Cornell Notes Describe Technique: This is a note-taking guide for students to use during direct instruction time.

The teacher can help students write down the major points they want students to know. Using this technique will help students in the following ways(the why): Research shows we can only recall 5% of what we dont write down. It has also shown a 45% difference in test scores between good and bad note takers. This guide will help students with focus and comprehension of the lesson. How does the technique work? This type of note taking is teacher lead. The teacher instructs students on how to take notes and may tell students what to write down on their notes. It forces students to take notes. Briefly describe the process for how to introduce and use in your classroom. As a teacher, I will model how to use the notes until I know students are taking notes properly. I will show them how to listen for key words and to write down questions they have as we go through a lesson. How could you assess student use of technique? The teacher might require students to hand in their notes for teacher evaluation and to check for understanding in the synthesis section.

Part by Part, Multisyllabic Word Decoding Describe Technique: This technique is used to help readers pronounce and understand words with more than one syllable. Using this technique will help students in the following ways(the why): There will be words in my content area that students will be unfamiliar with in their reading. This strategy will help them read and understand unfamiliar words in anything they read throughout their time in school and out of school. How does the technique work? I would first model how to do the process and explain to students why its important to comprehend new words and to pronounce them. I would choose a couple of words and give a few rules about how to divide words into syllables and to break a word between double consonants. Also each syllable must have a vowel.

The process of this strategy involves taking a pencil and writing the word on paper. Then make loops under each syllable of the word. Briefly describe the process for how to introduce and use in your classroom. I would introduce this strategy when there are new vocabulary words introduced for a new unit. I would also use this for any other texts such as internet articles or books used in class. How could you assess student use of technique? I would observe the students use this technique the day that it is modeled and guided instruction is given. I would then see students use it in the classroom at various times or ask them to use in various texts we read and observe. Example of how the technique can be implemented in my content area with a short text attached. Ive attached an article that students might read in a Marketing class. Here are the words I chose for students to do part-by-part decoding with: Prototype Innovation Execution Inclusion Quick Write Describe Technique: This is a technique that helps with writing fluency. It allows students to put their thinking down on paper. It is a short writing assignment that can be one to a few sentences. It can be used before, during or after a reading or class instruction. It helps students retain information. Using this technique will help students in the following ways(the why): It helps students recall information from a previous class or recall background information to be used on a new topic for class. How does the technique work? The students write a response to a teacher prompt or a question. Students can use their own paper or the teacher can use a Post-it or index card. Briefly describe the process for how to introduce and use in your classroom. The teacher will plan a quick write into their lesson either before, during or after a reading or instruction. How could you assess student use of technique? Quick Write can be used as an informal assessment at the end of a class period as an Exit Slip. At any

time you use a Quick Write, the teacher will want to collect the responses and read them. Example of how the technique can be implemented in my content area with a short text attached. Business Law: Employment Law Unit Prompt: What would you do if you were faced with this problem? What might it be like if we did not have the Civil Rights Act of 1964? The possibilities that can be used are endless. I would probably keep a file of questions for each unit that Ive used so I know which questions work and those that dont. Reading Comprehension Quotes to Think About Describe Technique: The teacher will give the students a handout with several quotes on it pertaining to the topic being covered in class. Students are asked to read them and choose the quote that they like or stands-out to them. Using this technique will help students in the following ways(the why): This technique could be used before, during or after a reading or topic has been covered in class. I really like this technique because you can utilize thinking, reading, writing and speaking in one activity. Many items from Shanahan Framework are utilized. How does the technique work? Ask students to write on the paper why they chose the quote. The teacher then asks students to stand and find another student who has chosen the same quote. The students are to talk with each other and find out why they each chose that particular quote. Once students have finished their discussion, they move on to find another student that did not choose the same quote and ask students to again discuss why they chose that particular quote. Briefly describe the process for how to introduce and use in your classroom. One way I could use this strategy in my classroom is Business Law. Students will learn about discrimination and the statutes associated with employment law. I think law is an important part of our society. This strategy is a good way to bring out students ideas and their own discussion.

