Estrategias pillier

Dirección de Innovación y Posgrados

Av. Vitacura 10.151, Santiago, Chile (56-2) 429 8215

Universidad Tecnológica de Chile INACAP Dirección de Innovación y Postgrados Magister en Pedagogía Aplicada a la Educación Superior Metodología del Aprendizaje Prof. Bonnie Piller, PhD

Brain‐based teachings strategies: 1. Line of Communication 2. Read Talk Write 3. KWL Strategy 4. Think‐Pair‐Share 5. Muddiest Point 6. Directed Paraphrase 7. Outloud Roundtable 8. Exit Slip 9. Graphic Organizer 10. Quick Write 11. Scrambled Sentences 12. Punctuated Lecture 13. Twelve Word Summary 14. Structured Problem Solving 15. Inside Out Circles 16. Send a Problem 17. Jigsaw 18. Think Aloud 19. Focused Listening 20. Key Principle 21. Comic Strip 22. Four Corners 23. Group Semantic Mapping 24. Anticipation Guide 25. Constructive Controversy 26. Gallery Walk 27. Knowledge Rating 28. Take a Stand



1. LINE OF COMMUNICATION Purpose: This can be used to clarify information or as a team building activity. Steps: 1. Pose a question to the group that entails extreme variables. This could be a question such as

who lives closest to the class meeting location and who lives the furthest. Another question could be “who believes this statement is true and who believes this is false” to a statement such as “Making decisions about which teaching method to use is related to the Content Material in most cases.”

2. Ask students to move from their seats and form a line in front of the class (or in a location where there is room for the class to make one line.) Tell students that they can place themselves on the “Line of Communication” anywhere from one extreme to the other extreme e.g. closest to classroom, in the middle somewhere, or furthest at the other end of the line.

3. The teacher then start at one end and ask students to briefly explain why they placed themselves on the line in the particular place they chose.



2. READ TALK WRITE Purpose: When students talk about the concepts they will remember more as well as learn from what the other person says. This technique can be used during, or after a lesson. Steps: 1. Students individually read the passage silently. During reading, students write notes about

major concepts, topics, characters, and/ or events in the passage.

2. Partner students and allow time for discussion of the passage. Each individual may use his or her notes as a point of reference as the two students have a discussion about what they read.

3. Students individually write responses to the following: a. What is most important in this passage? b. What does the author want the reader to think is important? c. How did the discussion with your partner help increase your understanding of the

passage?

Follow on: The teacher can ask one or two people to share what they have written or just continue with the lesson or next activity.



3. KWL STRATEGY Purpose: KWL engages students in active learning, encouraging them to assess through writing what they already know, question what they want to know or wonder about, and determine what they learned after the lesson, as well as, what they still need to learn. This strategy can be used in small groups or the whole class to prompt discussion and understanding of a topic. Directions: 1. Use the KWL strategy with a new topic, article, or reading. Give a KWL sheet (see Figure

below) to each student. Explain that the KWL worksheet will help them to generate questions and focus their reading of the text.

2. Before the reading, ask the students to brainstorm what they already know about the topic. The instructor may also wish to record what students report on an overhead, whiteboard or other technology for students to follow along.

3. Ask students to read individually the text, article or reading. 4. Divide the class in small groups. Ask groups to brainstorm on one of the following question:

“What are you most interested in learning?” or “What questions do you still have?” 5. Ask Students to write in the KWL sheet in groups (small or classwide) or individually. As they

find answers to their questions they should also be looking to ask more questions of the text to fill in the “L” column of their strategy sheets.

Assessment: This strategy engages students in active reading as they find out what they already know and learn to ask questions and find answers within the text they are studying. Students learn to be inquisitive, intelligent readers. This activity can be used as a springboard to class discussion, reviews, and constructing graphic organizers, acting as a way to evaluate student comprehension of the concepts and topics in a text.

