Instructional Strategies Playlists for Teachers 2017 …...Instructional Strategies Playlists for Teachers 2017-2018 movement and discourse playlist rehearsal and practice playlist

Instructional Strategies Playlists for Teachers 2017-2018

movement and discourse

playlist

rehearsal and practice

playlist

extending thinkingplaylist

learning from mistakes

playlist

evidence of learning

playlist

Ball Toss BoogieAlways-Sometimes-

NeverBlast Off 3-2-1 Test Review 3-2-1 Summary

Choose and ChatFact or Fib Showdown

Card Sort ABCD Reasoning Cards Click or Clunk

Four Corners Jig Saw “Sell”Compare/Contrast

ModelBrain in the Game Connect 4 Thinking

Learning Loops Just the Facts Connect the Dots Careless/Clueless Consensogram

Make an Appointment

Musical Chairs Idea Shuffle Each One Teach One Exit Ticket

Musical Mix-Freeze-Group

Mystery Bag Justified List Fixer Upper Graffiti with

3-Way Thinking

Pair-SQUARE-ShareMystery

Sequence/ Re-sequence

Link It Up Focused ListingGraphic

Representations & Organizers

Positive Pings Pass the Story Match It Up Get to the Point KWL Chart

Rise and Shine Play It – Say It Matching DoubleTrouble

Go with the Flow lead4ward Anchor Chart

Shake and Share Stop Plop and Roll Nine Squares IQ Slap Down One Minute Paper

Stand, Stick or Stray Tour of Knowledge Odd One Out Make the Case Plus-Check-Minus

Texas Two-Step Triple Play Pick a Process Mental Mashups Snap-tastic

Think and Throw Three Before MeRock and Roll Vocabulary

Pick Up the Slip Up Tabletop Tweets

Thinking Partners Vocabulary PyramidGame

Tic-Tac-TallyRock and Roll Item Review

Thought Bubbles

Vote with Your Feet Who Am I?Vocabulary Dominoes

Toss a Question What’s On Your Plate

Add YOUR ideas below: Add YOUR ideas below: Add YOUR ideas below: Add YOUR ideas below: Add YOUR ideas below:

All new instructional strategies are color-coded with orange.NEW

Instructional Strategies Playlists for Teachers 2017-2018

The lead4ward Instructional Strategies Playlists are designed to provide teachers with detailed descriptions of specific, instructional strategies, many of which are modeled and experienced in lead4ward professional development sessions. This resource is intended to support educators in using an intentional planning process that includes delivering instruction that is aligned to the TEKS, promotes student engagement, and to teach for access (get started), rigor (think more about it), and transfer (apply what you know).

Teachers use instructional strategies to: • engage learners • provide practice without penalty • encourage interaction among students • see and hear students’ thinking

movement and discourse

playlist

Learning is activated when kids are moving and talking. Movement provides the opportunity for learners to become actively engaged and talk to each other in a variety of group sizes. Get them moving every 18-20 minutes.

rehearsal and practiceplaylist

Learning requires rehearsal and practice. The more the teacher varies the practice, the more likely kids are to engage in learning. Rehearsal and practice that allows for collaborative work also help learners self-correct misconceptions.

extending thinking playlist

Learning requires thinking. Well-designed learning tasks allow kids to think about a topic multiple ways or think through a topic to arrive at more complete and justifiable answers. Often learners stop too early in their thinking or in the learning process.

learning from mistakes

playlist

Learning is assessed in a variety of ways on high stakes tests. Items will never be repeated on these tests, but the visuals and errors associated with the content will be. Teachers use items strategically and purposefully to help students discover and correct their mistakes.

evidence of learning

playlist

Learning is best assessed in multiple measures – tests, products, discourse, and other formative and summative assessment methods. When kids describe their own learning strengths and areas for growth, they are more willing to commit to additional learning.

lead4ward encourages educators to adapt strategies as appropriate to best align to their content area and their students’ needs

playlist for2017-2018 movement and discourse strategy playlist

Ball Toss BoogiePURPOSE – Movement and Discourse: Allow students to respond to a ques on, collaborate with a friend, and jus fy answers by catching and throwing a ball.

Step-by-Step Instructions

1. Organize students into a circle.2. Teacher poses a Think It Up ques on.3. Student who catches the ball may answer the ques on independently or “phone

a friend.”4. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.5. A new ques on is posed, and the ball is tossed to another student.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Think It Up ques ons related to content• Beach ball, stuff ed animal, or so object to toss

Think It Up

• Predict which ques ons might be most diffi cult for students and explain why.• Connect three of the ques ons; what did they have in common?



Choose and ChatPURPOSE – Movement and Discourse: Analyze and evaluate your own understanding of a concept, process, or skill and ar culate your thinking with a partner.


1. Teacher asks students to choose a response to a ques on OR choose a hand signal (like thumbs up, sideways, or down) to refl ect their understanding.

2. Students CHOOSE their response or signal.3. Students mingle around the room while music plays and get a partner when the

music stops.4. Students CHAT with their partner jus fying their original response, and help each

other be er understand the content.5. Teacher sees and hears the students’ thinking and clarifi es/verifi es as

appropriate.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Ques on(s) prepared for which students will choose an answer or signal

Think It Up

• Summarize what you learned from the choose and chat conversa on.• Predict the strategies or ac vi es that might help students be er understand this

content.

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Four CornersPURPOSE – Movement and Discourse: Allow students to move to a corner and then huddle with 2-3 people to answer a ques on or prac ce a skill.


1. Assign each corner of the room a preference (so drinks, candy bars, vaca ons, etc.)

2. Students move to their favorite corner.3. Students then huddle in duos or trios.4. Teacher poses a Think It Up ques on, assessment item, or brief task.5. Students collaborate with their duo/trio members to answer the ques on or

rehearse the skill, jus fying their responses.6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as

appropriate.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Think It Up ques on, assessment item, or brief task prepared

Think It Up

• Compare your group’s response to another group’s answer. How many diff erent ways could you approach or answer the ques on?

• Analyze the ques on in terms of a visual s muli. Create or sketch two ways this ques on could be asked with diff erent visuals.



Learning LoopsPURPOSE – Movement and Discourse: Describe a term, respond to a ques on, or analyze a visual with a partner.


1. Arrange the class into two loops: one-half of the class forms a loop facing out; the other half forms a loop facing in. (Op on: You may mul ple inside/outside loops.)

2. Inside-loop students each have a diff erent ques on card.3. Inside-loop asks their ques on, outside-loop partner responds, inside praises or

prompts.4. At the teacher’s signal, the outside circle rotates one person to the le .5. Repeat steps 2-3 for as many rounds as the teacher determines appropriate.6. Inside-loop gives outside-loop their ques on cards, and the process repeats with

the inside-loop rota ng this me.7. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.8. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Terms, ques ons, or visual cards for the inside-circle students

Think It Up

• Make a connec on between several terms, ques ons, and visuals.• Evaluate which ques on cards were the most diffi cult. What will you do to learn

these ideas be er?

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Make an AppointmentPURPOSE – Movement and Discourse: Students get an appointment partner to help them respond to a ques on or complete a task.


1. Teacher presents students with a clock graphic with appointments for 2:00, 4:00, 6:00, 8:00, and 10:00.

2. Students mingle and write their names on their partners Make an Appointment handout in the agreed upon me slot.

3. Teacher poses a Think It Up ques on or assessment item; students answer independently.

4. Teacher then instructs students to fi nd a designated appointment partner to share responses and add new ideas.

5. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.

6. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Op onal: Make an Appointment handout (or students could draw the graphic on

paper)• Think it Up or assessment ques on prepared

Think It Up

• Compare responses and develop a new response that includes both partner’s thinking.

• Predict the type of errors students might make on a ques on like this and how to avoid those mistakes.

templates available atlead4ward.com/playlists



Musical Mix-Freeze-GroupPURPOSE – Movement and Discourse: Allow students to form brief partnerships to answer a ques on or complete a short task in a safe, partnership or triad.


1. Mix: Play music while students MIX around the room.2. Freeze: Stop music and say, “FREEZE!” 3. Group: Say, “GROUP!” so students get a partner close to them.4. Teacher presents a Think It Up ques on or task.5. Students work with their partner to answer the ques on or complete the task.6. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.7. Repeat 3-4 rounds with 3-4 diff erent ques ons or tasks.8. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Think It Up ques ons/tasks prepared• Music

Think It Up

• Evaluate which ques on was the most complex and jus fy how you could prove you understand it.

• Make an inference of how this informa on might be assessed on a test. How many diff erent visuals might be used?

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http://lead4ward.com/playlists/#tab-movementanddiscoursetemplates



Pair - SQUARE - SharePURPOSE – Movement and Discourse: Generate ideas with a partner, then share and compare responses with another pair.


1. Organize students into pairs.2. Student PAIRS work collabora vely to answer a Think It Up ques on, analyze an

assessment item, or complete a task.3. Two pairs then form a SQUARE.4. Student pairs SHARE their response to the ques on or task.5. Students may revise their original responses based on their discussions.6. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Ques on or tasks prepared

Think It Up

• Compare/Contrast the two responses. Combine elements of each pair’s response to create a more complete answer.

• Develop a poten al test ques on over this content and see if another SQUARE can answer it correctly.



Positive PingsPURPOSE – Movement and Discourse: Student brainstorm words, visuals, examples, or ac vi es associated with a concept based on the number of posi ve pings they scored.


