Interactive Student Notebook (ISN)
Ms. Mariany
(adapted from TCI Teachers’ Curriculum Institute…formerly History Alive!)
Purpose and Benefits:
The purpose of the ISN is to let the student be a creative, independent thinker and writer. ISNs become a portfolio of
the students’ work and allows them to express their own ideas as well as process the information presented in class.
Writing down lecture notes does not mean that you have learned the information. Students must actively do something
with the information before they truly understand. Using an ISN allows note-taking and learning to be an active process.
Students will be allowed to write in marker, colored pencil, pen, or pencil and will learn how to take notes, highlight, and
pick out the most important ideas. Students will use different writing styles and graphic organizers to synthesize
concepts. Through the ISN, students can personalize their learning experience. Some benefits of the ISN are the
following: helps students with organizational skills, helps students sequence assignments, encourages pride in student
work, facilitates cooperative interaction, appeals to multiple intelligences, and provides opportunities to spiral
instruction. It does require good teacher modeling.
Materials:
Students need to provide a spiral notebook for the class. They will most likely need another one by the midterm. You
can either require students to provide the following for themselves or bring in a set of materials to add to a class set. I
put in my syllabus that each student had to bring in the following: 1 pack of markers, 1 pack of colored pencils, 3 glue
sticks, 1 Elmer’s glue or equivalent, 1 ream of copy paper. I also made a list of other items that were needed for the
classroom: scotch tape, stapler, staples, scissors, crayons, pencil sharpeners, rulers, non-toxic white out, erasers, threehole punch, single-hole punch, construction paper, and any other copy paper. I will be adding the following to my wish
list next year: index cards, string and/or yarn, fabric, highlighters, and costumes.
Initial Set-up:
Have students set up their Table of Contents on the first or second day of school. They will need to save at least 3 pages
(front and back) for the Table of Contents. The categories are: date, assignment, and page number. I have thought
about adding a column for “out of” (out of how many points the assignment is worth) and a “grade” column. Students
can also be required to decorate the front of their notebook (example: 5 things about me).
Unit Page:
Unit Pages are typically a right hand side of the notebook and take up the whole page. You can make it for a chapter or
a unit of study. I tend to provide the writing on the page and then let students decorate it with appropriate symbols
and/or drawings. Some teachers let students decorate the unit page using the text book while other kids are finishing
their tests from the previous unit. The student has to look through the chapter and anticipate what will be covered.
Left Side: (output)
This will contain both the (Step 1) Preview and (Step 3) Process. The left side will be used for a variety of activities,
including homework. This side should be where students can demonstrate their creative and artistic sides as well as
their understanding of new ideas. It is typically student directed and subjective information. The content of the
responses will vary from student to student. The Preview could be a time to respond to a question as a review of the
previous material or a preview of what is to be covered for that day. Students may be called on to share their response
or just to have a class discussion. “Here I Stand” is a strategy that may also be used for a preview or a process
assignment. Students can state conclusions or personal positions. Their intent is to produce concise statements on
ideas/concepts found throughout the unit.
Right Side: (input)
This will contain the (Step 2) Notes. The right side will be used for teacher-led activities and typically offers objective
information. Content should be similar for all students. This would be where most information will be found for tests.
Extra Pages:
I have my students staple in their Current Event papers when they are graded and returned to them. You can also have
students do “Time Out” or “Extra Effort” activities for extra credit. These “Time Out” or “Extra Effort” activities are
unassigned notebook entries which are completed in addition to regular class assignments. It could be a related
magazine or newspaper article, picture, or cartoon with a 3-4 sentence summary of the material being added. Students
could also put in an original drawing related to the topic being covered in class.
Grading:
I make the ISN count as 25% of the grade in my class. I let students know that they are being graded on whether or not
assignments are physically present in the notebook at the end of each quarter. They may get an individual grade on an
assignment but it does not count towards their notebook grade unless it is in the right spot in their notebook. I collect
ISNs at the end of each quarter and grade them.
However, ISNs can be graded informally each day or done at random as a spot check. Teachers can walk around and see
which students are on task and which are not. You can also have the students open their notebooks to a certain page
and walk around and grade them. While you are grading, students can walk around and see what other students have in
their notebook as well. Individual assignments can be done on separate sheets of paper to be turned in and graded.
Once assignments are graded, students should refer to their Table of Contents and attach the paper where it was
assigned.
Some teachers even send home a parents’ evaluation form of the ISN. This requires the student and parent to discuss
what the student’s favorite unit was and why. They also have to discuss what needs improvement.
Another technique for grading is to give the students a checklist of the hand-picked assignments (5-10) that you are
looking for in the notebook checks and have them grade themselves and place sticky notes on those pages. It makes it
easier for you to find those particular pages. You can also do this during a 1-on-1 interview with the student. Ask the
students 3 things that they are really proud of in their ISN. Also, they have to point out 3 things that they could have
done better on. The last part of the interview would be an opportunity for the student to explain any extra credit work
or “Time Out” activities.
Towards the end of the quarter, you can go through a student’s Table of Contents and have them highlight the
assignments that they are missing as well.
