Powerful Instructional Strategies
Which of the following powerful histructional strategies do you use on a regular
basis? Take the quiz below and refer to the pages listed for any section score lower
than seven.
Scoring one point for “never or rarely,” two points for “infrequently,” or three
for “always or frequently,” how often do YOU:
3
use graphic organizers specific
to various text structures?
focus on the critical attributes of a
concept?
—
have students create metaphors or
analogies?
tier assignments for different levels
of student readiness?
dentifying Similarities & Differences, page 183
model summarizing or note-taking
in a variety of forms?
Summarizing and Note Taking. page 191
encourage students to draw,
role-play, or work in a nonlinguistic
form?
wait at least five seconds after
asking a question before accepting
an answer?
use templates or checklists to
structure work in problem solving,
decision making, historical inquiry,
or experimental inquiry?
have students add information to
completed notes?
—
ask higher-order questions?
expect students to generate their
own questions?
require students to generate a
hypothesis and explain their
thinking?
have students summarize?
5
have students work at learning
centres?
Non ngnistic Representations, page 197
4
2
points
use learning contracts with your
students?
Generating and Testing Hypotheses, page 203
Qeestiens, Cues, and Advance Organizers, page 206
ook lip tite word ctraittgv In the dictionary. Once you get
Past
tin, definitions about the art ol war and moving troops
g
sh PS nun faourable posluons, strategy is simply ‘a plan
actior’: hen ou teach sour students various strategies,
you
quite literiliv giving tlici’, i civ plans of action: ways to
menta4
p’Occs% organiie’. and n’ ri ‘ith Information so
that they can tg
chtrgc. of then inn ical’!
L
Ssrdttgies (hISS curriculun bourdirles. The skills students use
to sys.
tenwticallv compare mu tests ii Lng’ish class can he transfe
rred to a
histo clns where the1 conmarc ii o perspecthec on an event,
or
to 1 clefltc class. where thei conp.’i ‘two eperimental
conditions,
When a student is able to mdeper Ic fly transfer a strategy from
one
situation t another, the ctratq,; 1 is b..e.omc part of the student’s
pro
t edurat kaon ledge—a skill in prc’ces’ ‘l’at i’
automatic and does not
iequirc ii studc its full attenti n
‘Je ng ah’e ‘‘ make automatic use ot w’ ‘ththrcd processes and
doing
cc) acrc s hit. t boundar cc. is a d fin n
t ci] a icristic of an educated
thou idual :v’ teachers, ne nant u ii studuns to be independent.
We
lt,, : kart trs who are responsible for the’r inn Icarning This
means
thci n ed to bccome met.’c t’gnuu c Ic tniers —individuals who
think
about their thinking and are in t.’nsdotis control of their learnin
g.
Sec i. act r 8 page 172. form r nfonnation about metacognitlon
.)
Metacognith’e studerns become able to analyce tasks, determine
which
strategy will work best to i par ‘thr task, and monitor the
effec
ii cne of their choice. rt L ..‘ c. ir t
ic ir “tin learning strengths and the
1
task’s demands, during and
r it : ‘rn’ng activity.
Our respcrnsubthts ac elf’ tt .t c ‘t’;s is to be deliberate and
explicit
‘
in teaching rite strateg
•
!‘h ‘n.ar students process iinpor
dali C’ alt’ pts in aces
‘
gtut was (See page 163 Our
resporisihilin as difterc
• ii.
tachr. is to encourage thoughtful
rn’ flcicible w ‘k it i.
tra ‘gut t v proiidmg students with
prions and engag ng. “‘ in reflecuon on tihat works, what
does
nor unrk. and p hjt Il’t •‘iglit do differently to better suppor
t their
ld iduall a
t ‘ r
a ci )recren e’
‘
I
piifer:ntiated instruction is a Iramni ork that applies ti all studcnt%.
kinuc igarwn tin ough grade 12, so the students in )Otl1 tadvs mn
nell Lx coming to you with several years of nperk ncc In difft rentia ed
classro tins. Some of your sttudents ma! possess a finch horn l “rust’
• tat responsibility for their learning anti a keen assarcncss i I
ii,wctinal strategies that work especiall’! nell for them: othcis ull
rest’ t ‘king responsibilin for thek own learning Regat dIes’ o’ wur sit’di. ts backgrounds, ou are teaching them at tb it dcvcunpmtnt ii
pr’nie time” for understanding theinse
h es and hon they learn I set:
pter 3, page 53). Grades 6-9 are idcal iears for teaching metac ‘
t
‘.
c and instructional strategies, to achle’t c both the long-tc.r.i snal
,,;
idepen
dent. responsible, and self-an are lit elorg karncrs. aid tli.
t
c’
ir C immediate goal of increasing sit dent atluei emi nt in the subj ct
i”,t’ teach. Fortunately, you don’t need to abandon 11w umponant inn—
s of your disdpline in order to icach nrateglt ‘y u just. icc I to
t
L ermine whkh strategic. arc going to bc thc inC St t. et’ I in mat irs,,
•t .‘s of that content
‘re are doans I ct_at zles. hut a u’vtul ‘tr.,tt’t, ;s guilt. U .cqli.
“‘at and repeated use in a vaiiety of situations hck’re tntfci’its will be
4 e to use it automatically in a si gle subjcct or a, irJ ti , till
:.ccd revisiting for students to sutcessfuiiv trdnsle, iii 1r:.egi to
‘other subject area. Lseciuing winch ud cglt’ U.
F
II r Ct
me you have availabk is clearl importait. lk.is
c ii c (hI iii .h
.i’ategies are most impottant to i•’u’ stijdeiuts and ‘‘ tr .1 ;up’u’e
i’:,
c
.‘
h_c is ii here research realli helps .1ts inn t a
ed .t’
:nal research. and uinu a techniqiac (all ‘u ‘ta • “..
i’
heresultsofanumbcrofsudies cc a ncdu t n
age effect of a given stIateg. ieseard’er hr 1
Lc’i :“t t’’ ii- !‘tg’,’ c
‘une categoric of instructional i
g s ‘t
It
enhanc
ls ‘1
Ing student achieernen
t.:’
‘
-.
-t all v’adc Icnels” jMariano “u.k .r,’t’
‘
‘
*
e
11’
—
(
—rrlr
N
-
—
e’
c
j
-l
iching a lesson about
-n
N’
A K s Krislofferson snug is
star 1
llcd sk.
:-
-
0
0
ci
‘
rthutt
,oi
a
Ii ig
mr
n
0
lints
Jide,erics (SouNa.