What We Know What We Want to Know What We Learned



4. THINK – PAIR – SHARE

Purpose: To get students actively involved with their own learning; to help students determine what they know and don't know about a given topic; to increase the number and the quality of student responses by giving students time to rehearse and receive feedback on their ideas; to provide insights into students' knowledge levels by listening to their paired discussions. Steps: 1. Pose an open‐ended question and ask students in a class of any size to think

about the answer for 30 seconds

2. Then turn to a partner and discuss their answers

3. The teacher will actively listen to as many pairs as possible.

4. The teacher can then ask students to share their answers during a whole‐class discussion.



5. MUDDIEST POINT Purpose: In English there is an expression “This is as clear as mud” meaning actually, that the ideas are not easy to see or understand. The purpose is focus attention of what is understood and what needs to be clarified. This is beneficial to the students thinking but also can guide the teacher in future review of the concepts. Steps: 1. Give each student a post‐it‐note or small slip of paper.

2. Pose the question “What was the muddiest point in today’s learning activity?” (What part of

the lesson was unclear?)

3. Give students a minute or two to write their answer.

4. Students can place their notes in a tray or on a desk as they leave.



6. DIRECTED PARAPHRASE Purpose: To determine if students understand definitions or concepts in sufficient depth, rather than merely "regurgitating" textbook or teacher terms. Steps: 1. Ask the students to create pairs.

2. Give the students a key word to define.

3. Give the students a specific audience for their writing e.g. 10 year old child, their mother,

students in a graduate class.

4. Then ask students to write the key word on a page and within 2 ‐3 minutes create in their own words a definition of a term or concept for the specific audience.

5. The teacher can ask for volunteers to read their definition.



7. OUTLOUD ROUNDTABLE Purpose: To brainstorm ideas about a given topic in a way that gets students to review, recall, predict, practice a skill, or generate an idea. Steps:

1. Students in 3‐5 member groups respond in turn to a question or problem given by the

teacher. An example of a problem is “Describe the various international roles played by the United Nations.”

2. Each student writes their ideas on a single sheet of paper that circulates rapidly among members of the small group.

3. As they write, students say the idea out loud because: a) Silence in a setting like this is boring, rather than golden; b) Variety results because teammates learn immediately that someone has come up

with an idea they can't repeat; c) Hearing the responses said aloud means that students do not have to waste valuable

brainstorming time by reading the previous ideas on the page.

4. Members ideally should not skip turns, but if someone’s thoughts are at a standstill, that student can say “pass.” To encourage participation, the "pass" option can be limited to one per group.

5. As the paper circulates clockwise, team members record ideas as rapidly as possible. As with other brainstorming activities, students should not slow the flow of creative ideas by stopping to explain, question, or evaluate.

6. After everyone has written a response the group quickly writes a summary paragraph including most of the ideas expressed.

7. Summary statements can be collected or posted in the classroom



8. EXIT SLIP Purpose: Exit slips are a great ways to get feedback, comments, or comprehension checks. They often function as a student’s way to leave class.

Steps: 1. Create an open‐ended question for students to answer. This could include a question about

what was studied or about students understanding, e.g. Write one important thing you learned in class today.

2. Collect the Exit Slips as students leave the classroom or when the bell rings, and put them in a basket, tray or just in a particular place near the exit door.

3. You can choose to have students write their names on the Exit Slips or keep it anonymous.



9. GRAPHIC ORGANIZERS Purpose: Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming Steps: 1. The teacher selects a graphic organizer that matches the desired thinking.

2. The teacher introduces the graphic organizer.

3. Students work in pairs or groups to generate a completed graphic organizer.

4. The teacher calls on a few groups to present and defend their graphic organizer to the class

explaining why they made the connections they made.

Below is an example of one of many graphic organizers.



10. QUICK WRITE Purpose: The quick‐write is to give students an opportunity to reflect on their learning quickly via writing. It usually involves posing a question and giving students a set amount of time (from one to a few minutes) to respond in writing. Punctuation and spelling do not count in this type of writing. Steps: 1. Give students a prompt or question to guide their writing.

2. Set a time limit. Perhaps 2 or 3 minutes. 3. Remind students that the writing is like a scream of thought. Also tell them punctuation and

spelling does not count in the assignment. 4. After the students have written their answers to the questions posed, ask the students to

share their ideas with a partner. Generally Quick Writes are not collected or scored.



11. SCRAMBLED SENTENCES

Purpose: The purpose is to activate prior knowledge or add variety and activity to the instructional process. Steps: 1. Tell students that they will place sentences in order to show what they think will be in the

passage.

2. Have the students form pairs or small groups and give them one envelope containing approximate 5 sentences.

3. These sentences are from one paragraph in a passage about the topic.

4. When all the pairs have completed the task, ask them to read aloud their paragraphs. Accept all plausible combinations.