Absences:
Students know that if they are absent, it is their responsibility to find out what they missed. If they need a handout for
their notebook, I will provide it to them. They have to copy the notes from someone else in the class and/or refer to my
example ISN. (*Make sure students know that they are not allowed to remove the example ISN from the classroom at
any time, ever!) You can also pair up student in the class to be notebook buddies. They can exchange phone numbers
or emails to get missing assignments from one another.
Student Based Learning Projects
Ms. Mariany
“Tell me, I’ll forget. Teach me, I’ll remember. Involve me, I’ll understand.” (Ancient Proverb)
1. Cereal Boxes: This allows the student to study a person in-depth and to be creative at the same time. I use this
activity for my unit on Absolutism. It can be modified to suit your needs.
You will be selecting an Absolute Monarch from the [16th-19th centuries] and creating a cereal brand for him/her.
The cereal box MUST BE IN COLOR! You will need to get a cereal box of any size for this activity. You may
choose one of the following options: (1) cut it open, turn it inside out, and tape it back together (2) just cover
the outside of the box with paper. You will decorate the cereal box with the following components:
Front: a) title/brand of your cereal (think of the name of your queen/king/czar/etc.) b) slogan c) prize that can
be found inside the box (related to monarchs)
Right Side: a) nutrition facts (facts about your monarch’s rule) b) ingredients (qualities about your monarch as a
person) b) distribution information (where your monarch is from)
Left Side: a) define absolutism b) define monarchy c) 3 interesting facts about Europe during this time perio
Back: create a game about your monarch
2. High Five: This can be used as an individual assignment or as a group assignment. I provide the students with an
article on a specific topic. I then give them either butcher block paper and/or copy paper and have them trace their
hands. Depending on how many sections of the article there are or paragraphs, you ask them to trace that many hands.
If there are 12 sections, have them trace their hand 12 times. On the palm of the hand would either be the main idea of
the paragraph or the section. On each of the fingers, students write in a supporting detail or fact. This activity can also
be used with reading assignments out of the textbook. I tend to name the assignment around the number of hands that
I am requiring them to complete: “The 12 Hands of the Middle Ages.”
3. Chicken Foot: This is a technique used for helping the students write a solid 3 point thesis. On the left hand side,
students should answer the question that is being asked of them. If I ask the students to write an essay on the Aztecs:
“How should history remember them?” I should see a similar response to the one given below.
Although some people view the Aztecs as being crude and barbaric, they___
On each of the “toes” of the chicken foot, the students need to give specific areas that they will be examining in their
essay. One toe could be “were actually economically advanced,” another toe could read “technologically inclined,” and
the third toe could say “and faithfully religious.” If the students would like to make their thesis have a fourth point, they
can just draw in an extra toe. In this case, they could add “socially organized.” I then tell the students that the body
paragraphs of the essays should be in the same order that the toes are presented in the thesis.
4. Illustrated Dictionary or ABC Book: The students have to create ABC Book on a specific topic. For example, I have
students make an ABC Book on the Industrial Revolution. Each letter gets its own page and the students need to find a
word or term that starts with that letter. They must define the term and draw a picture or symbol that goes along with
it.
5. Board Games: Students have to design their own original board game on a specific topic. For example, students can
be asked to make a game of the decades. One student would have the 1950s, another would have the 1960s, and so on.
When students bring in their games, the students have the opportunity to play one another’s board games and critique
them. As an additional assignment, students can be required to write up a sales pitch to market their game.
6. T-Shirts: Have students create a t-shirt with a slogan for a topic that you are covering in class. For example, students
can make Manifest Destiny t-shirts. They also have to have a symbol, logo, or picture to accompany it.
7. 100 Point Assignments: This is a great assignment for differentiated instruction but is time consuming when it comes
to grading. Give out a sheet to the class that has several assignments listed with varying point values that correspond
with them. The students can choose any combination of the assignments that will add up to 100 points. For example,
copying a timeline from the chapter could be 10 points, creating a song could be 30 points, writing an essay could be 60
points, etc.
8. Janus Figure: The students have to create a two headed or two sided figure to show differing perspectives on a
person. I have students create a Janus figure on Joan of Arc – heretic or saint? They have to draw a two sided figure.
There must be 3 qualities on one side that make her a heretic in some people’s perspective and 3 qualities on the other
side that make her a saint in the eyes of other people. The students had to also provide 6 website sources to back up
their claims.
9. Trading Cards: The students make 6-8 trading cards on different people that are assigned to them. On the front,
there needs to be a sketch of the person. On the back of the trading card, students need to provide the dates that the
person lived and brief biographical facts. Index cards or copy paper can be used.
10. Modified Frayer Vocabulary: The students are given specific vocabulary words. They write the word in the middle of
the page. In the top left hand corner they have to define the word (dictionary definition). In the top right box they have
to write the definition in their own words and draw a symbol/picture. In the bottom left hand corner they have to write
synonyms and antonyms of the word. In the bottom right hand corner, students have to write any effects of the word.