N
cli
still
1
-
0
ri
IL!
sc r inc c t a cord
2tiOn. ion hnsc irotlatuv
identifit d he n hal a tribute the n r
I
t ik
the
o Ncntcn
;olt, nit lc tue Inst is a iaiijout irK r0 tot
inch
i
1
rtta, ôl
simb
-t
dip into a deep n ann pool tinder
anted to ri-ittt !htisc sentences, the dieiiis js
that son
re tin n tot en
n u or mind because thes isere pr ci ed
md are ccmh
1 Si -nsa 20Oe Hones ci: although ne store
aroo
-
i
1 n Icnstollersor song is like a heart toppi
g rid on a
oasrei of u;nntil ‘ii N itli a sate
landing.
-d
I
ligurath e language I r iight gis c
NcnTrces:
‘
a attnl itt s, thu csent al dtflerenees tic n cer: OLe Nt
ObhcI
et otht i can ne thought of as the em Ic ri
ill I ‘art
1
D ( Vt nlg
dI5NLtsi r Jo •
tL
1
and dtirlcnecN OciLeti -Or-Is N
-naitdchteit oats’
ardtt hr
5
nn
i: k
s
Lit
‘
P
tan sK
te
d is
‘lie
cht
c:
an
1
rh
t
ittsirrpirtant
-dance sirrapt
ri a
“rut
t
c
!c’-cOs
r
I
tdricsu
1
t
-.
r
‘1
and retnes?t 1
h
m
r o:
i muhight
e p e
ie\[
rccr1jc;irnai5t,l1
--
rot
tong ttLs 000 -P-it innrtcr
1
-)n
‘rats
c
rs enn
sewttes
IsVtt
.
ONe
ha
lrtno
S
in
-;
ni
1
‘I’
1
-icLpmucnn
1
s
srrre:t
i
r
n
-°
3
1
;-ON
‘Lit
on
e
ci
--.
it
1
r
5
1
n.Ci2I,t-i-tcL\-’
I
(
“-i
tO
(‘r pa
a I
IdP1hfy og haracterisnlparu
n. P
c•rt’
Maks sure ctudeiits
nrrsre the imrortart
I
j
Vn’i Dar
(01 M 9 1
C &up
fee og
the
113
to fer tials
nad tnreatened oce+ars
of Oflgifl9 had. kept
t1cL?r 0 ther
Nowa new ici1e of
terror stabbed at the
err brordery of their
extne.
P’+atrx
.
9+ A at RLM 9 2.
Sstng 1 en( or
O
OUtS OàOO CO
lcrt’i ar J dcfining
r Sniilaritv
Ffst
sa
•r
V
ía
SStw:0
BL M 93)
SLhooI is
°r.ba:9 Faigc
BLM9 i)
Wa’iS
dVfereot o+W IA
••
rt
flLI1di.
r
s’iP rs
9 9 n
1
have them
I vcvar fv o vaotstudent tr focus
tO IPII them tho rharotpr
rr
t1esa\ th egrdtothegvn
•.
V:t pr
RoAizng 9 at two
obect or ncepts are
OH r d by r’
I
•O
I Mak
r+. I
focus OH 91
rela r
I•( hr
•H C
s
a
a
1
r
1
33h3
•
•
•
•
•
—-—
i ong
•
V how
Oj(•
nd
ps -r r Ietd
3
-
a P
-
—
t
/
MAr-
die(orTiparHp’v
I
—
?•
3331
a
‘
ole
•-;,
•-
Ii
‘
a
I ‘+i1
S
—‘
‘
•
•
•
•
iS to
•
r
3
/
3
i5
—
+5OIP
ji
It
13
rIVct
‘‘
•
•
‘.
•
‘•fl/.’
•
,,•
-3 ,‘
I,
••••
VI. in
1
-X•
•
—aSJ r
j
•
-:j v’0+ aa
I
r
M
‘
nty
A
rclabonshoa
frH
“oOi
cv a
-
1
•f:’
oa
‘
-
•
•dLr+Zr
rbsisrerfc’o as t
I
-
•
•
—
‘i’
F
‘
3
•
.
di c
Then
I
1
a toastPr ‘()U put
something in and it
(flCS Out better that
it was before
a pI. Yu gu to and
have fun
I
tft rI., •
-• 33+
•
— —
-
•
I
Au u+
a
:3 5.
—
-
‘
abotract r&iatrncip•
—1—
3
like
i” •5
I g
‘
a
n
d
3(
e rar e
the •3ZiitI.i
playdoh ‘iou choose
how 10 make it
Maddc
6rade6Stude
he work ir srraI groups to disc ss what the words mea
err
ca
ores acod ng to heir probable function in the
rfliiriur,i suku(3rt. stderts can then use the
wor
a cuge cuv wrcn abect th selection. Beer’
de
writs
preci t r tater ent that prow
C br aa
tik
clppr
crr
-
a
i
I
°
-
or-
r j.,
u-dzrctar.Ing
C
i—ti
•tes
0
h—
c
r
ahors
or
appaC t verbai-linguistic, logic
a,
or r R esort rg sim larities and differen
r’e
e ci saLal earnem and enhances the
ubeller sunoC bodily kinesthetic learners, after
or.
-
‘
foVs,
Compare and Contra t
nts car. ue str rig to form a Venn dia
sorrr on li-er door or :a- a ‘a vops or create a arge one on the
floor.
Ha i- thea’ vr or nor
oors
sip- of paper or sticky notes,
1’
cr r i
e
op t ‘y within the Venn diagram,
r
..
-
r t
Classify
• Metaphor
‘or’
-
.,.
or
-
I-c r ci
car or of or or a sac orvt stcdc
Poet
its
Cii
Pxampe
Oy
--
L- cornc
Analogy
a
c
v
ni-
30th
and
on
card
stock
and have
r
3. Develop three activities by establishing
the level of an existing activity and then
modrtying rt to create two tiered versions
3
or, if constructing an entirely new activity.
create the on-grade level first so that
you’re clearly targeting appropriate learn
ing outcomes for your grade.
I Administer pre assessment,
(See Chapter 7.)
2. Sort students into three groups (strug
gling/striving, capable, or advanced>
based on the preassessment results.
You can sort into more or fewer groups if
necessary. You may also find that you have
several groups at the same level You’re
starting where your students are, so your
groupings need to be flexible responses
to that reality
Some ot the characteristics you might
consider when constructing tiered activities
are listed in this chart
Leve’ 1
Level 2
C oncrete
M tly a.
abst rt r
Mrnma nun—bar f StciDS
nomplete h-i- a’signme’t
Ca’ ranuic r,i-i
coCoa. hi-i
agr if r’g glasses and use
c
i9
Cc’
ruct one ctrrtegv that readily
‘t
a. a or
to tire
C:u
led tiering When you
p
pIn.:-‘ta’ca oreis c tna activty to meet the dif
am
P aec’r— -t -a.ore’it y cue orachog. Note the
0
-e
lcl
r a’ ,ocss
ci
C
a
or C wI-cm -tud r s are and move
a.’