1. Organize students into groups of 3 or 4.2. Provide each group with a large plas c cup and 6 ping pong balls.3. Taking turns, students bounce a ping pong ball off the table and into the cup as

many mes as they can in 1 minute. (Elect a score keeper to count the group’s pings.)

4. For every ping scored, the group brainstorms something they “posi vely” learned during the lesson or unit, such as: words, visuals, skills, processes, concepts, etc.

5. Students records their posi ve pings on chart paper and post them on the wall.6. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Cups and ping pong balls• Chart paper and markers

Think It Up

• Classify or categorize all your brainstormed ideas, and describe the connec ons did you discover.

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Rise and ShinePURPOSE – Movement and Discourse: Allow students to get a partner based on common interests and then answer a ques on or complete a short task together.

Step-by-Step Instructions1. Student choose their favorite item from a list of four numbered choices (4 candy

bars, 4 so drinks, 4 colors, 4 ice cream fl avors, etc.). See example below:

2. Students hold up the number of fi ngers represen ng their favorite and then RISE to fi nd one or two students who have the same fi ngers up to form a partnership or trio.

3. Teacher poses a Think It Up ques on or task.4. Student pairs or trios SHINE as they collaborate to off er ideas and solu ons.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • 4 numbered choices prepared • Think It Up ques ons or task prepared

Think It Up

• Predict what parts of this ques on/task might cause some students diffi culty and explain how you might help them overcome these learning obstacles.

b f fi h



Shake and SharePURPOSE – Movement and Discourse: Share, compare, and jus fy responses with a partner to determine fl aws in thinking or add value to the original response.

Step-by-Step Instructions1. Students answer a Think It Up ques on or perform a short task independently.2. Students stand up, walk at least 5 steps, get a partner, and SHAKE hands.3. Partners SHARE and compare how they answered the ques on or performed the

task.4. Students then switch – SHAKE AND SHARE with a new partner to deepen under-

standing.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Think It Up ques ons/task prepared

Think It Up

• Draw a conclusion about how the answer to this ques on might be represented three diff erent ways.

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Stand, Stick or StrayPURPOSE – Movement and Discourse: Take a stand to share and defend your opinion, but be willing to consider other points of view on the issue.

Step-by-Step Instructions1. Teacher presents students with a ques on or issue that can be answered from

various points of view...• Pro - con - neutral• Always true - never true - some mes true• Extremely important – somewhat important – not important

2. Teacher designates areas of the room to represent each point of view.3. Students take a STAND and move to the area.4. Student groups huddle to develop 3 reasons to jus fy/defend their point of view.5. Teacher randomly selects one person from each group to share their three reasons.6. Students may then STICK to their original point of view or STRAY to a new point of

view based on the groups’ jus fi ca on and class dialog.7. Students partner with someone near them to jus fy why they stayed or strayed.8. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.9. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Ques on or issue that has several points of view• Signs designated around the room for each answer choice

Think It Up• Summarize the arguments from each group.• Predict how a controversial issue can be discussed in a way that promotes respect

over hos lity and logic over sarcasm.

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Texas Two-StepPURPOSE – Movement and Discourse: Students interview each other to remember cri cal informa on associated with key words, concepts, topics, or skills.

Step-by-Step Instructions1. Organize students into line A and line B, facing each other. (You may form mul ple,

shorter A/B lines.)2. Teacher presents an important word, concept, topic, skill, or ques on.3. Texas Two Step:

• Step 1 - Student A interviews student B for 1 minute and records responses. • Step 2 - Student A then adds at least one more idea to student B’s responses.

4. Teacher presents another important word, concept, or topic.5. Texas Two Step:

• Step 1 – Student B interviews student A for 1 minute and records responses.• Step 2 – Student B adds at least one more idea to student A’s responses.

6. Get a new partner: line A takes 2 steps to the right, and line B takes 2 steps to the le .(The 2 kids on the end walk all the way around to the other end of the line to get their new partners.)

7. Teacher presents another word, concept, topic, or skill and the Texas Two-Step con nues.8. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.9. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Arrange room so that the 2 lines can be formed (or mul ple, shorter lines can be formed)• List of words, concepts, topics, or skills to review

Think It Up• What connec ons can you make between some of the words, concepts, topics, or skills.• Evaluate all the content reviewed and select the three words, concepts, topics, or skills

that are most important and explain why.• Summarize one idea you know be er a er this ac vity then you did before.

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Think and ThrowPURPOSE – Movement and Discourse: Analyze, summarize, defend, share, and evaluate a response to a ques on.


1. Students anonymously answer a Think It Up ques on on notebook paper or complete a one-minute summary.

2. Students crumple response into a snowball and throw it at the teacher’s signal.3. Students pick up and toss three more snowballs.4. Students pick up a 4th snowball, form groups of 3-4, and share responses.5. Student groups evaluate responses as select the one that is most complete and

profound.6. Teacher allows 3-4 “winning” responses to be read aloud and clarifi es/verifi es as

needed.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Paper• Think it Up ques on prepared to target specifi c content and thinking

Think It Up

• Compare your response to one that was read aloud and either jus fy why you believe your response is stronger or revise your response to be more complete and profound.



Thinking PartnersPURPOSE – Movement and Discourse: Add rigor throughout a unit by thinking diff erent ways around one topic or concept with a partner.


1. Students get the Thinking Partners handout and mingle to get 12 diff erent think-ing partners for the unit.

2. Throughout the unit, the teacher poses Think It Up ques ons using the verbs on the Thinking Partners handout.

3. Students pair up with the appropriate thinking partner to help form a response.4. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.5. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Thinking Partners handout – one for each student• Think It Up ques ons/tasks using the thinking verbs from the highly tested process

standards prepared throughout the unit

Think It Up

• Summarize what you just learned and explain why it is important.• Evaluate this ques on as easy, medium, or diffi cult and jus fy your ra ng.


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http://lead4ward.com/playlists/#tab-movementanddiscoursetemplates



Vote with Your FeetPURPOSE – Movement and Discourse: Students move to a part of the room that refl ects their response and explain their “vote” to others in the group.

Step-by-Step Instructions1. Pose a ques on to whole class that creates discourse.2. Label parts of the room with appropriate answer choices such as the following:

• Agree - Disagree – Neutral• Specifi c concepts, historical fi gures, processes, or vocabulary terms• A, B, C, D: Instead of vo ng on the correct answer, ask students to vote for the answer

that was... » the distractor » the wrong answer chosen most o en » the answer that represents a careless mistake » the answer that refl ects stopping too early » the answer that refl ects that students mixed stuff up

3. Students “vote with their feet” and move to the area of the room that refl ects their answer.

4. Encourage students to jus fy their vote with others in their group.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Appropriate answer choice signs labeling parts of the room • Appropriate ques ons prepared

Think It Up• Encourage groups to create/develop 3 reasons their response is best to persuade other

students to change to your loca on.

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playlist for2017-2018 rehearsal and practice strategy playlist

Always-Sometimes-NeverPURPOSE – Rehearsal and Prac ce: Make inferences to jus fy and defend statements as “always, some mes, or never.”

Step-by-Step Instructions1. Organize students into thinking partners or triads.2. Teacher provides students with a set of statements.3. Students collaborate to sort the statements into three categories (always true, some-

mes true, and never true) and jus fy their thinking.4. Varia on: Students may respond individually using small white boards or response

signs.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Teacher-created content cards refl ec ng statements about current content (factual

statements, misconcep ons/distractors, opinions, etc.)

Think It Up• Jus fy how one of the statements might fi t into more than one category, depending on

the circumstances.• What generaliza ons can you make about all the ideas in each category?

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Fact or Fib ShowdownPURPOSE – Rehearsal and Prac ce: Clarify misconcep ons as students make inferences about content and jus fy responses.


1. Assign each student a thinking partner.2. Students create a FACT card and a FIB card and hold one in each hand.3. Present students with a statement rela ng to the content of the lesson.4. Allow students 5-8 seconds to infer or predict if the statement is a FACT or a FIB.5. Teacher says, “One! Two! Three! Showdown!” and students slap down their response

card.6. Students take turns jus fying their response to their thinking partner.7. Students pick up their FACT or FIB card and put it back in their hand.8. Teacher clarifi es/verifi es the appropriate answer.9. Repeat steps 3 – 8 with each statement.10. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • 4-6 FACT or FIB statements (include visuals to help students with “transfer”)• S cky notes or paper for students to create their “FACT” and “FIB” cards• Op onal: Fact or Fib Showdown Student Recording Sheet

Think It Up• Draw a conclusion about mistakes you corrected and what you learned.• Create a one-minute paper summarizing what you learned from the fact or fi b show-

down game.

Adapted from Kagan Coopera ve Learning




Jig Saw “Sell”PURPOSE – Rehearsal and Prac ce: Divide content into sec ons or parts, groups become experts in one sec on, teach their home group members, and connect ideas to form a whole.

Step-by-Step Instructions1. Organize students into home groups of 4.2. Students number off 1-2-3-4 to form expert groups.3. Assign each numbered group a topic, step in a process, or sec on of content.4. Expert groups have a designated me to ...

• dig deeper into their assigned content• summarize important informa on• coach each other on how to “sell” their informa on to their home groups

5. Experts return home and have 1-2 minutes each to “sell” their content to their group.6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Assignments/instruc ons prepared for each expert group• A way for students to capture informa on: graphic organizer, note-taking page, etc.

Think It Up• Draw a conclusion about how all the separate informa on from each expert connects

to a bigger idea.• Determine if a cause/eff ect rela onship exists between some of the expert informa on.

