1.

All
Tic-Tac-Toe Strategy
http://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe
The instructional strategy this website addresses is the Tic-Tac-Toe strategy. This strategy
is a differentiation tool that offers collection of activities from which students can choose to do to
demonstrate their understanding. The Tic-Tac-Toe board has nine square grid and students may
be expected to complete from one to three in a row and the center square may be left open for
the student to select an activity of their own. It also may be given to every students in the class,
higher ability students for extension activities, or lower students for review and practice.
The reason why this strategy would be useful in the class is because it is a simple way to give
students alternative ways of exploring and expressing key ideas and key skills. Involvement in
this strategy encourages independent learning. However: teachers should check in with students
periodically and require students to keep a log of their progress.
This strategy would be best used with students who are in 3rd grade or higher.
2. Reading and Math
Mini White Board
http://www.educationworld.com/a_curr/strategy/strategy022.shtml
The instructional strategy this website addresses is the Mini White Board strategy.
Individual student whiteboards are the 21st-century version of the chalk slates used by students in
the classroom. Students have their own mini whiteboards, dry erase makers and tissue. Teachers
write problems or questions on the boards and students write answers and responds on their
whiteboards which they hold up once they have an answer written.

As thousands of teachers has used and found, whiteboards provide a great way of actively
involving students in the learning process and a terrific tool for immediate feedback and
assessment. Its a great way to keep the entire class to involve actively in a lesson. Holding up
the answers also increase the accountability and engagement for everyone.
This mini whiteboards strategy would be useful for students who are in 2nd grade or higher.
3. Reading
Sticky Note Comprehension Strategy
http://readingacrosscurriculum.com/Sticky%20Notes%20Comprehension%20Strategy.htm
The instructional strategy this website addresses is the Sticky Note Comprehension
strategy. Before reading, students have sticky notes and pens or pencils to write on. After or
during reading, teachers abruptly share what are students or teachers wondering about the text.
Teachers are modeling the questioning strategy including things of other texts, situations and
new ideas etc. After reading and questioning, students need to respond to text as they read, but
for obvious reasons, they may not write directly in their books. In that case, teachers are making
sure to tell them that students need to write their thoughts and ideas on the sticky notes using text
codes such as R for Reminder, T-T for Text-to-text connection, L for New learning, ? for
Question, and ! for Surprising Information.
Text coding on sticky notes is strategy that allows students to annotate their thought
quickly and it also is useful to monitor students reading and practice text coding. Realizing that
the sticky notes are small, it is suggested that a class create a chart of codes to use on the notes
which will be used for compare and contrast, sharing ideas and opinions.
This Sticky Note strategy would be best used for students who are in 2nd grade or higher.

4. Reading, History, Science

Four Corners
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategy/four-corners
The instructional strategy this website addresses is the Four Corners strategy. This
Four Corner strategy requires posting signs on each wall of the classroom that say, Strongly
Agree, Agree, Disagree, and Strongly Disagree. Students will be presented with a
statement related to a concept or topic currently being studied and they will be responding to the
statement by moving and standing under the signs that represent their opinions. Students will be
giving 1-2 minutes to discuss with in their groups why they choose that place to stand.
This activity elicits the participation of all students by requiring to take a position. By
drawing out students opinions on a topic they are about to study, it can be a useful warm-up
activity. By asking them to apply what they have learned when framing arguments, it can be an
effective follow-through activity. Four Corners can also be used as a pre-writing activity to elicit
arguments and evidence prior to essay writing.
This Four Corners strategy would be best used for students who are in 3rd grade and higher.
5. Any
Cubing
http://www.amaesd.net/media/teacher%20resources/differentiated%20instruction/Differentiated
%20Strategies/What%20Is%20Cubing.pdf
The instructional strategy this website addresses is the Cubing strategy. This Cubing
strategy can be used for individuals or groups in the classroom. Six commands or questions are
written on the sides of a cube. Students roll the cube and respond the commands or answer the
questions. Cubes may be used to differentiate by readiness or interest. Some ideas of commands

