Teaching Toolkit

Intro .............................................................................................. 3 Icebreaker Activities ................................................................... 4

Baggage Claim.......................................................................................................... 4 Bio-Poem .................................................................................................................. 5 Talking Board ............................................................................................................ 5

Engagement ................................................................................. 7
The Hook ................................................................................................................ 7 Discussion Dice......................................................................................................... 7 Other Tools for Engagement ..................................................................................... 8

Collaborative Activities ............................................................... 9

Think-Pair-Share ....................................................................................................... 9 Graffiti Board ............................................................................................................. 9 Envoy (General Strategy) ........................................................................................ 10

Thinking Skills ........................................................................... 12

Agree/Disagree Matrix ............................................................................................. 12 Call My Bluff ............................................................................................................ 13 Structured Overview ................................................................................................ 13 Reciprocal Think Aloud Strategy ............................................................................. 14 Dictogloss (Writing Strategy) ................................................................................... 15 Graphic Outline (Reading Strategy) ......................................................................... 16 De Bono's Six Thinking Hats Strategy (Group) ........................................................ 17 Opinion Walk ........................................................................................................... 18 PMI Chart Strategy .................................................................................................. 18

Revision ...................................................................................... 20
Can you guess? ...................................................................................................... 20 Consequences and Sequel ..................................................................................... 21 Consider All Factors ................................................................................................ 21 Conduct an Interview............................................................................................... 21 Do I Really Know It? ................................................................................................ 21 First Importance Priorities........................................................................................ 21 Five WHYS? ........................................................................................................... 21 Force Field Analysis ................................................................................................ 21 Fussing with Definition ............................................................................................ 21 Four Corners ........................................................................................................... 21 Gallery Walk ............................................................................................................ 21 How Do I Learn To Do It? ........................................................................................ 21 Jigsaw II .................................................................................................................. 21 The Mind Map ......................................................................................................... 21 Other People's View ................................................................................................ 21 Partner's Projects .................................................................................................... 21 People Search......................................................................................................... 21 Plus-Minus-Interesting............................................................................................. 22 Prepare-Present-Process ........................................................................................ 22 Role, Audience, Format, Topic ................................................................................ 22 Reaching Consensus .............................................................................................. 22 Ready, Set, Recall .................................................................................................. 22

Teaching Toolkit

Rochelle Coleman

Scored Discussion .................................................................................................. 22 Six Hat Thinking ...................................................................................................... 22 Survey, Question, Read, Recite, Review ................................................................. 22 SWOT Analysis: Strengths, Weaknesses, Opportunities, Threats ........................... 22 Teams, Games, Tournaments ................................................................................. 22 Think-Ink-Pair-Share ............................................................................................... 22 Think/Pair/Share ..................................................................................................... 22 Venn Diagram ......................................................................................................... 22

References ................................................................................. 23

Teaching Toolkit

Rochelle Coleman

Intro
When using activities, always keep in mind what you want the students to get out of it and how the activity can contribute to the objectives of the lesson.

Purpose and Objectives for Learning Strategy: Description of Learning Strategy (Steps): Resources/Preparation: Adaptions of the Learning Strategy: Attachments: Reference:

Teaching Toolkit

Rochelle Coleman

Icebreaker Activities
Baggage Claim
Purpose and Objectives for Learning Strategy: Getting to know you, class participation process. In this activity, people will find things out about each other before putting faces to names. Its best used with people who dont know one another well because this gets them moving around and meeting each other. Description of Learning Strategy (Steps): 1. Pass out cards to participants and ask them to pack their bags by filling in the blanks. 2. Ask participants to walk around the room, shaking hands and introducing themselves to other participants in the following ways: a. The first time each person shakes hands with another person, both participants will introduce themselves and tell each other what is in their bags (based on the information they wrote on the card). b. The pair will then exchange bags and move on to greet o ther participants. c. As they greet other participants, they will shake hands and introduce themselves but explain that they have the wrong bags. They will then proceed to tell each other who their bags belong to and whats in them, using the information on the cards that they have in their hands. d. After each meeting, they will trade bags and then move on to another participant. 3. At the end of three minutes, ask participants to stop. 4. If the group has twenty or fewer participants, you can ask participants to read the name of the person whose card they are holding, introduce that person by whats in their bag, and return the card to that person so that everyone will eventually be holding their own baggage again. Resources/Preparation: Baggage cards Adaptions of the Learning Strategy: If it is a small group, have participants guess who as each card is read. If you collect the cards, you may use them for drawings and door prizes.

