School Scheduling Associates



Strategies

Strategies (listed below and located in this file) should be copied, collated and stapled together in a separate handout.

• The Line-Up (Strategy)

• The Three-Step Interview (Strategy)

• 1-2-4 Cooperative Worksheets (Strategy)

• Roundtable #1 (Strategy)

• Roundtable #2 (Strategy)

• Roundtable #3 (Strategy)

• Corners (Strategy)

• Things-in-Common (Activity)

• Concept Development (Strategy)

• Jigsaw (Strategy)

• How to Mark a Book (Tool)

• Pre-Seminar Worksheet (Activity)

• Suchman Inquiry (Strategy)

• Concept Attainment (Strategy)

• Send-a-Problem (Strategy)

• Synectics (Strategy)

• Inside-Outside Circles (Strategy)

Separate sheets (listed below) should be copied (2 for each participant) and should not be distributed. They should be made available to the presenter on Day 1.

• Alternate GRE Exam

• Toronto Skydome

The Line-Up (Strategy) (Kagan, 1990)

Generic Description: In a line-up the teacher asks students to consider a particular personal characteristic that falls on a continuum (e.g. birth date, distance from school to their home, distance from school to their birthplace, etc.) or particular viewpoint they have that also can be plotted on a continuum. Students are asked to “line-up” in order based upon their places on the defined continuum. The teacher creates rules to govern the process of the line-up (e.g. no talking). An activity generally follows the line-up.

Example 1: In the birthday line-up participants are asked to line-up based upon their birthday (month and day, not year!). The rules included the following: no talking, no writing, no documents, no lip-syncing. A two-minute time limit was given. Once in line participants are asked to introduce themselves in order (starting with the earliest birthday) by stating their name, birthday, position, state, and school. This is a popular ice-breaker activity.

Example 2: In biology class students are asked to consider their views regarding the issue of stem-cell research. The teacher describes a continuum of 1 to 10. S/he says the following: “You are a 1 if you believe that stem-cell research should not be allowed in any form. You are a 10 if you believe that no restrictions should be placed on stem-cell research. Positions 2-9 fall somewhere between these two extremes. Choose a number that represents your position on this issue. Using the index card provided, write your name and number on the front of the card. Write three reasons for your choice on the back of the card.” Once students have completed their writing the class is asked to line up in order. Now the teacher “folds” the line from extreme to extreme, or perhaps from moderate to extreme. Students pair up and discuss their views, taking notes from their partners. A class discussion could follow this activity, or the line-up could be utilized as a pre-writing activity in preparation for a persuasive essay on the topic.

Adaptation and Application (for your discipline or age level):

Describe the characteristic or viewpoint by which students are to line-up and the continuum:

What are the rules for the line-up?

What do you have students do once they are in line?

The Three-Step Interview (Strategy) (Kagan, 1990)

Generic Description: In this activity students within a four-person team pair-off, one in each pair becoming the interviewer and one the interviewee. The pairs move a bit apart. The teacher gives a set of questions to the group. Within each pair students interview each other recording the responses. A time limit is set for the two interviews. At the conclusion of the interviews, the two pairs come back together and report the responses of the person they interviewed to their partner pair. A time limit is set for the reporting phase.

Example: In this simple team building variation a set of generic “get to know you” type questions is created, such as the following:

• What's your name?

• Tell me something about your family.

• Tell me about your school career.

• What are your hobbies and interests?

• Tell me something interesting about yourself that others might not know.

Students in both pairs interview each other with these questions, write down the responses, and, in a round-robin format, introduce their partners to the other pair within the team. (Try this in foreign language class!)

Example 2: In a history class each student is assigned a general who was important during the Civil War. The teacher supplies a generic set of questions for each student to research regarding their generals. Each student works alone to answer the questions and then is interviewed by a partner who must write down the responses. The students then report back to the other pair sharing the information researched by their partner.

Adaptation and Application (for your discipline or age level):

For which topic could you use this strategy?

How could you divide the material into four parts?

What questions would you have students ask and answer?

1-2-4 Cooperative Worksheets (Strategy) (Canady and Rettig, 1996)

Generic Description: A worksheet is distributed to each student. A time limit is set for the completion of the worksheet. Students are told that they are to work in “1 Mode,” by themselves. The operative word during “1 Mode” is “Respect.” Students are to work quietly by respecting their peers’ rights to an environment conducive to learning. When time is up students move to “2 Mode,” during which students pair with a partner to compare answers. The operative word during “2 Mode” is “Defend.” Students are to defend their answers if they believe them to be correct; they may try to convince their partner that their response is correct. Students are permitted to change their answers. When the time is up, two pairs combine to enter “4 Mode” during which the group attempts to come to “Consensus,” the key word during “4 Mode.” The group completes a team answer sheet. The teacher reviews results.

