle is drawn and the topic written in the center. The teacher divides the circle
into 4 or 6 parts, representing sub-topics. Students are instructed to generate ideas
for each sub-topic and these are written down. At the end of the session, the
diagram represents all the ideas that make up the total topic.

2.Card method

 In this method, students are asked to list their ideas on a stacked card and pass it
to their right. The student on the right reads the idea that was written and adds to
it. In this way, the card is passed around the class with each individual
contributing to an idea. In case someone has no contribution, they may write a
question which could be discussed by the other students. Once all the cards have
been passed around, the teacher may collect them and read back the ideas to the
class.

3.Paired brainstorming
 In this strategy, the students are divided into pairs and each pair discusses their
ideas and notes them down

4. ABC Summarize 

 This game is used as a tool during brainstorming sessions.  Given a main topic,
students try to come up with related words representing all 26 letters of the
alphabet.

5.. Elevator Pitch

 Ask students to summarize the main idea in under 60 seconds to another student
acting as a well-known personality who works in your discipline. After
summarizing, students should identify why the famous person might find the idea
significant.

6. Beat the Clock

 Ask a question. Give students ten seconds to confer with peers before you call on
a random student to answer. Repeat.

7. AFFINITY

 First all members of the group write responses to the problem or question on
separate cards, then the card are silently grouped by each member while the others
observe. After a discussion, the agreed upon arrangement is recorded as outline or
diagram.

8. CAROUSEL

 COLLABORATIVE PROBLEM SOLVING- USING TEAMS OF THREE

STUDENTS

9- CHANT

 RHYTMIC TEXT, REPEATED ORALLY BY INDIVIDUAL OR GROUP TO IMPROVE

RECALL.

10-DIORAMAS

 A three dimesional scene- usually created by students, and acting as miniature

model.

11. DO IT

 Define problem, open self to new ideas, identify best solution, transform idea into
action

12. DRAMATIZING

 Students act out roles from stories or historical events.

13.DYADS

 Group consisting of two students

14. FIND THE FIB

 Team activity where group of students write two true statement and one false
statement, then challenge other teams ( or the teacher)” find the FIB”
 15. LISTEN-THINK PAIR SHARE

 Students listen to questions, individually think about the response, discuss their
iseas with partner, then share their ideas with the class.

16.MATHC MINE

 Pair activity in which one student draws, while the other waits, then the second
student tries to copy the drawing of the first using only discriptions supplied by
the first students.

17.NATURE WALK

 A form of field trip in which students explore and observe objects in their natural
environment.

Newscast

18.NEWSCAST

 Can be about current happening or be used to explore historical events.

19 COLORED PAPER GROUPING

 Randomly assigning students to groups in which pieces of colored paper are

passed out to students, then students with paper of the same color with get
together.

C. FRAMING CONCEPTS/CLOSURE

1. PMI CHART

 Students will write what is PLUS,MINUS, INTERESTING in the lesson

2. GOTS AND WANTS

 Students are asked to write what they learned and what they would like to know
more.

3. DARTBOARD EVALUATION

 ASK the class question a bout a concept, issue or project they have been working
on. Sample question starters include:

Do you like…..?

How often do you….?

Did you agree with ….?

Instruct the students to consider their response to the question of opinion and where
they will place their mark on the dart board. The closer to the bulls eye, the more
positive the response.

Invite the students to place their mark on the dartboard and ask them to explain their
opinion and justify their choice.
 Discuss the collected data with the class and use it to plan for future activities.

4. THREE STARS AND A WISH

 The class are ask to write in the three star their learnings and in another object
their wish about the lesson.

5. WORD SPLASH

 Students are given a “splash” of the keyword from the lesson.

They must write a few meaningful sentences (summarize the learning) using this
word.)

6. DEAR STUDENT

 The students are ask to write aletter to an absent student, telling him ,her the point
of the lesson, the steps in the process, the details learned though the lesson, etc.

7.AHA! AND HUH?

o The class will write in a smiley icon thins he/she learned. And in the
frowning icon things she/he is doubtful.

8. TEXT MESSAGE

a. Similar to a sentence summary, ask students to write a

summary of the key learning in the txt message form.

b. Example

c. LOL

d. ,BTW

e. HASTAGS

9. ABC SUMMARIES

 A form of review in which each student in a class is assigned a different

letter of the alphabet and they must select a word starting with the letter
that is related to the topic being studied.

10. CIRCLE, TRIANGLE, SQUARE

Students are ask to write opposite the drawing:

 something that is still going around in his head.

 Something pointed that stood out of your mind

 Something that squared or agreed with your thinking

11. EXIT /ENTRANCE

 Students are ask to write in the entrance ticket given by the teacher EXIT
TICKET and inside she/he will write “I still ant to more about”
 YOUR TICKET OUT THE DOOR

STUDENT are ask to write “ I learned today that….”

12.SNOWSTORM

 Students write down what they learned on a piece of scratch paper and
wad it up. Given a signal, they throw their paper snowballs in the air. Then
each learner picks up a nearby response and reads it aloud.