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Rochelle Coleman

Attachments: none Reference: www.aea267.k12.ia.us

Bio-Poem
Purpose and Objectives for Learning Strategy: Getting to know you, class participation process. Type: Collaborative Description of Learning Strategy (Steps): Resources/Preparation: Adaptions of the Learning Strategy: Attachments: Reference:

Talking Board
Purpose and Objectives for Learning Strategy: 1. Engage students in talk 2. Arouse interest in a topic/motivate 3. Develop interpersonal relationships 4. Develop listening skills Description of Learning Strategy (Steps): 1. Prepare topics for discussion 2. Prepare game-board 3. Organise students into groups 4. Students throw the dice and move around the board 5. Students talk about the topic on which they land for a specified time. Next person throws the dice and moves around the board. 6. Length of time for individual speakers can be altered to suit the complexity of the task, the familiarity of students and their age. 7. Length of time for the task: 5-10 minutes. Resources/Preparation: Gameboard, dice, counters, timer Adaptions of the Learning Strategy:

Teaching Toolkit

Rochelle Coleman

Ideas generated can be used for personal reflection and writing or shared with the whole class. Particularly useful for Speaking and Listening strand. Talking Board.pdf

Attachments:

Reference: http://www.lms.uwa.edu.au/mod/data/view.php?id=201099

Teaching Toolkit

Rochelle Coleman

Engagement
The Hook
The following items can be used to create interest at the beginning of the lesson: Anecdote Interesting or unusual fact Controversial perspective (or stirring the pot) Humour Then get students to do a closer reading of the text, discuss, research etc Move to interpretation essay, discussion, debate, presentation, rewrite/re-create a scene from a play, make a poem into a play etc,write about what happens before or after a short story

Discussion Dice
Purpose and Objectives for Learning Strategy: 1. Promotes speaking and listening. 2. Motivation/Engagement for beginning a topic. 3. Revision technique to review major points. Description of Learning Strategy (Steps): 1. I found this strategy on the 'Harmony Day' website. 2. In small groups, students take turns to roll the dice and discuss the questions that they roll. Questions can be adapted for any topic/need. Resources/Preparation: 1. Template of dice with a question on each of the six faces 2. Scissors, sello-tape/glue. I suggest that the teacher prepares the dice in advance as they can be a little fiddly to put together! Adaptations of the Learning Strategy: 1. Getting to know you game 2. Introductory questions to a topic 3. Revision/Study technique References: http://www.harmony.gov.au/schools/_docs/international-food.pdf Attachments: Teaching Toolkit

discussion dice.pdf
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Other Tools for Engagement

Diary of Anne Frank use footage of Nazis, children under desk, stomp up and down in boots Walk to cinema to see Rabbit Proof Fence Use book as well as film Use Jonathan Swifts essay A Modest Proposal as a basis for students to creatively write a satirical piece about the issue of illegal immigrants, the aging population etc (also movie Soylent Green, Futurama episode on aging etc) Bafa Bafa game to learn about different cultures.

Teaching Toolkit

Rochelle Coleman

Collaborative Activities
Think-Pair-Share
Purpose and Objectives for Learning Strategy: This strategy is a way of ensuring teachers give students enough time to think about questions they are asked. It is not applicable for all questions, but for those that do require a higher level of understanding. It gives students a chance to formulate an answer. It is also a good way of teaching us to be patient and wait for students to think a question through. I also like this strategy as it seems it would provide quite a lot of focus for students, and wouldn't take long as they are working on a direct question. Description of Learning Strategy (Steps): 1. Ask a divergent, high level question. 2. Instruct the class to turn to a partner and come up with a response. 3. Monitor conversations to ensure they stay on topic. 4. Regain classs attention and ask pairs for their thoughts. Resources/Preparation: Plan the question, ensuring it is well-phrased. Also plan how long students will be given to consider question. Depending on the class, have in mind which students will be called upon first. Have follow up questions prepared. Adaptions of the Learning Strategy: Could be used for lower level questions, possibly listing or similar tasks. This would still allow secondary purpose of teaching us to be patient when waiting for answers, something several texts have listed as a valuable skill for a teacher. Reference: Woolfolk and Margetts, p482

Graffiti Board
Purpose and Objectives for Learning Strategy: Revision; expand previous knowledge. Share ideas; learn from each other.