For example, I give out the words Militarism, Alliances, Imperialism, and Nationalism while studying World War I and in
the bottom right hand corner students have to write about how that word led to or caused World War I.
11. Myspace Layout: Assign the students a person that needs to be studied. Have the students create a myspace layout
for them on construction paper. They have to include some comments that would be posted to them and their top 8
friends.
12. Brochure: Have the students create a brochure about a specific topic. It could be a travel brochure about a location.
Students create brochures on two of the thirteen original colonies. They must include pictures and text enticing people
to want to live there.
13. G-SPRITE Charts: I use the acronym G-SPRITE in my classroom (Geography, Social, Political, Religious,
Intellectual/Artistic, Technological, Economical). After defining the terms in the beginning of the year, I can have the
students make a SPRITE Chart to evaluate a time period in history. It is a quick way to review the major points of a time
period. I’ll even have the students make a SPRITE folder that they keep with them through the year (each word is
defined with a picture and they have to make a slogan for SPRITE on the front of the folder).
14. Front Page: If you are pressed for time, have the students create just the front page of a newspaper. I use this when
we get to Exploration. The students have to create a title for their newspaper that is associated with exploration and
sailing. Also, they have to have 3 columns of text, at least 2 pictures (a ship and a map of voyages). They have to start 5
articles on 5 different explorers. Each article can be a paragraph in length and the students can write “Continued on
page B2…). I provide the students with newspaper print for the assignment but it can be completed on construction
paper.
15. Advertisement: Students can create an advertisement on a specific product. It should be in color.
16. Radio: I have a History Alive assignment that uses the radio to teach the students about four types of government:
monarchy, oligarchy, tyranny, and democracy. For the monarchy, I give one student a crown and let them sit on a stool
in front of the classroom. I put another student in a chair next to them as a prince/princess. The king/queen gets to
select the radio station. If students complain, then I tell them they have to move to the back of the classroom (the
king/queen uses their military to enforce their rule and I am the military). We discuss what takes place if a king or queen
dies, and then I the king or queen “dies” and is asked to go back to their desk. The prince/princess takes over, moves to
the stool and gets to wear the crown. Then they get to choose the radio station. For an oligarchy, I have five students
sit at the front of the room as the middle class. Three other students are the wealthy upper class and get to choose the
radio station. The middle class gets to complain about the selection but are ignored. For the tyranny, I select one tyrant
that will be helped to power by the people. I bring out playdoh and the class can use them to bribe the tyrant. I tell the
tyrant ahead of time to only accept one color of playdoh. Then we discuss how some bribes are attractive to a tyrant
and others are not. The tyrant over time becomes selfish and does not listen to the people who helped him/her come to
power. For the democracy, I take suggestions of five radio stations that the class would like to listen to. Then we have a
vote and we listen to the station voted on by the majority. We then discuss that even though it is a democracy, not
everyone is happy.
17. Poem/Song Lyrics: Have students write either a poem or an original song about a specific topic. My students have
to write songs about the Black Death. Verse 1 is how it started, Verse 2 is about how it spread, and Verse 3 is about how
they got it. They also have to have a Chorus. Students can write it to the tune of a famous song or come up with their
own tune. The students just have to read it aloud but get extra credit if they sing/perform it. Some students have even
brought in instruments to enhance their performance.
18. Text Messages/Instant Messages: The students have to write out a dialogue between two famous people. They can
be from the same time period or different time periods in history. They have to write out what they would say to each
other through text messaging or instant messaging. For example, they could have a dialogue between a Patriot and a
Loyalist regarding their views on the Revolutionary War.
19. Design a Parade Float: Have the students design a parade float on a specific topic. They have to only draw it out
with an explanation of their design. I have heard that some teachers have the students design a “mock” parade float out
of a desk or group of desks and have a parade with the desks across the front of the room.
20. Cartoon/comic strip: Ask students to design a cartoon or comic strip on a specific topic. They have to not only have
figures but either thought bubbles with text or actually talking through dialogue bubbles. They can draw a comic strip
with 3 or more images.
21. Scrapbook: Have students create a scrapbook on a topic. Each group or student has to create one page for the
scrapbook. They should consider the layout and colors ahead of time. For example, my World History classes made a
scrapbook on Africa. Group topics included: geography of Africa, African animism, griots, Nok culture, Djenne-Djeno,
African ironworking, push-pull factors of migration, effects of African migration, African tribal masks, Aksum Kingdom,
King Ezana, the Aksumite Religion, the spread of Islam, desertification of Africa, and the pillars of Aksum. I provided
them with scrapbook paper, stencils, stickers, and scrap paper.
22. Real Estate Advertisement: Students have to create an ad for famous real estate. For example, they have to make
an ad for the Coliseum or the Leaning Tower of Pisa. This is a good assignment for the Seven Wonders of the World.
23. Facial Expressions: Ask the students to draw the facial expressions of people dealing with a specific issue or
incident. For example, ask the students to draw in the expressions of Indians being removed from their land and
relocated along the Trail of Tears. If you are short on time, ask some volunteers to come to the front of the room and
demonstrate the various facial expressions.
