Creative Closure Activities
Closure allows students to
summarize main ideas, evaluate class processes, answer questions posed at the
beginning of the lesson, and link to both the past and the future, or in other
words – MAKE MEANING.
Closure comes in the form of information from students
about what they learned during the class; for example, a restatement of the instructional
purpose. This information then provides a knowledge of the results for the
teacher, i.e., did you teach what you intended to teach and have the students
learned what you intended to have them learn?
Closure is an opportunity
for formative assessment and helps the instructor decide:
- if additional practice is needed
- whether you need to re-teach
- whether you can move on to the next part of the lesson
Cornell Notes
Notes
can be used in a variety of ways. Completing the summary, checking with a
partner for completeness, comparing to teacher’s idea of what the key ideas
were.
Outline
The teacher provides an outline that includes the main points of
the lesson. Students supply the details needed to complete the outline.
Parking Lot Chart
As students raise questions and share ideas during the lesson,
write them on the parking lot chart. Revisit these questions at the end
of the lesson, allowing students to answer questions and respond to others’
ideas.
Footprints
Students are given a footprint on which they will write what new
knowledge or understanding they are “walking away” from the lesson with.
S-T-O-P Summary
Students summarize the lesson by completing the following
sentences: We Started the lesson…., the Topic
was……, Our Opportunities for practice were…., the Purpose
of the lesson was…
The Important Thing
Three important
ideas/things from the lesson today are ---, ---, and ---, but the most
important thing I learned today is ---.
Questions to the Teacher
List 3 (or any
number) of questions you would still like clarified.
Squares, Triangles, Circles
List 4 things that
“square with my thinking”; 3 “angles” I disagree with (or 3 details to support or
3 things for which I need more information, 3 “different ways to look at the
idea,” etc.); and 1 question “circling” in my head.
Acrostics
Give students a key
word/concept from the lesson. They must then write a detail or descriptor that
starts with each of the letters of the key word/concept.
Carousel Brainstorming
On chart paper around
the room (or on paper that is passed around groups), ask small groups of
students (3-4) to respond to a question or statement posed at the top of the
paper. After a short period of time, student groups move on to another piece of
chart paper/topic, and read what has been written about that topic and add to
or respond to it. Key reminder: Ahead of time prepare the chart paper and the
different topics, insuring that you have enough “stations” so that every group
is at one station during each rotation. These charts and responses can be used
as a lesson activator or review the next day.
$2 Summaries
With each word worth
10 cents, write a $2 summary of the learning from the lesson.
This can be
scaffolded by giving students specific words related to the learning that they
must include in their summaries. This can be increased to any amount of money.
Gist
Students are given a
grid of blanks (any number, depending on the age/level of the student and the
level of complexity of the topic). They must fill each blank with a word or
phrase helps capture the “gist” of the learning.
Headline Summaries
Similar to $2
summaries, have students write a newspaper headline that gives the main points
of the lesson.
Sell It to Us
Write a jingle that explains the
main idea of the lesson.
RAFT
A writing “situation”
where students choose Role (from whose point of view), Audience (the specific
reader to whom the piece is being written), Form or Format (a letter, memo,
list, email, etc.), Topic (specific subject of the writing).
K-W-L
If you started the
lesson with a K-W-L (what I Know, what I Want to know, what I Learned), then
complete the L(learned) section as the summary.
Revisit Anticipation Guide
Ask students to go
back to the anticipation guide from the beginning of the lesson and revise
their answers. You can also ask them to justify the changes. Vanity Tag/Bumper
Sticker.
Write a vanity tag
for a car or a bumper sticker that describes the key ideas from the lesson.
Think-Pair-Write
Similar to
Think-Pair-Share, students are given a topic/question, they brainstorm it with
a partner, but then each student writes his/her own response.
Think-Write-Share
Similar to above but
the sharing is oral. Students think about a question, write a response, then
share with their partners.
Word Splash
Students are given a
“splash” of the key words from the lesson. They must write a few meaningful
sentences (summarize the learning) using these words.
Key Points Summary
Students make a list
of bulleted key points of the learning from the lesson.