Example: The teacher distributes the “Toronto Skydome” worksheet to students. A time limit of six minutes is set for students to work in “1 Mode.” When time expires, students move to “2 Mode” to defend/compare answers. When time is up, two pairs combine to enter “4 Mode.” They are instructed to construct a team answer sheet. Once all teams have reached consensus, a “quality control” person is appointed for each team. “Quality control” persons rotate to another team and correct that answer sheet as the teacher reviews the responses. Team scores are recorded and the winning team is celebrated.

Adaptation and Application (for your discipline or age level):

What worksheet would you use and what time limits would you set for each stage (1 Mode, 2 Mode, and 4 Mode)?

How would you collect the answers from students?

What do you have students do once they are in line?

Roundtable #1 “Number Facts” (Strategy) (Kagan, 1990)

Generic Description: Roundtable #1 is a great way to do a quick review or brainstorm. Students are asked to clear their table and to place a blank piece of paper and one writing instrument (pencil or pen) in the middle of the table. A task is given to the team and a time limit (usually 1-3 minutes) is set. Rules are explained and usually include all or some of the following:

• One piece of paper and one pen only

• One example per turn

• No skipping a turn

• No talking during the contest

• No correcting other students’ responses

• No pointing or grunting at other students’ incorrect answers

Once the rules are clear teams are given about two minutes to devise a strategy for success. When the teacher says “Begin” and starts the clock, the first student in the team writes down a response to the task. S/he then quickly passes the paper and the pen to the next student in the group, who adds a response and then passes the paper on. The paper continues to be passed around the team until time expires. Papers are corrected; scores are recorded and celebrated.

Example: Addition facts: Teams are told that when the teacher says “Begin” the first student in the team is to write an addition fact that equals a number that the teacher has supplied. For example, if the teacher were to give the number “30,” a student might write “15+15.” The paper is then passed and the next student writes a second, but different addition fact equaling 30. This continues until time is up. In my version of this activity there are a few additional rules:

• At a minimum students must write a number, the plus sign (+), and a second number. The equals sign (=) and answer are not required.

• Answers must be addition facts only, but students are free to add fractions, decimals, and imaginary numbers if they like. However, there are no style points.

• There may be two or more addends (e.g. 8 + 8 + 14).

• Write only one example per turn.

Adaptation and Application (for your discipline or age level):

What content could you use for the Roundtable 1 and what time limit would you set?

How would you alter the rules suggested? What specialized rules would you add?

How would you conclude the activity?

Roundtable #2 “The Presidents” (Strategy) (Kagan, 1990)

Generic Description:

Part 1: Roundtable #2 is an adaptation of Roundtable #1 that concludes the activity with a second contest; again, it is great way to do a quick review or brainstorm. Students are asked to take out a blank piece of paper, one for each team members. One student is asked to take out a second piece of paper. Students are given the task and told to work by themselves in “1 Mode” for a specified time limit (about 3-5 minutes depending upon the topic). About halfway through the time limit the student with the additional piece of paper is told begin a “roundtable” by writing one of his/her responses at the top of the paper and passing it to the next member of the team. Team members add responses as the paper is passed. The also keep working on their individual lists. As the time limit approaches the team is encouraged to huddle around the “roundtabled” list to try and make it as complete as possible.

Part 2: Once listing time is complete, the teams are told that there is going to be a contest. The teacher lists team names on the board, chart paper or overhead; space is left under each team name. The rules are explained. When called upon each team will give one of the items from their list, which the teacher will write under the team name. Once an item is mentioned another team cannot use it, so teams should cross off items from their lists as other teams mention them. The first team to respond is rotated each round. If a team gives an incorrect response, goes out of turn, or repeats a response that already has been listed, they lose their turn. The team with the most responses wins. This game works best with a limited list of more than 30 items.

Example: “The Presidents” Students are instructed to list as many presidents of the United States of America as they can in a specified time limit. Students are to work in “1 Mode.” After approximately two minutes, a roundtable is begun with the additional piece of paper. After another two minutes the team is invited to huddle around the master list to make it as complete as possible. The class then is introduced to “Part 2.” Teams are encouraged to develop an order in which to list their presidents on the master list. Part 2 is conducted as described above.

Adaptation and Application (for your discipline or age level):

What content could you use for the Roundtable #2 and what time limit would you set?