Teaching Toolkit

Rochelle Coleman

Description of Learning Strategy (Steps): Length of time: 10 min 1. Prepare topic for revision 2. Organize students into groups 3. Hand out a piece of A3 paper (per group of 3-4) 4. Students write ideas individually on that piece of paper 5. Pass the paper to another group to add information 6. Your group gets the paper from another group / add info 7. Share ideas as a class Resources/Preparation: A3 paper (1 per group of 3-4 students) Adaptions of the Learning Strategy: This strategy can also be used for introducing a new topic. Particularly useful for reading/writing strand. Students move, paper stays on the desk. Reference: http://www.readwritethink.org/files/resources/lesson_images/lesson305/graffiti -sharing.pdf

Envoy (General Strategy)

Purpose and Objectives for Learning Strategy: To provide a structure for accountability in group discussions To encourage students to learn from each other and take responsibility for their learning To develop listening and speaking skills To promote synthesising and summarising ideas Description of Learning Strategy (Steps): 1. Ask students to form groups 2. Provide each group with a topic or aspects of a topic to discuss or research 3. Each group selects one student to be the 'envoy' 4. After the discussion or research, each envoy reports to another group and outlines what was discussed - what ideas or suggestions were made, what conclusions were reached, what decisions were made etc. 5. The envoy listens to a report from the group that they are visiting 6. The envoy returns to their original group and presents the new ideas discussed.

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Resources/Preparation: Adaptions of the Learning Strategy: Examples of the skills/understandings you may observe include: the ability to summarise and synthesise ideas; the ability to organise information clearly; the level of students' background knowledge; the level of understanding of concepts discussed; the ability to listen effectively; the extent to which students critically question and reflect on ideas Attachments: Reference:

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Thinking Skills
Agree/Disagree Matrix
Purpose and Objectives for Learning Strategy: To help students organize data to support a position for or against an idea. Type: Thinking Skills Description of Learning Strategy (Steps): 1. Ask for volunteers to agree or disagree with the statement and to give you a reason. After you have several reasons for and against the statement, ask the students to move. All the students who agree with the idea stand on the right side of the room. All who disagree with the idea stand on the left side of the room. Each group will pick out the most important reason for the position and share it with the class. (NOTE: Caution, some students may be reluctant to move, you may want to use sticky dots or some other anonymous method to display the results of the initial discussion.) 2. After the students are reseated, show the chart on the overhead. Point out that skillful thinkers will always think about the arguments for both sides before making a decision and that they might very well change what they think based on the data they collect. 3. Assign students to read, research, investigate, and/or discuss the topic. When all are finished, do a recount and record on the chart. Discuss with the class why the counts were different. 4. Next, divide the students into groups of three, with a recorder, reader, and a checker/encourager. 5. Conclude the activity by inviting several groups to explain the differences and for the class to discuss the major reasons given. 6. Throughout the unit, use the chart to promote student thinking about the content. Give refinement and feedback on the students uses of the chart. Look for more thorough reasons for changes. End the unit with an individualized task in which each student completes a chart you made for a selected content. Resources/Preparation: laptop, projector Adaptions of the Learning Strategy: Attachments: Agree/Disagree Chart Reference: www.aea267.k12.ia.us

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Rochelle Coleman

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Call My Bluff
Purpose and Objectives for Learning Strategy: Description of Learning Strategy (Steps): 1. Each team finds several new (unknown to them) words in the dictionary and writes two fake definitions for each word. To write feasible fake definitions, they use their existing knowledge about words and morphemes. They also rewrite the true definition in their own words. 2. Team A reads aloud and shows a word to Team B. With a straight face they read out each of the three definitions. 3. Team B confers and chooses the definition they think is correct. They must justify their choice. 4. Teams take turns to question and answer. 5. The winning team is the team that scores the most correct out of e.g. six. Resources/Preparation: Two teams of three or four students, dictionaries. Adaptions of the Learning Strategy: Attachments: Reference: Literacy class, http://www.youtube.com/watch?v=0hNVM4GUuEo week 4