Written Conversations
Each student begins
the answer to a question or prompt posed by the teacher. Then after 1 or 2
minutes of writing, they exchange their papers (or pass them around). Then they
spend 1-2 minutes responding to the writing/thinking on the paper they receive.
Then they pass the paper the paper back (or on) and continue the process. Limit
the time, using a timer or other signal, so that students are always left
thinking they have more to say.
SQ3R Survey, Question, Read, Recite, Review.
While this is a
teaching/reading strategy, the last part of it could constitute a summary at
the end of the reading/lesson.
Changing Points of View
Ask students to do a
quick-write about a topic related to the learning from lesson from a very
specific point of view. (i.e., What would X say about --?)
Sample Test Questions
Ask students to write
one or several possible test questions related to the learning of the lesson.
These questions should not be yes/no or one-word answer questions. An easy way
to do this is to use index cards or half-pieces of paper, and ask the student
to write the question on one side and an acceptable, detailed answer on the
other. These questions can be collected and then redistributed the next day and
used as a “warm up” or “lesson activator.”
One-Sentence Summary
Summarize in one
sentence the key point of the lesson (be specific about what to summarize—i.e.,
the importance of ---).
Paragraph Summary
Instead of writing a
sentence, students expand. You can ask them to describe at least 3 reasons or
support or details.
Dear Student Letter
Write a letter to an
absent student telling him/her --- (the point of the lesson, the steps in a
process, the details learned through the lesson, etc.) A variation could be
“Dear Teacher” or “Dear Citizen/Voter,” (depending on the purpose of the
learning or the topic and the content area).
Aha! and Huh?
Write down 1 or 2
“ahas” (something you learned) and 1 or 2 “huhs” (things you still have
questions about).
6-Word Memoirs
Write in 6 words,
what did you learn?
Framed Paragraph
Do a paragraph
skeleton or frame which students have to complete (for example: XX happened
because of 3 important factors. The first is – and it caused ---. The second is
– and it caused ---. etc.).
Sentence Starters
Similar to framed
paragraphs, start the sentence and have students finish it (for example: One
thing I learned about X today is ---, or One important reason why --- is ---).
Inference Frame
Similar to a framed
paragraph, this frame helps students draw inferences from what they’ve been
reading/viewing/discussing by connecting that new information to their
background knowledge to make inferences. “The part where . . . may mean that .
. . because . . . .”
Inference Venn Diagram
A variation on the
above, one side of the Venn has the TEXT information, the other side BACKGROUND
INFORMATION, and the “combined,” middle section of the Venn is INFERENCES or
conclusions drawn Sequence or Timeline List in order of importance or in
chronological order (or steps) the concepts discussed in the lesson.
Learning Logs
If students keep
learning logs for the course, let the summarizing activity be an entry in the
learning log (similar to journals).
Foldables
Have each student
create a foldable that captures the key concepts of the lesson.
Text Transformation
Students transform a
text into a different genre. Say they read a section in a science or social
studies text. Then they could transform the information in the text to any of
the following: 1) newspaper article, 2) flyer or advertisement, 3) letter from
a specific viewpoint (see RAFT), 4) diary entry, 5) comic strip, etc.
Frayer Model
Instead of using this
“concept definer” graphic organizer at the beginning of a lesson, use it at the
end.
What would X do?
Give students a
situation related to the topic of or learning from the lesson. Then ask them to
respond to the question, using a specific person (i.e., government official,
historical figure, character, scientist, etc.). This is similar to “changing
points of view” above.
Graphic Organizers
After a lesson,
activity, discussion, etc., give students a graphic organizer and ask them to
fill it out.
Plus/Minus/Intriguing
List things you agree
with (plus), things you disagree with or question (minus), and something you
have found intriguing.
Alphabet Game
Divide the alphabet
among the class (or groups). Each student must think of one descriptor about
the topic, lesson, etc. that begins with the letter she/she is assigned.
Concept of definition/word map
A great way to teach
and reinforce a complicated topic. Focuses on 1) what the term is (definition),
2) what it’s like (properties, qualities), 3) examples.