S ‘i-i) Car
a.
Cc that Ll/Itv s a generic static. and
r”i- .r-’0ca-. bOom Gardner added. the ‘s.”
pen
to th ocr ept be’ng taught.
r
To develop a tiered assignment, use the
following steps:
Level 3
p
sct
CC
Oa—
ii
cta
s in each
go r rhe netaphor that best
dororors ‘her
ic with the other
the ‘ass
ac
r
orcuor tflCv rriflrorg A
P.
-
ximately the same amount of Ii or.
ii
a
,orded.
-0
-i--
subcatflow
I
mp
e
t
ted
—
-
-
-
‘
1
-
i-i-c
Cooi a
vF
‘i-
at
1
cot to rhc flex pre-assessrnents
cir examuies of oreasscssments,)
-i- ti itii-s
jfl’
/
Reading ee orproprictu
I pcirtciparci’ ma beia.lov.
“
P’
-
-
-
or
-
1
c
ta a
1
us a-idiaHy i-co.
or votor .‘rided
0
u
Cv
3
x
a
s
ci
)v
i-cl
rcras
V
i
V
yr
t[r ighttewide partofa loupeat his
upir of centimetres away from the
cc. iodcNed the analogy activity for
t F owr the suggecti ns in th
rlrdt Fy
n urged his students t
WF t ci e does t look ikc.
t n
dce trcr in roof?” lOtmesan
r n we a F ton Each t i rt
t a a gyth ton t
rc tei
Or diastr b3 fr p
/arks first Jnft
rrp
bti
b ured
rn i ot be a great
e f vrt g/a V
rstfv n ontFs
thine eve y finger has t’ wr
t s vhere n k icr live
dowr tcchy
y
r V you
cV r
t r
y u
ut te F f rgrr on e
yr
c. rt occie
.
world
rtngrs
c I nes
rid witt
ard eve ytting
pat ula
citwE
cc
“[he discoveries of
science the works of
art are explorations.
more are explosions,
of a hidden likeness
—Jb $ronow
t
Donra. fdUt. and Kehv (see
tiega” ThOr grade 8
o ige 164) ea
t C cart
r ds Dra.
a’J’t’rt r
ft Jo I r W i
r
a
r’ ion cf c
3
j
‘rr’ 4.Crrr niace vi rnvaa.
0
“out rriovement. each
rrerJte a 6 recording it in
r id
r
r
iuairant 3laemdt ‘See
0
0
‘V n’—
:,
Oar ‘vorsen as a gmuo
-
igicticepur
C”
mn
010
i
se
to cacsit
Verrcdathy
med
pad
“V ‘bat smderrts
acd 5
o’VLe
Ca’ a pur
paces iforria or
r
t
d
oersuasi in) an their own, but tc.on t rev
PeOeH t h aim ted Car further
snarer
.ct
a
V.
r corded thi types of r redia they r v un
s
t
v r i 4 hour period c a threecer
Vt r
1
tj’5
“‘
Vii
C
I
0
r ‘o Ic
sO 0
or
it’
j’s”ii
diagram, with ‘he nrc as dbCin.d n’Vrmotion.
Entertar merit. and. Persua.sinn (See Blackiine
aster9,11) hrve r eVcnnJDgranis
CaO be quite naiien
img c a Ia ornething
5
st be in ate aLoa tb.
5 ,a] tOo farinata’ ‘Vms ri ‘Va ‘Va
r. ‘‘n
5 sic a!k
V
cihcre a iv car I s uvOrlOp rtrtervtnr’i She una
or ,nntrd, Mj stud
ts [ci .ini a s
axperre cc wo king w th tOrI, r rrtk vorrn
aiacra’rs: h”win,
in v
[
r
tea r
fr
ar
‘
1 c,aO
05
0,
‘tic ‘it
i
mice ce
I o ii
11’ ‘‘LCSN
rid jj is
y
na I
cr’r.i
iid’n
r,
na. d in
I,
a.
,r In
5,11’’
a
a
ilCd
n
‘V’
Or
n
a
ii
p
r
HJ!\
‘)
i
Is t
s,rr
a
enti
tilL
ihcan,ieiir
s C! ire
me
i no a’
‘vC tt
Js’’ned
sot
C
both
that sir
ijilt
aoit or’s iii hog
ultan Vn’nrmmt
x,
1
flOse
talc
0
Ph
u
c
ir0rcact
;n’llIt tsIJ(
dOtill
Mat, t ü ci
‘Vrt’ i osc’v I 0!C stretegies
ar 1.
‘I
sri’
a,
d I tin
C
,u
n
n,
trUth Rquin-’ sOr
a
d’ s
‘,s ,nu’ ill
1
r
,
rit’Vr tr.Iim
3
a
mi
Os C\OT
irategies,
==
d stade r V r
or
to
C
a.
‘1
r
nac
,
a
‘V..
..d,’a
,
s
Cra,j
‘e .jnati tan
no retain’ c am
r ci
studer its
‘
parrots ii tin
r
kc’k Pcrm
the nomr ian oxpository text structure. words that signal or identify the str
F iru. and s ine A thc graphi organizers that can be used to
suppt
ro r
r ‘sroyd n rhi
n2
hart.
i
Purpose
Structure
Key Words
t .crs.
ii’.
,-‘4
lar
Graphic Organizers and
Other Formats
cc
Mind Maps
ri.ir
Its Classified! (BLM 9.3)
F
Main idea with supportrig detail sections
r xonpin, Ic
I
to t th v’rc
If Aud nt understand the structuro r organintional tOAr n of
or viewing, they will finn it easier F summon m c a’ Coy n o
Studen wril rrnod vo
s
neo to look for key information 1
,i’rrt in
xt structures in )ral pros nt3tion a Jd in wi ittm w x V Y
or r )vidc
nort through lhe graphic organlznrs noted fl th
r V n ‘uOI
0
r mc s, F or exoninle. a timo amer fra To iy of t Co F I F
F
Next,
Then,
F
-n A texts can be a combination of s’
str
-
ri ‘mg is a cross-curricular actvty tCt
u p 1 r tells The closuro scrtmn
I s
.2
e wF ore ctudents should r,utIr °i I on’
o
at thoy have corned in a varie of w 1v2
ii
r a
‘ornory Bali or Rick Worm Vi’s bock tsr cn
c°” “v learner preference and I me
‘
-
C gin
T
As
in zz
mort
Chron
ic ir
0
(1
r
Soqi
Nit
dtin
Ccc J
,coo, V
c(
or
,
.,
nO
on
0.