24. Bumper sticker: Students have to create a bumper sticker for a specific cause or movement. When covering the
reforms after the Second Great Awakening, students had to draw a bumper sticker for the one of the reform
movements (abolitionism, temperance, education reform, prison reform, reform for the mentally ill, women’s
movement, etc.).
25. Mind Maps: Give the students an outline of a person’s head. Ask them to fill in what the person would be thinking
during that time or event. This is also referred to as “Hollow Head” exercise.
26. Tabloids: Ask the students to create a tabloid on a specific event. Discuss the term sensationalism as a class. The
students’ tabloids should have exaggerated or fabricated stories about the people being discussed. For example, they
can make a tabloid about the Reformation.
27. Picture Slideshow: Students pretend they have been on a trip to a location around the world. They have to make a
picture slideshow of all of the places that they visited along the trip. As they present their slideshow to the class, they
have to give a little background information on what is in the picture and why they visited each location.
28. Mosaics: Have the students come up with a design depicting a certain type of artwork or style of art. They have to
use little scraps of paper or material to make a mosaic in the shape that they have drawn.
29. Report Cards: Students have to write a report card evaluating the actions of someone in history. They have to list
certain leadership qualities and give them a letter grade and comments.
30. Newspaper Editorial: Students have to write an editorial to a newspaper about a specific topic. They should be
persuasive and take a position on a topic. Students generally struggle with what an editorial is so I will bring in a current
newspaper and we will read some editorials to give them ideas.
31. 3-D Build: Student have to create/build some kind of structure out of any material of their choosing. In my World
History class, they have built castles. Materials have varied: legos, styrofoam, wood, paper, cardboard, and food. My
American History classes will be asked to build historic landmarks of the U.S. later this year.
32. “What If” Sketch: Given a particular situation, students draw a sketch showing what might happen next, or what
would happen if some key event did not happen.
33. Bookmark: Students have to create a bookmark about a particular event, idea, or person.
34. “You Are There” Scenarios: Pretending that you are there during an event, how would you react? For example, in
response to the bombing of Ft Sumter, President Lincoln should (1) send in Union reinforcements (2) evacuate Union
troops, or (3) do nothing; justify your recommendation; share your responses with the class.
35. Accordion Book/Timeline: Students have to create an accordion book or timeline about an event or time period.
The front and back of it should be on cardstock or made out of index cards.
36. Mobile Essay: Students create a mobile essay about a particular topic. For example, the introduction is written on
paper and taped to the hanger near the top. From the bottom edge of the hanger, students have to have at least 3
pieces of string hanging down with index cards or construction paper attached. There should be 3 body paragraphs with
string hanging down from them with supporting details/facts. They can all have string running down to one large piece
of paper across the bottom: the conclusion.
37. Graphic Organizers: Students have to create their own graphic organizers on a section of the textbook. They may
not use any that are provided in the book. Then they present them to the class using a document camera.
38. Caricatures: Students have to create a caricature on a historical figure.
39. Invitations: Students have to design an invitation to a specific event. It should be appropriate for the time and
decorative.
40. Mannequin: Get a mannequin or sewing mannequin for the classroom. As you cover a certain era, have students
bring in items that are appropriate attire. Offer extra credit for those students that either make an outfit or purchase
one. The mannequin can wear clothing throughout a unit of study. You can discuss the differences in attire for different
social classes as well. Perhaps you could have two to show the male and female outfits of the time period.
41. Illustrated Proverbs: Students have to research proverbs for the geographical area that you are studying. They
need to write out a proverb including its author. They need to have some sort of illustration and/or border to go along
with it.
42. Metaphorical Representations: Students have to draw a metaphorical representation on a poster. For example, if
you give them the topic “A Rise in Industry” they could draw an escalator with pieces of equipment riding up on them.
The students can work in groups and then present their work to the class, explaining the drawing.
43. Spectrum: Give the students a spectrum that has two opposing views at either end. For example, one end could
have “very important” and the other end could have “not important.” The students have to place certain words or items
along the spectrum and then justify. In regards to inventions and their usefulness in our lives, the students have to place
3 different inventions along the spectrum and then justify the location of their responses.
44. Pictowords: Students have to create a pictoword – form a word from pictures and letters. They must be in color.
45. Sensory Figures: A sensory figure is a creative way of displaying your knowledge of a certain topic by describing what
a person might see, hear, touch, taste, smell, think, observe, come across, run into, etc. Students have to annotate a
figure or figures with descriptions. For example, students can annotate a figure describing the Progressive movement
and life during the early 1900s.
46. Commemorative markers/plaques: Students have to create a commemorative marker or plaque to honor the
achievements of a historical figure.
47. Eulogy: Students have to write a eulogy for a figure in history as though they knew them first hand.
48. Hero/Wanted Poster: Students have to create a hero or wanted poster depending on the perspective taken on a key
figure.
49. Diary/blog/journal: Students have to create a diary/blog/journal about a specific event(s) in history. There should
be several entries.
