Strategies

**Strategies**

The following learning strategies can be applied to any content area. We have included a description of each strategy and the necessary files. Check the "Samples" section of the wiki to see examples of how some teachers have used the strategies in their classrooms.

__**ACTive Learning Strategies**__: This chart includes the most important aspects of the learning process that need to be considered before, during, and after any type of learning is taking place. These strategies can be applied to any learning experience in any content area. The chart includes examples of tools that can be used for each strategy.

__**Alpha Boxes**__: This tool can be used before, during, or after learning. Students brainstorm as many terms as possible for each letter of the alphabet on a topic chosen by the teacher. The topic can be as broad or narrow as you want, and this can be used to determine prior knowledge, keep track of vocabulary during a unit, or summarize key terms before an assessment.

__**Anticipation Guide**__: An anticipation guide is a tool that can be used before learning. The teacher creates a set of statements about the content - some are accurate the some are not. Students read through the list before beginning the lesson and either agree or disagree with each statement based on their prior knowledge. Then, during the lesson students revisit their responses and determine whether each is true or false based on what they've learned.

__**Attribute Chart**__: An attribute chart is a tool that can be used before, during, or after learning content. The chart lists items or components of a lesson (characters from a novel, study strategies, shapes, animals, etc.) and characteristics. The characteristics that apply to each item are checked off, and the purpose of the chart is to compare and contrast the attributes of each item.

__**Carousel**__: Carousel brainstorming is a great way to get students involved and moving! The teacher posts 3-5 pieces of chart paper around the classroom with different topics on them. Then, the students are divided into groups and they move around with their groups to each piece of chart paper. As a group, they discuss the topic and brainstorm ideas to add to the paper. Then they move on to the other sheets. Each group is assigned a different color marker so that it's clear in the end which group wrote each comment. This can be modified in any way and used before to assess prior knowledge, during is measure progress, or after learning as an assessment tool. Ideas for topics listed on the chart paper include vocabulary terms, mathematical equations, types of governments, parts of a cell, parts of speech, etc. This can also be extended by having students take a "Gallery Walk" after the carousel is finished. Here, they take a clipboard and pencil, read the ideas on each sheet, and summarize the ideas on each for themselves in a sentence or two.


 * __Exit Slips/Ticket to Leave__**: Exit slips are used with students at the end of a lesson, as they are on their way out the door. On the exit slip, students reflect on their understanding, ask questions, or make comments about the learning of the day. Teachers collect them and use the information to inform their future instruction. This strategy is very flexible and can be modified in many ways to meet the needs of the class and teacher. [[file:exitslips.ppt]][[file:tickettoleavetemplate.ppt]]

__**Frayer Model:**__ The Frayer Model is used as a vocabulary tool. A box is divided into 4 sections, each one describing the term in a different way. Common headings are definition, picture, examples, opposites, etc. This is a flexible strategy that intends to show the relational side of vocabulary.

__**Insert Codes:**__ This strategy is used during reading or learning. A set of codes is used to mark-up the text or in the margins so that the learner can make quick notes without having to stop reading. The codes are simple to use and consistent within a classroom so that the teacher and other classmates understand the comments that the reader has made.

__**Key Three Routine:**__ The Key Three Routine was developed by Joan Sedita. It consists of 3 steps - creating a top-down web to organize ideas, turning that web into a more detailed set of two-column notes, and finally writing a summary from the notes. Visit the Keys to Literacy website for more information: []


 * __Knowledge Rating Scale:__** This strategy is useful at the beginning of a lesson or unit to assess prior knowledge. Vocabulary terms are listed, and students are asked to determine their own level of familiarity with each word. They decide if the term is totally new, they've heard it before but aren't sure of the definition, they know one definition, or they know the term well and can make many connections with its usage. [[file:knowledgeratingscaletemplate.doc]]

CCCCCCCCCCCCCCCCCC __**Odd Term Out:**__ This strategy is used to help students categorize terms and see the relationship between vocabulary terms and concepts. CCCCCCCCCCCC __**QAR:**__ The Question Answer Relationship strategy is meant to give students a "way in" to answer questions based on a given text. It divides questions into categories and helps students to be strategic about the way that they search for answers.
 * __List-Group-Label:__** This strategy is used with vocabulary terms, and the focus is again on relationships versus definitions. Students take a set of vocabulary terms and arrange them into groups based on their own criteria. For example, they might put verbs together in a group or types of polygons might be in the same cluster. Then, students have to label each group based on the common characteristics of the terms in the groups. There are often many possible ways to group the terms - as long as the students can justify the relationship between the terms, they are correct.

__**QuickWrites:**__ QuickWrites can be used at any stage in the learning process. This strategy is a chance to have students stop for a minute and give some feedback about anything that the teacher is interested in knowing - how well the students are understanding the content, whether they have any questions, what they'd like to know more about, what they think is significant, how they are feeling, etc. The student uses a post-it, index card, or simple slip of paper to write his or her brief response and gives it to the teacher. Then, the teacher uses the information collected to inform his or her teaching.

__**RAFT**__ - RAFT stands for Role, Audience, Format, and Topic. This is a reflective strategy where students choose a role or perspective from which to write, an audience for their writing, a format to use, and a topic to write about. The idea is that the student gets a chance to demonstrate understanding of the material in a different way. For example, a student might write a letter from the cell wall to the nucleus about its role in the function of the cell.

__**Split-Page Notes:**__ Split-page notes divide the paper into two columns. On the left side, students record the main ideas or key points, leaving white space between each topic. On the right side next to each main idea, students record the more specific details about each topic. The most important component of split-page notes is the summary at the end, where students synthesize their thinking by summarizing the contents of the notes. These notes are also meant to be interactive, meaning that the student can revise the notes at any point in the learning process.

__**THIEVES:**__ THIEVES is a previewing strategy that is used for **non-fiction** text. This strategy asks students to look at the lesson or chapter before learning and use the THIEVES acronym to pay close attention to the Title, Headings, Introduction, Eye-Catchers, Vocabulary, End of chapter resources, and Setting purpose. Using THIEVES to preview encourages students to "steal" as much information as possible from the text before reading.

__**Textbook Survey:**__ A textbook survey can be used at the beginning of the year as a way for students to get acquainted with the text and the resources that it has to offer. Sometimes referred to as a Textbook Scavenger Hunt, this strategy is meant to give students a chance to become familiar with everything included in the textbook that can help the student throughout the year. It can also be done with a single chapter or portion of a textbook.


 * __Write Around:__** A write around is sometimes called "acceptable note-passing." In a write around, four students sit together, each one with a piece of paper. The teacher gives the students a topic or problem to write about. Each student writes for a couple of minutes about the topic silently. Then, the papers are passed around the circle to the next person, who silently reads what was written and has a minute to add to it, respond, or pose questions. This continues until each student gets his or her original paper back. The idea is that students get the chance to write about the content, and have the opportunity to collaborate with their classmates and share ideas in a quiet, organized way. Here, no one can be left out of the conversation and multiple views and ideas are expressed. This strategy can be adapted in many ways.