are Describe, Compare, Contrast, Apply, Predict, Imagine and for questions Who, What,
When, Where, Why, How. This strategy is used to determine where each student will start
when rotating through multiple activities to randomly create students group for assignment.
Cubing is very flexible and encourages depth and complexity. It gives students a chance
to look at a concept from a series of different perspectives. Students who like to use their hands
and move around have chance to feel like they are playing while leaning through this strategy.
It also allows teachers to differentiate for readiness in an obvious way.
This Cubing Strategy is best used for students who are in 1st grade or higher.
6. Social studies, Science and Math
Dog Paddles
http://mjb2.weebly.com/instructional-strategies.html
The instructional strategy this website addresses is the Dog Paddles strategy. Dog
Paddles is a cute strategy that would keep all students engaged during a group discussion. The
idea behind it is that students have two dog paddles and a different word written on each and
they answer questions posed by the teacher or another student by holding up the correct dog
paddle. Students raise one of two dog-shaped paddles in response to verbal prompt in kinesthetic
approach in the class. For example, in a science class paddles could be labeled carnivore and
herbivore, and in a math class, prime and composite, and socialism and capitalism in
social studies class.
This strategy works best to keep all the students engage in learning during the whole
discussion. It could also be used as review at the end of a lesson or unit to exam how much
students know about the topic.
This strategy would be best used for students who are in 2nd grade and higher.

7. Literature and Math

Pantomime
http://digitaldjs.info/joomla/index.php/pantomime
This website addresses the pantomime strategy. This strategy is a fun one that promotes
the expression of ideas using only movement and gestures. There are two types of pantomime,
narrative and plot/story based, and narrative pantomime is commonly used strategy in the
classroom. In this strategy, a student reads a passage of text and the others in the groups act out
the passage to demonstrate the ideas using their movements without verbal words. Students do
not speak with their mouths, but express life through movement and through using their bodies to
suggest the environment.
This type of strategy allows students to connect to the situation and characters in an
authentic way. Students also enjoy acting and connecting words to movements. It also is great to
use as an introductory piece for a new topic. Learning to be silent is one of benefits that students
gain from this strategy. From practicing, students gain communication skills and self-control,
they build listening skills and practice focus. This is a great tool for visual learners as well.
This strategy works best for students who are in 3rd grade and higher.
8. Reading and History
3-2-1 (Three-Two-One)
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/3-2-1
The procedures of this strategy are answering 3-2-1 prompt and responding to these
prompts. In step one, students write 3 key terms from what they just learned from the text or
topic, 2 ideas they would like to learn more about, and 1 concept or skill they think they have
mastered. And in step two, teachers use students responses to guide teaching decisions. This 3-2-

1 strategy can also be used to help students identifying main ideas from supporting information.
For example, students can be asked to record 3 of the most important ideas from the lesson or
text, 2 supporting details for each of these ideas and 1 question they have about each of these
ideas.
This activity keeps students engaged in learning and allows them to focus on their
interests. It is a great way for teachers to integrate language arts into any other curriculum. This
is also a great formative assessment as teachers will be able to follow students learning through
inquiry to mastery.
This strategy is great for students who are in 2nd grade and higher.
9. Reading and History
Think-Pair-Share
http://www.readingrockets.org/strategies/think-pair-share
In this strategy, students listen to questions, individually think about a response, discuss
their ideas with a partner, and then share their idea with the class. Think-pair-share (TPS) is a
collaborative learning strategy in which students work together to solve a problem or answer a
question about an assigned reading. This technique requires students to (1) think individually
about a topic, (2) share ideas with classmates.
This strategy helps students engaged in learning and discussion. Discussing an answer
with a partner help them focus attention in reading material and sharing their ideas help them
comprehend and master the topic. It also helps students build their communication skills by
sharing their ideas with the classmates.
This strategy works best for students who are in 1st grade or higher.
10. Language Art, Science and History