1
n/i,
cc and so
69 ir i xam C
r/O’ n m nr q’
tat.
rpcrtan
-
fter gdAm now
Tioelines (BLM 9.12)
eJorT
Flow Charts
me((t
rnel
V
2O05i, Sunmaizet
ngino
iz
y n’e’
‘
ASCD.
Calendar (BLM 8.1)
‘‘I”
Coo n o and
syt
ast
Exroon
Viferemes
‘.
Cioc Eare (BIM 5.4)
‘0I1
Cr agF.
1 .rc
we
0,-ti C t ‘snuorsiVy.
n’iC”r h’z ever
or is; rr,
0
Venn Diagram BLM 9.1
I
&9Ii)
nmparIson Matrix
‘,
ABC Chart (BLM 9 2)
L
-
use ac
huw
how
ic (A
r5; ‘I
d’
-
‘osrih
‘nqIi2nhy
0
s.
so
Th2t,
Flow Chart
Mrd Map
Lffects Wheel
:,FILM 9 13)
o
Once you have taught your students a
variety of summarizing techniques,
using various text structures differen
date the techniques using a choice boaril.
The sample Summarization Choice Board (see
Blackline Master 9 14) is organized around
the VAK (visual/auditory/kinesthetic) learning
oreferences that your students identified
(see Chapter 4, page 67, and Blackline
Master 4 5), but choice boards can ass lv ho
developed for a variety of purposes, from
rnultple intelligences (see Blackline
Master 4 7” to Bloom’s Taxonomy (page 208)
See Blackline Master 5.3 for a blank grid and
page 107 for more information
D
Kylene Bee s (2005) describes a summarizing
technique developed by MacOn, Bewelt. and
Vogt (1991). Called ‘Somebody Wanted
But So, it is a framework that students use
to create a summary by deciding who the
somebody is, what that person wanted what
nappened t’ keep omething from happening,
F v e r h g was resolved.
or ar z g and identifying similari
con rferences by naing students
so r or ie n v dually and then compare their
0
,Jijrrmar r
a partner’s. How are the two summe res a,rke? How are they different? How does
discussr ng similarities and differences impact
tude, ts’ understanding of summarizing?
tins
akng provides students with the opportunity to process information,
onr:g them to do so at a htgh level of analysis allows them to construct a
yr thesis TI crc is no educatonal value to copying notes if yot have ste
o
cy ate f or th I oard or overhead reen theyr n t r
p
svt es zi g This does not rican that y u should ne’ €r g, ye stu
you have prepa red P iotoc pies of prepa d note
er,
be usefu
how to write notes and provide studenc with th ‘nfe aton you
moortant. if providing prepared notes. you will st;II want stodeflts to
s•ith the material, perhaps by hghlghfng or summarizng ‘ic or work,
a
givng stadents a photococy of the notes you prepared when mod
a hot these note taking netods:
I oftes Th page d ded into two cola i to. q estiors are
onr oIumr r s ers to t e other, Double er try journal are varla
nor. of this strec,
Ladtngs am flatifl5 f rforrnutron’ and
cersonat reflect n’ or “appii,catton,’
.
Informal uuiiine— Key ideas are wrtten at the eft margin. detak
am
adented under e oh key ioea,
The page is drvded irto i cc oar
to
owr tIe middle tor about two thrdc of the page nd I
r
a r s toe be on Te left cole an is used tcr notes se
to a!
op
oiur.
I n& toe
for nages. and th botto o secti or a
sumrrar n acoartage to nis format to that reuirec stomnrs t
i i iatto r
es
eroceos ;r’fcrmation three hoes
orpa ten
Marzanc et a
skills.’ they are two of
the most powerful
skills students can
cultivate”
—R1 Marzatw,
Delre
xtioe
;er on0:p
znEJ oto:
three dttfercrr ways
These
,r e
O’CO
r’
‘Although we
sometimes refeirn
summarIzing and note
taking as mere study
r
f
c
OS
‘dv.oaI r
uT H(DOO
gestoh
‘O
t’
vr’y iooimet’
.
r’
sO
kb zid
J4ne P4U
‘tudents to work with you to develop tips or etfective note taking. F
example. studnts wtf w.int to pay attunllon ti key words n tb-it they know
ho
ganze their notes. and they wfl neeH a symbol (e.g.. a star or eXCldrfla
r mr c ndrate mporiarit nforrr.-itcp
s1rccej
you
Invite
c[
r students all the different forms of
tak rig You could devote a week or more
ach so that students have plenty of time to
try out each form in a variety of subjects. (If
your students work with a number of teachers,
get everyone on board.) Have an ongoing dis
cussion aoout students’ experiences. Which
structure works for whom? Does it work in
all subject areas? Has anyone thought of an
mprovenent that makes a form of note taking
more useful (e.g. use of symbols, high-
lighters, numbering to show connections
among ideas)? At the end of the month, host a
Gallery Walk to showcase ndividuals’ pre
ferred note taking forms and the innovations
they developed. Encourage students to
experiment and to adopt others’ note-taking
techniques to see if they work.
Once students have teamed the various notetaking forms and have reflected thoughtfully
about which forms works best for them under
which conditions, give them free choice in the
note taking form they use in your class. This is
where differentiation happens at no cost to
you in terms of time or effort. (Although you
spent time teaching them various note taking
forms, you did so with content you were plan
ning to deliver anyway.)
Experiment with different note-taking
techniques. Discuss your reactions to
each technique with colleagues or with
your students.
If you assess students’ notes, review your
rubric or checklist with your colleagues. What
learning outcomes do your note taking marks
address? Does your assessment form consider
relevance of information, organization of
ideas, and elaboration of concept a students
work with new material, or s it fo..used on
neatness and underlined dates and titles?
If the latter, dcuss how you can check for
these specifics wtbout negatively affecting
the usefulness of the assessment in measuring
student acbevere of learning outcomes.
P
0.
1 \
0.1101 L
iov:ins 1oir f.
-h:e
r0.I
1-0.5-.
‘e ui
piitult
..