How could you assess student use of technique? A Sharing Whip could be used for students to share their chosen quote and why they chose it. I could also ask students to turn in their sheets that will show why they chose the particular quote. Socratic Seminar/Fish Bowl Activity Describe Technique: This is a form of dialog that is used with a large group. Students are allowed to speak their thoughts to the group in a safe and respectful environment. Using this technique will help students in the following ways(the why): It will give the students a voice and allow them to make their thinking visible. It is a place where they can talk about a possibly controversial subject and feel safe in what they say. It shows students how to be respectful of one anothers thoughts when they may not agree with them. How does the technique work? Students are asked to read to a text that is carefully chosen by the teacher. Students are put into 2 groups: one group is put into an inner circle as participants; the other group is the outer circle and observers. The teacher poses a thought-provoking question about the text and students are to freely and openly discuss with one another in the inner circle while the outer circle observes the discussion. Briefly describe the process for how to introduce and use in your classroom. I already used this technique to introduce a new unit. But it can also be used during a unit or even at the end to give students an opportunity to think about things they have learned and apply them in a real world situation. How could you assess student use of technique? I would have students write a reflection of what they thought about the activity itself, if it was a first time using it. That would give me an idea of what to change for next time to make it more effective. I would also ask students to reflect on things they learned from this activity. Think-Write-Pair-Share Describe Technique: This involves a four step cooperative activity. It can be used before, during or after a reading or direct instruction. Using this technique will help students in the following ways(the why): This is one of my favorite strategies as it uses three important practices for students: thinking, writing and speaking. The more senses a student can use while learning, the more they will learn and the deeper the learning becomes. Deeper learning stays with students longer.

How does the technique work? Students are given a prompt or question to think about. The teacher gives students time to think and then write down their thoughts or the answer. Then they partner up with another student to share their answer and thoughts with the other students. Briefly describe the process for how to introduce and use in your classroom. I think this is a great activity to use at the beginning of class to get students transitioned in my class. Its a good way to provoke recall from another days class or background information. How could you assess student use of technique? Using a Sharing Whip with the whole class allows the teacher to see if the students are getting it and how deep their thinking is. Example of how the technique can be implemented in my content area with a short text attached. Business Law Employment Law Unit Prompt: Do employers discriminate to find the best person for the job based on individual abilities? Financial Literacy Credit Card unit Prompt: Ask students to write down 2 things they already know about a credit card statement then share with their table partner. Voice in the Room Describe Technique: Students should have their own voice heard in the classroom. This technique can be used within the first 5 minutes of class. Using this technique will help students in the following ways(the why): There are several benefits to using this technique. It allows for a smooth transition or to get students to think about the topic for the day. It allows their thinking to be heard by someone else. How does the technique work? The teacher will use this as a bell ringer activity. There will be a question posed to students or possibly asking them to recall what they learned from the previous day. Briefly describe the process for how to introduce and use in your classroom. I would first get the students attention and have a quiet classroom and pose a question for them to think about then speak.

How could you assess student use of technique? Students can be assessed by doing a Think Pair Share with another student while the teacher walks around to listen and observe. A Sharing Whip can also be used where the student must share their answer or thought out loud with the whole class. Example of how the technique can be implemented in my content area with a short text attached. In a class I taught on Employment Law, I posed the opening question of What do you think, when you hear the word discrimination? Marketing: What is social responsibility? Lead into the Toms Shoes and Wall Street Journal articles. Word Wall Describe Technique: A Word Wall is a place where vocabulary words are posted somewhere in the room for students to see during a unit. Using this technique will help students in the following ways(the why): Word Walls give students the words that pertain to the unit they are working on. It keeps them on topic. It helps build students vocabulary. How does the technique work? Its basically a poster that you put on the wall by the door or somewhere all students can see. Briefly describe the process for how to introduce and use in your classroom. A new Word Wall can be posted at the beginning of a new unit. I might even keep all the previous Word Walls on the wall for students to see, if there is room. How could you assess student use of technique? By having students use the words on the Word Wall in a sentence in a Quick Write or Exit Slip. Maybe ask students to choose a word off the Word Wall that they know the definition and choose a word they do not know the definition for a formative assessment exit slip. Example of how the technique can be implemented in my content area with a short text attached. An idea I have is to purchase a poster frame from Michaels and put in a colorful background. Then use dry erase markers to write the words on the glass/plastic part of the frame.