KWL
https://msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html
The instructional strategy this website addresses is the KWL strategy, in which K
stands for What I know, W stands for What I want to know, and L stands for what I
learned. In the Know step, it starts with brainstorming in which students write what they
already knew about the topic. In the second step, students write what they want to know about
the information and the topic. Teachers discuss with students what they want to learn reading an
article or todays topic. In the final step, students write down what I learnt from the reading and
the topic.
This strategy helps students understand more about the text and improve comprehension
of the topic by activating students background knowledge. Learning also is more affective when
students relate old information to new information about the subject.
This strategy works best for students who are in 3rd grade and higher.
11. Science and Language Art
Sequencing
https://www.teachervision.com/skill-builder/reading-comprehension/48779.html
The strategy this website addresses is the Sequencing strategy. Sequencing is one of the
most effective skills that contribute to students ability to comprehend what they read and learn.
It refers to the identification of the components of a story, such as the beginning, middle, and
end, and also the ability to retell the events or story within a given text in the order in which they
occurred. In science class, students can arrange the cards in a circular formation to represent the
stages of the cycle, for example: egg, larva, pupa, adult etc.

This strategy helps students improve their deep understanding of the subject they learn.
As students listen to or read text, teaching is more effective if they can understand the
information as it is presented and then recall it at later. In this case, practicing sequencing is the
best fit in this area.
This strategy would be best used for students who are in kindergarten and higher.
12. Science, History and Reading
Scaffolding
The instructional strategy this website addresses is the scaffolding strategy. This
strategy is a method of teaching and it is similar with barnstorming before going into the topic or
text. It is designed to offer students structure and support, much like its construction counterpart.
The idea is that new lessons and concepts can be more readily understood and comprehended if
there is support to students as they are learning. It can also involve teaching students something
new by utilizing things that they are already know or can already do.
This strategy supports in many ways. It helps them improve their comprehension skills,
recalling skills as they are introduced to the title of the topic. It also helps them relate the
information that they already know to information that they are going to learn.
This strategy works best for students who are in kindergarten and higher.
13. Math
Inquiry and Students Center Learning
http://www.edutopia.org/blog/ccss-3rd-grade-math-strategies-mary-beth-hertz
The instructional learning strategy this website addresses is the Inquiry and Students
Center Learning strategy. In this strategy , divided students into groups of four or five by
randomly or heterogeneously, and provide each group a piece of paper to come up with the

response. Then hand the same equation to each group or write it on the board, for example
(8x6=48), and give them a challenge. Give students five minutes to come up with different ways
to get the answer by addition, subtraction, multiplication and division and have them record their
method of solving on the card.
The reason why this strategy would be useful in the classroom is because it helps students
to understand and apply the distributive, associative and commutative properties of
multiplication. This strategy helps students explore different ways of methods to solve one
equation and keep them engage in group work.
This strategy would be used with students who are in the 3rd grade or higher.
14. Art
The Hot Seat Strategy
http://arteducationdaily.blogspot.com/2011/06/hot-seat-strategy.html
The instructional strategy this website addresses is The Hot Seat Strategy. The Hot
Seat is a role-playing strategy that encourages students to build upon comprehension skills.
Choose a story that students might have read carefully and then select one or two characters from
it for students to portray in the hot seat. Students also can freely select a character from their
reading assignment that they found interesting. Students who are not assigned to the hot seat are
required to compose thoughtful questions to ask the student who is assuming a new identity and
students sitting in the hot seat must research characters carefully so that they can answer
accurately.
The reason why this strategy would be useful in the classroom is because The Hot Seat
is a popular strategy because it promotes literature. It also keep students engage with reading and