13. HIGH-FIVE HUSTLE

 Ask students to stand up, raise their hands and high-five a peer -- their
short-term hustle buddy. When there are no hands left, ask a question for
them to discuss. Solicit answers. Then play "Do the Hustle" as a signal for
them to raise their hands and high-five a different partner for the next
question. (Source: Gretchen Bridgers)

14.. PARENT HOTLINE

 Give students an interesting question about the lesson without further

discussion. Email their guardians the answer so that the topic can be
discussed over dinner.

15. TWO-DOLLAR SUMMARY

 Kids write a two-dollar (or more) summary of the lesson. Each word is
worth ten cents. For extra scaffolding, ask students to include specific
words in their statement. (Source (PDF): Ann Lewis and Aleta Thompson)

16. PAPER SLIDE

 On paper, small groups sketch and write what they learned. Then team
representatives line up and, one and a time, slide their work under a video
camera while quickly summarizing what was learned. The camera doesn't
stop recording until each representative has completed his or her
summary.

17. DJ SUMMARY

 Learners write what they learned in the form of a favorite song. Offer
extra praise if they sing.

18. GALLERY WALK

 On chart paper, small groups of students write and draw what they
learned. After the completed works are attached to the classroom walls,
others students affix Stickies to the posters to extend on the ideas, add
questions, or offer praise.

19. SEQUENCE IT

 Students can quickly create timelines with Timetoast to represent the

sequence of a plot or historical events.

21.. LOW-STAKES QUIZZES

 Give a short quiz using technologies like Socrative, BubbleSheet,

GoSoapBox, or Google Forms. Alternatively, have students write down
three quiz questions (to ask at the beginning of the next class).
 22. COVER IT

 Have students sketch a book cover. The title is the class topic. The author
is the student. A short celebrity endorsement or blurb should summarize
and articulate the lesson's benefits.

23. QUESTION STEMS

 Have students write questions about the lesson on cards, using question
stems framed around Bloom's Taxonomy. Have students exchange cards
and answer the question they have acquired.

24.. SO WHAT?

 Learners answer the following prompts:

 What takeaways from the lesson will be important to know three years
from now?
 Why?

25.. DRAMATIZE IT

 Have students dramatize a real-life application of a skill.

26. REVIEW IT

 Direct students to raise their hands if they can answer your questions.
Classmates agree (thumbs up) or disagree (thumbs down) with the
response.

27. CLIFFSNOTES, JR.

 Have students create a cheat sheet of information that would be useful for
a quiz on the day's topic. (Source (PDF): Ann Sipe, "40 Ways to Leave a
Lesson

28. EXIT TICKET FOLDER

 Ask students to write their name, what they learned, and any lingering
questions on a blank card or "ticket." Before they leave class, direct them
to deposit their exit tickets in a folder or bin labeled either "Got It," "More
Practice, Please," or "I Need Some Help!" -- whichever label best
represents their relationship to the day's content. (Source: Erika Savage)

29. OUT-THE-DOOR ACTIVITY

 After writing down the learning outcome, ask students to take a card,
circle one of the following options, and return the card to you before they
leave:

 Stop (I'm totally confused.)

 Go (I'm ready to move on.)
 Proceed with caution (I could use some clarification on . . .)

30. KWL CHART

 What do you know, what do you want to know, and what have you
learned?

31.. 3-2-1
  Three things you found out.
 Two interesting things.
 One question you still have.

33. SIMILE

 What we learned today is like _______.

34.THE MINUTE PAPER

 In one minute, describe the most meaningful thing you've learned.

35. ADVERTISEMENT

36.EXIT SLIP

 Have students reflect on lessons learned during class.

37. DJ SUMMARY

 Learners write what they learned in the form of a favorite song. Offer extra praise if they
sing.

38. SEQUENCE IT

 Students can quickly create timelines with Timetoast to represent the sequence of a plot
or historical events.

39. COLOR CARDS

 Red = "Stop, I need help."

 Green = "Keep going, I understand."
 Yellow = "I'm a little confused."

40. QUICKWRITE

 Without stopping, write what most confuses you.

41. COMIC BOOK

 Use a comic book creation tool like Bitstrips to represent understanding.

42. DRAMATIC INTERPRETATION

 Dramatize a critical scene from a complex narrative.

43. SNOWSTORM

 Students write down what they learned on a piece of scratch paper and wad it up. Given a
signal, they throw their paper snowballs in the air. Then each learner picks up a nearby
response and reads it aloud.

44. HIGH-FIVE HUSTLE

 Ask students to stand up, raise their hands and high-five a peer -- their short-term hustle
buddy. When there are no hands left, ask a question for them to discuss. Solicit answers.
Then play "Do the Hustle" as a signal for them to raise their hands and high-five a
different partner for the next question. (Source:
45. TWO-DOLLAR SUMMARY

 Students are ask to write a one hunded pesos (or more) summary of the lesson. Each
word is worth ten cents.


46. DRAMATIZE IT

 Have students dramatize a real-life application of a skill

47.AWARD

 ANY TANGIBLE OBJECTS GIVEN TO STUDENTS TO REWARD

POSITIVE BEHAVIOR OR ACHIEVEMENT IN THE CLASS.