How would you alter the rules suggested? What specialized rules would you add?

How would you conclude the activity?

Roundtable #3 “Foldover Poems” (Strategy) (Canady and Rettig, 1996)

Generic Description: Roundtable #3 is an adaptation of Roundtable #1 without a time limit; it feels entirely different than the speed-based contests of the previous two roundtables. Students are instructed to take out their own piece of blank paper (one for each team member) and to write their names on the very bottom of the paper. A task is given. Each student writes a response on the top of the paper and then passes it to the next person in the team, who reads the response, skips a line, and adds a second response. The first response is folded back so that the only thing visible is what the student has just written; the paper then is passed to the next person in the team. The paper is passed again and the receiver reads, skips a line, adds a response and folds. Passing continues for a specified number of rotations. In a team of four, the paper might be passed two complete rotations plus one, so that the person who wrote the first response also would add a response in the middle and write the final response as well, for a total of nine lines. Once the rotations are completed papers are unfolded and shared.

Example: “Foldover Poems” Students are instructed to write their names on the bottom of their individual papers. They then are told that they will be writing poetry (expect groans). Students are instructed to create (not remember) a line of poetry and to write it at the top of the piece of paper. Once the line is written, papers are passed. Participants read the lines, skip a space, write a second line to go along with the first, and then fold back the original line. Papers are passed again and the process is repeated for two complete rotations plus one person. Teams of four and five will have nine and eleven lines respectively. I use the following rules:

• No talking during the activity.

• Poems must be PG-13 or cleaner!

• Good handwriting is important.

• No names allowed.

• No correcting anyone else’s spelling or grammar.

• Rhyming is not permitted.

Once the poems are complete, individuals are free to unfold them and read to themselves. The group then comes together and each poem is read aloud. One or two poems are selected to share with the entire class.

Adaptation and Application (for your discipline or age level):

What content could you use for the Roundtable #3 and how many rotations would you set?

How would you alter the rules suggested? What specialized rules would you add?

How would you conclude the activity?

$200 Pyramid Vocabulary Review (Taboo)

Generic Description: The $200 Pyramid is a great way to review specific key vocabulary words; it is very similar to the old TV game show the “$20,000 Pyramid” and to the newer party game “Taboo.” To prepare the teacher must create a number of “Things Related To” cards. These cards include a list of key vocabulary words related to a specific topic. For example a math teacher might have a card such as the following:

Students are divided into teams of two and compete against other teams of two. Each pair of teams is given a set of cards distributed facedown or in an envelope. They also are given a score sheet for the “$200 Pyramid (see attached).” After deciding which team is to compete first, the competing team decides who the clue-giver will be and who the guesser will be. At the direction of the teacher a card is drawn by the clue-giver. The teacher gives a bit of thinking time for the clue-giver and then begins the clock allowing 1 minute for the entire card. THE CLUE-GIVER IS NOT PERMITTED TO USE EVEN PART OF THE WORD FOR WHICH THEY ARE GIVING CLUES. For each correct response the team keeping score circles a dollar value beginning with $10 and working up to $200 if all words were guessed correctly.

Teams switch roles now with the score-keeping team becoming the competing team. The competition alternates between teams until all cards are completed. Teammates alternate roles, taking turns being the guesser and the clue-giver. Point are totaled and a winner is declared!

Adaptation and Application (for your discipline or age level):

What content could you use for the $200 Pyramid? What general topics and specific vocabulary words would you use?

How would you alter the rules suggested? What specialized rules would you add?

How would you conclude the activity?

Corners (Strategy)

Generic Description: Corners is a highly flexible cooperative learning strategy that may be used for a wide range of purposes from review of knowledge level material through exploration and analysis of sophisticated topics. After a brief description of four choices, which have been indicated on signs in corners of the room, students make a selection and move to that area of the room. Students are regrouped within the corners and a follow-up activity is provided.

Step One: Corner Description and Selection. Place four signs around the classroom signifying four choices. It also is possible to provide more or fewer choices; be aware that if fewer choices are given group size increases, and if more choices are given group sizes are smaller and some choices may not be selected at all. If objects are used, it often is effective to invite students to close their eyes and to visualize each object as the instructor mentions it in a variety of contexts. If the choices are more abstract, participants are invited to react to the choices. Finally, participants are asked to make a mental choice from among the four options. They should be prepared to share several reasons for their choices. Once the choice has been made participants are invited travel to the corner of the room marked with the sign of the choice they have selected.