I
0.l
( 5flj
(0. tO
o
r)?tTijjflfl11(
‘om; 2-o1 tsat so
ar
H
ksisp
rstg
1 rIm
frorr
Probably its better
put oil using sords
long as possible and
get unes meaning as
one ceo
through
piuures or
sCriSations
-eorge Dr
Lear’ng Stations
although there are certainly exceptions, rnan teachers are not Very
eomfortahi(’ modelling and encouraging the use of nonlinguistic rep_
resentations, We tend to jues( 111 most new knowledge by talking about
it or L having u stu lents read about it exen though we know
tba
r iii g is
icpm emotion would nhance student achievementr
‘rid ii
st IdE i 5
eni
EITE hpp a. itti the linguistic
emphasis;
Eheir,. 5
some
io onne teaeher, find it difficult to work visually,
Janice Talks About
teaming Stations
flur djlliculiv nub ‘. iniol represenlanons is a good reminder for us,
learner is hose needs and prr terenres are rounriely ignored in a pre
dominantls linguistir and logical school system experience daily what
we feel nit occasu nails, the sense of being at sea with an important
strategs that evers me cIsc seems to understand and thinking they
h ink inept
Graae
WlcJai cia
c
RI I
orus
p dt
ar Ic 3 apt I
IP
J I 0 ci
rr ntsaod
n1nund c Bu fr
Mastor 8_ mci Ba
theIr straentc bnar’o
step as to admirl;
lnvert ry mcci Ri
-
Learn More About a Very Difereat 0
tF
ure
1
Pfl5 PDO5), A Wh
Ioo •t1,v
Wbv
5i/i
.‘
Learning stations or centres are an excehent
differentiation structure as they can be
dfferentiated according to need, interest, or
learning preference and can be used with both
t ering and choice boards. Janice and Bill
had their students rotate through the stations
to aflow them to experience the same learmng
ri a variety of forms and to begin recognizing
their own preferences. This is a perfectly
acceptable use of stations when your focus
is on teaching students about themselves
However, once that self knowledge about
learning is established, true differentiated
instruction means that there is variation In
what stations students attend, the length
of time they spend at a station, or what they
do when at the station. Students might;
I
Attend only the station(s) they need
hire Maste
Spend differing amounts of time at a
The results connrri cit
that mans fttw sO,
)rcni
ci nit
Jar ‘ci
Choose how they do the work when at the
station
o,
‘d B
c
en t lOt was
ctatvr Stu
‘es
r-;nD
station
-
‘evei classes ureterrea
acbvities.
k
umi
ci
I
c
Tei
• es
F” Ill
-
‘•
5:
r
.
-
‘•
I our
arm crafs SLJiici5
provide
d
I students with
I ard mode Bohr
c
a 1
for mc mc ri ma usng
‘s’-ces. citrt,dri
u”- xreren En as
t
studerrs
-‘
y r r’gur Books.
Complete different amounts of work
at a station
look for a concept for which you have a
vanetv of resources other than the textbook,
Make sure your students possess the inde
pendent work skills, that all students know
how to do the activities at the various stations,
and that students know what to do if they
ftnish work early (see page 102). Set up each
stations tasks so that they take roughly an
equal amount of tim Be organized— have
tc required materials available at the appro
priate station and instructions printed on
task cards.
Incorporate a new nonlinguistic representation
strategy into at least one of the stations, or set
up learning stations where each station uses a
different nonlinguistic strategy. Invite students
to rot te through these stations, then discuss
the asefulness of the various strategies and
ways to incorporate them into future assign
ments or other subject areas,
wiwn
Choices about who attends what statior a i
what they do while there can be made by the
teacher or the student. depending on the par
pose of the activity.
Whether you am new to offering stations or are
ced one k the work at each station to
e to u es on important learning
If s ggraphicorganizersatsta
ci
ters, make sure you have first modelled how
to use the organizer and that you have demon
strateO :t several times before expecting
mdepesaent use by your students.
Kathy’s Reflection on Student Choice in
where they can be comfortable with the amount
of r k taking drmardcd Se ond, students who
are not ink ciing the appropriate tiered task for
thCi cart -np nd to ingoge 1 medninglul dia
Icguc. tier v Ira I ho
to ro
sic therr
moon ski! eve! nd thtn cinrrre to appreciate
Kin their Iecmsrnns cao attain their progress,
Tiered Activities
In my diomnte noerri lesson (see
Pluck m MIste 9 1 j, So mi siuder
imtcd the first two tmrs, and fftoer
‘inter’ the extension task, tne third tier. I
o ely redrcctod two students who clearly
dad the asic tier. Two girls reje tea my
mgprst on to retbiik then her seleetmu dfltl I
n ched them struggle ro geneiate the three
K
spec h required by the poem If una
‘ySClf feeling frustrated for a moment, Rut a
‘oved around Thn mom heloing those stu
‘J rts wit mdci assis an
I rca zed Key
.-,olJ wrrte a 00cm; it]imtwasnt at a tier I
Ou’jld cmsu us ideL
,
ci
-y
.
c now I sin that cior when students make
sr :ncurie( t dccson ana enter ‘nto a task that
night not oe deal. I is in the follow-up discus
o if H a powerful opportunity for growth
-as Thrc noidental learning may’. in fact, be
in in ‘rininant Han The answer to the essen
ial
s o Hat s orignally psed,
-
ne’-tu n a
ai
ti t ref K,
Ic or t is evcnrng
bogun tc inc thins dfferentlv. Tbs ditier
‘TI ntcd inK K al sea in to watch what
u in d
icr gi or no petur tyt
c” Km ah,r Lnnent. hs mqum
inqysn sanc power wirie Kudents
K
intro re oiditio a c p rsib Ity f rtlc r
inc.gress A’tK,ingh the rn, oK of atu.de0fs am
Km in’ rein
oar
afoul
K
a
rculd
;r
Ic xpc
’5
4
air ‘i i
oH in cm rm.Jy ccl
era taK
infe sin
‘
not be orovid;ng student choice
-!‘
tin
iv II co tone o usc my
tort to ensure that. must of
uJ
5
y
4
jQ’’5 am
,cml f aif cinty
train
K
a
r’
aortiog at the ideal
ron ‘be opportunity,
os
r ‘orreotthis
inin
r
Read Kathy s es5onpln
(twe Blcklise Master ° I I
D
n
h
vo dtappe
Trm
ma hmoy
-
-tes
i
“i
your class if vim gave mr stodents chce ‘n
a tiered assgnmnt How well di you think
ynor cij br fs n v tt
m no d ? Would
they make de sic s Laed on ne.d or for
some ot er mason. How would von respond to
tt do ‘or ho ia ?
Id you require
st dent o c ang ass nmont Kv&s if they
w on cnadnged enough? f trim were too
t Ian d’
n,inrg
or
‘
o
r
‘
r
if
3
a oc
J
001
ig
1
flpf ;-‘in
K
i”-,
t-,f
tm
t p ort
ce
.n incH
m
1’
-
or
-
I,
-1-
sw w tto
‘er gto I’
ranec inc
t
r5rin
H
,—‘t; in.
—
+
,..