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http://lead4ward.com/playlists/#tab-rehearsalandpracticetemplates



Just the FactsPURPOSE – Rehearsal and Prac ce: Students read a text passage (any subject area) and select specifi c facts to promote comprehension, and then use those facts to make an inference.

Step-by-Step Instructions1. Students read a selected passage or text associated with the content.2. Individually, students deepen their understanding by recording a cool fact, an

interes ng fact, a wow fact, a useful fact, a new fact, a most important fact.3. Students then Mix-Freeze-Group to get a thinking partner.4. With their partner, they jus fy how their selected facts sa sfy the criteria of being cool,

interes ng, wow, useful, new, or important.5. Students then select one or more facts from their partner’s paper and write an infer-

ence at the bo om of their friend’s page.6. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Passage or text assignment (textbook chapter, ar cles, internet informa on, etc.)• Op onal: Just the Facts recording sheet (or students can draw the boxes on paper)

Think It Up• Connect all six facts and draw a conclusion about the text’s main message.• Cut your partner’s facts apart and sequence the fact cards in the appropriate order.

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Musical ChairsPURPOSE – Rehearsal and Prac ce: Students answer ques ons using a musical chairs format and then analyze and correct responses as appropriate.

Step-by-Step Instructions1. Each student places a prac ce page or worksheet face up on his desk.2. As the teacher plays music, students walk around touching each page as they walk by.3. When the music stops, student pick up the worksheet closest to them and answer one

ques on.4. Repeat steps 3-4 un l fi ve or six ques ons are answered.5. Students return to their original paper and get a thinking partner.6. Thinking partners work collabora vely to analyze the responses other students gave,

correc ng mistakes, and adding more thorough responses.7. Students then complete the remaining ques ons independently.8. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.9. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Worksheet, prac ce page, homework assignment, or quiz• Music

Think It Up• Make an inference about a common mistake you saw in other students’ responses and

summarize how to avoid making the same error in the future.

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Mystery BagPURPOSE – Rehearsal and Prac ce: Students apply what they know and draw conclusions about a specifi c prompt, ques on, or task.

Step-by-Step Instructions1. Organize students into groups of 3-4.2. Present each group with a bag with diff erent prompts, ques ons, assessment items,

manipula ves, or words.3. Each student draws one card or item out of the bag, analyzes it, and explains its signifi -

cance or answers the ques on.4. Groups members have a quick round table discussion about the item or ques on, add-

ing ideas or clarifying confusing parts.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • 1 bag for each group fi lled with signifi cant prompts, ques ons, assessment items,

manipula ve, or words.

Think It Up• Can you draw a conclusion about how all the items in the bag connect? • Classify/categorize the items in the bag in some way. Can you develop an addi onal

example for each category?



Mystery Sequence/Re-sequence

PURPOSE – Rehearsal and Prac ce: Sequence, rank, or order a series of terms, concepts, or steps in a process and jus fy the sequence.

Step-by-Step Instructions1. Organize students into groups of 2-4.2. Provide each group a handout represen ng steps in a process, a sequence of events, or

important concepts in random, mixed-up order.3. Students cut the handout into separate cards.4. Students collaborate to sequence the cards in the appropriate order.5. Groups compare sequences and jus fy, rethink, or stand their ground.6. Students then examine each step in greater depth through buddy reading, online re-

search, video clips, jigsaw structures, teacher instruc on, etc.7. Students re-sequence their cards based on the new informa on learned.8. The teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.9. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Mystery Sequence-Re-sequence handout with mixed-up steps, events, or concepts

Think It Up• Summarize visually the sequence you learned by sketching each step.• What is the cause/eff ect rela onship when one card is removed from the sequence?


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Pass the StoryPURPOSE – Rehearsal and Prac ce: Students connect visuals and words by crea ng a funny content “story.”

Step-by-Step Instructions1. Organize students into groups of 4.2. Assign each student 1-2 visuals or words associated with content recently taught.3. Select one student to be the story starter, who says, “Once upon a me there was a...”

and completes the thought with the visual or word card he has, explaining it in drama c detail.

4. The story starter passes to the next student who con nues by connec ng his card to the story in some way.

5. The game con nues with each student adding to the funny content story, connec ng their visuals and words.

6. The teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate. 7. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Words and visual cards associated with content

Think It Up• Students trade cards and place them in a diff erent sequence. Then they “pass the story”

again making diff erent connec ons.• Evaluate all the cards from Pass the Story, select 3 that you believe are most important,

and jus fy your selec ons.

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Play it - Say it!PURPOSE – Rehearsal and Prac ce: Students infer which response best matches a prompt and jus fy your thinking.

Step-by-Step Instructions1. Organize students into thinking partners.2. Students create their own response cards and hold them in their hand like a set of

playing cards. Response cards may consist of the following: • 5-7 important terms, concepts, names, events, formulas, systems, etc.• Steps in a process (one step on each card)

3. Teacher presents a statement and allows a few seconds for students to associate it with one of the cards.

4. Teacher says, “1-2-3, PLAY IT!”5. All at the same me, students slap down the response card on their desks.6. Teacher then says, “SAY IT!” and students shout out their answer, all at the same me.7. Students then jus fy to their thinking partner why they slapped down that card.8. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.9. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • Index cards (or cut apart notebook paper) to create response cards• 5-10 statements that correlate to the various response cards

Think It Up• Sequence the response cards in rank order of those you know best to those you know

the least and develop a plan for learning the two lowest ranked concepts be er.

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Stop, Plop, and RollPURPOSE – Rehearsal and Prac ce: During a reading assignment (in any subject area), students par cipate in ac vi es and answer ques ons to comprehend what they are reading.

Step-by-Step Instructions1. Organize students into thinking partners.2. Each student reads one paragraph aloud.3. Taking turns, they roll the die and respond to the correla ng ques on on the Stop, Plop,

and Roll game board. 4. Repeat step 2-3 un l the reading assignment is completed.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.6. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Dice (1 for each group)• Stop, Plop, and Roll game board (teacher may revise the ques ons on the template)• Reading assignment

Think It Up• On 10 separate post-it notes, collaborate to write ten important words that summarize

the main ideas of the text.• Groups create a “Summary Bar Graph” on the wall with their post-its to see which

words were wri en most o en. Then individual students connect those 10 most widely used words to write a summary of the text.




Tour of KnowledgePURPOSE – Rehearsal and Prac ce: Analyze various s muli/visuals aligned to a concept.

Step-by-Step Instructions1. Organize students into groups of 3 or 4.2. Each group is given a diff erent colored marker.3. Teacher posts 7-8 posters around the room represen ng various s muli. (visuals for

math, science, and social studies; various passages for reading)4. Groups have 3-4 minutes at each sta on to record what they know about the s muli.

• Checkmark informa on they agree with from another group• Ques on mark beside any ideas they think may in incorrect• Add new ideas

5. At the teacher’s signal, groups rotate to the next s mulus learning sta on and repeat step 4.

6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • 7-8 diff erent s muli/visuals posters for each learning sta on• Markers (one unique color for each group)

Think It Up• Predict how an assessment ques on might refl ect diff erent s muli for the same

concept.• Evaluate the various s muli and determine which is most diffi cult. Write an assessment

ques on using that visual; then trade and answer your partner’s ques on.

15




Triple PlayPURPOSE – Rehearsal and Prac ce: Connect important words, descrip ons, and sketches.

Step-by-Step Instructions1. Write 4-5 important words on the white board.2. Organize students into teams of three and assign

each team member an A, B, or C role.3. Assign each group a diff erent vocabulary term from the list.4. Team members help each other to complete the following three tasks:

• A = Write the term on one paper• B = Describe the term or give an example on another paper• C = Sketch the term on a third paper

5. Students wad their papers into “baseballs,” and at the teacher’s signal toss their base-balls across the room. Students randomly pick up 2 other baseballs and toss them, too.

6. Pick up a 4th baseball and fi nd 2 others to make a triple play: word, descrip on, sketch.7. Students call out “TRIPLE PLAY!” when they fi nd the other students who complete their

three word parts and move to the sides of the room.8. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.9. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • List of 5-7 important terms• 1 sheet of notebook paper per student

Think It Up• Create a new sketch for the word and add to the descrip on.• Connect the word to an assessment item and jus fy how they are related.



Three Before MePURPOSE – Rehearsal and Prac ce: Students get a thinking partner to answer 3 ques ons before they complete the remaining ques ons independently.

Step-by-Step Instructions1. Students are given a homework assignment, prac ce page, or quiz.2. Teacher selects one easy ques on, one medium level ques on, and one complex ques-

on.3. Teacher implements one of the following “learning from mistakes” strategies to re-

hearse these 3 ques on before students independently complete the remainder of the assignment:• IQ Slap Down• Make the Case• Rock and Roll Item Review• ABCD Reasoning Cards

4. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.5. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Prac ce page, homework assignment, or quiz

Think It Up• Explain what caused you to get the correct response or explain what caused you to miss

a ques on. How will you avoid this mistake in the future?• Analyze the remaining ques ons to determine how some items may be connected to

the 3 you rehearsed.

NEW

16



Vocabulary Pyramid GamePURPOSE – Rehearsal and Prac ce: Give clues, make inferences, and draw conclusions about important words.

Step-by-Step Instructions1. Organize students into thinking partners.2. Student A gives clues about the word.3. Student B guesses the word.4. When B guesses correctly, A pops up and says, “Woo hoo!”5. Student pairs con nue giving clues and guessing un l all words are guessed. (Allow stu-

dents to self-diff eren ate by using their vocabulary journals if needed.)6. Teacher sees and hears the students’ clues and guesses, and when the “woo hoos” stall,

the teacher will know which words were most diffi cult and should be reviewed.7. Teacher asks students to respond to a Think It Up ques on as an exit cket.