Structured Overview
Purpose and Objectives for Learning Strategy: 1. Assist students with note-taking 2. Direct students to the main points in a text 3. Help students to sort information 4. Provide a quick reference for study/revision purposes Description of Learning Strategy (Steps): 1. Provide students with blank or partially completed structural overview sheet. 2. Explain the relationship between the headings and sub-headings 3. Ask students to write on the lines any important information regarding the sub-heading (what it is/use/significance etc) Resources/Preparation:

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1. Structural overview sheet adapted with the number of sub-headings required for the activity. 2. List of the main points from the text Adaptations of the Learning Strategy: 1. Use as a character analysis chart where students can record the behaviour/appearance etc of characters in a text. 2. Use as an essay plan layout by labeling the sub-headings intro, P1......P4, conclusion. References: http://www.det.wa.edu.au/education/deo/Bunbury/Temp_Archived_20030527/ plan_learn/t&l_strategies/struct_overview.htm http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy/Crosscurricular-strategies/Teaching-approaches-andstrategies/Vocabulary/Structured-overview Attachments: structured overview.docx

Reciprocal Think Aloud Strategy

Purpose and Objectives for Learning Strategy: The purpose of the reciprocal think aloud strategy is to: Verbalise inner speech Engage links to prior knowledge/ schema o text to self o text to world o text to text Provide the engagement and motivation students require to comprehend the text Assist students in predicting the outcome of the text prior to reading Description of Learning Strategy (Steps): 1. Teachers to model the think aloud strategy to the students. 2. Students then re read the passage silently to themselves 3. In small groups or pairs students complete the pre and assisted reading work sheet/ or questions that the teacher has modelled. 4. Students continue the think aloud process at stages throughout the text. Resources/Preparation: List of questions/incomplete sentences to encourage thinking aloud.

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Text being used - copy for each member of the class or on a screen where all students can see the material

Adaptions of the Learning Strategy: Can be applied to other texts within the English field. Can be used as a cross curricular activity for engaging with written descriptions that are unfamiliar to the students. Reference: Think Aloud Strategy- Activating Prior Knowledge also on this website another good source of information

Dictogloss (Writing Strategy)

Purpose and Objectives for Learning Strategy: To provide students with practice in hearing and using subject-specific vocabulary To provide practice in extracting key information from a spoken text To provide students with the opportunity to clarify ideas not understood To encourage students to process new information Description of Learning Strategy (Steps): 1. Explain to the students that they will be required to listen to your reading of a text or to view a selected section of a video program. They will need to focus on the meaning of the text. Explain also that you will re-read the text (or replay the video selection) and they will be required to write down key words and phrases 2. Read the text aloud at normal speed or play the selected section of the video 3. Read the text aloud again, pausing at appropriate places, replay the video extract. Students write down the key words and phrases. 4. Ask students to compare notes with a partner, adding or clarifying information. 5. Ask each pair to join with another pair, with whom they pool information (By this stage, the group should have a fairly accurate record of the original text. Determine the level of students' understanding by listening to the students' talk.) 6. Ask students to write up their information as a group, in pairs or individually. They could read their final copies to other groups. Resources/Preparation: Adaptions of the Learning Strategy: Examples of some of the skills/understandings you may observe include: Teaching Toolkit Rochelle Coleman 15

the extent of the students' understandings of the subject students' ability to extract and record the main ideas in a text; students' ability to support an interpretation of the text; students' ability to ask questions of clarification; students' ability to write in standard, correct English; the degree to which subject-specific vocabulary is embedded in students' usage; and the degree to which students are able to distinguish between main and supporting ideas

Variation: Drawogloss - select an appropriate passage from text, follow the Dictogloss sequence except that students have to listen and draw what they hear. This is a useful summarising activity at the end of a lesson or unit of work.