“,
‘
,
-
‘
rs
f
Vc--u
o ‘mc’.in- o-
in
t sV
‘
4,_,—_-_
‘‘4J,
,___,,_,__-,_
U
wrh tulont c°oice sup
Hoary. orv ‘mom
s
mm a mcn yr uemm
I’
0
C
in
‘eamg Krei
prt
I
1
,idc
‘:‘cV. cc nf
a
em
a vo
‘TTh,.’-V m
‘?
1
a Ia
dinosmn
,‘,
1 r’3,’efcrteach
ti
so
stoavord
He asa Hal
‘in uss -aais students
-C
00 braausc
r-er iooparenry
5 in damP I wai refer to
in
Or
extorsion’ in the
sin fcst dot tobetter
m K a “--oeve and
1
‘i
o
40
‘
tise a graphic organizer to plan your next unit.
It telps yo focus your attent o on key con
epts and makr. or nection among them and
s utj’ t V r cntrjtt tpsts
J r t y kom ti organizer with confidence
t at y ur test at rs with what you taught You
s reate questions that address links
cepts; such questions are automati
g
v higher order
n rease your use of nonhnguistic. represen
t ons n your classroom, try any of the
f I wing.
T
Encourage students to stop partway
through reading a text and describe the
mental picture they are forming Suggest
they construct a mental map if it’s an
expository text or a video in their mind if
it’s a narrative text
Have students give a Symbolic Book Talk
(Robb, 2000, p 163) instead of a written
book report. Students take three to four
minutes to summarize the book by
demonstrating three symbols they feel are
mportant to the book’s theme. They
explain each symbol, why they chose it
this lit o ei
busine s you either
srko swimoi you
ii
Dat’id Smitk
and how it’s significant to both the story
and the theme of the book Symbols can
be actual obj acts drawings, or images cut
from magazi noc.
Create a group mind map as a form of
review for a test. A mind map uses visuals
and words and has the key idea in the
centre of the map. This is different from a
concept map, which uses words only and
has the words placed on lines to illustrate
relationships. In a concept map, the key
idea s usually at the top (Bennett &
Rolheiser, 2001)
Allow students to respond to an essential
question through a Two Minute Movie
(Kajder, 2006) Students videotape and
narrate the movie, but the movie is not to
contain dramatized scenes Rat[er, it is
to consist of a series of images held up to
the camera with the narration recorded
as a voice over Students ar
digital
photographs, origiral art of
r wn
creation, or images from r agazines or
other media sour es J’ I students to put
the ca’nera or pau
they switct
images
f
e tend to think of hspothess as belonging to experimental
design in science but a 1 yp thesis is really ju t a supposition
that acts as a st string poInt for further investigation
I cses an used in.
ystems analysis
ncr lent eeos tems or
s lvz r
zither systems If the June temperature plummets in Alberta,
I at saill happen t surnmr in Ontario
) Begin b having
5
udenis an sir
‘a nina
ontained sysk ms su h as an
ua i sm
Problem solving
ur
pn blern that 11 r rr ultiple
olution (If I vant to go to a par y bu know my parents are
Prol lcrr soling irnol
ry ing t( sa r o wha n ild I do
looking foi a zd h rdir p the best solution
Decision making idc n i x
kadhr e
I can act tIe s sx finistel i ture I r t rso r
I dir t
an buy me on thc inter let St I ea i tell the t
hould d
Whet y u lead decision nak
get it d ne WI a
ng the
r
a ing
uder i
n
s r a i at
I
deft b
r
st
at
‘The saentific theory
I like best is that the
rings of Saturn are
composed entirely of
lost airline luggage
—
V
It is
LIII
oversinphhcauon that doesn’I hold up terribix well in reality.
•
•;••
hut we like to speak of gcnerating h othcscs ciii cc inductively çdraw
ing conclusions or discovering prinuples base cl on looking for patterns
in mlormanon) or deductii civ tusiny roe prInuple to make a predic
rzano t al 2O01. p. 105)
tion about a Iutute ction or crer t
s s heter ir suIts in schools,
note tht Ieducur r lnpothesis nentlolil
probably heansc it is dificu1t and unie o’tisaHuni4 to ensure that stu
rdct o work mductixely.
dents havc all thc expel ienecs t icy
Working deducrirels. teachers preseni 719 uples dirccrli to students and
then ask iheni tn generate h pothese’ used on those principles.
we
tp;r
1°
to
Cr
’
t
n
S’e Itt
Cee
•.
vs
p
nsz on the
•
a
t
a
LIL
oh was The only
1
rp
)
eorduet
Stattfrfoisfor
tnmplate rat
or than toter
5
hiJogF.i,n*,
F
wayt
f
fort
p
dj ten
Th
S
1
try
;
-
tt
w,
i
4”
ii r
Sri
tO
rIarstti oat
ar-’
iAax
p
c’
a
‘1.
0 jr
e, tt
0 ruts
54
F
t2001
J’t
/
r5
‘tO’S 0
Pt
1
a
1
P
0
‘rp7
is
tf
5I”ni:
t r
cC
rS
t
i
0.
•.-
rt
,
cc
mt
cu
nil :
CarL’
]1
y
H
r
ttb
a
t
of
10. t’
‘d
a
H
““
ru’
in
deepenog nader.: inderstarurc
drewna son usc-ni. ace °xpa
ccc clidat
rcquirc ted : s
When
It seems to me that
there isa good deal of
ballyhoo about
srternifir method
iencc is what
scientists do. and there
are as nany scientific
methods as there are
rdis dual scientists”
*946
‘a
-‘
H
1.
•y r’
are ftrst leari.rn to 0 o’ s: .rs
cor
t
ci—
them a frann ‘h
he çtul t gi
en. in
sea c uraviord where t ey’re net
-r
that tn.e mm plates are surannr:oa, •t
cr
s
w t
0 P p by step hrnplat’
Strict
the pnoelrt:
2 0° ermine the
3. sIc
its’
4, 1 is’ the
o
t
t
re
yrato
itO:
:1
‘0p55
00
,
to
tnp
or
r cci sn
•%hLtnses.
anTra all
sen a
rfrt
,r 3u
71 ic
eran are
ni:
he
vth
vcr,
4
e
ole 0
c:ter 5
way they will share the r work the criteria for
quality and exactly how tte work will be
assessed, and all relevant dates in a timeline
anther a calendar--not only when the work
w II be due, but when they will check in with
you so that you can do some formative assess
ment and support them in se
ecting
t
appropriate next s eps (S 4
e Chapter 10.)