50. Backwards Interview: Assign a historical figure to a student that they have to research. They have to write up
interview questions that are leading in nature, slowly revealing the identity of the person. They have to ask their
questions while interviewing another student in front of the class. The student being interviewed has to try to figure out
who they are.
51. Perspective Pieces: Students have two heads facing one another on a sheet of paper. In the middle of the paper,
have the students write a word. Underneath, each head, the students have to write what that person’s perspective
would be on that word/event. For example, the two heads facing one another could be an Indian and a pioneer with the
word in the middle being “expansionism.”
52. Perspectives Paper “From Where I’m Sitting…:” Students pick a topic related to your subject and have to write an
essay about it. They must include 3 primary sources to support one side of the argument and 3 primary sources to
support the opposing view. For example, they could do a paper on Pearl Harbor. They could compare the Japanese
perspective with the American perspective.
54. Inventions Project Illustrated Timeline: Students have to select 11 different inventions that fall into the various
categories provided (they have to pick an invention from the 1400s, another from the 1500s, etc.). They have to have a
picture/drawing of the invention, the date of the invention or discovery, the name of the inventor and their nationality,
and the impact of the invention. Their focus should be on the impact of the invention – positive and negative effects,
any social changes that resulted from it, how widespread of an impact it had. Finally, the students have to place all 11
inventions on a spectrum (least impact to greatest impact). The students have to then justify why they placed the
inventions in those particular places.
55. “My Voice in History:” Students have to write about a person from history as though they are them. They must
include information cited from 2 books and 3 internet sources. The paper should include the following: background
information (where you were born, type of family you grew up in, early childhood, etc.), accomplishments/contributions
(What was your contribution? How should history remember you?), five facts that most people do not know about you,
and the final paragraph should be written as a student in [2009] as a reflection. The reflection should be on what you
have learned (at least 3 things) about this person that you didn’t know before and if your opinion of them changed from
when you started doing the project.
56. Postcards: Students have to design a postcard as though they are in a foreign country. It should describe what they
see, activities that they took part in, and people they met along their trip.
57. Snickers and Plate Tectonics: You can use a snickers bar to teach about plate tectonics. (Jim Curtis )
58. TMNT: Students are told that the Teenage Mutant Ninja Turtles broke up for artistic differences. They have to
select one of the Ninja Turtles and set up an art show with that turtle and 3 additional Renaissance artists. They have to
have 3 pieces of artwork, noting the important features of each piece. They also have to select a location for the art
show and show a layout including seating, podium, and artwork. An additional group can form around Splinter and
humanist writers.
59. Popsicle stick timeline: Students have to use one popsicle stick to complete one section of a timeline. They should
use yarn and tie it on the popsicle next to a date. Each string should hang down about 6 inches. At the bottom of the
string should be a piece of paper or index card. On the card should be the date and a description of the event. Students
can glue the popsicle sticks together placing them in chronological order.
60. Topographic Map with playdoh: Students should be given a topographic or contour map. They should build up
their map according to the contour lines, making mountains, valleys, depressions, etc.
61. 12 Sided Paper Globe: Students should use a compass to draw 12 circles, with a diameter of 5.5 inches. Within each
circle, they should draw a pentagon with each line measuring 3 inches. Each point of the pentagon should touch the
sides of the circle. Next, students should cut out the circles. Students should color the background of each pentagon in
soft, light colors. Then they should write information on each of the 12 pentagons. They should also include
illustrations/symbols. To assemble the globe, students should fold all five lines on each of the 12 pentagons upward.
Place one circle face down, resting on its edges. Attach one edge from each of five other circles with a glue stick.
Continue to join the edges until you have six circles connected, forming one-half of a ball. Make another half-ball in the
same way. (www.crayola.com)
62. Cube: Have the students make a cube. They should make 6 squares (4”x4”) on construction paper. They can write
information on all of the sides. They should write on the paper before gluing or taping it together. For example, they
can make a Cube of Islamic Achievement. The cube can also be used to teach the students to write an essay.
63. SQ3R: Students survey the text. Next, they write questions based on the bold headings (approximately 10-12
questions per section). Then they read to find the answers to their questions. Then they recite to themselves the
questions and answer aloud. Finally, they take five minutes to review their notes eacy day.
Review Games:
1. Fly Swatters: break up the class into even groups; each team sends up one player and takes a fly swatter in hand;
place a fake bug on a desk or chair; call out a question and the first student to hit the bug with the fly swatter gets to
answer the question; if the student misuses the fly swatter, his/her team loses a point
2. Hot Dot Guns: have students check their understanding by going to stations as groups and trying to answer the
questions correctly; the hot dots guns are approximately $10 each (http://www.edin.com)
3. Inferno: Divide the class into two teams at the beginning of the year. They have to pick a name for their team. Each
week you notify two kids on Monday (one from each team) that they will be in the Inferno on Friday during class. They
have a week to read the chapter. On Friday, they face off in the center of a circle with their desks facing one another.