Part Two: Activity. Some type of activity follows the selection of the corners. Typically, once participants have amassed in their corners, the instructor breaks larger corners into smaller groups of 4-5 people. That group can then be assigned some task. For example, groups members could “number-off,” 1, 2, 3, etc. The instructor can then select one number to be the discussion leader. Group members will be invited to share their reasons for making their selections. Alternatively, chart paper could be distributed to the smaller groups and they could be invited to list why they think their choice is the correct one.

When designing a corners activity it is important to answer the following three questions: What choices do I put in the “corners?” What question do I ask to get students to make a choice? What activity do I plan for students once they get to the corners?

Example: In a high school science class, which is studying the ethical ramifications of genetic research, the following four choices could be offered in response to this question, “What do you believe is the appropriate course of action regarding stem-cell research?”

• Research should not be allowed on fetal stem cells under any circumstances.

• Research should be allowed only on those stem cell lines that already have been developed.

• Research should be allowed on stem cells from extra embryos that have been created for the purpose of in vitro fertilization but not used.

• Research should be allowed on fetal stem cells from embryos specifically created to be used in research.

After the choices have been posted, students should be given time to reflect and make their decisions. Index cards are distributed and students are told to write their position and three reasons for it. Students then move to the corners. Large corners are divided into groups of no more than four. Chart paper is distributed to each small group and a recorder is appointed. Teams are instructed to list the reasons they believe their position is correct. Groups then are asked to predict what they think other teams are saying and to devise logic arguments to refute the other positions. These charts then can be used to conduct a debate or to write persuasive essays. (over)

Adaptation and Application (for your discipline or age level):

What choices could you place in the corners?

What question would you ask to get students to make a choice?

What would you have students do once they moved to the corners?

Things-in-Common (Activity)

Team#

Team Name

We All ( We All ( We All ( We All ( We All ( We All ( We All ( We All

| |Like |Dislike |

|One Food | | |

|One Place to Go | | |

|One Activity | | |

|One Movie or TV Show | | |

|One (Your Choice) | | |

From Teaching in the Block: Strategies for Engaging Active Learners, edited by Robert Lynn Canady and Michael D. Rettig, published by Eye on Education, 6 Depot Way West, Larchmont, NY, 10538, (914) 833-0551,

Concept Development (Strategy)

Generic Description: Concept development is a strategy that is useful when you wish to develop a broad and our complex concept. It often is used to introduce a unit to determine what students already know or as a review at the conclusion of a unit.

Step 1: Listing. Ask students to take out a piece of paper and “free write” five or six sentences on the topic that has been chosen for the lesson. Give a time limit. Once time has expired ask students to underline key words or short phrases in their writing. If students are working in groups assign one student from each group to be the recorder. Ask students to share their underlined words and/or phrases. As the teacher records these on chart paper or a blank overhead transparency the recorder from each group does the same on a piece of paper.

Step 2: Grouping or Categorizing. Referring to the list of words on chart paper ask students the following question: Can you select four or five words or phrases that seem to go together? When a volunteer responds, mark the words s/he selects and ask why the words seem to belong together. Go through several examples. (It’s OK to use words again in another grouping.) Once several examples have been given distribute chart paper and markers to each group. Instruct the class to group all of the words into categories, but not to label the categories at this time. (Interesting or novel categories sometimes are created when students are prevented from creating category names at first.) They must use all words and may use words more than once. Give a time limit. Once all words are categorized, tell groups to go ahead and label the categories. At this point groups could share their categories.

Step 3: Labeling and Defining Relationships. Once categories are created ask groups to think about the relationships among the categories. Is one category part of another? Is a category a result of another? Have students use colored markers to show these relationships.

Step 4: Regrouping, reanalyzing, and subsuming. As student define relationships among the categories it may become necessary to regroup or subsume a category within another. Provide additional chart paper if a group wishes to revise their original plan.

Step 5: Synthesizing and Summarizing. Once the charts are complete they can be shared in a variety of fashions. Each group can present their chart. Sometimes this takes too long. Charts can be posted, “gallery” style, and groups can rotate from chart to chart. The teacher can create a format (evaluation form, etc.) for commenting on the charts. Groups can be paired to present their charts to each other. After one set of presentations and comment, the groups can be rotated and a second set of presentations made. Additional students could be asked to write a summary paragraph regarding this topic.

Adaptation and Application (for your discipline or age level):

What topic could you use for a concept development?

What would the “synthesizing and summarizing” activity be?

Jigsaw (Strategy)

Generic Description: Jigsaw is a cooperative leaning strategy which can be utilized to help students digest large amounts of written material.