48.CIRCLE OF KNOWLEDGE

 Grapic organizer that prompt students to write: thee facts I know, 3

questions I want to answer and answers to my question.

49.CROWN

 C- ommunicate what you learned

 R- reaction-offer one sentence that sums up what the whole lesson was about.
 W –here some different places you could use this?
 N ote how will we did today?

50. ONE SENTENCE SUMMARY

 Students are asked to write a one single summary sentence that answer s
the “ who, what, where, when, why, how “ questions about the topic.

51. WORD CHAIN

 Game that help students categorize. Teacher supplies category and first
word then the students supply the next word “ in the chain” the chain is
formed having the next word start with the ending letter of the previous
word. For example ; CATEGORY: things found in the kitchen: sink-
knife-eggbeater-refrigerator- and so on.

52.TRAFFIC LIGHTS

 What are you going to stop\

 What are you going to keep doing?

 What are you going to start doing?

D. INDEPENDENT PRACTICE

 . YOU'VE GOT MAIL

 Each student writes a question about a topic on the front of an envelope; the answer is
included inside. Questions are then “mailed” around the room. Each learner writes her
answer on a slip of scratch paper and confirms its correctness by reading the “official
answer” before she places her own response in the envelope. After several series of
 mailings and a class discussion about the subject, the envelopes are deposited in the
teacher’s letterbox.

2. DEBRIEF

 Reflect immediately after an activity.

3. STUDENTS I LEARNED FROM THE MOST

 Learners write notes to peers describing what they learned from them during class
discussions.

4.INSIDE OUTSIDE CIRCLE

 AND OUTSIDE CIRCLE OF STUDENTS FACE EACH OTHER,

INSIDE
WITHIN EACH PAIR OF FACING STUDENTS, STUDENTS QUIZ EACH
OTHER WITH QUESTIONS THEY HAVE WRITTEN. OUTSIDE
CIRCLES MOVE TO CREATE NEW PAIR. REPEAT.

5.JOURNAL

 A form of writing done few minutes each day. Done to encourage reflection.

6.JUMBLED SUMMARY

 TEACHERS PRESENTS RANDOMLY ORDERED KEY WORDS AND PHRASES FROM A

LESSON TO STUDENTS. STUDENTS PUT THE TERMS AND PHRASES IN LOGICAL
ORDER TO SHOW UNDERSTANDING.

E. CLASSROOM MANAGEMENT STRATEGIES

1. COLD CALL 
 This is an instructional strategy that is dreaded by students
who tend to drift off and daydream during class. The
teacher calls on students during the course of the
lesson and subsequent discussion without really
considering who is volunteering to answer. That means that
even students who don’t have their hands raised might get
called on at any time. This isn’t meant to be used as a tool
for “catching” people who are not paying attention. Rather,
you would hope that students in a class where cold calls are
used would enter the room ready to pay attention and
contribute. When used correctly, this approach can solicit
input from students who otherwise would probably not
have offered their valuable insights on the lesson of the
day.

2. COLLABORATIVE LEARNING

  In collaborative learning, students work with each other to

discuss a given “problem” and come up with possible
solutions. This can be done in pairs or in small groups.
Advantages include students taking more ownership for
their learning, improved social interactions, and built in
peer tutoring opportunities.

3. COMPUTER ASSISTED INSTRUCTION 

 As the name implies, this is instruction that uses the

computer as a tool for instructing students. This can be a
good way of connecting with learners who enjoy spending
 time on the computer, but it is meant to be a tool, not a
replacement for the teacher.

4. CONCEPT MAPPING 

 Some people learn better by seeing a visual representation

of what is being taught. Concept maps help students to start
with a main idea and then branch out to important key
concepts. This is done by using shapes like circles or
squares that are connected by lines that branch out to
related ideas. This type of graphic organizer is often used
by teachers to illustrate new ideas, but it can also be used to
assess how well students understand what they have been
taught. To do this, students are shown examples of concept
maps and are then given the opportunity to construct their
own map illustrating their understanding of the subject.

5. CONFERENCING WITH STUDENTS

  Many teachers miss out on a golden opportunity to connect

with students and to understand what and how they are
thinking. You conference with students while they are
working during class. This is a simple process that can reap
major rewards. Start by asking the student how they are
doing with the problem they are working on at the moment.
Ask about what they are learning and what is giving them
problems. You guide them by offering tips and by
specifically asking what they need help with to keep them
moving forward. Ask about strategies they are using and
offer new ones for them to try out. This is a much better use
of in class work time than just walking around the room
watching to make sure that students are working

6. ABSENTEE MANAGEMENT

 Call parents during the evening as soon as the student misses a day
of school. This call can also be used to allow the teacher to get to
know the parents better and to collect information to be used in
preparation of make up materials for the student.

7. I’Am WATCHING SOMEONE

 Teacher tell the students that two students have been selected to be
carefully observed, and if they behave well, the entire class will
receive a reward. If the behavior was positive and there is a reward
the students are told Who was being watched.