5. Tell them where the paragraph can be found or show the paragraph in a power point slide.



12. PUNCTUATED LECTURES Purpose: To encourage thinking about thinking. Steps: 1. In the middle of the lecture pause and ask the students a direct question about their

thinking.

2. Ask students to write their response in their own notebook. This response if for their eyes only. They will not be asked to share their response with anyone.

3. Choose ONE of the following questions: a) How fully and consistently were you concentrating on the lecture during these few

minutes? Did you get distracted at any point? If so, how did you bring your attention back into focus?

b) What were you doing to record the information you were receiving? How successful were you?

c) What were you doing to make connections between this new information and what you already know?

d) What did you expect to come next in the lecture and why?



13. 12 WORD SUMMARY AND IDEA WAVE

Purpose: This activity, particularly if students know in advance that the activity is planned, keeps students focused on key ideas. This also helps to build a framework pointing to the most important ideas. Steps:

1. Ask student to in 12 words or less, summarize the most important aspects from the lecture.

2. Give students 2 ‐3 minutes to write the 12 words. Follow this with the Idea Wave. Idea Wave 1. Students have their list of 12 words ready. 2. A volunteer begins the "idea wave" by sharing 2 words. 3. The student to the right of the volunteer shares two words; the next student to the right

shares two words. 4. The teacher may need to direct the flow of the "idea wave" until several different ideas have

been shared. It is not necessary to move entirely around the room. 5. The teacher can ask one or two people to summarize what has been presented in the Idea

Wave.



14. STRUCTURED PROBLEM SOLVING Purpose: To increase students' problem‐solving abilities by ensuring that all students in a team are actively involved. Steps: 1. The teacher creates groups and assigns students within the teams identities. You can have

students simply number off (1,2,3,4) or use some other method such as playing card suits (heart, diamond, spade, club) or colored post‐it‐notes or color names (red, green, blue, and yellow).

2. Assign a challenging task that each team will complete together. In large classes, different teams can tackle different problems/tasks.

3. You set a time limit and tell students that you will not allow teams to select the spokesperson if their team is called on for a group report.

4. The teacher will determine, just prior to the group presentation, the spokesperson based on each person's "identity" (e.g., persons with the yellow post‐it‐notes will serve as the spokespersons). Thus, teams should ensure that all members understand and can articulate the team's solution.



15. INSIDE OUT CIRCLES Purpose: To provide a way for all members of the group to discuss the topic. This can be used before or after the lecture. Steps:

1. Organize students into two groups, with one group standing facing out and the other group (in a outer circle) facing in.

2. The teacher directs each pair to exchange information on the topic assigned.

3. Then the teacher asks the persons in the outside circle to rotate, moving clockwise to the next person. Now facing a new partner they discussion different information.

Assessment: This activity is a good way for the teacher to informally assess background knowledge or content knowledge by walking around the outside of the circle “listening in” on the conversations.



16. SEND‐A‐PROBLEM Purpose: To strengthen students’ problem‐solving abilities through an activity involving critical thinking skills. Steps: 1. This activity begins with three or more authentic problems within a discipline, ones you have

selected or ones students have generated.

2. Bring to class file folders or envelopes with one problem written on the outside of each one and three blank sheets of paper inside.

3. Teams of 3‐5 students each receive a folder.

4. The activity proceeds in a highly structured manner:

a) Each team discusses its particular problem and generates within the time frame you specify as many solutions as possible; the solutions, recorded on a sheet of paper, are placed in the folder or envelope,

b) The folders are then passed clockwise to another team, which does not open the folder. The students follow an identical procedure and brainstorm solutions, placing their recorded conclusions in the folder or envelope,

c) The folders are passed a third time, but in this case, the team opens the folder and reviews the ideas/solutions generated by the other two teams. They can add additional ideas of their own or consolidate those already suggested by the two other teams. Their primary task is to identify the two most viable solutions to the given problem or issue or to create a composite response from the best ideas from all three teams.

d) Group reports provide useful closure. The reporters announce the issue their team discussed and share their final solution(s).



17. JIGSAW Purpose: The Jigsaw Strategy is an efficient way to learn the course material in a cooperative learning style. The Jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. Steps: 1. Divide class into 3‐6 member groups; each member becomes an expert on a different

topic/concept assigned by teacher. Give time for the Jigsaw group to develop a team spirit.