Step 1: Divide Class into Groups of Four and Study Material into Four Parts. Groups should be academically balanced; reading material should be of equal length/difficulty. Students are told that while they will be responsible for all assigned reading material, they can make the job easier by becoming an “expert” on one part of the material. The teacher assigns each group member one-fourth of the reading material.

Step 2: Team Members Read/Study Individually. A time limit is given for the reading assignment. A worksheet, study guide, or series of questions could be given to facilitate this step.

Step 3: Expert Groups Meet, Share, and Design Teaching Strategy. Once students have finished reading and responding to the text, all students who have read the same part of the text are gathered together into “Expert” groups to review, gain further insights, and to develop a simple plan for sharing the text with their home team. A time limit is given.

Step 4: Teams Reassemble and Experts Teach to Their Teams. Once the expert groups have finished their task students return to their original teams. Team members then share the part of the text upon which they have become expert. A time limit is given.

Step 5: Culminating Activity. The Jigsaw is concluded with some sort of final activity, such as a quiz, a writing assignment, a Paideia seminar, etc.

Adaptation and Application (for your discipline or age level):

What material could you use for a Jigsaw and how would you divide it?

What assignment (worksheet, study guide, questions) would accompany the initial reading assignment?

Estimate time limits for initial reading (Step 2), expert groups (Step 3) and teaching to the team (Step 4).

What would the culminating activity be?

How to Mark a Book (Tool)

To find references quickly, students must be very familiar with the text. These are suggestions for marking their text as they read.

1. Highlight or underline passages that reveal crucial information, that show changes in character, or that trace the development of character.

2. Make notation in the margins as you react to passages that are unique or noteworthy.

3. Place a question mark (?) in the margin if you don’t understand what the passage means.

4. Put an exclamation mark (!) in the margin to indicate something surprising or unusual.

5. Consider using these symbols:

* to emphasize a statement already underlined or to denote a recurring idea

+ or ( to indicate something you want to remember

6. Use sticky notes for marking major ideas, for crossreferencing ideas, or for easy access to specific pages in text. (Suggestion: use a variety of colors for different purposes.)

7. A smiling face shows that you agree or like an idea.

8. A frowning face shows disagreement or dislike.

9. Circle key words or phrases.

10. Underline vocabulary words you don’t know. Jot down a brief definition in the margin, especially if the word is critical to your understanding of the passage.

Adapted from Adler, M.J., & Van Duren, C. (1972). How to Read a Book. New York: Simon & Schuster.

From Teaching in the Block: Strategies for Engaging Active Learners, edited by Robert Lynn Canady and Michael D. Rettig, published by Eye on Education, 6 Depot Way West, Larchmont, NY, 10538, (914) 833-0551,

Pre-Seminar Worksheet (Activity)

Read the assigned piece carefully. Mark the text (see “How to Mark a Book”). Highlight important points. Note questions you have or ideas with which you agree or disagree. Answer the following questions. You have 15 minutes to complete this task. If you finish early please review the remainder of the handout and read the other pieces of writing.

1. From what personal background and context is the author speaking?

2. What are the major points that the author makes?

3. What is the major conflict described in this piece? What is the author's opinion regarding this conflict?

4. What importance does this issue have for schools?

5. Offer the author your advice in two or three sentences.

Suchman Inquiry (Strategy) (Gunter, Estes and Schwab, 1990)

Generic Description: Suchman Inquiry is a teaching model that is appropriate when exploring mysteries. Through a questioning process students formulate theories regarding the solution of the mystery. Further questioning tests these theories.

Step 1: Selection of Problem and Research. It is important for the instructor to be an “expert” in the problem to be investigated—to know the “answer” and to be able to respond to students’ questions authoritatively. Although it is possible to choose a mystery without a solution, for example the disappearance of the dinosaurs, it generally is more satisfying to select a mystery with an answer. Create an “Instructor Fact Sheet” to support this activity.

Step 2: Introduce the Process to the Class. Tell students that they will have an opportunity to solve a mystery, but in an unusual manner. Once you present the problem statement to the class they will be able to ask you questions; however, all questions must be phrased so that you can respond either “yes” or “no.” You will be recording the data on chart paper or the overhead. Periodically you may allow teams to confer and begin to propose a theory.

Step 3: Gather Relevant Data. Students pose “yes/no” questions; the teacher records the data.

Step 4: Develop a Theory and Describe Causal Relationships. When sufficient data have been gathered to develop a theory, allow students to confer in their groups.

Step 5: State the Rules and Explain the Theory. Allow groups to pose their theories and ask “yes/no” questions to test them.

