Flashcards

Curriculum Design: Teacher Toolkit

Mandi Genah English 30 cards

Cards in this deck (30)

1Circle Map [Instructional Strategy: Graphic Organizer]To generate a circle map, students start by selecting a topic to analyze and recording that in a smaller inner circle. To define or understand this topic, students brainstorm ideas, keywords, symbols, and any other relevant information. These are listed in the space between the two circles.
2Tree Map [Instructional Strategy: Graphic Organizer]To generate a tree map, students select a topic to analyze and record this in the center at the top of the page. Next, students define or elaborate by dividing the topic into categories. Branches are drawn from the main topic to the categories. The subcategories can branch-off further into subcategories. Information pertinent to each category or subcategory is listed beneath each heading. This is an effective strategy for sorting or grouping concepts.
3Brace Map [Instructional Strategy: Graphic Organizer]To generate a brace map, students select a topic to analyze and record this on the left side of the page. Next, students define or elaborate by dividing the topic into two categories using a left brace. These categories can be further divided into two subcategories using a left brace. Information pertinent to each category or subcategory is listed to the right of each heading. This is an effective strategy for sorting concepts or dissecting a topic into its contributing components.
4Flow Map [Instructional Strategy: Graphic Organizer]To generate a flow map, students select a process or procedure to explain. Beginning with the first step of the procedure, the student records a description of each step connected by a series of arrows on the page. The steps are outlined in boxes for clarity. The arrows should direct readers from one step to the next in an orderly manner. Ultimately, this provides a visual illustrating a sequence of events.
5Jigsaw [Instructional Strategy: Cooperative Learning]To employ this strategy, the class is divided into groups of 4 or 5. Each student in the group acts as a puzzle piece responsible for a unique subcategory of learning. The students within each group that share a subcategory form a new group to research and learn about their subcategories before returning to their initial group to share the material they were responsible for learning.
6Think-Pair-Share [Instructional Strategy: Cooperative Learning]This strategy involves a stepwise process where the teacher poses a question to the class and the students are given a period of time to think about the question and generate a response. Then, the teacher asks the students to find a partner or assigns each student a partner. The students in each paring share their responses with each other.
7Graffiti [Instructional Strategy: Cooperative Learning]This strategy acts as a collective brainstorming activity where students have the freedom to record their thoughts and ideas pertaining to a topic on a large blank sheet of paper (i.e. chart paper) in any format they wish (e.g. pictures, diagrams, words, numbers, etc.). Typically, several stations are set-up around the classroom and each station has a piece of chart paper with a topic or question listed. Students are divided into groups and the groups rotate through the stations and are given a certain period of time at each to record their ideas.
8Circle the Sage [Instructional Strategy: Cooperative Learning]In learning about a particular topic, the teacher requests student volunteers (sages) who are informed on the subject matter. The sages selected spread out in the classroom and the remainder of the students are divided into groups. The number of students in each group should equal the number of sages. Each student in the group will visit a different sage. The sage will share their knowledge with the students that visit them. When the students return to their groups, they compare their notes on what information was conveyed and work to resolve any disagreements.
9Group-Pair-Solo [Instructional Strategy: Cooperative Learning]This strategy helps to scaffold student learning by providing students with the support of their peers to begin learning and problem-solving. Some “supports” or students are removed at the pair stage. All “supports” are removed at the solo stage and students must approach the problems individually.
10Value Line [Instructional Strategy: Cooperative Learning]The teacher facilitates this activity by creating a line on the ground using chalk, a skipping rope, masking tape, etc. Given a statement, students are asked to stand on the side of the line that best represents their opinions with regards to a statement (i.e. whether they agree or disagree with the statement). For more complex statements or questions, the line can be used as a gradient with two extremes at either end and the teacher can instruct the students to stand along the line in the area which best aligns with the students’ opinions and values.
11Fan n Pick [Instructional Strategy: Cooperative Learning]Students are organized into pairs and each pair is given a prepared deck of cards —either prepared by the students themselves or the teacher — with questions and corresponding answers on them. One of the two students randomly selects a card from the pile, which can be “fanned” by their partner. The student that selects the card then reads the question on the card to their partner while hiding the answer. The student holding the answer will provide feedback to the student answering the question and, once the answer is revealed, the students’ roles switch.
12Plus/Minus/Interesting (PMI) [Instructional Strategy: Cooperative Learning]Similar to a pros and cons list, this strategy involves the analysis of an idea or argument. Students are instructed to consider the positive and negative outcomes of the idea or action in question. Students should also elaborate by considering neutral or interesting outcomes that may result regardless of whether the outcome is positive or negative. Students’ thoughts can be arranged in a graphic organizer with the PMI columns outlined.
13Inside/Outside Circle [Instructional Strategy: Cooperative Learning]The teacher divides the class into two equal groups. The first group forms a circle (the inner circle) and the second group forms a circle around the first group (the outer circle). Each student from the inner circle has a partner in the outer circle. The teacher asks questions or provides prompts and each pair discusses their responses during the given period of time. The teacher then instructs the outer circle to shift right one or two students and provides a new prompt to continue the discussion or begin a new one.
14Hamburger Paragraph Structure [Instructional Strategy: Graphic Organizer]This graphic organizer provides a visual to aid students in formulating a paragraph. The structure of a burger is used metaphorically as the structure of a paragraph. Students can create their burgers with a top bun (the topic sentence), two toppings (supporting sentences 1 and 2), a burger (supporting sentence 3), and a bottom bun (the concluding sentence).
15R.A.F.T Role/Audience/ Format/Topic [Instructional Strategy: Graphic Organizer]This type of graphic organizer is typically used as a writing strategy, but it can also be used to record information in other subject areas. Students are given roles and they may be given their audience or they may have to determine their audience. The format encourages students to identify the style of writing for their piece. The topic is the key idea to be assessed through the writing.