Materials: • Vocabulary Game created (add visuals as well as words to the game to help students

with access and transfer)

Think It Up• Can the words be classifi ed or categorized in any way?• Select the 2 most diffi cult terms from the game and create analogies connec ng each

to something you are familiar with life.


17



Who Am I?PURPOSE – Rehearsal and Prac ce: Give clues, make inferences, and draw conclusions about important words.

Step-by-Step Instructions1. Teacher writes 6-8 diffi cult concepts or terms on the white board.2. Students secretly select one term from the list and write it on a post-it note.3. Students fold their note and walking around the room, trading notes 5 mes.4. Without looking at the word on their new card, they unfold it and s ck it to their fore-

head.5. Students get a thinking partner.6. Student partners provide clues about the word on their partner’s forehead and the

other guesses the word.7. Play 3-4 rounds of this game so that each student is exposed to 3-4 diffi cult terms.8. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.9. Teacher asks students to respond to a Think It Up ques on as an exit cket.Materials: • List of 6-8 important terms• Post-it notes or note cards

Think It Up• Apply your understanding of these words to assessment ques ons. Which words/con-

cepts are either stated or implied in the ques ons?• Describe 3 words you know be er now then you did before Who Am I.



playlist for2017-2018 extended thinking strategy playlist

Blast Off!PURPOSE – Extended Thinking: Students deeply analyze a reading assignment (any subject) by summarizing essen al facts, comparing/contras ng ideas, and drawing conclusions.

Step-by-Step Instructions1. Organize students into thinking partners and assign a reading passage, chapter, ar cle,

etc.2. Partners “buddy read” (whisper read aloud, taking turns reading each paragraph.)3. Partners collaborate to summarize the text in Blast Off Rocket #1: Tell the Story. Then

they fold it into a paper airplane and fl y it.4. Pairs pick up a random rocket, analyze it, and add 1 addi onal idea and Blast Off ! Again.5. Partners collaborate to compare/contrast in Blast Off Rocket #2: Double Take. Then they

fold it into an airplane and fl y it.6. Partners collaborate to draw conclusions about the main message of the text with Blast

Off Rocket #3: Tabletop Tweet. Then they fold it into an airplane and fl y it.7. Teacher sees and hears the students’ thinking, analyzes Blast Off Rockets, and clarifi es/

verifi es as appropriate.Materials: • Reading assignment• Blast Off Rocket handouts (or students could create them on notebook paper)

Think It Up• Evaluate which rocket was the most diffi cult for you. Explain why it was complex, how

you started the task, and how others approached the task.

NEW




Card SortPURPOSE – Extended Thinking: Make connec ons by classifying/categorizing important terms or concepts.

Step-by-Step Instructions1. Students are given (or create) a set of cards refl ec ng various vocabulary terms, visuals,

or assessment items.2. Students work coopera vely to sort the cards into various categories such as the

following:• Pre-/Post-Test

Don’t know this yet Kind of know Completely know!• Open Sort: students create their own categories• Closed Sort: teacher provides the categories

3. Students jus fy their categoriza ons.4. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.Materials: • Cards with terms, visuals, or assessment items

Think It Up• Draw a conclusion about which 3 terms are most diffi cult and how you plan to learn

them be er.• Can you make a generaliza on about all the categories?


18

http://lead4ward.com/playlists/#tab-extendingthinkingtemplates




Compare/Contrast ModelPURPOSE – Extended Thinking: Compare/contrast two diff erent concepts, texts, visuals, or problems by collabora vely building a tac le-visual model.

Step-by-Step Instructions1. Organize students into groups of three, and provide each group a set of model

materials:• 2 white plas c dessert plates• 6 purple plas c dessert plates• 6 red plas c dessert plates

• 6 blue plas c dessert plates• 1 black erasable marker• 1 paper towel

2. Each group member gets 2 plates of each color (2 purple, 2 red, 2 blue).3. WHITE: Students write the two topics being compared on the two white plates.4. PURPLE: Students take turns wri ng ideas on their plates how the two topics are similar

and place them in the center of the model.5. BLUE: Students take turns wri ng ideas on the blue plates how topic #1 is unique and

place them into the model in a “C” forma on.6. RED: Students take turns wri ng ideas on the red plates how topic #2 is unique and

place them into the model in a backward “C” forma on.7. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.8. Students wipe the plates clean and place them back into the baggy to prepare them for

the next group.Materials: • One baggy of materials per group (see materials above)

Think It Up• Compare/contrast your model to another group’s. How are they the same/diff erent and

which ideas are the best?• What conclusions can you draw about the rela onship between these two ideas/

concepts?




Connect the DotsPURPOSE – Extended Thinking: Make connec ons among four diff erent visuals, terms, assessment ques ons, events, texts, or people.

Step-by-Step Instructions1. Organize students into groups of two or three. 2. Provide students with the Connect the Dots handout represen ng four diff erent visuals,

terms, assessment ques ons, events, texts, people, etc.3. Students work collabora vely to make connec ons between the two ideas at the end of

each arrow, developing at least one similarity and one diff erence.4. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.

Materials: • Op onal: Connect the Dots handout with the four ideas for comparison (or students

could draw the diagram on notebook paper)

Think It Up• What conclusions or generaliza ons can you draw about the ideas on all four dots?


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Idea Shuffl ePURPOSE – Extended Thinking: Generate, share, and rate ideas, responses, or answers to a specifi c ques on or task.

Step-by-Step Instructions1. Teacher presents the class with 4-5 diff erent “think it up” ques ons. (Use the Think It

Up bu on on the APP). 2. Using the sentence stems on the APP, students write a response to 1 ques on on a note

card. (Students do NOT write their name on the card.)3. IDEA SHUFFLE: (3 rounds so that each student reads and rates 3 diff erent cards)

• Trade: Students stand up and mix around the room trading cards at least 5 mes. • Read: Student carefully reads the card they have.• Rate: Student evaluates the response by ra ng the card on the back:

• 3 = excellent! (well-wri en, great thinking!)• 2 = good! (makes sense, good thinking.)• 1 = ge ng there! (good start but needs a li le more work)

4. A er the third round of IDEA SHUFFLE, students to add all three ra ngs.5. Students read out the cards that scored 8-9 points so students see/hear good examples.6. Teacher sees and hears students’ responses and clarifi es/verifi es as appropriate.Materials: • Note cards• 4-5 think it up ques ons

Think It Up• Compare the responses that scored 8-9 points with your original response. How are

they the same and how are they diff erent?• Apply what you learned about well-wri en, great thinking by rewri ng your original

response.



Justifi ed ListPURPOSE – Extended Thinking: Make inferences to sort examples from non-examples and jus fy your thinking.

Step-by-Step Instructions1. Provide students with a ques on stem such as the following:

• Science: Which of the following can you jus fy is a mixture?• Math: Which of the following can you jus fy as associated with the coordinate

plane?• Social Studies: Which of the following can you jus fy as associated with the Civil

War?• Reading: Which of the following statements can you jus fy as inferences?

2. Students are provided a list of examples and non-examples associated with the ques on, including both text and visuals as appropriate.

3. Students check posi ve examples and jus fy response.4. Students then create an overarching rule for all the posi ve examples.5. Use a movement and discourse strategy for students to share and compare responses.6. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.Materials: • JUSTIFIED LIST handout with examples and nonexamples

Think It Up• Compare/Contrast your response to another’s. Do you need to revise your list in any

way?• Create/develop two more posi ve examples.


(adapted from Keeley’s Science Forma ve Assessment)

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Link It UpPURPOSE – Extended Thinking: Make connec ons between ideas that refl ect various cogni ve rela onships.

Step-by-Step Instructions1. Organize students into thinking partners.2. Students cut 3 diff erent colors of paper into strips (1.5 inches X 8 inches): white and 2

other colors of your choice.3. Students write ideas from content recently learned on the colored strips and then “link

it up” by wri ng a connec on between the 2 ideas on the white strip. 4. Possible connec ons between the two strips could include:

• topic on strip 1 – topic on strip 2 – cause or eff ect on the link• fact/detail on strip 1 – fact/detail on strip 2 – inference on the link• text tle #1 on one strip – text tle #2 on the other – connec ons on the link• character on strip 1 – character on strip 2 – similarity/diff erence on the link• event on strip 1 – event on strip 2 – sequence, order, or connec on on the link

5. Pairs tape their links together, with the white connec on link in the middle.6. Student work collabora vely to make as many connec on links as they can.7. Student Pair-SQUARE-Share to explain their connec ons link. 8. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.Materials: • 2 diff erent colors of paper strips and white paper strips• tape

Think It Up• Analyze other connec ons between the ideas you have on your “links” and ideas from a

previous unit of instruc on.• Jus fy or explain your connec ons.

NEW



Match It UpPURPOSE – Extended Thinking: Analyze visuals and match them to assessment items.

Step-by-Step Instructions1. Organize students into thinking partners or triads.2. Provide students with assessment items that include various visuals.3. Students cut the visuals apart from the actual test ques on, which results in two sets of

cards: s mulus cards and assessment item cards.4. Student groups place the s mulus cards in one stack face down and place the assess-

ment cards face up in the center of the table so each visual can be seen.5. Taking turns, students draw a s mulus card and Match it Up! to as many assessment

items as possible, jus fying their reasons for the match.6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.Materials: • Assessment items (one set per group) and scissors

Think It Up• Create/develop a new visual for one of the assessment item stems.• Predict how many diff erent s muli could be associated with each assessment item.