Step 6: Analyze the Process. Discuss the process with students, reviewing the kinds of questions that helped to zero-in on the solution.

Adaptation and Application (for your discipline or age level):

What kind of theories do you want your students to understand?

How could you present a mystery that lead your students to propose one of those theories?

Concept Attainment (Strategy) (Gunter, Estes, and Schwab, 1990)

Generic Description: Concept attainment is a strategy that forces students to compare and exemplars and non-exemplars of a particular concept. Through this process students develop a definition of the concept.

Step 1: Select and Define a Concept. This model requires a tightly defined concept. In today’s first example the definition of a quadrilateral is a four-sided polygon. In the second example, the adverbial prepositional phrase is defined as a prepositional phrase that acts as an adverb.

Step 2: Select the Attributes. The attributes that all positive exemplars include must be specified. The critical attributes of the quadrilateral are that it has four sides and is a polygon. If the term polygon is not used, four-sided, line segments, and closed figure would be the critical attributes. In the second example the critical attributes are a prepositional phrase and acts as an adverb; nothing else is necessary.

Step 3: Develop Positive and Non-examples. This is the most difficult part of lesson creation and will require significant trial and error. Choosing and ordering your exemplars and non-examples also is important.

Step 4: Introduce the Process to the Class. Tell the class that they are going to developing a definition for an important concept and that part of the development of that definition will be discovering what the concept is. You will show them examples that include all attributes of the concept and you will show examples that may include some, but not all, of the attributes. By comparing and contrasting the similarities and differences of the examples a definition will be developed.

Step 5: Present the Examples and List the Attributes. Show students the first positive example and ask them to brainstorm all of the characteristics of the example. List these attributes on a blank overhead sheet or on chart paper. Some will be silly and irrelevant; don’t evaluate. Show the second positive example. Asking students to keep both positive examples in mind, review the list of attributes generated for the first example and ask the following question of each attribute: Is this true of both examples? If the answer is yes, leave the attribute on the list; if not true, cross it out. Then ask if there is anything else true about both of these examples that could be added to the list. Show the third positive example and repeat the process of deleting and adding attributes. Then show the first non-example. Ask student why they think it is not an example. IMPORTANT: Do not cross out or add attributes when you are discussing non-examples. Continue to show examples and non-examples until only the critical attributes of the definition are remaining on the list.

Step 6: Have students write their own concept definition. Ask students to name the concept and to write a definition using only the attributes that remain on the list.

Step 7: Give Additional Examples. Ask students to test their definitions with several additional examples and non-examples. You present the example and they determine whether it is a positive or non-example.

Step 8: Review the Process with the Class. Use this time to discuss why certain attributes were removed, how well the definition will work with new cases, etc.

Adaptation and Application (for your discipline or age level):

What concept could you use for concept attainment?

What is the definition of the concept and the key attributes?

Develop positive and non-examples. Remember, positive examples must include all critical attributes; non-examples may include some, but not all of the attributes.

Discuss the ordering of the examples and non-examples for presentation to the class.

Send-a-Problem (Strategy) (Kagan, 1990)

Generic Description: Send-A-Problem is a strategy that is very useful when preparing for an examination. Groups of students create questions on a particular topic and write these questions and the answers on index cards. Sets of cards then are passed from team to team. After all teams have answered all cards, there is a class reviews.

Part One: Question Writing

After a brief overview of the structure each group is assigned a specific topic on which to write questions. Index cards are distributed, one to a team member. Team members are instructed to write their team name on the top of each index card. Each group then constructs four questions on their assigned topic, one per card. Group members may discuss possible questions; each member must write one question. Questions are written on the index card below the team name, and must conform to these rules:

• Fact questions should be written, not opinion questions.

• True/false, yes/no, and multiple choice questions are not allowed.

• Fill-in the blank or give me the answer questions are allowed.

• Only one or two correct answers are permitted.

• Good test question difficulty, not esoteric minutia.

• Only one question should be written on each card.

Once the draft questions are completed, each team reviews all team questions to ensure that they conform to the question writing rules. Answers, when agreed upon, are written on the back of each card.

Part Two: “Stack ‘em and Pass”

In the second phase of the activity each group attempts to respond to the questions written by other groups following these rules:

• Stack and pass cards at the teacher’s direction.

• Deal cards out, one to a person.

• Decide who will read the first question.

• Read question; count to three before anyone answers.

• Check your answer with the answer on the back of the card. If you agree, do nothing. If you disagree, write what you think is the correct answer on the answer side of the card.