Oh kpo nt dates are or ticall; ‘mportant in
teachtng your students ttme management
ted niques and helpin
1 t lent avoid the pitfalls
of rem ras ination,
5:
rru,a-:2
p
6. L st
5
p
a
r
c
ci,
0.
or
•--
c
4
tjden
P. 14’, Bridgman
Nobel Pine in Phyaie*,
n tfs
nil ut n ratteg and testir
Hypothet gen°ratton and resting works w’th
aryof tie dif erei atiei s rueture di eusse
n thts ehapt r It s central to tnqury 1
earn
leg, (See Chapter 7.) Regardless of what
differentiatc str ctur” yen use ypothes
testing ramewerks allow you to easily tier sup
pert by asktng more at less complex questions,
o vidirg etc or Owe prompts ano explana
tiorc of t e pci 1’ p1 s
d providing graphi
ergantzers or ether nor inguisttc representa
+ ns so teat steeenrs h-ye multple
ways to
a ce sard oe
iahei
On”e students knew hew to wraP with a traii
werkaniwhatyeu OP
ci errs f
i and quPity o the exp anatio’ts vu’
sac road’s. ‘i,tferentiate the 1
0p’c t’tey are
I
u ,nng by I ir I crc
1
s
e alop learning
ontracfs ag do by n
e rdivtduai
Sinuents, 0. ent,ne cxay chat students are
gut ° to stud th° son as ey 11 u ° tO-
7.
may be whtter” so that each student
v
aI rtr J with you, or you
s u rrcate onc ore tract for the class, with
5 tte and some
some requtred oar
choice
nitivities Ii
c ° you can save time by
simply high’ig rig he appropriate required
acttvties Or cat-h student.
r
-
It
I
h
ree
at
‘
i
ii
itugies all deal vs ith ssavs to help students
aeth
support an ansyser ssuh logical1 reasoned evidence (Gall, 1984).
Rcscarehers (Cotton 2001) urge that this lasi category. vs hkh in
gloofli ‘s Taxonom3 leruns would be higher -order questioiiilig. be
jncrcased to SO percent or more of our questiomaskmg time because
of rhr corresponding increases in.
or
t°
.
ig knowiedg
ri task hehavioui
ngth of student responses
umber of relevant i ontribun ins s oluntecrcd
is
F
21
‘
or
air cads disc ussed ads ance organi7rs a number of
times
paocn 112, 111. and 169 Cues are simpk hints and reminders
c’ lo vs ill deal onk’ sith questions.
u
1
sc ak ecu students serve number of important
pur
ordin to Cotton 20Oi, the\ help us to:
5
•
*
•
“lumber
of
[iv
SttIdCiilc
student-to-si udent intenclions
‘udent use of complete sentenes
Speculatis e thinking on the
part of
students
Relevant questions posed in students
dents t) hr come actis ek ins olved in a lesson
Dc
.eh
p
tit
siudeitis rutiral thinking skills and inquiring
iitituu
Revies or d
s
n ‘n
/e pres
ions lessons
a hiesci cot of instructional toals and objectis es
Stimulan cuderts
to nuisue
knossIede on thesr own
mrs en the mult pie valuable purposes (II questions, it is of little won2cr that “quustk ur i sond rink t lecture in popularity as
a
It c F nig iireth 2
C n u 2001 p 1, svc spend 3 ))0 pelcent of
n
0 ne asking qucs on s e o r students.
QuesLenng
is the
iv udied of the instructional strate
pic. RescarLll
dou Cs In1portane: we need to get better at asking
q uesr.ons thai P1 re IC oche ement. and our students nc ed to he
r aught both hen
nsvs fuestions and hess to ask their own.
al
vplc coot is
1, or that
P lOOter al
0
C
20
1-
P e\Tt 151.
I
itls c$ questions tear hers ask in classrooms
c 60 percent of our questions ask students to
P ‘er prey mush taught or read, 20 percent of
‘lural and 20 percent of )U questions ask tu
r iuiat ruiolnn4tfloI n c rdm t create an ansvser
Cl
=---
Tr basic implication is, of course. seif-evider t A.k more higher order
ques
s—ones that require inferences or anaiyss -and fewer basic recall
or
c iprehension questions Students do need to mcall .rfnrmation of course. but
mcH questions should be embdded within tee arger p rpose
of The unit
-‘wever. we have known about the mortanceef hpher-ndcr questio
ns for
ome time, being told they re important doesn t r ik then easier
to ask.
dre some suggestons tur inn’roorating more
‘l
1
0
r*r’JPF
l DlCSHOC5 Into
lassroorn work
Your questIons help students
p
some questions as you piar Icnor h w
your earflHg uUicOiOes tifli S” pj5P.flrc
chose outcomes
po”mr Pre
1 re
w ou to r dcr
i
.
Trod ch dents 10 r iar r fcc
ibis leans to hghe-evei rCSUi 1 ‘Ss f nfc r ye’ tc a
tel t y a C i’ghcr rde u
Devkcp muc
nar,akr
”
1
‘i
‘fli’
oc nc- c
,irJmu
Sf-’rr
—-c
lea
irg
easier
to
°5s-’ c•
if
r
n•
ny
s ‘r
trcr very
Ft-ire
All our knowledge
results from questto
which is another wa
of saying that
question asking is o
moSt important
intpller foal tool”
—Neil Pc&t,
A new version of B oom’s Tcx nomy we di velot’ d
on
Andors n, a former stud nt f Brnsinn Bio in. Ir ftc rr i
cono’et 00
nevn been ‘angen t or-lbs
ir:r p pro. and vaIuatc;n and .yntIio
t r’
rN to h v
dc ìat w
C
VriF
,I(.u.
,f.
ft N
Olci Bloom’s
thcrs, bo*
my nour,
fi
t of t idcnt ms or se
•
(rftr
Jar
• N
New Bloom s
0o
‘r
L
r-
I dent
r ipta
t
ftt’ ca b level is proudea n BL,okI;r’ Ma’
-.
r
o
9
Note
veve that using these otOi r dr-c nc
jaror
or a t t ;s
ng tc br at hr- cc r. c cv
n
r
wiH not ae i analvors rer- DOOr- 0 Vr- ,--/ ft-’
ne Age?” r-r C stooents E-f”fl
r-’
C
r
f
Caus
e
no
“
Wait trmo
questions
cr-’
ftr owe
n)
roe
r
0
r
ten’
-
r
9 1
-r-”r-
•,pgostc
urege
-drrts
5 r
or
igt or r cm
‘
-
g
grow
-.
c
Hei ft
,uuorrt
h
e’
i-Nn- ised bystadrits
org mor arid rigagoq on.