16Neutral Questioning [Instructional Strategy: Questioning Tactic]To minimize impulsive answering, avoid the use of language and non-verbal cues that qualify the question (i.e. easy or challenging). This will encourage students to think through the question more thoroughly, while also mitigating intimidation.
17Link to Learning Goals [Instructional Strategy: Questioning Tactic]Teachers can reframe learning goals as questions to pose to their students. This ensures that direct connections to curricular expectations are made. Moreover, this can help teachers gauge their students' understanding of lesson content and reinforce the importance of these key concepts to the students.
18Exit Card [Assessment Strategy]At the end of a lesson or prior to exiting the classroom (i.e. break, lunch, or the end of the day), the teacher assigns the students a task or questions to be completed. Typically, the questions pertain to content covered that day (assessment IF learning) and responses are used to inform future lessons. Once students complete the exit card, they are permitted to leave the classroom.
19Two Stars & a Wish [Assessment Strategy]This strategy can be used to provide feedback to students regarding their work. Two stars are two positive or well-done aspects of the assessment piece and a wish is a piece of constructive feedback or something for the student to improve on. This strategy can also be used for students to provide feedback to their teachers (e.g. two things you liked about the lesson and one thing you wish the teacher did differently).
20Thumbs [Assessment Strategy]This strategy acts as a consolidation activity. Following a lesson, the teacher asks students to hold their thumbs up if they understood the content entirely, to the side if they understood some, but not all of the content, or down if they did not understand the majority of the content. This strategy can also be used to confirm whether or not students understood instructions prior to an activity.
21Show & Tell [Assessment Strategy]This strategy requires the use of individual whiteboards or chalkboards. The teacher poses a question or command to the class and the students generate a response on their board in the time allotted. When the time is up, students are asked to raise their boards for the teacher, or their peers, to see. Students receive brief and immediate feedback regarding their responses (i.e. correct or incorrect) and the responses help to inform teaching.
22ABC Agree-Build-Challenge [Instructional Strategy: Questioning Tactic/Cooperative Learning]When posing opinion-based questions (i.e. do you agree with this statement), students can respond in one of three ways. If students agree with a statement, they must respond with a justification as to why. If students agree in-part with the statement but not completely, they must elaborate or build on the statement to explain their thoughts. Students who disagree altogether must share their opposing viewpoints. Note that the initial statement could reflect peers' views and this strategy could be used to facilitate cooperative learning as well.
23Cold Call [Instructional Strategy: Questioning Tactic]This questioning tactic relies on alertness. Students can not predict specific questions and prepare in advance. As a result, they must be alert and focused as much as possible during the lesson. The teacher may ask a specific student a question; however, it can also be effective to ask unexpected questions to the class as a whole to avoid singling students out.
24Muddiest Point [Assessment Strategy]This strategy can be used as a diagnostic assessment tool. Students reflect on their own understanding (assessment AS learning) and record a concept or topic that they find most challenging on an index card or sticky note. Students submit these notes anonymously and the teacher consolidates all responses into a list. Then, the teacher asks students to select a topic from the list, preferably one they understood, to explain to the rest of the class. Those which are avoided/not covered can be used to inform future lessons.
25Cubing [Instructional Strategy: Assessment Strategy/Questioning Tactic]“Cubing” is a version of the above. It involves Six questions or commands are generated by the teacher and each corresponds with one face (#1-6) on a number cube (die). Students roll the die and they must respond accordingly to the number they roll. The questions and commands may require students to use higher-level thinking skills to demonstrate their knowledge and understanding (e.g. compare, contrast, describe, apply, etc.). Students can also be involved in generating the questions and commands.
26Choice Boards [Instructional Strategy: Differentiation]This form of instruction allows students = the opportunity to select an activity from the options provided by the teacher. These options are formatted in a grid on a board so that students' activities can be organized and tracked. The board formatting must be simple enough for students to understand and interact with.
27Learning Centers [Instructional Strategy: Differentiation]Learning centers are typically organized as stations around a classroom and students are assigned to a specific center based on their readiness or they have the choice of a center based on their interest, depending on how the teacher establishes the centers. Instruction can be further differentiated at each center by having a variety available to complete a task.
28Tiering [Instructional Strategy: Differentiation]Tiering relates to accommodation in that various options that meet the same objectives are available to best suit the needs and readiness of students (i.e. the material does not change; the approach to learning it does). Students are asked to complete the same task; however, different versions of the task may be assigned depending on a student’s readiness in approaching the task. This may be determined by the student and/or the teacher.
29One Question Quiz [Assessment Strategy]The teacher assigns one question to be completed by the students. Typically, this question focuses on a key concept discussed during the lesson. This activity can be conducted orally or on paper for the teacher to review at a later time. Teachers may also choose to conduct this activity anonymously depending on the purpose of assessment.
30Bubble Map [Instructional Strategy: Graphic Organizer]To generate a bubble map, users start by selecting a topic to analyze and record this in a circle/bubble in the center of the page. To define or understand this topic, users brainstorm ideas, keywords, symbols, and any other relevant information. These are listed in bubbles surrounding the main topic and are usually directly connected using a line.

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Description: Please note that I have identified which of the strategies listed pertain to assessment. All other strategies listed are instructional. I have further categorized the instructional strategies into questioning tactics, differentiation strategies, graphic organizers, and cooperative learning strategies.
Created by: Mandi Genah
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Curriculum Design: Teacher Toolkit

Cards in this deck (30)

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