• Wait until the instructor says, “Stack ‘em and pass” to pass the cards to the next team.

Part Three: Resolution of Disputes

Once all rounds are completed, each team has an opportunity to review their questions. All cards are returned to the instructor. If any disputes regarding the questions or their answers arise, the instructor resolves them.

Adaptation and Application (for your discipline or age level):

What topic could you use for Send-A-Problem? What sub-topics would your assign to the groups?

Are there any specialized rules that you would add to the generic rules provided?

Synectics (Strategy) (Gunter, Estes, and Schwab, 1995)

Generic Description: Synectics has its origins in the business world where it was used to expand business leaders’ thinking. Educators use it to explore topics in a deep and creative manner. It is especially useful as a pre-writing activity or for review. The results often are surprising and always are unpredictable.

Step 1: Describe the Topic. Ask participants to “free write” on the topic for several minutes. Participants then are instructed to underline key words or brief phases they consider to be most important. A volunteer is chosen to call on students as they share the words they have underlined; the teacher records these words on chart paper or a blank overhead.

Step 2: Create Direct Analogies. As the instructor reads aloud the master list participants are asked to think of an animal that comes to mind. (Note: Other generic categories can be used other than animal, like flower, vegetable, appliance, etc.) Students are invited to offer their choices and reasons for these choices; the instructor records the animals on chart paper. A vote of the class is taken to select the animal that best represents the “sense” of the master list.

Step 3: Create Personal Analogies. Students are invited to close their eyes and imagine what it “feels” like to be the animal selected by the class. After a brief thinking period a master list of these feeling is compiled.

Step 4: Identify Compressed Conflicts. As the teacher reads the list of feelings, students are asked to identify pairs of words that seem to be in conflict with each other, opposites in a way. These pairs of words are recorded on chart paper; participants are asked to explain these conflicts if they are not obvious. Again participants vote on which of the compressed conflicts best captures the sense of conflict on the master list of feelings.

Step 5: Create a New Direct Analogy. Participants next are invited to offer musical instruments (again other categories could be used) which best express the sense of the compressed conflict selected by the class. A third vote is taken to select the instrument that best captures that sense of conflict.

Step 6: Re-describe the Original Topic. Participants are then asked to use the selected musical instrument to re-describe the topic of teaching. After sharing their ideas orally, class members choose one of the musical instruments to use as an analogy as they re-describe the original topic individually in writing.

Adaptation and Application (for your discipline or age level):

What topic could you use for Synectics?

What general category would you use for the first analogy (Step 2)?

What general category would you use for the second analogy (Step 5)

Inside-Outside Circles (Strategy) (Kagan, 1990)

Generic Description: Inside-Outside Circle is an activity that can be used for team building, practice or discussion. It can be a good ice-breaker or closure activity.

Step 1: The teacher discusses the topic and distributes index cards.

Step 2: Participants write a question on the given topic. (If this was an ice-breaker activity, the question could be “Who's your favorite author?” or “Where would you like to travel if money were no object?”)

Step 3: Taking their questions with them, half of the class forms a circle. Once the circle is formed they turn around. This is the “Inside” circle.

Step 4: The second half of the class forms and “Outside” circle by matching up with individuals on the inside.

Step 5: Participants shake hands and introduce themselves.

Step 6: The participants on the inside read their questions to their partners; both partners answer the question.

Step 7: The participants on the outside read their questions to their partners; both partners answer the question.

Step 8: Cards are exchanged.

Step 9: At the direction of the teacher one of the circles rotates.

Step 10: Repeat beginning at step 5.

Adaptation and Application (for your discipline or age level):

What topic could you use for Inside-Outside Circles?

Are their any specialized rules that you might employ in addition to those stated above?

Activity Timers

Here are some good web-based timers (i.e., you have to have access to the web to use them).





This is a great freeware program you can download to your local PC and use anywhere (i.e., no web connection needed). It works great in the classroom if you run it in full screen mode.

My PowerPoint countdown timer has been posted at the JMU Faculty Development website:

If you use an overhead projector for lectures/presentations you might find the TeachTimer available from Scopes Publishing useful. (1-800-817-2347). Here’s the link:



Alternate GRE Verbal Exam (Activity)

1. Members of an avian species of identical plumage congregate.

2. Surveillance should precede saltation.

3. Pulchritude possesses solely cutaneous profundity.

4. It is fruitless to become lachrymose over precipitately departed lacteal fluid.

5. Freedom from incrustations of grime is contiguous to rectitude.

6. It is fruitless to attempt to indoctrinate a superannuated canine with innovative maneuvers.

7. Eschew the implement of correction and vitiate the scion.

8. The temperature of the aqueous content of an unremittingly ogled saucepan does not reach 212 degrees Fahrenheit.

9. All articles that coruscate with resplendence are not truly auriferous.

10. Where there are visible vapors having their prevalence ignited carbonaceous materials, there is conflagration.

11. Sorting on the part of mendicants must be interdicted.

12. A plethora of individuals with expertise in culinary techniques vitiate the potable concoction produced by steeping certain comestibles.