5-3-1 (alone, pair, group)
Pose a
question/topic. Students brainstorm 5 answers. Then they work in a pair to come
up with the 3 best. Then the pair joins with another pair to come up with the 1
most important.
Sticky Notes
Give students sticky
notes and a question or topic with which to respond. They post their notes on
the board, door, wall, a chart (that can have divisions/pros/cons, etc.).
Give One-Get One
Pose a
question/topic, etc. Students number paper to 5. They write 3 ideas/answers.
Then they must talk to at least 2 more students to get 2 additional answers and
to give 2 of theirs “away.”
Quick Writes
Pose a question or
specific topic. Students are to “quick write” (write whatever comes to mind
about the topic, without regards to written conventions—a brainstorming on
paper) for a limited amount of time. Begin with short time periods 1-2 minutes,
because students must write the entire time.
Cloze Activity
This can be a highly
scaffolded writing, where students are given key terms/words from the lesson
and a paragraph about the topic with blanks which they must fill in from the
given list of terms.
Cause-Effect timeline or chart/WHAT and WHY
Students make (or are
given) a timeline, where above the line either has listed (or they must list)
WHAT Happened. Underneath the events, they must describe WHY it happened. Paragraph
essay outline Have student create just the outline of an essay. They must write
the introduction and the topic sentences of the supporting paragraphs only.
5 W’s Summary
Students list
information that answers Who, What, When, Where, Why related to the learning
from the lesson.
Analogies
Take a key idea from
the lesson and turn it into an analogy: something is to something else as – is
to --.
Alphabet Sequential Round Table
Give students a grid
with each letter of the alphabet in a square. In a small group, students are
given a defined time to begin filling in the grid with a word or phrase that
starts with the letter in the grid and which relates to the key learning of the
lesson. At the signal, the student passes the grid on (and receives another).
With each successive pass, students must read the concepts/ideas on the grid
they receive, and then continue the grid, adding (not repeating) new information
to each grid.
Text Messages
Similar to a sentence
summary, ask students to write a summary of the key learning in txt msg form.
LOL. BTW.
Snowball Fights
Put a problem on the
board or post a question. Ask students to answer it, but not to put their names
on their papers. Then they wad up the paper and toss the “snowball” (either in
a box or a to designated center spot). Then each student in the class gets one
of the tossed snowballs. The teacher explains the problem/answers the question,
etc., and asks students to look at the snowball
they received. If
their paper has a correct response, they should sit down. Then, while the
teacher doesn’t know “who” doesn’t get it, he/she does know quickly “how many”
don’t.
Error Analysis
Post a problem or a
process on the board—with an error in the computation/writing/process, etc.
Then with a partner or alone, students try to find out where the error or
mistake is. If done individually, then students can pair up to compare their
findings. “How Do You . . .” With any skill that is a process, as a review ask
students individually or in pairs to write down the steps or process.
Read and Say Something
Have students read a
portion of text and then “say something” to their partners in response to their
reading.
Turn and Talk
In response to a
summary prompt or question, direct students to “turn and talk” to a shoulder
partner (very similar to Read and Say Something).
Think-Pair-Share
Pose a question to
the group. Allow time for students to individually process their thinking in
response to the question. Then ask them to discuss with their collaborative
partners (pairs) and then share with the group or with another pair.
Quick Talk
Establish a specified
time frame (1-2 min., perhaps using a timer to signal when time is up). Then,
tell students to engage in “quick talk” to summarize their thinking/learning at
various intervals in the lesson. (Could also use the A talk for __ time, B
talks for __ time.).
Expert Groups/Jigsaw
Form expert groups
for each “chunk” of a segment of reading/learning. Allow time for each expert
group to discuss and summarize its “chunk.” Then jigsaw the groups so that each
new group has one member of each expert group. Direct each expert in the newly
formed groups to summarize their “chunk” for their new group members.
Charades/ Improvisation/Role Play
Have students engage
in dramatic creations that summarize the learning.
Freeze Frame
Similar to an
improvisation, a small group of students create a tableau related to the
reading/discussion/topic. Then the rest of the class must guess the topic/situation
of the freeze frame or tableau.