Matching Double TroublePURPOSE – Extended Thinking: Make connec ons between words, descrip ons, and graphics/visuals.

Step-by-Step Instructions1. Organize students into thinking partners.2. Provide students with a set of word cards, text cards and graphic cards represen ng

5-10 important vocabulary terms.3. Students collaborate to match the word cards to the text cards, to the graphic cards,

jus fying their matches.4. Students evaluate their matrix of terms, descrip ons, and graphic representa ons and

make adjustments/revisions as appropriate.5. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.Materials: • Double Trouble Matching handout (one set per group)

Think It Up• Draw a conclusion about which word is most important and explain why.• Can the words be classifi ed or categorized in any way?


22



Nine SquaresPURPOSE – Extended Thinking: Analyze a text or image to determine facts/details, make inferences, and draw conclusions.

Step-by-Step Instructions1. Students read a text or view a visual.2. Students analyze the text or visual and write the following:

• 5 facts/details (What does it say or what do you see?)• 2 inferences (What does it mean?) • 2 valid conclusions (Why does it ma er?)

3. Students may use the lead4ward thinking stems to write their inferences and conclusions.

4. Students cut their 9 squares apart, trade with another student, and sort their partner’s cards into the 5 facts, 2 inferences, and 2 conclusions.

5. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.Adapta on: Teacher provides answers in random order in the 9 squares, students cut the answer cards apart and categorize them into the 9 Squares: 5 facts, 2 inferences, and 2 conclusions.

Materials: • Reading passage or visual• Op onal: Nine Squares handout (students could draw the 9 squares on notebook

paper)

Think It Up• Summarize and synthesize what you learned from this ac vity by wri ng a nine-word

recap.





Odd One OutPURPOSE – Extended Thinking: Compare/contrast four visuals, assessment ques ons, words, or texts to determine which is Odd One Out and jus fy your thinking.

Step-by-Step Instructions1. Organize students into groups of 4 and number off 1-2-3-4.2. Provide each student with the Odd One Out handout.3. Students move into expert groups and analyze to analyze their ONE assigned visual:

• #1 = huddle with other #1s and become an expert on box #1• #2 = huddle with other #2s and become an expert on box #2• #3 = huddle with other #3s and become an expert on box #3• #4 = huddle with other #4s and become an expert on box #4

4. Student experts return to home group and teach other about the informa on in their box.

5. Students compare/contrast the four boxes and select one that is Odd One Out and jus fy their thinking.

6. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriateMaterials: • Odd One Out handout – teacher develops with appropriate visuals, s muli, text, etc.

Think It Up• Analyze the four boxes again and select a diff erent item as Odd One Out. Jus fy.• Tear the four squares apart and sequence/rank them in some way; jus fy your ranking.• Select one square and make a predic on about how this informa on might be

assessed.


(adapted from Keeley’s Science Forma ve Assessment)



Pick a ProcessPURPOSE – Extended Thinking: Students to think diff erent ways about a topic or concept.

Step-by-Step Instructions1. Organize students into thinking partners. 2. Each group “picks a process” verb from one of these ac vi es:

• rolling a die from 1-6 where each number corresponds to a designated verb

• pulling a cra s ck that is labeled with a specifi c verb• picking a card where each card corresponds to a specifi c verb

3. Students work with their thinking partner(s) to:• answer a ques on associated with the selected verb provided by the teacher or...• write a sentence about the content just learned using the assigned verb

4. Students may use the lead4ward thinking stems from the APP to help develop responses.

5. Use Pair-SQUARE-Share for pairs to share their ideas.6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.Materials: • Dice, s cks, or cards

Think It Up• Draw a conclusion about how you could add more thinking to your original response.• Create/develop one assessment ques on based upon your assigned verb.

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Rock and Roll VocabularyPURPOSE – Extended Thinking: Think deeply about complex vocabulary terms.

Step-by-Step Instructions1. Organize students into thinking partners.2. Provide student pairs with a die.3. Present students with a list of 5-6 complex terms.4. Student pairs take turns rolling the die. The number rolled dictates the ac vity they

complete with the term.5. Each student selects a word secretly, performs the task associated with the number

rolled, and their partner guesses which word is being described, sketched, acted out, etc.

6. Poten al tasks:

7. Students con nue un l they have analyzed all 5-6 words.8. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.Materials: • Dice• Op onal: Rock and Roll Vocabulary template (or project handout to communicate

tasks, and students can record their responses on notebook paper)

Think It Up• Can the terms be classifi ed or categorized in any way?• Connect 2-3 terms and explain their rela onship.




Tic-Tac-TallyPURPOSE – Extended Thinking: Make connec ons between words, visuals, and assessment items.

Step-by-Step Instructions1. Organize students into groups of three.2. Provide each group with a set of cards: words, visuals, assessments items.3. Students cut out the nine cards and distribute them among the group members.4. Students draw a large Tic-Tac-Tally game board on a sheet of paper.5. Students individually take turns playing a card on the board, making c-tac-tally connec-

ons, jus fying their thinking. 6. When they make 3 connec ons horizontally, ver cally, or diagonally, students draw a

line from the connected cards and write the connec on on the TIC-TAC-TALLY game board.

7. Teacher clarifi es/verifi es students’ connec ons.Materials: • Tic-Tac-Tally cards – (one set per group)• 1 sheet of notebook paper per group to draw the game board• Scissors (one pair per group)

Think It Up• Challenge your team to get a “blackout” TIC-TAC-TALLY game board by making

connec ons across the board.• Remove three cards from the board and create NEW cards to complete the

connec ons.


(adapted from Law Related Educa on)

24





Vocabulary DominoesPURPOSE – Extended Thinking: Make connec ons between important words and concepts.

Step-by-Step Instructions1. Organize students into groups of two – three.2. Give each group a set of prepared paper vocabulary dominoes with important terms.3. Students place the paper dominos face down and mix them up.4. Each student draws 3-4 dominoes.5. The fi rst domino is placed in the center as the “spinner” to begin the game.6. Each player takes a turn matching one of their vocabulary dominoes with a domino on

the board explaining how the two terms are related to each other.7. Students con nue taking turns and making connec ons un l all dominoes are played.8. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.

OPTION: Teachers or students may create the dominoes with only one term, with two terms (one at each end), or with a mixture of words and visuals.

Materials: • Set of Vocabulary Dominoes – teacher created (one set per group)

Think It Up• Evaluate which dominoes were the most diffi cult to connect on the board? Why?• Take the domino cards and sort them into categories. Can you jus fy which terms go

into which categories?



playlist for2017-2018 learning from mistakes strategy playlist

3-2-1 Test ReviewPURPOSE – Learning from Mistakes: Create student ownership in learning from graded assessments, and help teachers priori ze which items to review.

Step-by-Step Instructions1. Students code each test ques on with a plus, check, or minus as they take an

assessment.

2. Students analyze a graded test to evaluate where they were strong and where they s ll need to work.

3. Using the learning from mistake strategy Make the Case, the teacher should help students discover and correct their mistakes on the 4-6 ques ons most students voted as the “1” that was most diffi cult.

4. The teacher sees and hears students thinking and clarifi es/verifi es as appropriate.Materials: • Graded assessment• Op onal: 3-2-1 Test Review handout (students may complete on notebook paper)

Think It Up• What learning strategies will you apply more o en now?• Make connec ons to the most common kinds of mistakes you saw and how you plan to

avoid these errors next me.


k.

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http://lead4ward.com/playlists/#tab-learningfrommistakestemplates



ABCD Reasoning CardsPURPOSE – Learning from Mistakes: Analyze answer choices and predict possible mistakes.

Step-by-Step Instructions1. Organize students into groups of four.2. Assign each student a le er, A-B-C-D, and give each a diff erent assessment ques on.3. For the assessment ques on each has, students write on the back of the ques on why

a student may have selected their assigned answer choice, even if it is the incorrect answer. • Possible jus fi ca ons may include the following: guessed, careless error, stopped

too early, or mixed stuff up.• Students may use the Go with the Flow: Learning from Mistakes fl ow map to assist

them in their thinking.4. Students rotate their cards/ques ons and con nue to analyze each new item.5. A er all 4 ques ons have been rotated around the group, students draw conclusions

about the correct answer for each item and probable errors students might have made on each item.

6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.7. Students summarize what they learned and mistakes they now know to avoid.8. The teacher sees and hears students thinking and clarifi es/verifi es as appropriate.Materials: • 4 diff erent assessment ques ons per group and 4 diff erent cards/pages• Op onal: Go with the Flow: Learning from Mistakes handout

Think It Up• Draw a conclusion about how students can avoid the mistakes you discussed.• Generalize which type of ques ons caused the most careless mistakes and the advice

you could off er to help them avoid these errors?




Brain in the GamePURPOSE – Learning from Mistakes: Access content by knowing how to start answering complex assessment ques ons.

Step-by-Step Instructions1. When students are confused about how to start answering a diffi cult assessment

ques ons, they can get their Brain in the Game by comple ng the following steps:• Analyze the item’s s mulus (chart, table, picture, poem, word problem, text type,

etc.)• Iden fy 3-5 important vocabulary terms in the item (underline or highlight)• Predict what the ques on might be about

2. Partner students using the movement and discourse strategy, Musical Mix-Freeze-Group so students can compare, discuss, jus fy, or rethink their responses.

3. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.Materials: • Assessment items that students have diffi culty answering• Op onal: Brain in the Game handout (or students may respond on notebook paper)

Think It Up• Compare the s muli in these ques ons to other ques ons you have prac ced in the

past. How are they the same? Diff erent?• Jus fy that there are diff erent ways to start answering these ques ons.


26





Careless-CluelessPURPOSE – Learning from Mistakes: Students analyze a graded assessment to determine items where they were careless and items where they didn’t even know how to start.

Step-by-Step Instructions1. Students evaluate a graded assessment by coding each incorrect item as:

• Careless (knew it and blew it!) - iden fy the exact mistake you made and how to correct it next me

• Clueless (didn’t reach me; need to teach me!) – explain why you are confused• NOTE: students who missed less than 3 ques ons should select the 3 most diffi cult

ques ons from the test and explain why they were so complex.2. Using 3 rounds of the movement and discourse strategy Musical Mix-Freeze-Group,

students share one of their careless or clueless ques ons and fi gure out how to correct their mistake.

3. Students vote for the most complex item they would like the teacher to review.4. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.5. Students summarize what they learned and mistakes they now know to avoid.Materials: • Graded test

Think It Up• What plan could you develop that would help you understand these ques ons well

enough to teach another student?



Each One Teach OnePURPOSE – Learning from Mistakes: Students collaborate to coach each other about complex assessment items.

Step-by-Step Instructions1. Equally distribute 4 diff erent assessment items on 4 diff erent colors of paper so that

each student has one ques on.2. Like colors huddle together and “coach each other” on the following:

• Topic (what’s it about?)• S muli (what visuals does it have?)• How to start and how to fi nish

• Correct answer and WHY it is correct• Why the other answers are incorrect

3. Students then mix around the room to fi nd a partner with a diff erent colored ques on.4. Each one teaches one about his ques on: topic, s muli, how to start/fi nish, correct

answers, incorrect answers.5. Partners trade cards.6. Students then fi nd another partner with a diff erent color and each one teaches one

about the new ques on they just learned.7. Students con nue mixing and forming partnerships un l they have learned and

coached all 4 ques ons.8. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.9. Students summarize what they learned and mistakes they now know to avoid.

Materials: • OPTIONAL: Each One Teach One handout (or 4 diff erent assessment ques ons on 4

diff erent colors of paper and the coaching steps projected)

Think It Up• How would you rank the 4 ques ons in order of diffi culty?• Iden fy what caused you to miss a ques on and how you plan to avoid that mistake

next me.• What generaliza on could you make about all 4 ques ons?


NEW

27




Fixer UpperPURPOSE – Learning from Mistakes: Students analyze the reason they missed an assessment ques on.

Step-by-Step Instructions1. Return a graded assessment to students.2. Students choose 2 items they missed and analyze them through the “fi xer upper”

graphic.• Founda on: What is the founda onal topic of the ques on?• S muli/Visuals: What is the s muli/visuals (or text type) in the ques on?• Words: What are the important 3-5 words in the ques on?• Learning/Thinking Mistake: What mistake did you make?• Fixer Upper Plan: How will you correct your mistake next me?

3. Using the movement and discourse strategy, Rise and Shine, students get a partner and explain their error and how they plan to correct it.

4. Repeat 2 mes so students share both assessment ques ons with 2 diff erent partners.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.Materials: • Graded assessment• Op onal: Fixer Upper handout (students may complete on notebook paper)

Think It Up• Apply the mistakes others made to your own work. Explain how you made similar

mistakes or how you avoided those errors.• Interpret the common careless mistakes you and your friends made. How can you

avoid these errors?


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Focused ListingPURPOSE – Learning from Mistakes: Students collaborate to develop a comprehensive list of words, visuals, etc. associated with the major topics in a unit and correct mistakes.

Step-by-Step Instructions1. Title poster paper with the major topics from a unit and post them around the room.2. Organize students evenly among the posters.3. Given a set amount of me, student groups collaborate to list as many related words,

visuals, events, characters/people, etc. they can think of associated with that topic.4. At the teacher’s signal, groups rotate to a new poster.5. Students review the ideas wri en on the poster by...

• placing a check mark beside ideas they agree with• striking-through any ideas that are mistakes or faulty connec ons• adding a thought bubble explaining why the idea was a mistaken connec on• adding new ideas as appropriate

6. Students rotate through posters un l each group has added ideas and corrected mistakes on each poster.

7. Teacher sees and hears students’ thinking and clarifi es/verifi es addi ons and strike-throughs as appropriate.

8. Students summarize what they learned and mistakes they now know to avoid.Materials: • Poster or Chart Paper and markers

Think It Up• Make a connec on between some of the posters. How are they related?• Analyze the strike-throughs. What common mistakes were made on the posters and

how can you avoid this mistaken associa on?• Evaluate all the words and jus fy ONE WORD as the most important for each topic.

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Get to the PointPURPOSE – Learning from Mistakes: Evaluate assessment items, select the three most diffi cult ques ons, determine errors to avoid, words to remember, and how to start in the future.

Step-by-Step Instructions1. Post a blank copy of the various pages of a graded test on separate walls.2. Provide students with three dot- s ckers and instruct them to write their name on their

dots.3. Students decide which 3 ques ons they want the teacher to explain by placing their dot

on the 3 most complex ques ons around the room.4. The teacher notes which 3-5 ques ons most students asked to deconstruct.5. Implemen ng a learning from mistakes strategy such as IQ Slap Down or Make the

Case, the teacher deconstructs and thoroughly reviews the items as students correct their mistakes.

6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.7. Students summarize what they learned and mistakes they now know to avoid.

Materials: • Graded test• Blank test pages posted on the walls around the classroom• Dot-style s ckers, such as garage sale s ckers

Think It Up• Draw a conclusion about how you can avoid the errors you made in the future. • Make an inference about other ways this ques on might be asked (diff erent visuals,

diff erent wording, etc.)• Predict how you will start answering a ques on about this content in the future.



Go with the FlowPURPOSE – Learning from Mistakes: Create student ownership in learning from mistakes by analyzing incorrectly answered test ques ons.

Step-by-Step Instructions1. Students determine what went wrong on 3-4 incorrect assessment ques ons by choos-

ing the error they made from the Go with the Flow: Learning from Mistakes fl ow map. • Guessing• Careless• Stopped too soon• Mixed things up

2. Using the movement and discourse strategy, Choose and Chat, students share their mistakes.

3. Thinking partners then help each other develop a plan to correct that mistake.4. Repeat steps 2 and 3 so students correct their 3-4 mistakes with diff erent Choose and

Chat partners.5. Teacher sees and hears the student’s thinking and clarifi es/verifi es as appropriate.6. NOTE: Students who made a 100 should select 3 of the most diffi cult ques ons and

discuss the errors other students may have made.Materials: • Graded assessment• Go with the Flow: Learning from Mistake handout (one per student or projected)

Think It Up• Generalize what type of mistake you make most o en and how you can avoid these

errors in the future.• Develop a plan for learning the concepts be er on which you were “mixed up” or

“guessed.”


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Investigating the Question(IQ) Slap Down Game

PURPOSE – Learning from Mistakes: Analyze or prac ce assessment items by determining the worst answer, the distracter, and the correct answer.

Step-by-Step Instructions1. Organize students into thinking partners.2. Each student creates a set of “A-B-C-D” cards using index cards or notebook paper.3. Provide students with a specifi c assessment ques on.

• Round 1: At the teacher’s signal, students slap down the answer choice that rep-resents the worst answer and then jus fy their response with their partner. Teacher clarifi es.

• Round 2: At the teacher’s signal, students slap down the answer choice that rep-resents the distracter (answer that is close to being correct, but not the best answer) and then jus fy with their partner. Teacher clarifi es.

• Round 3: At the teacher’s signal, students slap down the answer that represents the correct answer and then jus fy with their partner. Teacher clarifi es.

4. A er each IQ Slap Down ques on, students summarize what they learned and how they plan to avoid the mistakes discussed.

5. Teacher sees and hears student’s thinking and clarifi es/verifi es as appropriate.Materials: • Graded test• Notebook paper or index cards for students to create “A-B-C-D” cards

Think It Up• What strategies will you apply when you encounter a ques on like this in the future? • Make connec ons to the most common kinds of mistakes discussed and the way you

worked through the ques on. Did you make similar mistakes... why? Did you avoid these mistakes... why?



Make the CasePURPOSE – Learning from Mistakes: Defend or prosecute answer choices as incorrect or correct.

Step-by-Step Instructions1. Organize students into groups of 4 and assign each a le er A-B-C-D.2. Present students with an assessment ques on.3. As, Bs, Cs, and Ds huddle together with their le er groups in diff erent corners of the

room to determine if their answer choice is ...• Correct or “innocent of a crime” by explaining why it is the correct response OR• Incorrect or “guilty of a crime” by explaining why their answer is the incorrect re-

sponse4. Students return to their home group and have 1 minute each to “make their case”

by prosecu ng their answer choice as “guilty” or defending their answer choice as “innocent.”

5. Students deliberate and come to consensus about which answer is innocent.6. The teacher sees and hears the students’ defense or prosecu on arguments and clari-

fi es/verifi es as appropriate.7. Students summarize what they learned and mistakes they now know to avoid.Materials: • 4-5 complex assessment item(s)

Think It Up• Predict which answer choice most students may have mistakenly chosen and how this

error could be avoided.• Infer which errors were careless mistakes and how to correct them.

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Mental MashupsPURPOSE – Learning from Mistakes: Students combine their thinking to create a product or ar fact represen ng a concept or solving a problem.

