respond and evaluate.
K-W-W-L chart
v What I Know - Where I learned It - What I Want to Know - What I Learned
v This strategy helps students organize, access, and reflect on learning which increases comprehension and
engagement.
v To activate prior knowledge, ask, "What do I know?"
v To acknowledge source, ask, "Where did I find the information?"
v To set purpose, ask, "What do I want to know?"
v To reflect on new learning, ask, "What did I learn?"
Talking Chips
Pose a question for students to discuss.
Each member is given a "chip" (small square of construction paper or a "real chip").
Each student takes turns "talking" by placing their CHIP into the center of the table.
The first person to talk may only talk at that time - and may not speak again until all have placed their "chip"
in the middle.
v Repeat the process.
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Four Corners
v The teacher posts questions, quotations, photos, etc., in each of the corners of the room. The teacher assigns
each student to a corner...or students choose.
v Once in the corner, the students discuss the focus of the lesson in relation to the question, quote, etc.
v At this time, students may report out or move to another corner, and repeat the process.
v After students have moved, as a writing assignment, they should be encouraged to reflect on changes in
opinion or new learning.
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Jigsaw
Students read different passages from the same text or selection from several texts.
After reading the passage, they take on the role of an expert with the specified text.
The "experts" then share the information from their specific reading with a specific group or the entire class.
Students can read different sections of a chapter, short story, newspaper article, diary/journal, biography, etc.
Gallery Walk
v Select several "quotable quotes," important passages, or concepts from a text.
v Place each quote or passage on a separate piece of butcher or chart paper and hang them throughout the
room.
v Ask students to quietly take a "gallery walk," reading each poster carefully and talking to no one.
v Have each student select one that interests or intrigues them - one that they would like to talk more about.
v Ask the students to return to their seats, and free-write about the selected quote or passage for five minutes.
v Then ask students to take their free writing and to stand by the quote or passage they have selected.
Give One and Get One
v Write your name legibly at the top of a piece of paper. List 3 to 5 ideas about the assigned topic.
v Draw a line after your last idea to separate your ideas from those you select from your classmates' lists.
v Get up and interact with one classmate at a time. Exchange papers, read your partner's list, and then ask
questions about new or confusing ideas.
PROTEAM DREAMQUEST CURRICULUM
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