‘N
more
guv’kl,
101 t
n
ti
-r
kr-i
irif
vui srl fno tiNt
C ensscr.
s
u
t
d r ts
r-et nvolved ir arswerin qurstir ns ar-fr ft
‘ tL
r rose anoo ft a irfto and thr-n call on
.,
N-ora
to road ii- e,,o’,,’,e”
sesnon
you
the
nor-’ ttied
r7,r-
‘:
‘,
Repl Gate Susski nd’s question-asking
tiliS
0
study (1979) in your classroom.
Estimate how many questions you ask
30 minutes of whnle-clasc lecture or
-
‘
u
thi
ior’
1
Jr’
discussion and how many questions students
ask Record those numbers ‘nd, bes de them
the numbers you think would be ideal Then
have a student tally the actual number of goes
tons you ask and the number of questions
sti’donts ask during a 30-rnnute sos or
r0
-r-cr-
,s- ‘‘c•r-N
H’S:
dnd--nrs
f
--
2QQ
‘
o
-
mu
aaft
-
--
Feel free to cs< ouencirs jet’rr’- st’.uu
‘r
ostablsies
67ftft-e
‘A
rcs nsu5
ce Jen”n
tun wait another f sr-’ rd after heanrg tt
‘or- will gce evidenni- r-nd bo-r-fl CO/C.
-
‘r-’
mor
iift -f
t
n tstr no osvr-.l t t”c C• Nur -ber f nigh I erde I quc ti snr-
Inc new BI m s ‘is yc Ve iav
word’rg A ft f
fr rdly in
ing
and on
oted t de
v f stud it e r ses
irft5
-
.
i
:-
S
When askno restro 5
The more students n
hr c f jn
-r
c_,
—Lecnardc da Vinci
‘jn’
a hv
A on: ration
An yr
Evaluation
‘1 roamed the
ntrvside searching
for answers to things I
did not understand”
If
Bring your results back to the group at your
next booK study session and compare your
e t stat
vth E nate
be alawoed C :ne actuai resi,9ts are far
from our dea, In Suskr,d a study, teachers
est r tatco ‘ft [ y ked I
uest ons ar d
LioCt
thought that was ideal. They actually asked
an average of 506 questions I hey estimated
that students probably asked 10 questions
and said that 15 would be ideal, while the
students actually asked an average of only
1 8 questions
ln phase two of the experiment, determine the
krrids of questions you ask and the kinds of
C
our students ask Involve your
s
eri teaching them the new Bloom’s
T-r-n rr- and then, on a rotating basis, giving
a ft-e iassroom researchers” tally charts
crc they can check the types of questions
asked during a class period. Discuss with your
students what changes you and they will make
based on the data that have been collected
“
to
wonuer and question
is ihe first step of the
mind towards
diso rvery
‘To know how
f’tfecti e teachers share responsthilit for question askmg With their
sndei’its. ( nc Tot ant i2000, p 8drce in itids IN that students xtho ask
questions below, during, and after re ,drnc as.unw rcsnonsihjljtx for
their lear umic and jr;pcos e coiitmuhoror ri at lea u lout xsa\5:
Etc ntfrractng
I sit a an pi’ C
LcuLs Pu4teur
I
into art ic’
etr
t
it s
they
‘Cr the
R’’
IrS!
cadirg aria
ti
0’
t nu to
tm cit us
wh ‘n th
r’iatert
0 ‘it) ‘it questions esiab
hr more I icused,
Re irlers
naged to
k r ‘to a
to ques
lntmduce the OAR strategy with a content
example that allows you o clearly distinguish
perwen the two types of qunstons,
Civ
asked
have
f
B) clarils mug t if
alien in
x
Reads r 5 qnc slions,
the ansxx ems to which fill in onssmg nihnrnation m
1 athn\ the
rhe
reader to enjos and umulersta nd
wr.
Ica h
‘it the )te h r \rswer 9 ‘itm nshp (QA
198€ )AR helps tude t’ mdnttv I tv I uestur
6 Cayet Iu thee I IrJ as vs
n.r.krg its lOch
th, erow t,ha Pci J t
queshons. The, OAR srrategv 5 hC1hc to
and :e rcsooldrng to h. qa°stec:
mdS
trec
”
1
cr
mar tiode
5 ‘0
;f D005ter
tue book”
‘.
ast
‘.
Tj’e(os:uocot
00;
,
r(...r_
y (Raphael,
ig asked,
y because
rc2cPcnd to the
ass’com work
C
a
S
(eta
‘
cr-° .5 a I -“c’s
J
D.
‘,
‘
Right There Questions
I It oes
f I
4
:r
Author and Me Questi
P
ah’ec
lid x arodest,
r
tm
Bs inleiting bet ond the literal “mreanitig—Rudcrs ow ques
liens to help theta nn e hex end literal waning and engage in
riernri Hal thinking.
Her a
‘
eac rwpoeses
t
en.”
.
There Questior s
st Me Quest o
0
I
t
r”r
uL
c
.
“i
rrç
IC
-;
,Jr’
A,
d2nts multiple opoortunities to worx
till groupscas fyir’igqoesti n
tc four ategories of OAR
r o r zir, tie qu stlon type is
s eq toward decidirg how to answer
the u’fferentration structare called cubing
Nenia, 198b) to provide a novel twist on
nstror’ asking and answerrng. As the name
4
maes, cubing makes us of paper, plastic, or
uj-oc Luoes wrth the questrons written on each
of the cube (A less t r e consumng
aternativ is to usa st-rdard d e and write
t’
orrespord ‘ig questi rs n piece of
r r
a ct of n x card t Cd together
v t a kcy mg Student work alone. w th a
partrer or i a small group to roll the cubc
d re p rd, Ic whatever fo xi you wsh, to
toe quest’on Cubes can be d’ffrrentrated
according to the level of the ouestinn., You can
also use cubes for activities related to
Cardners e9trv nonts a uderert ene Lr
each crtr uont,
-
Make a cube using examples of some of the
strategres listed in this chapter, For example,
the six sides could have the headings
Visualize, Compare. Question, Summarize,
Create a Metaphor, and Mind Map It,
Alternatively, create a cube activity for each
individual strategy For example, a cubing
assignment about a novel that uses the strat
egy category of Identifying Similarities and
Differnnces might have the following options:
How s the main character in this book
sImIlar to the main character of the last
book you read
7
Make a Venn diagram to compare and
contrast tn of your book’s characters.
C
ID
Clo e your eyes and point to the
Metaphor Bingo board (Blackline
Master 9 6) Use the image you
pointed at to write a metaphor for
the theme of your oook
Selnct O words at random from
various chapters of your book. Use
Blackline Master 9,3 to sort and
r!assfy your words.
Construct an analogy related to the main
conflict n your book,
Your cro cc Compare something about
your bo any way that you wish, Discuss
at
5 milarities and three