13. Eleemosynary deeds have their incipience intramurally.

14. Male cadavers are incapable of yielding any testimony.

15. Individuals who make their abode in vitreous edifices would be advised to refrain from catapulting petrous projectiles.

16. Exclusive dedication to necessitous chores without interludes of hedonistic diversion renders John a hebetudinous fellow.

17. A revolving lithic conglomerate accumulates no congeries of a small, green bryophitic plant.

18. Missiles of ligneous or petrous consistence have the potential of fracturing my occious structure, but appellations will eternally remain innocuous.

19. Persons of imbecilic mentality divagate in parameters which cherubic entities approach with trepidation.

20. Elementary sartorial techniques initially applied preclude repetitive, similar actions to the square of three.

The Toronto Skydome (Activity)

The Toronto Skydome is a fabulous arena with the world’s first fully retractable roof. It houses several athletic teams and serves as a music palace. Seating over 50,000 people, the Skydome, located in Toronto, Canada, also contains restaurants, stores, a hotel and offices. It is truly a wonder of engineering and construction.

Here are 10 multiple choice questions about the Skydome. Think carefully, because your team will receive team points for each correct answer. When it is time for consensus, consider each person’s response before selecting a team response.

1. The Skydome is the home of the:

A. Astros

B. Mariners

C. Expos

D. Blue Jays

2. The Dome is located on Lake

A. Ontario

B. Erie

C. George

3. The roof can be closed only when it rains.

A. True

B. False

4. In 1991 the Dome hosted the All-Star Game. Who won the homerun contest and also hit a homerun during the actual game?

A. Mark McGwire

B. Cecil Fielder

C. Cal Ripken, Jr.

5. How long does it take for the roof to open or close as it moves 71 feet per minute?

A. 5 minutes

B. 20 minutes

C. 1 hour

6. At its highest point, how tall a building could fit inside the Dome?

A. 100 stories

B. 31 stories

C. A 2 story colonial and no higher

7. Of the 88 washrooms, how many are for women, if you know that 6 are “Family Service” facilities for the care of children and infants? Hint: that leaves 82 adult bathrooms.

A. 41

B. 39

C. 43

8. How many Boeing 747’s can fit on the Skydome’s playing field?

A. 20

B. 4

C. 8

9. What is something that is never allowed in a seat at the Skydome?

A. Smoking

B. Holding hands

C. Drinking alcohol

10. The hydraulic pitcher’s mound is elevated to field level and locked in place for the baseball game. After the game, the liquid is drained and the mound is lowered to make the field level. What liquid is used to fill the chamber?

A. Oil

B. Beer

C. Water

|Card #1 |Card #2 |

|Things Related to the Civil War |Things Related to Circles |

| | |

|Slavery |Radius |

|Secession |Diameter |

|Abraham Lincoln |[pic] |

|Jefferson Davis |Arc |

|Ft. Sumter | |

|Emancipation Proclamation |Tangent |

|Card #3 |Card #4 |

|Things Related to the Music Theory |Things Related to Poetry |

| | |

|Clef |Meter |

|Key Signature |Alliteration |

|Staff |Imagery |

|¾ Time |Rhyme |

|Chord |Metaphor |

|Harmony |Iambic Pentameter |

|Card #5 |Card #6 |

|Things Related to the Revolutionary War |Things Related to Ice Hockey |

| | |

|Boston Tea Party |Puck |

|Lexington and Concord |Stanley Cup |

|Declaration of Independence |Zamboni |

|Valley Forge |High Stick |

|Battle of Yorktown |Checking |

|Lafayette |Icing |

|Card #7 |Card #8 |

|Things Related to Art History |Things Related to Space Travel |

| | |

|Mona Lisa |Sputnik |

|Still Life |Mercury |

|Impressionism |John Glenn |

|Landscape |Space Shuttle |

|Cubism |NASA |

|Surrealism |Re-entry |

-----------------------

Things Related to Triangles

Hypotenuse

Equilateral

1800

½ B X H=A

Isosceles

Scalene

[pic]

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