Bloom’s Taxonomy Summary Cubes
Provide for students
“cubes” with one of Bloom’s levels of learning on each side. Ask each
Collaborative Pair to roll the cube; one student in the pair then asks a
question based on the level of learning rolled (analyze, evaluate, synthesize,
etc.) of his/her partner about the learning. The other student gives a
response.
Stand the Line (1 step in, 1 step back)
Put a piece of
masking tape down the center of the classroom. Have students stand on either
side of the tape, about two steps away. Pose a series of prompts for which
students must take a stand. Direct students to take one step in/toward the line
if they agree, or one step back from the line if they disagree. Randomly ask
given students to share their thinking verbally.
Red Light, Green Light
In an open area of
the classroom or hallway, engage students in the childhood game of Red Light,
Green Light. When you turn as they freeze, ask one of the participants to
respond to a summary question/prompt. If they are unable to do so, they must
return to the starting line. The first student to reach you must summarize the
overall specified learning or forfeit his “win” and start all over.
25,000 Pyramid In Collaborative Pairs
Have students try to
get their partners to guess key words and concepts on a pyramid projected the
screen or distributed on handouts (Rounds I and II). Members of each pair sit
back-to-back or side-to side, with one facing the screen and the other’s back
to the screen.
Meet and Greet (or “going to a ‘Math’—or other
content-- party” or “Speed Dating”)
As a review of
important content vocabulary, each student is given a different vocabulary word
(if there aren’t enough to go around, there can be duplicates). Have students
do a Frayer or Concept of Definition Map for their words. The teacher reviews
how a person would introduce him or herself to a stranger in professional,
polite conversation. The introductions in this “meet
and greet” are
actually the vocabulary terms being introduced and discussed. As in
interpersonal conversation, the parties ask each other questions about themselves,
etc. Then the students are to “go” to a Math party, or Computer party, or Econ party
(whatever the content area/course is). At the party, they must “Meet and Greet”
(which should be modeled ahead of time) others in the class, introducing
themselves as their individual concepts/terms, and talking about themselves and
asking each other questions.
Kinesthetic Tic Tac Toe
Draw or outline with
masking tape a large tic tac toe grid on the floor (you will need to have each
square about 3 X 3 or 4 X 4). Create a paper version of the grid with different
summary prompts for the given content in each square. Distribute the paper Tic
Tac Toe grids to students and tell them that when you give the signal (clapping
hands, flicking lights, etc.), they are to
step into a square
with 1-2 other people and converse with each other in response to the prompt in
that square on their paper. Each time they hear/see the signal, they should
move to different blocks, with different people and respond to the prompts for
those blocks. Repeat the process until students have had multiple opportunities
to summarize their thinking/learning about
the different aspects
of the content. (Note: Be sure to establish where the top of the grid on the
floor is in relation to the top of the paper version.).
Story Board
Give students a blank
“story board” and ask them to create a non-linguistic summary of their
learning, filling the blocks of the story board with stick figures, drawings,
etc. in an appropriate sequence.
Graffiti Wall
Divide the class into
groups of 3 or 4, and give each group a sheet of poster paper and markers.
Assign each group a different chunk of the learning to summarize in graffiti
from (pictures, symbols, graphics). When groups have finished, display all the
posters side by side along a wall of the classroom. Then have the groups do a
“gallery walk” to view and discuss what they see
on the “graffiti
wall.”
Gallery
Walk Students create graphic
representations of their learning and post them. Students can either share out the posters or
students can move from station to station – writing questions or comments,
noting similarities and differences, reflect on what they might do differently
if they were to repeat the process.
Smiley Faces, Sad Faces or Red or Green Cards
As a really quick
assessment of understanding, have the students make index cards with smiley
faces on one side and sad faces on the other, or one side red and one side
green. The teacher then can pose a question and have students quickly indicate
by holding up or flashing the appropriate side of the card their understanding
or their questions.
Thumbs Up, Thumps Down
Similar to the
objective of the Smiley Faces above, student just give a thumbs up or down
sign, close to their chests to indicate understanding or questions. Pose some questions that can be answered thumbs up/down/
sideways, ask for explanation of the decisions.