Step-by-Step Instructions1. Organize students into groups of 4.2. Ask students to create a product or ar fact associated with a concept, skill, or process.3. Each student individually describes the way he would construct his ar fact prototype on

a s cky note and then shares with the group.4. The group then uses ideas from each group member to create the fi nal product, cor-

rec ng mistakes they encounter along the way and refi ning the original design.5. Teacher evaluates students’ products/ar facts and asks students to modify their design

as appropriate.

Materials: • Materials for products or ar facts

Think It Up• Compare/contrast your group’s product to another group’s. If you combined both

ideas, how would the product change?• Analyze where your thinking was eff ec ve and where your thinking was ineff ec ve.

What mistakes did you correct as you built your ar fact?

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Pick Up the Slip UpPURPOSE – Learning from Mistakes: Analyze three statements associated with a concept or an assessment ques on to make inferences about which two are true and which one is inaccurate.

Step-by-Step Instructions1. Organize students into thinking partners.2. Students create ABC cards using notebook paper, s cky notes, or note cards and place

them on their desks in front of them.3. Teacher presents three statements or examples: two are true/accurate and one is a

“slip up” or common mistake students o en make.4. The teacher instructs students to:

• “Think!” (think about which statement is the slip up or mistake)• “Hover!” (students hover their hand over their ABC cards showing they are ready)• “1-2-3, PICK UP THE SLIP UP!” (students grab the le er of the slip up and hold it

high)5. Students must jus fy with a thinking partner why they think that statement is a slip up.6. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.7. Students summarize what they learned and any mistakes they now know to avoid.Materials: • Notebook paper, s cky notes, or index cards• 3-4 sets of Pick Up the Slip Up statements (2 true/1 false or mistake)

Think It Up• Infer how one of the false statements needs to change to become a true statement.• Create/develop your own “Pick Up the Slip Up” statements over a concept that is s ll

diffi cult for you and play the game with a thinking partner.

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Rock and Roll Item ReviewPURPOSE – Learning from Mistakes: Analyze and prac ce complex test ques ons to determine mistakes in content and thinking.

Step-by-Step Instructions1. Organize students into thinking partners and provide each pair with a die.2. Present students with several assessment items.3. Student pairs take turns rolling the die and analyzing the item based on the task associ-

ated with the number rolled:1 = state the concept or big idea of the item2 = iden fy the s mulus/visual3 = communicate your plan for answering the item4 = select the worst answer choice (jus fy)5 = determine the distracter or best wrong answer (jus fy)6 = determine the correct answer (jus fy)

4. Students con nue rolling the die un l they have completed all the ac vi es.5. Teacher sees and hears the students’ thinking and clarifi es/verifi es as appropriate.6. Students summarize what they learned and mistakes they now know to avoid.Materials: • Assessment ques on(s)• Dice• Op onal: Rock and Roll Item Review handout (or project the prompts and student

record responses on notebook paper)

Think It Up• Make an inference about how you can avoid the mistake you made in the future.• Make a connec on to other ques ons you’ve seen in the past. What words, s muli, or

content is similar?




Toss a QuestionPURPOSE – Learning from Mistakes: Collabora vely prac ce and analyze various assessment items, focusing on s muli, terms, errors pa erns, and distractors.

Step-by-Step Instructions1. Organize students into groups of 3 or 4 and give each group a unique color marker.2. Provide each group with a diff erent assessment item taped or glued to a large chart paper. 3. Student groups collaborate and help each other apply what they have learned to analyze only one part of

the ques on each round:Round 1: Analyze the s mulus of your new ques on (then toss)Round 2: Iden fy and describe 3-5 key terms from the new ques on (then toss)Round 3: Predict the big idea of the new ques on (then toss)Round 4: Determine the correct answer of the new ques on and jus fy why (then toss)Round 5: Determine the worst answer of the new ques on and jus fy why (then toss)Round 6: Determine the incorrect answer most students may have chosen on the new ques on and

why they may have chosen it (then toss)4. At the teacher’s signal, groups wad-up their en re chart paper ques on and “toss” it to the next

designated group at the end of each round.5. Groups analyze, collaborate, and complete the next task over their new ques on.6. At the end of round 6, groups review their original ques on to determine any errors they fi nd in the other

groups’ responses.7. Teacher provides the correct responses, encourages discussion about other possible answers, and

clarifi es misconcep ons as appropriate.8. Students summarize what they learned and mistakes they now know to avoid.

Materials: • A diff erent assessment ques on taped to chart paper for each group• Unique marker color for each group

Think It Up• Evaluate which ques on was the most diffi cult to analyze and explain why.• Predict how many diff erent s muli could be associated with your ques on’s topic.• Infer which round was easiest for you, which round was most diffi cult, and explain why.

(Adapted from Kagan Coopera ve Learning)

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playlist for2017-2018 evidence of learning strategy playlist

3-2-1 Summary

PURPOSE – Evidence of Learning: Summarize learning and think more deeply about the content.

Step-by-Step Instructions1. Students write 3 things they learned.2. Students write 2 examples, applica ons, or inferences about what they learned.3. Students write 1 ques on or draw 1 conclusion about what they learned.4. Students turn in their 3-2-1 Summaries as an exit cket.5. Teacher evaluates students’ 3-2-1 Summary responses and clarifi es/verifi es as

appropriate.

Materials: • Op onal: 3-2-1 Summary handout (students may complete on notebook paper)

Think It Up• Share your summary with another student and add one new idea to any sec on.• Get a partner and apply what you know to help answer each other’s 1 ques on.




Click or Clunk

PURPOSE – Evidence of Learning: Students evaluate and communicate what they have learned by lis ng what they fully understand and what is s ll confusing.

Step-by-Step Instructions1. Teacher lists the major terms, concepts, or skills taught during a lesson or unit.2. Students draw a T-chart on a note card and label one side click and the other side clunk.3. Student list what “clicked” for them (know it fully) under click.4. Students then list what is s ll “clunky” in their minds (s ll confusing) under clunk.5. Students Mix-Freeze-Group to fi nd a partner to share their click or clunk ideas and try

to help each other move a “clunky” idea to the “click” column.6. Students turn in their click or clunk cards as an exit cket.7. Teacher evaluates the click or clunk cards and adjusts instruc on accordingly.Materials: • Piece of paper or note card per student

Think It Up• Make a connec on to something you know well to an idea in the CLUNK column. How

can this help you be er understand?• Choose the most important idea from your CLICK column and describe how you would

teach this idea to a student who has been absent.

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http://lead4ward.com/playlists/#tab-evidenceoflearningtemplates



Connect 4 Thinking

PURPOSE – Evidence of Learning: Make connec ons between a concept and other words, ideas, or visuals.

Step-by-Step Instructions1. Each student individually analyzes an assigned concept by making 4 diff erent

connec ons.2. The 4 possible connec ons may include the following:

• synonym or antonym• analogy or real-life connec on• quick sketch or graphic representa on• example or non-example• another term or concept

3. Using the movement and discourse strategy, Shake and Share, students share and compare their learning connec ons and add new ideas if possible.

4. Teacher analyzes students’ connec ons and adjusts instruc on as appropriate.Materials: • Op onal: Connect 4 Thinking handout (or students could draw the graphic on paper)

Think It Up• How does your thinking compare with another student’s thinking, and which

connec ons are most profound?• Jus fy which of the 4 connec ons helps you understand and remember this concept

best.




ConsensogramPURPOSE – Evidence of Learning: Evaluate understanding before instruc on and a er instruc on to determine progress, growth, and areas for review.

Step-by-Step Instructions1. Develop an essen al ques on aligned to the big idea in a unit of study, and give each

student two diff erent colored dot s ckers.2. Develop 3 degrees of response that refl ect students’ understanding such as:

• Lacking Confi dence (I don’t know this yet)• Somewhat Confi dent (I know part of this)• Completely Confi dent (I know this well enough to teach someone)

3. Students place their 1st dot in the cell represen ng their understanding in the “before instruc on” row.

4. At the end of the lesson or unit, students place their second dot in the cell represen ng their response in the “a er instruc on” row.

5. Teacher notes pa erns and trends of students’ percep ons and adjusts instruc on, review, and interven on accordingly.

Materials: • Poster with the essen al ques on and the response degrees• Two diff erent-colored dot-style s ckers, (one of each color for each student)

Think It Up• What could you learn more deeply that would cause you to move your dot to a higher

posi on?• What plan would you develop if you had to teach this concept to someone who had

been absent?


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Exit TicketPURPOSE – Evidence of Learning: Provide evidence of learning by applying a skill, answering a ques on, or summarizing content.

Step-by-Step Instructions1. Students demonstrate or explain their level of understanding to provide evidence of

learning through an Exit Ticket.2. Exit Tickets may include the following ideas:

• answer a Think It Up ques on• prove you can solve a problem• describe and sketch a term learned during the lesson• 3-2-1 Summary, Connect 4 Learning, Click or Clunk (and other strategies in the

“Evidence of Learning” Playlist)• Plus, Check, Minus with a “fl ip up” explana on (symbol on front, explana on on

back)+ I totally understand this because ____.I understand these parts _____ but s ll get confused by ____.– I do not understand this yet because ______.

3. Teacher notes Exit Ticket responses, pa erns, and trends, and adjusts instruc on accordingly.

Materials: • Exit Ticket prompt or ques on

Think It Up• Draw a conclusion about your learning today and explain why it was important and the

parts you s ll do not understand.• Make an inference about what might be diffi cult to understand as you progress through

this unit.