keep them pre-occupied with the most useful story in a drama or in the class. Depending on the
character selected, students built their ability of language skills by answering and questioning.
This strategy works best for students who are in 4th grade or higher.
15. Music
Movement and Circle Game
https://www.teachervision.com/music/lesson-plan/5352.html
The instructional strategy this website addresses is the Movement and Circle Game.
This strategy is basically picking animal songs that would be best to respond through movement
of music. Have children pick their favorite songs and make them move along with the lyrics and
rhythms of the song.
The reason why this strategy would be useful in the classroom is because it helps students
engage in play with rules; develop kinesthetic pattern recall and spatial awareness. It helps
students to demonstrate an awareness of music as part of their life, and they also learn how to
interact and communicate with others.
This strategy works best for students who are in 4th grade and below.
16. Music
Culture Improvising
http://www.doe.virginia.gov/instruction/fine_arts/music/strategies_correlations/grade2_music_so
l_strategies.pdf
The instructional strategy this website addresses is Culture Improvising. This strategy
basically is learning various kind of dancing across cultures through music. The teacher will
guide students in improvising movement to recorded music in different styles and from different
cultures.

The reason why this strategy would be useful in the classroom is because students will
develop techniques to gain a deep understanding of generating movement along with the music.
Culture Improvising will introduce the different styles of music that around the world. This can
help build intellectual thought because it is a realization that there is so much to learn about our
world.
This strategy would be used with the students in the 2nd grade or higher.
17. Social Studies
Postcards
http://thecornerstoneforteachers.com/free-resources/content-areas/social-studies
The instructional strategy this website addresses is Postcards strategy. This strategy is
all about making postcards by creative ways of thinking. Have students create postcards from the
culture or time period they are studying. The postcard should be written as if the child actually
lived at that time and is explaining daily life to a faraway friend. The postcard could mention
recent activities, chores, weather, etc. You can provide students with a photocopied postcard
outline and picture or have students create their own.
The idea of a postcard is a bit difficult for young children, but with some concept
development and modeling beforehand, it can be a great synthesis activity and provides a unique
opportunity for writing practice. This strategy helps students to assess learners their outcomes in
a creative ways.
This strategy is best for 2nd grade or higher.
18. Social Studies

Sequential Questioning
http://thecornerstoneforteachers.com/free-resources/content-areas/social-studies
The instructional strategy this website addresses is Sequencing Questioning. Before
anything else, have students ask questions as many as they could come up with about culture,
tradition and things they want to know about the world without giving any explanation. After the
questioning session, ask When did the session become interesting to you? Which question(s)
brought the most information? Also suggest students to bring in objects as well and experience
the process from the other side.
The reason why this strategy would be useful in the classroom is because Sequential
questioning teaches children that being able to ask questions can be just as powerful as being
able to give answers.
This strategy works best for students who are in 4th grade or higher.
19. All
Anticipation Guide
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/anticipationguides
The instructional strategy this website addresses is Anticipation Guide strategy. Select
statement for anticipation guide and ask students to express an opinion about ideas before they
encounter them in a text or unit of study. Make them response on a worksheet or graphic
organizer by asking them to decide if they strongly agree, agree, disagree or strongly disagree
with the statement, and then explain why. After completing the text, ask them to reflect.
The reason why this strategy would be useful in the classroom is because completing
anticipation guides prepares students to recognize and connect to these themes as they surface in

their learning. It also helps them reflect on how learning new material may have influenced their
opinions reviewing anticipation guides at the end of a lesson or unit.
This strategy works best for students who are in 3rd grade and higher.
20. History
Structured Academic Controversy (SAC)
http://teachinghistory.org/teaching-materials/teaching-guides/21731
The instructional strategy this website addresses is the Structured Academic Controversy
(SAC). This strategy is more likely a discussion that moves students beyond either/or debates to
a more nuanced historical synthesis. Choose a historical question that lends itself to contrasting
viewpoints with two or three documents (primary or secondary sources) that embody each side.
Group students into four or six groups and make them draw the topic they are going to talk
about. Consider timing; make copies of handouts, and plan grouping strategies.
The reason why this strategy would be useful in the classroom is because The SAC
method provides an alternative to the "debate mindset" by shifting the goal from winning
classroom discussions to understanding alternative positions and formulating historical
syntheses.
This strategy is best for students who are in 4th grade or higher.