Graphic Outline (Reading Strategy)

Purpose and Objectives for Learning Strategy: To improve students' comprehension by focusing on the structure of the text (students' comprehension improves when the structure of the text is understood) To assist students in reviewing or studying a chapter Description of Learning Strategy (Steps): 1. Explain the purpose of graphic outlines 2. Provide the class with a completed graphic outline, based on an important part of a text that uses subheadings, figures etc 3. Ask students either individually or in pairs to refer to the text's headings, subheadings, pictures, diagrams etc to complete the graphic outline, while reflecting on the value of the activity and its applications 4. Gradually remove some of the support, until eventually students are able to draw up their own graphic outlines Resources/Preparation: Adaptions of the Learning Strategy: Examples of some of the skills/understandings you may observe include: the ability to skim a text quickly and to extract the main headings; the ability to predict the main ideas covered by the text; the ability to determine quickly the organisation of ideas in a text; the level of meta-cognition

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the extent to which students can explain when it is useful to apply the strategy of graphic outlines; and the extent to which students apply the strategy independently to appropriate contexts

Attachments: Reference:

De Bono's Six Thinking Hats Strategy (Group)

Purpose and Objectives for Learning Strategy: Give students a chance to think and discuss in different ways of thinking Construct groups into roles Description of Learning Strategy (Steps): 1. Students need to be in group of six 2. Each student has a different role, coded by a colour 3. Red: Expression of feeling - how does it make you feel? 4. White: Information and data- what does it say? 5. Blue: Conclusive thinking - summarise 6. Yellow: Positive thinking - what is good about this? 7. Black: 'Devil's Advocate'- critical thinking 8. Green: Creative thinking - how creative is it? Why? 9. Make use of either hats, ribbons etc. to make sure students have a role and are acting in accordance to the role (useful to make sure students stay on task) Resources/Preparation: Hats or something similar in following colours; o Red o White o Yellow o Blue o Green o Black Subject matter for discussion Adaptions of the Learning Strategy: This would provide students the chance to hypothesise, moving to a higher order of thinking. It provides support from other group members, as well as the teacher. Teaching Toolkit Rochelle Coleman 17

Attachments: Reference:

Six Thinking Hat Theory.pdf

Opinion Walk
Purpose and Objectives for Learning Strategy: This activity helps students to take a stance on various topics/issues. Its great for getting discussion happening amongst students and can be used for a range of topics and learning areas. Description of Learning Strategy (Steps): 1. Get all the students to stand 2. explain that the left side of the class means you strongly agree, the right side is the strongly disagree side and if your uncertain you stand in the middle 3. explain to the students that you will be reading out some statements that they will then need to respond to moving to the appropriate area. 4. Read out the statements and the students will then move to the appropriate section 5. get students from each section to share why they chose that section creating discussion. Resources/Preparation: A few statements that students can either strongly agree with, disagree with or be unsure.

PMI Chart Strategy

Purpose and Objectives for Learning Strategy: To provide a framework for exploring an issue or idea. To teach students to consider different points of view, to help challenge their natural bias and broaden their mind before accepting or rejecting an idea. To identify areas of further interest or requiring further investigation. Description of Learning Strategy (Steps):

1. Hand out a table divided into 3 columns with headings P, M and I. Or ask students to rule up their own tables. 2. Explain the purpose of the activity. 3. Explain the meanings of headings on the chart (pluses, minuses and interesting). The heading "interesting" is for observations that

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are not seen as pluses or minuses. Point out that what one group sees as a plus may be viewed as interesting or a minus by another group. 4. Students in pairs or small groups list as many ideas under each heading as they can in the time provided. 5. Collate ideas discussed at the small group level through a call out or by groups clustering ideas written on cards. 6. The PMI Chart may then serve as a framework for students' writing.
Resources/Preparation: Handout ruled in to 3 columns with headings "P", "M" and "I". Adaptions of the Learning Strategy: 1. Change the "interesting" heading to "improvements" when appropriate to the issue or idea being examined. Use as pre-debate preparation. Conduct an opinion line before and after the PMI Chart activity to see how students' opinions change after observing other points of view and gaining more information on the issue. Use as an initial brainstorm for a persuasive essay. Attachments: Reference: Source: Bradley, A (1996) Stepping Out: Literacy and Learning Strategies, Education Department of Western Australia. Pages: 67-68. At first this will seem like a strange link as it is a DET package for drug education! But scroll to page 10 and from there to the end is an incredible toolbox of teaching strategies explained very clearly, including this PMI and also Opinion Line, Jigsaw etc.