Following Directions
Have students guide
their partners through specific steps or processes by giving detailed
directions that the partner must follow explicitly. This might be modeled in a
fun way using the old “making a peanut butter sandwich” game, where one person
gives directions for making a peanut butter sandwich and the partner has to
just the steps dictated.
Think Alouds
Utilizing a
well-established, research-based instructional practice, model for students a
think aloud yourself. Then, with a given problem, question, or passage, have
students do think alouds in pairs, taking turns thinking aloud while the silent
partner listens.
Key Concept Clothesline
Give each student of
Collaborative Pair a piece of construction paper. Ask them to choose a key
concept from their reading/learning and represent that visually with drawings,
symbols, etc. Hang all of them with clothespins on a line in an area of the
classroom. Encourage them use the “clothesline” as an interactive concept/word
wall whenever they are asked to summarize.
Two-Dollar Summary
Kids write a two-dollar (or more) summary of the lesson.
Each word is worth ten cents. For extra scaffolding, ask students to include
specific words in their statement.
Snowstorm
Students write down what they
learned on a piece of scratch paper and wad it up. Given a signal, they throw
their paper snowballs in the air. Then each learner picks up a nearby response
and
reads
it aloud.
High-Five
Hustle
Ask students to stand up, raise their
hands and high-five a peer - their short-term hustle buddy. When there are no
hands left, ask a question for them to discuss. Solicit answers. Then play "Do the Hustle" as
a signal for them to raise their hands and high-five a different partner for
the next question.
Parent Hotline
Give
students an interesting question about the lesson without further discussion.
Email their guardians the answer so that the topic can be discussed over
dinner.
Paper Slide
On
paper, small groups sketch and write what they learned. Then team
representatives line up and, one at a time, slide their work under a video
camera while quickly summarizing what was learned. The camera doesn't stop
recording until each representative has completed his or her summary.
DJ
Summary
Learners write what they learned in
the form of a favorite song. Offer extra praise, if they sing.
Gallery
Walk
On chart paper, small groups of
students write and draw what they learned. After the completed works are attached
to the classroom walls, others students affix Stickies to the posters to extend
on the ideas, add questions, or offer praise.
Sequence
It
Students can quickly create
timelines with Timetoast
to represent the sequence of a plot or historical events.
Cover
It
Have kids sketch a book cover. The
title is the class topic. The author is the student. A short celebrity
endorsement or blurb should summarize and articulate the lesson's benefits.
Question
Stems
Have students write questions about the
lesson on cards, using question
stems framed around Bloom's Taxonomy. Have students exchange cards and answer the
question they have acquired.
So
What?
Kids answer the following prompts:
- What takeaways from the lesson will be important to know three years from now?
- Why?
So What’s Up With ….?
Students raise questions about
something they either were unsure about or need clarification. Can be done orally or written.
Dramatize
It
Have students dramatize a real-life
application of a skill.
Beat
the Clock
Ask a question. Give students ten
seconds to confer with peers before you call on a random student to answer.
Repeat.
Find
a First-Grade Student
Have kids orally describe a concept,
procedure, or skill in terms so simple that a child in first grade would get
it.
Review
It
Direct kids to raise their hands if
they can answer your questions. Classmates agree (thumbs up) or disagree
(thumbs down) with the response.
CliffsNotes,
Jr.
Have kids create a cheat sheet of
information that would be useful for a quiz on the day's topic. Students
prepare a “cheat sheet” that would be useful for having during a quiz
over the day’s topic.
Students
I Learned From the Most
Kids write notes to peers describing
what they learned from them during class discussions.
Elevator
Pitch
Ask students to summarize the main
idea in under 60 seconds to another student acting as a well-known personality
who works in your discipline. After summarizing, students should identify why
the famous person might find the idea significant.
Simile
Me
Have students complete the following
sentence: "The [concept, skill, word] is like _______ because
_______."
Out-the-Door
Activity
After writing down the learning
outcome, ask students to take a card, circle one of the following options, and
return the card to you before they leave:
- Stop (I'm totally confused.)