The rest of the class forms a circle around the outside of them. The teacher can ask a question from that chapter or any
previous material from the school year. The topic is thrown out. One student in the Inferno has to say a fact about the
topic. They have 7 seconds to responds. Then the other student in the Inferno has to say a fact. You get one point per
fact that you give that is correct. Each topic runs for a minute. After the minute is up, that topic is dead and the teacher
starts out with another topic. The student with the most points at the end of the class wins.
4. Stand Up: all students have to stand up when the bell rings; they have to tell you one thing they remember from the
previous day’s lesson before they can sit down; they can use a life line if needed
5. Two or One: split the class into two teams; ask review questions to one person at a time, alternating between teams
until everyone has been called upon; if the student can answer it themselves, they get two points for their team; if the
student needs to ask for help from someone on their team, the team earns one point
6. Telephone: split the class into even teams, sitting one in front of another in rows; ask a question aloud and the team
has to pass the information up the row from front to back like the “telephone” game, whispering their response; the
person in the front has to decide to either go out on their own or keep the answer that they have been given; they have
to write down the team’s response and hold it up
7. Cause and Effect: give out cards to students in the class; half of the students will have a “cause” written out on their
cards while the other half will have an “effect” written out on their cards; instruct the students that they need to figure
out if they are a cause or an effect and then find their match and stand by them; then call on students to read their cards
and explain why they think they have found their match; make any necessary corrections through class discussion
(example: cause = Bacon’s Rebellion and growing wages in England in the 1680s; effect = colonists had to find a new
source of labor, turning to African slavery)
8. Q/A: give out cards to students in the class; half of the students will have a “question” written out on their cards while
the other half will have an “answer” written out on their cards; instruct the students that they need to figure out if they
are a question or an answer and then find their match and stand by them; then call on students to read their
question/answer and make any necessary corrections (example: question = what was the result of the Agricultural
Revolution; answer = increased population, people were able to settle down, surplus of food supply allowed
specialization of labor)
9. Inner/Outer Circles: break up the class into two teams; one group makes a large circle around the outside of the room
facing inward; the other group moves to the middle of the room, making a circle facing outward; the outer circle asks
questions of people on the inner circle; people of the inner circle may work together to answer the questions; while in
the outer circle, students should be writing down responses or taking notes; after an allotted time, students from the
outer circle move to the inner circle and those in the inner circle move to the outer circle; repeat the same process as
above (questions can be on assigned readings or documents)
10. Numbered Heads Together/Dice Game: a team of four is established; each member of the group is given a number
1-2-3-4; roll the dice and the person with that number in each group has to answer a question
11. Visible Quiz/Group Quiz: break up the class into equal groups; students are able to take a quiz as a group and offer
one response collectively; they either write on paper and hold it up or use clickers for a group response
12. Will The Winning Team Lose?: break students up into groups; call on one person at time from each group to answer
a question; if they get it right, they pick a card from the pile; cards vary (your team gets 50 points, you may switch to the
winning team, your score goes up or down to zero, your team loses 100 points, subtract 5 from your score, double your
total points, bring another team to zero, join the losing team – they need all the help they can get, divide your score by
2, add 100 points, select any team to bring/up down to zero, go the 2 nd place team – hopefully you can help them,
reverse direction, give 25 points to the team of your choice, steal 25 points from another team, multiply your score by 2)
13. Stump the Teacher: Students are assigned one section of the textbook to read over in class. They have to write
down ten questions that they would like to ask the teacher from that section only. If their question stumps the teacher,
they get two points, 1 point is awarded if the teacher can give a partial answer, and 0 points are awarded if the teacher
answers the question correctly.
Cooperative strategies:
1. Human Spectrum/Value Line/Moral Continuum: give 5-10 students topics/events/issues that are written on an 8 ½ x
11 sheet of paper; ask students that have topics to come to the front of the classroom; students that are left in the
classroom have to arrange the topics or events in a line/spectrum from “most important” to “least important,” from
“agree” to “disagree,” from “ethical” to “unethical,” from “just” to “unjust,” or any two extremes you deem appropriate;
use a class discussion to arrange the topics; you can even ask the students holding topics if they agree with where they
are placed; a twist is to ask the students to exchange places with someone else on the line and take on their view even if
they personally disagree with it
2. Simulations/Act-it-outs: provide scripts to students or have them write out their own scripts to act out an event; they
can either create props or use props that you provide (crate of props)
a) Scripted Act-It-Out: for each significant character in the scene, prepare a simple script that the actor can read
to bring the image to life
b) Act-It-Out with Role Cards: rather than using complete scripts, provide each student actor with a role card
that tells them their name and a brief explanation of their character; students write their own scripts or can make it up
in character (example = Depression Era act-it-out: Your name is Joe. You used to work in a factory, but you haven’t had
a job in two months. You have a wife and three children. When your character is asked how he feels, include the words
ashamed, worried, and discouraged in your answer) (example =Immigration act-it-out: Your name is Antonio. You are
from southern Italy. You are the 2nd oldest son in a large family. Be prepared to answer the following questions: what is
your name and where are you from? Why are you leaving your homeland? What do you hope to find in America? How
do you feel about what is happening? Do you think you will ever see your family again? Why or why not?)