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Revision
Can you guess?
Purpose and Objectives for Learning Strategy: A short activity that could occur before the formal part of the lesson begins. It is a way of exploring relevant vocabulary. Useful for revision. Description of Learning Strategy (Steps): 1. Give each group a set of vocabulary cards to be reviewed. 2. One person is responsible for sharing the words each person chooses a word from the Word Bag. 3. You must not show your word to anyone because they are going to have to guess what it is. 4. Get each group member to describe the word on the card for others to guess. 5. Before your turn you need to think of ways of explaining the meaning of your word without actually saying the word. See if people can guess. 6. If someone guesses it correctly it is their turn. 7. When someone guesses the word, they get the card. The person with the most cards wins. Resources/Preparation: Vocabulary cards Adaptions of the Learning Strategy: Attachments: Reference: Literacy Across the Curriculum week 4

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Consequences and Sequel Consider All Factors Conduct an Interview Do I Really Know It? First Importance Priorities Five WHYS? Force Field Analysis Fussing with Definition Four Corners Gallery Walk How Do I Learn To Do It? Jigsaw II The Mind Map Other People's View Partner's Projects People Search

Crystallization of the process of looking ahead to see the consequences of some action, plan, decision. Type: Thinking Skills Framework for decision making, planning, drawing conclusions. Type: Thinking Skills Template for meaningful, thoughtful process of gathering information. Type: Collaborative A flowchart to confirm clear understanding of a concept. Type: Thinking Skills Process of picking out the most important ideas. Process of asking why 5 times to detect the root cause or meaning of a situation. Type: Thinking Skills Analysis of pro and con sides of an issue. Type: Thinking Skills Strategy to enable students to grasp difficult, often abstract meanings of vocabulary words. Type: Thinking Skills Step-by-Step process for discussion of issues, without threat. Type: Collaborative Strategy that requires demonstration of understanding of implications/applications of new learnings. Type: Visuals Six steps for learning something new. Type: Thinking Skills Cooperative, collaboration strategy toward a common group goal. Type: Collaborative To clarify relationships between concepts. Type: Visuals Process to look at an issue from another point of view. Type: Thinking Skills A scaled-down version of Think-Ink-PairShare, developed with young learners in mind. Type: Collaborative A collaborative opportunity for learners to get to know each other and/or interact with the content being taught. Type:

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Plus-Minus-Interesting Prepare-PresentProcess Role, Audience, Format, Topic Reaching Consensus Ready, Set, Recall Scored Discussion Six Hat Thinking Survey, Question, Read, Recite, Review SWOT Analysis: Strengths, Weaknesses, Opportunities, Threats Teams, Games, Tournaments Think-Ink-Pair-Share Think/Pair/Share Venn Diagram

Collaborative Process to evaluate, extend understanding. Type: Thinking Skills Process to present information in a meaningful way. Type: Visuals Way to incorporate writing into content area. Type: Thinking Skills Group decision making strategy via reaching a common consensus. Type: Collaborative Review tool, quick and non-threatening. Type: Thinking Skills Process to monitor and validate student participation. Type: Collaborative Sequential steps for group or individual problem solving. Type: Collaborative, Thinking Skills Study technique used in content area reading. Debriefing technique to analysis and improve group functioning. Type: Collaborative, Thinking Skills

Cooperative strategy for learning content at different levels of proficiency. Type: Collaborative Strategy to engage students in thoughtful class participation. Type: Collaborative Strategy to engage students in thoughtful class participation. Type: Collaborative Visual to aid compare and contrast thinking. Type: Visual

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References
Bradley, A (1996) Stepping Out: Literacy and Learning Strategies, Education Department of Western Australia. Pages: 67-68 Silver, Hanson, Strong and Schwartz's book entitled, Teaching Styles and Strategies Hyerle's book entitled Visual Tools for Constructing Knowledge de Bono's book entitled, Six Thinking Hats Johnson and Johnson's book entitled, Circles of Learning Stover, Neubert, and Lawlor's book entitled Creating Interactive Environments in the Secondary School as well as others from workshops presented by Art Costa, Robert Marzano, Fred Newmann to mention a few.

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