- Go (I'm ready to move on.)
- Proceed with caution (I could use some clarification on . . .)
Exit
Ticket Folder
Ask students to write their name,
what they learned, and any lingering questions on a blank card or
"ticket." Before they leave class, direct them to deposit their exit
tickets in a folder or bin labeled either "Got It," "More Practice,
Please," or "I Need Some Help!" -- whichever label best
represents their relationship to the day's content.
Exit Pass
Student must answer in writing
questions or reflect in some way about the learning before being allowed to
leave the room. This can be the answer to any question about the day’s work that
you pose. One “clever” way to pose the question is to ask them to answer “So
What?” Other generic questions could be “What do I want to remember?,” “What
was I supposed to learn from this lesson/reading/topic?,” “How could I communicate
what I’ve learned to someone else?,” etc.
You’re Stuck Here Until…
This is a variation of the exit pass
and great for a 90-30 second gap before dismissal. Depending on time, have students discuss the
day’s vocabulary and then they have to define one word in their own words, to
you, before they go out the door. If
they are having difficulty, have them step to the side and listen to several
other students and then try again. This
should be framed in good humor, not in a punitive way.
Whip Around
Students quickly and verbally share
one thing they learned in the class today.
You can have them toss a ball from one to another or just have
volunteers.
3-2-1
3
things they learned, 2 things they have a question about, 1 thing they want the
instructor to know or 3 main points (or 3 “somethings”), 2 controversial ideas (or two
things I disagree with), and 1 question related to the key concept or learning.
Illustration/Drawing/Cartoon/Tattoo
Have students create
an illustration, drawing, or cartoon to summarize their reading/learning.
Fishbowl
Student writes one question they
have about the topic of this lesson.
This can be something for which they know the answer or for which they
want an answer. Form an inner and outer
circle. Share question with the person
in front of you see if they know the answer, switch who is asking question, if
time rotate to a new partner.
Summary Paragraph
What was learned today – be specific
with examples!
Explain a Procedure
Write to an absent student and
explain how to ……..
Here’s How…
Students write a detailed
explanation of a procedure - with an example to demonstrate their understanding
of the concept. They then give their
partner the un-worked example and the detailed instructions and have the
partner work the example from the directions. Then they peer edit the
procedures for clarity.
Pair/Share
Tell the person next to you 2
(3,4,5,…) things you have learned today, then the groups report out.
Variation is to have students Think/Write/Pair/Share.
Quick Doodles
Doodle/draw two or three concepts
presented in the lesson, may include words or numbers.
Three W’s
Students discuss or write
• What did we learn today ?
• So What? (relevancy, importance, usefulness)
• Now What? (how does this fit into what we are learning,
does it affect our thinking, can we predict where we are going)
The Five W’s
Students explain the who,
what, where, when, why and how of the lesson.
Choose from The Daily Dozen
Student choose two questions from a
generic list to respond to about the day’s lesson. Example,
1.) The thing that made the
most sense to me today was…
2.) One thing that I just
don’t understand is…
3.) When someone asks me what
I did in math today, I can say…
4.) One thing I would like
more information about is…
5.) I need more examples of…
6.) I enjoyed…
7.) The most important concept
that we discussed today was…
8.) Today’s class would have
been even better if we had…
9.) I was confused by…
10.) The thing we did in class today
that best fit my learning style was…
11.) The one thing the teacher did
today that worked well for me was…
12.) The one thing the teacher did
today that did not work well for me was…
Key Ideas
Students list the key ideas from the
lesson and why they were important.
“What am I?” (riddles for key terms)
Have students construct clues
(riddles) about the key terms and quiz partners or the room.
Jeopardy
Teacher gives answer. Students
create the question. This works well with dry erase boards.
Be Alex Trebek
Student poses answer/question to
group about lesson–responses should come from other students, not the teacher.
Be the Teacher
Students present three key ideas
they think everyone should have learned.
Could be done with a group or individually–responses can be either oral
or written.
Credit Cards
Students are given an index card and
required to state the lesson’s objective and if they feel that objective was
met. Credit given for participating.