c) Talking Statues Act-It-Out: Each student is assigned a person in a picture; they come up and freeze in the
position that the person is in; when you touch them on the shoulder, they come to life to tell you what she or he is
thinking/feeling and then freezes back into position
d) Student-created Act-It-Outs: Give each group a reading or topic; they have to write their own scripts and actit-out in front of the class; students should make/use props as needed; roles Director (lead group in brainstorming and
creating) Script Manager (write script) Props Manager (prepares materials/props) Stage Manager (lead through
rehearsals; direct audience to make sound effects)
3. Placemat: break up students into groups of four; each person writes in their space on the outside of the placemat and
the circle in the middle is for noting which things the group has in common
4. Functional Role Cards: break up students into groups of 4; one person is the recorder (writes down group ideas); one
person is the reporter (reports the group’s information to the class); one person is the cop (read instructions, asks for
volunteers to read aloud, keeps order in the group); one person is the spy (see what other groups are doing and brings
back information to their group; they also are responsible to get any supplies for their group)
5. Four Roles/Resources of the Reader: break up the class into groups of four; assign a reading to each group; one
person is the Code Breaker, asking “How do I crack this code?” (What words are interesting/difficult/tricky? How is this
word used in this context? What are the synonyms or antonyms of this word?); one person is the User, asking “What do
I do with this text?” (What sort of text is this? Is it a primary or secondary source? Is it fact or opinion? Who would read
a text like this? How is this text similar/different to other texts that you have read? Could this text solve a real life
problem? What is the purpose of this text?); one person is the Expert, asking “What does this text mean to me?” (Does
this remind you of something that you/others have been through? What might happen next? What are the main ideas?
What are the people thinking/feeling? Who do the pictures/graphs tell us? What could another title of this text be?);
one person is the Investigator, asking “What does this text do to me?” (Is the text fair? How would it be different if
written by a male vs. female, for different races, or for different religious beliefs? How could it be told from a different
point of view? How would it be different if written at another time in history? Are there stereotypes or biases in the
text? Who does the text reject or silence?)
6. I Spy!: the students look at a picture and have to pretend to be an inanimate object in it; students have to describe
what they see (example = a student could be the Statue of Liberty in a scene from immigration; they have to describe
what they see going on around them)
7. 3 Stay, 1 Strays: break up the class into groups of four; they cover a topic as a group; send the one that strays to the
next group over; they have to discuss what their group came up with; continue the rotation in the same direction until
they make it back to their original group
8. Gallery Walk: students design a product and hang it up in the room; one person stays with their item and explains it
to other students that are walking around
9. Round Robin Brainstorming: one person is the recorder of all group responses; each person takes a turn talking about
a topic; students keep going around the circle as many times as they can until the time is up; one pass is allowed for
each player
10. Four Corners: set up 4 signs around the room (1) Strongly Agree (2) Agree (3) Disagree (4) Strongly Disagree; write a
topic on the board and ask the students to move to the appropriate area; call on someone from each location to share
why they are standing there; as a twist, tell students they have to change locations with someone from a different
location and argue their standpoint
11. Who Am I?: tape a 3x5 card on each student’s back with a name of a person related to the topic at hand; students
have to go around and ask yes/no questions to other students to figure out who they are
12. Mirror, Mirror: break students up into pairs; provide one person in each pair with a written event or situation that
they have to act out; the pairs have to stand facing each other in front of the class; one person has to act out the
event/situation and their partner has to mimic what they see, acting as a mirror; the rest of the class has to guess what
event/situation is being acted out
13. Write me (Responsive Written Exchanges): break up students into pairs; the first student has to write down a
statement (letter); the partner writes a response (reply); and then the first student has to write down a P.S.