2. Next send number‐alike members (e.g. all the TWOs) to meet together and discuss, to prepare to become experts.

3. Members of the teams with the same topic (same number) meet together in an expert group with an article, a variety of resource materials, or texts available to explore their topic.

4. This expert group discusses the reading to gain understanding of the concepts.

5. The students prepare how they will teach the information to others.

6. Everyone returns to their Jigsaw teams to teach what they learned to the other members.

7. Team members listen and take notes as their classmate teaches them.

8. After each expert has taught the others in the Jigsaw group the teacher leads an activity giving the Jigsaw group a way to present what they have learned. This can be a quiz or exam on the overall topic which has been taught in each Jigsaw group. An informal assessment may be for each Jigsaw group to create a graphic organizer or poster.



18. THINK ALOUD Purpose: To ask students to vocalize their thoughts, feelings and opinions while interacting with the text. Steps: 1. The teacher will explain why “thinking about thinking” important.

2. The teacher will model by talking out loud about thinking that went on inside the head while

reading a passage. The teacher will talk about: • Identify the difficult part • Look back to try to solve the problem • Restate the text • Read forward to solve the problem • Guessing or solving and confirming

3. Ask students to talk out loud about what is happening in their mind.

4. They can begin with one of the following: • I have a picture in my mind of … • This is like a time when I… • I am not sure how this fits in… • This is not what I expected… • Maybe I'll reread this…. • I better change the picture in my mind…



19. FOCUSED LISTENING Purpose: To encourage the learner to think about thinking. Steps: 1. During the lecture stop and ask students to write three headings on a sheet of paper. The

three headings can be: On target, OK, and Clueless OR Understand, Vague, Do Not Know

2. Ask students to individually write the key words from the lecture or their notes and list the words under the appropriate columns with the headings listed above. Give students about 2 minutes.

3. Have students continue this activity in pairs to compare their entries. Students are invited to add, move or delete words to their columns as they discuss the ideas with their partner.



20. KEY PRINCIPLE

Purpose: To activate prior knowledge and think about new learning. Steps: 1. Before beginning a lesson have student's write on an index card or slip of paper a broad

concept related to a topic that the teacher gives.

2. Conduct the lesson. Before adjournment, have student's draw a line on the index card or slip of paper under their original comment and restate the same broad concept.

3. The teacher can ask a few students to share. Another possibility is to ask students to drop

the cards or slips of paper in a box or basket near the door as they leave. These can have names or be submitted anonymously.

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22. FOUR CORNERS Purpose: This activity allows students to review and discuss what they have learned. Steps: 1. Create four poster‐ sized sheets of paper with one open‐ended question on each poster.

2. Place the posters in different parts of the room.

3. Divide the class into four groups of students, and assign each group to a poster and give

them a felt tip marker with their own color.

4. The student groups record their answers to the question on the posters.

5. At the teacher’s signal, the groups move to the next poster clockwise and add to the answers they find there.

6. The groups proceed in turn to add to the answers for each of the posters.

7. Then the groups return to their original assigned poster, synthesize the answers, and report

their synthesis to the whole class, using the poster as a visual aid.



23. GROUP SEMANTIC MAPPING Purpose: Enables the student to consolidate and organize their learning while working in groups. Steps to Follow: • At the end of the lecture, have students gather in groups of 3 or 4 with magic markers

around a big sheet of paper.

• Have them brainstorm everything they learned and create a semantic map. To do this the students place a key term in the middle of the paper and then draw lines connecting all the brainstormed concepts and showing their relationships.

• Different groups can be assigned the same content to map or different sections of related

content. • Students post their maps which are compared and discussed.

• The maps can be left on the board as a means of review for students.



24. ANTICIPATION GUIDES Purpose: An anticipation guide consists of a list of statements that are related to the topic. While some of the statements may be clearly true or false, a good anticipation guide includes statements that provoke disagreement and challenge students’ beliefs about the topic. Before reading the text, students indicate for each statement whether they agree or disagree with it. Anticipation guides activate prior knowledge and set a purpose for the study. Steps: 1. Write several statements that focus on the topic. Next to each statement, provide a place

for students to indicate whether they agree or disagree with the statements. Tips for writing statements: ‐ Write statements that focus on the information in the text that you want your students to

think about. ‐ Write statements that students can react to without having prepared for the study. ‐ Write statements for which information can be identified in the text that supports and/or

opposes each statement. ‐ Write statements that challenge students’ beliefs. ‐ Write statements that are general rather than specific.