Postcard
Students are given an index card and
they write a postcard to their parents explaining the day’s lesson.
Pros and Cons
Students list pros and cons of the
issue discussed in class (might be a challenge in a math class.).
Quiz
Could be daily or intermittent. Two-four (2-4) questions to show what they
learned. Small individual whiteboards
work well for a formative assessment and reduces the paperwork. Don’t forget to ask conceptual questions!
Quiz Master
Students prepare a short quiz (+ 5
questions with answers). At least 2 of the questions must start How…? or Why…?
Low-Stakes
Quizzes
Give
a short quiz using technologies like Socrative, BubbleSheet, GoSoapBox, or Google Forms. Alternatively,
have students write down three quiz questions (to ask at the beginning of the
next class).
Journals
If students keep
journals for the course, have the summarizing activity be an entry in the
journal. You might include a prompt to get them started.
Journal Entry
Each day students write about two (2)
things they learned (use of a journal could incorporate most of these other
closure examples.).
I Care Why?
Students explain relevancy of the
concept to their life or how they might use it.
It Fits Where?
Students create a “timeline” of the
concepts taught (sequence the concepts) or explain a connection to something
else they know.
Element of Surprise
Students receive an envelope
containing a card with a word or phrase selected by the teacher. Students discuss the concept and list the
content-specific vocabulary necessary to discuss it.
We Learned What?
Students write open ended questions
on index cards. Two students are
selected to come forward. The first student draws a question card and poses the
question to the class. After the class discusses the question and answers with
their partner - the second student draws a student name card to respond to the
question. (These questions could also be
used to launch the next day’s lesson.).
We’re Going Where?
Students predict the topic of
tomorrow’s lesson – be sure to refer to the predictions the next day as either
an opener or in closure.
It Looks Like This
An actual object or model that directly relates to the lesson is shown
and students explain how it connects to the day’s concept.
Numbered Heads Together
Have Collaborative
Pairs “square” to form groups of 4. In each group, tell them to number
themselves 1, 2, 3, and 4. Meanwhile, you assign the groups letters (A, B, C,
etc.). Tell them to pull their group’s chairs close so they can “put their
heads together.” Pose the 1st question out loud. Then give them 2-3 minutes to
quietly discuss the answer. When you signal time is up, everyone should be
silent. Then randomly call a group letter and one number (e.g., A3
or C2 or D1, etc.).
Whoever happens to be that number in the particular group – Person 3 in Group
A, for example – must answer the question. If the question can be answered in
more than one way, then you can call another letter and number to get
additional responses.
Commercial
Students write a 1 – 2 minute
commercial to use at home when asked, “What happened in math class today?”
Narrator
Videotape the
lesson. Play a segment of the lesson. Turn down the volume and have
students This could also be done with videos already in existence on the internet.
Create a chant
Groups construct a chant
based on the military marching patterns.
4 box Synectics
Synectics connect unrelated ideas
through metaphor. Students have a sheet
with four boxes. In each box is a
stem. Solving equations in like eating
and orange because…” “Solving equations
is like driving a car because…”
KWL Chart
(What do you Know? What do you
Want to know? What did you Learn?)
At the beginning of a lesson, introduce students to a concept such as fractions or adverbs by asking them what they already know about it and what they want to learn. Then, as the closing activity, have students fill out the “What did you learn?” column.
At the beginning of a lesson, introduce students to a concept such as fractions or adverbs by asking them what they already know about it and what they want to learn. Then, as the closing activity, have students fill out the “What did you learn?” column.
Cl OSE R
Graphic organizer – Concept
Learned, One Specific Example,
Relevance
Concept
Learned
Concept
Learned
– Restate the learning target or describe the skill/concept in your own
words.
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One Specific Example
One
Specific Example – Complete
a sample problem. Show and explain all work. Include diagrams and
labels when applicable.
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Relevance
Explain how the concept or
skill relates to “real world” skills or career and/or make connections to
other concepts you have explored.
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SUPU
Stand up, pair up –
pair based on some criteria and share an idea
about the lesson you found interesting/confusing/worth remembering.