14. Essay Face-off: each student has to write an essay question and write the answer to the essay question; they have to
come to class and exchange their essay question only with another person; after the essays are written, students have to
grade each other’s essays and write in comments for improvement
15. Walking Tour: place placards of information around the room; students have to get up and walk around in groups;
each group moves to a placard and takes notes and/or answers question based on the placard; give the students a
specific time before rotating or make it a race to finish all of the placards with the most correct answers
16. Folder Activity: take an article and break it up into smaller sections; staple a portion of it on the left side of a manila
folder and staple a list of questions on the right side of the folder; groups have to leave the folder at the desk and get up
to move to the next folder, reading the text and answering the questions
17. Back-to-back: have students break up into pairs, moving their desks so they are back-to-back; one person has to be
the describer and the other has to be the drawer; hand out scrap paper to the drawer; give the describer a picture that is
face down; when you start the clock, the describer has three to five minutes to describe what they see in the picture to
their partner; they may point to what is being drawn and make suggestions but may not show the actual picture to their
partner; the drawer may not look at the picture but has to draw what is being described to them; when the time is up,
collect the picture; rotate the picture clockwise to the next group; partners may choose to switch roles or keep them the
same; hand out the next picture and start the clock; at the end of the class, hold the picture up in front of the class and
ask students to bring up their rendition of it if they think that that is what they drew; students may share it with the
class if they desire
18. A’s and B’s: randomly assign the letter A and the letter B to students in class; when reading aloud, all students that
are “A’s” read one line or paragraph in unison; then students that are “B’s” read the next line or next paragraph in
unison
19. Quilting: break students up into groups; their group should be given a topic/subject and they have to design a quilt;
each group member has to design an individual square of the quilt that supports the group’s topic/subject; alternative =
do as a class (example = Amendment Quilt, each student has to make a quilt square on their specific amendment)
20. Website: each group is responsible to write a portion of a website on a specific topic; students must cite their
sources
21. Infomercial: break students up into groups; they have to create an infomercial, selling their specific item for a
discount or bargain price; students have to make a presentation of their product in front of their class
22. Newscast: break students up into groups; they have to create a newscast on a specific topic or interview a person or
people; groups present the newscast to the class; extra credit will be given for commercials by your sponsors
23. Got It Covered!: break students up into groups; each group has to design either a book cover or a DVD cover on a
specific topic
24. Read All About it!: make a newspaper as a class; assign each group a specific topic to be covered in the newspaper;
assign someone the role as editor who needs to compile all of the information submitted by the groups
25. Clothespin/Clothesline Timeline: each person/group has to write their event and description down and attach it to a
clothesline across the classroom; students have to decide which happened first, second, third, etc.; have a volunteer
move the events around as the class discussion dictates
26. Visual Discovery: use powerful images to teach concepts; ask carefully sequenced questions that lead to discovery;
have students interact with the images to demonstrate what they have learned; assume the role of an on-scene reporter
and ask students to step into the image as characters – ask them what they see, think, feel, etc.; (1) gathering evidence
(what do you see in this image? What are some key details, or pieces of evidence, you see? How would you describe the
scene and the people? What do you hear or smell in this scene? (2) Interpreting Evidence (what do you think is the
approximate date of this scene? Where might this scene have taken place? What do you think is happening in this
scene? (3) Making Hypotheses from evidence (how do you think these people were feeling at this time and place? Why
do you think they are doing this specific activity? What can you infer about them?)
27. Envelopes: Break down an activity into several individual tasks; write each task on an index card and slide it into an
envelope; label each envelope with a letter; each group is given one envelope to start with; when they are finished with
the task, they can bring it up and exchange it for the next envelope; the students have to work as a group to go through
all of the envelopes and may not have more than one envelope at their desk at a time.
28. Logical Categorization: students have to sort placards by classification or time periods; (example = match Cold War
terms – socialism, totalitarianism, democracy, freedom, communism, and equality – with political cartoons); students
could break the cartoons into categories (American or Soviet)
29. Experiential Exercise: short, memorable experiences to help students grasp important concepts; make the
experience as authentic as possible; allow students to express their feelings immediately after the experience; ask
carefully sequenced questions to help students make connections between their experience and the key
concepts/events; (example = recreate life in WWI trenches, sitting between rows of desks, viewing images and listening
to excerpts; assembly line production; taxes on handouts – taxation without representation)
30. Peer-Feedback Groups: divided students into groups of four; each student should use a pen/pencil of a different
color; remind students that feedback should be honest, constructive, and specific; students exchange papers with
someone else in the group; when a student receives a paper from someone else, they write their name in the upper
right hand corner, marks any problems, makes any comments, and passes the paper to another group member
31. Sound Off!: each group has a turn to make sound effects (appropriate ones) for a given picture or reading
32. Human Bar Graphs: one group of students will be used to make a bar graph in the front of the classroom, standing
one in front of another; use another group of students to organize the human bar graph; another group has to check
their work and make any corrections; another group can analyze the information and/or document the results
33. Fishbowl Scored Discussion: one group holds a discussion on their topic in the center of the classroom; students
around the outside grade them on good and bad points; students can switch from the inner to the outer circle to discuss
34. Notebook Buddies: students should be paired with a notebook buddy for at least the quarter; if they are absent, this
is a student that they should check with to find out what they missed; also, they can compare their notebook and/or
table of contents with one another
35. 3 Favorites: have all students lay out a specific assignment out on their desks; ask the students to get up and walk
around; they have to hand in a slip of paper with the names of their 3 favorite pieces of work in the entire class;
students that are in the top 3 favorites can get rewarded or excused from an assignment
36. Milling to Music: play a piece of music and while it is playing, students need to walk/dance around the room until
the music stops; when the music stops, you should display a simple math problem on the board such as 2+2 = ____;
students have to get into groups based on the correct answer; when they get into their group, they stand back to back;
then you throw out a vocabulary word, term, or phrase; within their group they have to come up with a gesture or
pantomime that defines that word or depicts the meaning of the phrase; when the group has agreed on their
“appropriate” gesture or pantomime, they stand back to back so you know they are done; next, each group takes a turn
to demonstrate their gesture or pantomime; you can ask the other students to agree with or challenge the other groups’
presentations; when the music starts again, students begin to walk around; when the music stops, place another basic
math problem on the board such as 8-5 = ____; students form groups and stand back to back until you give them the
new vocabulary word, term, or phrase