2. Have students complete the anticipation guide before the lecture. The guide can be

completed by students individually, or in small groups. Remind students that they should be prepared to discuss their reactions to the statements on the anticipation guide after they have completed it.

3. Have a class discussion before the lecture. Encourage students who have differing viewpoints to debate and defend their positions.

4. Encourage students to write down ideas from the lecture that either support their initial reaction to each statement, or cause them to rethink those reactions.

5. Have a class discussion after the lecture. Ask students if any of them changed their minds about their positions on each statement. Ask them to explain why. Encourage them to use information from the lecture to support their positions.



Anticipation Guides: An Example Following is an example of an anticipation guide that might be used with a text that presents information about computers in the workplace.

Directions: Read each statement. If you believe that a statement is true, place a check in the Agree column. If you believe the statement is false, place a check in the Disagree column. Be ready to explain your choices. Agree Disagree _____ _____ 1. The average worker in the United States

spends more than 2 hours a day using computers in the workplace.

_____ _____ 2. It is OK for companies to monitor its

employees’ use of the Internet. _____ _____ 3. Most companies do not expect their new

employees to be computer literate until after the company trains them.

_____ _____ 4. As a result of computers, more employers are

allowing employees to work from home. _____ _____ 5. Health problems that some employees

experience as a result of working at a computer all day should not be a concern of the employer.

Duffelmeyer, F. (1994). Effective Anticipation Guide statements for learning from expository prose. Journal of Reading, 37, 452‐455



25. CONSTRUCTIVE CONTROVERSY Purpose: To enable students to apply what they have learned, to see both sides of an issue in order to understand the issue better, and to arrive at a personal evaluation. Steps: 1. Identify a controversial issue related to the content that has been studied.

2. State a specific stance on the issue, such as "Concerns about the environment should

outweigh concerns for economic development in a community." Define terms as needed for clarity.

3. Group students in teams of 4.

4. Assign 1 pair to take a "pro" stance and another pair to take a "con" stance.

5. Give the pairs 5‐7 minutes to assemble their points.

6. Have each pair take turns arguing their stance to the other pair in their team.

7. Reverse assignments‐‐have the "pro" team take the "con" stance.

8. Allow 3‐5 minutes to assemble main points.

9. Have each pair argue their points as before.

10. Hold a whole class discussion of the issue, recording the pro and con points made in columns on the board.

11. Have each student write their personal stance (pro, con, or undecided) on the issue listing reasons for their stance.



26. GALLERY WALK Purpose: To introduce new terms. This is particularly useful in getting students to recognize that the subject to be taught is complex. Steps:

1. Students form small groups of two or three.

2. Students rotate around the room to view the terms posted in various locations in the room.

3. Next to the new term students write what they know about the term or write questions

4. During the course students will become familiar with all the terms.



27. KNOWLEDGE RATING Purpose: Activate students’ prior knowledge. Steps: 1. Compile a list of key terms related to the upcoming topic to be studied. 2. Present each student with a copy of the list of words in a survey format that asks the

student to label the term according to how much they know about it (A lot, A little, or None).

3. Have the students complete the survey. 4. Conduct a follow‐up discussion to see what terms the students know or don’t know.



28. TAKE A STAND ACTIVITY Purpose: Enables students to demonstrate where they stand on controversial issues. Steps: 1. Identify a controversial issue that the class has been studying.

2. Demonstrate that the room is a “continuum” with polar opposites – agree/disagree on

opposite sides of the room

3. Tell students you will be reading statements and you want the students to take a stand on them

4. Call out the first statement, have students demonstrate their level of agreement by moving toward either the “agree” or “disagree” side of the room

5. If they strongly agree/disagree they will move closer to the edges [if they are unsure or neutral they will remain more in the middle].

6. Ask students to raise their hands to indicate their willingness to share their opinion.

7. Enforce the rule that students give feedback only in “I think…” or “I am standing here…” statements since these are personal opinions and the continuum is a situation w/ no right/wrong answers.

8. Seek to have a variety of opinions expressed from across the continuum.

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