Graffi ti + 3-Way ThinkingPURPOSE – Evidence of Learning: Develop a graphic representa on (graffi ) summarizing learning and extending thinking.

Step-by-Step Instructions1. Students summarize the big idea of the lesson or unit in a one-minute “graffi ”

(illustra on, sketch, puff y le ers, etc.)2. Students then add three sentences to think three ways about this big idea, using the

sentence stems below: • Make one inference: Even though my teacher did not tell me this, I can infer from

what we learned that ________________.• Draw one conclusion: From everything we learned about ____________, I can

conclude it is important because _____________________.• Make one predic on: I predict that some students might get confused about

____________________.3. Students par cipate in two rounds of Musical-Mix-Freeze-Group to share their ideas

with two diff erent peers.4. Teacher evaluates the students’ Graffi + 3-Way Thinking responses and clarifi es/

verifi es as appropriate.

Materials: • Op onal: Graffi + 3-Way Thinking handout (students may complete on paper)

Think It Up• Connect what you learned in this ac vity to something you have learned in the past.• Among your graffi and your two partners’ graffi es, jus fy which made the most sense

to you.


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Graphic Representations and Organizers

PURPOSE – Evidence of Learning: Organize informa on into a graphic representa on to provide evidence of learning, connec ons between ideas, and refl ect specifi c thinking.

Step-by-Step Instructions1. Students brainstorm ideas or iden fy specifi c content informa on, then organize and

represent their thoughts/connec ons in a graphic representa on.2. Select the graphic organizer based upon the type of thinking being targeted.3. Students complete the organizer individually.4. Through Shake and Share, students get a partner and share/compare organizers, adding

new ideas as appropriate.5. Teacher evaluates students’ graphic organizer responses and adjusts instruc on

accordingly.

Materials: • Graphic Organizer for students to complete, or students may create the organizer on

notebook paper following a projected visual

Think It Up• Summarize what you learned from your graphic organizer in 3 sentences.

(graphic organizerexamples available at

lead4ward.com/playlists)



KWL ChartPURPOSE – Evidence of Learning: Engage students by ac va ng prior knowledge, developing student-generated ques ons, and summarizing what was learned.

Step-by-Step Instructions1. Assign students a thinking partner.2. Teacher presents students with a concept associated with an upcoming unit.3. KNOW: Students ac vate prior knowledge by wri ng what they know about the

concept and then share what they know with their thinking partner.4. WANT TO KNOW: Students then write ques ons targe ng what they want to know

about the concept and share their ideas with their thinking partner.5. LEARNED: At the end of the instruc on, students write what they learned, including

new words, processes, visuals, etc. and share what they learned with their thinking partner.

6. Teacher evaluates students’ K-W-L responses, adjusts instruc on accordingly, and clarifi es/verifi es misconcep ons a er each step of the KWL process.

Materials: • Op onal: K-W-L Chart (students may create the K-W-L on notebook paper)

Think It Up• Make connec ons between what you learned in this unit and a previous unit.• Evaluate all the new things you learned. Which ideas do you know well enough to

teach and which do you need to review?


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lead4ward Anchor ChartsPURPOSE – Evidence of Learning: Access content, infuse rigor, and transfer learning by making connec ons between words, visuals, experiences, and evidence of learning.

Step-by-Step Instructions1. At the end of a unit, students create an individual lead4ward Anchor Chart to provide

evidence of what they learned.• Engaging Experiences: List and describe 3-4 engaging, memorable learning experi-

ences from this unit.• Visuals: List and sketch the signifi cant visuals and s muli learned in this unit (pic-

tures, charts, graphs, tables, diagrams, text tles, etc.).• Words: List and describe the most important 8-12 words associated with this unit.• Evidence: List the ways you proved that you learned these words, visuals, and con-

cepts (graphic organizers, 3-2-1 summaries, exit ckets, homework, tests, etc.).2. Assign students a thinking partner and each does a “learning lap” explaining how the

experiences, visuals, words, and evidence are connected. 3. Teacher evaluates students’ lead4ward Anchor Charts and iden fi es which concepts are

best for whole class loopback and which concepts are best for interven on with specifi c students.

Materials: • Op onal: Anchor Chart templates (students may create on notebook paper or folders)

Think It Up• Make connec ons between words, visuals, engaging experiences, and evidence.• Rank the visuals and the words in order of which you know best to which you know

least. Which visuals and words do you need addi onal help understanding?




One Minute PaperPURPOSE – Evidence of Learning: Summarize learning through a quick wri ng ac vity.

Step-by-Step Instructions1. Teacher informs students to “brain dump” or summarize all the ideas, concepts, skills,

processes, etc., they have learned by wri ng for approximately one minute.2. Students share their one-minute papers through Think and Throw or Mix-Freeze-

Group.3. Students turn in their One Minute Paper as an exit cket.4. Teacher evaluates students’ responses and adjusts instruc on as appropriate.Materials: • Notebook paper

Think It Up• Draw a conclusion about the purpose of the learning. Why does it ma er that you

know this informa on?

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Plus-Check-MinusPURPOSE – Evidence of Learning: Communicate your understanding through a plus, check, or minus symbol.

Step-by-Step Instructions1. Teacher asks students to think about their understanding of what was just taught.2. Students write their symbol on a small paper or note card.

• PLUS = I totally understand and could teach someone else what this means!• CHECK = I get it, but may need some more prac ce.• MINUS = I’m not sure I understand this yet.

3. Students then write 1-2 sentences explaining why they chose that symbol and turn their card in as an exit cket.

4. Teacher evaluates students’ Plus-Check-Minus responses and adjusts instruc on as appropriate.

Materials: • Notebook paper or note cards

Think It Up• What learning strategies were the cause of you learning (or not learning) this content?• Create/develop a plan for moving to a higher symbol, and if you are already at a plus, a

plan for how you would teach this to another student.



SNAP-tasticPURPOSE – Evidence of Learning: Communicate your understanding through a Snapchat-type response.

Step-by-Step Instructions1. Draw a quick sketch represen ng what was just taught.2. Add a cap on summarizing the sketch.3. Write one sentence explaining your sketch.4. Make it funky by adding an emoji refl ec ng how well you understand this informa on:

5. Fold your SNAP-tas c response like an airplane and send it through “cyberspace.”6. Pick up a SNAP-tas c response, huddle with a group of 3-4, and share responses.7. Come to consensus... did most of the class understand this concept well (thumbs up),

understand only parts of the concept (thumbs sideways), or are most of the students confused (thumbs down)?

8. Teacher evaluates students’ consensus responses and adjusts instruc on accordingly.Materials: • Op onal: SNAP-tas c handout (or students could respond on notebook paper)

Think It Up• Make an inference about what parts of the content caused the most problem for

students.• Make a generaliza on about how the class responded to this learning.

templates available atlead4ward.com/playlistsll

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Tabletop TweetPURPOSE – Evidence of Learning: Communicate your understanding of content by describing, sketching, and summarizing what you learned.

Step-by-Step Instructions1. Using 140 characters or less, students describe what they learned. 2. Students then create a graphic, diagram, or quick sketch to capture the big idea.3. Students then summarize what they learned with a hashtag phrase.4. Using the movement and discourse strategy, Shake and Share, students share their

tweet with a partner, and each “retweets” by adding one more idea.5. Teacher sees and hears students’ thinking and clarifi es/verifi es as appropriate.Materials: • Tabletop Tweet handout (or students could complete on notebook paper)

Think It Up• Compare/contrast the tabletop tweet to a real tweet. What changes would you make it

this was a REAL tweet?• Evaluate the 4 Tabletop Tweet boxes, select the best idea, and write 3 sentences

explaining the idea in detail.


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Thought BubblesPURPOSE – Evidence of Learning: Students provide evidence of learning by connec ng ideas through thought bubbles.

Step-by-Step Instructions1. Students write a term in the center of the page associated with the big idea of the

lesson.2. Throughout the lesson, students add “thought bubbles” when new learning occurs.3. Thought bubbles may be any of the following:

• connec ons to key words• connec ons to various visuals• connec ons to previous lessons• connec ons to a type of thinking• connec ons to a skill • connec ons to steps in a process

4. Teacher analyzes students thought bubbles and clarifi es/verifi es as appropriate.Materials: • Notebook paper

Think It Up

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What’s On Your Plate?PURPOSE – Evidence of Learning: Brainstorm all the concepts, words, processes, and skills taught in a unit of instruc on, and then evaluate strengths and weaknesses.

Step-by-Step Instructions1. Provide each student with a paper plate.2. Students brainstorm everything they learned in this unit including major concepts,

skills, vocabulary terms, visuals, processes, etc.3. Rock Star Ideas: Students draw a star beside the 2-3 ideas they understand the best.4. Loopback Ideas: Students circle 2-3 ideas they are s ll confused about and need a

“loopback” or review.5. Students then par cipate in three rounds of Musical Mix-Freeze-Group:

• Round 1 – Partner #1:• Partners communicate brainstormed ideas.• Students add new ideas to their plates.

• Round 2 – Partner #2:• Partners summarize their Rock Star ideas and why they know them best.

• Round 3 – Partner #3:• Partners explain their loopback ideas.• Partners help each other understand those concepts be er.

6. Teacher collects and evaluates the paper plates and adjust instruc on, review and interven on as appropriate.

Materials: • Paper plates

Think It Up• Draw a conclusion ... what is your #1 Rock Star idea and what is your #1 Loopback idea?

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Documents

Instructional Strategies Playlists for Teachers 2017 …...Instructional Strategies Playlists for Teachers 2017-2018 movement and discourse playlist rehearsal and practice playlist