Word Map: A word map is a tool that can be used to help vocabulary development. It is a visual organizer that allows students to think about terms and/or concepts in different ways. Most word maps encourage students to develop a definition, synonyms, antonyms, and as well as picture for agiven word. Student vocabulary is the key to developing their reading comprehension and crucial to literacy skills students must require. Why use word maps? Helps students to understand different terms Helps students think about terms or concepts in several ways Helps students build upon previous knowledge and visually organize new information Require students to \k more in depth about the term or concepts and present it in a way in which it is meaningful to him or her. How to use word maps: 1 2 3 Introduce new vocabulary and word map to the class Teach them how to use the word map Ask students to suggest words or phrases to fill out the word map Encourage students to use synonyms, antonyms, and pictures to fill out the word map Teach how to write a definition based on the word mapUsing Definitions: Prepare a list of words that will be incorporated into our unit plans (create a list of words that are related to the course/ course content you are teaching). A single word will be written on asslip of paper. In assigned groups, the teacher will hand out a slip of paper to each group (Each group receives a different word). The students will be given 1.5 minutes to brainstorm together what they believe is the definition of the word. Example: a group is given the word ‘irony’, the group then has 1.5 minutes to determine the definition. Once the time is up one representative of s the d the group that is chosen by the teacher will then state what the group has d of the word they were given. Purpose of the task: 1. Actively engage students in groups with their peers and to become critically active kers. 2. Determine how well students listen and follow direction plans. 3. The teacher to use the thoughts of the students and help guide the answers of the correct definition. This task will allow the teacher to understand what level of understanding the students are at and how to increase their knowledge and understanding as the semester continues.Cornell Note: This worksheet is intended to be used alongside a lecture, lesson, or presentation. The ‘Comell note is to be filled out by students according to the material presented for the particular lesson. It allows students to follow along with the material and fill in the blank spaces with definitions and images that explain each term or key word. . The note structure is also able to be adapted across the curriculum and used for a variety of subject areas. Why use the Comell note’ 1 Provides visual associations for the visual learners Provides auditory learners with a linear pattern for following material Facilitates the needs of read-write leamers through the note-taking aspect, Kinesthetic leamers via movement and drawing during what they may view as the “dry” lecture part of the lesson. Force students to follow along with the presented content Acts as a great reference for students when they need a quick review of the lesson content ora study guideraffit Graffiti is a teaching strategy used to facilitate brainstorming and group collaboration. This activity requires rapid thinking and writing skills, and constructive communication with peers. Split the class into medium size groups. Each group receives a piece of paper with a question on the top as well as a coloured marker. The groups then have one minute to come up with as many answers as they can. After the minute is up each group passes their papers to the group beside them, The next group reads the previous groups comments and answers the question on the paper without repeating any answers. Repeat until all groups answer all the questions provided and then proceed to discuss as a class Key p ts 1, No answers can be repeated on the paper 2. Different coloured markers allow you to differentiate between groups ‘The major benefits of this activity are: 1. Facilitates brainstorming 2. Promotes collaborative work 3. Provides students with alternative ways of contributing to a discussion 4, Allows for maximal amount of ideas to be discussed due to lack of repetition of answersJeopardy: This strategy works very much like the popular game show. Essentially, you have a number of categories that correlate with subjects which have been addressed in class. Under each category are the numbers 200, 400, 600, 800, and 1000. A student will pick a category and a number which will indicate a specific question that the teacher will read out. The first student to raise his or her hand gets the opportunity to answer the question. If the student answers the question correctly then he/she will receive points equal to the number chosen. If he/she answers incorrectly then the other students have an opportunity to answer the question correctly. The student who answers the question correctly is then allowed to choose the next category and number. This process continues until all of the questions have been exhausted. Why use jeopardy? 1. To test students’ comprehension of the material taught in class 2. Ex ing them and fueling healthy competition, 3. Review before a major test 4. Check for understandingA teaching strategy used to remove students from the traditional seated setting and test student knowledge and understanding informally. It is an activity that requires quick thinking and teamwork. Instructions 1) Divide students into small groups. Groups are to line up single file, facing the instructor. 2) The teacher poses a question to the class. 3) If the student at the back of the line thinks they know the answer, they should tap the student ahead of them on the shoulder. 4) The next student taps the student ahead of them, until they reach the student at the front of the line, who would then raise his or her hand. '5) The first line leader to raise their hand wins the right for their group member to answer the question (the student at the back of the line). 6) When the questio answered correctly, each student at the front of the lines moves to the back. 7) Repeat until all questions are answered or all groups have had the chance to reply. Optional Adjustment: Itis easy to make a game out of the activity. By simply keeping score of a group’s correct and incorrect answers, the activity encourages student engagement and makes the examination of learning more fun.3.2:1 Reading Comprehension: 3-2-1 is a post-reading comprehension strategy used with students to get them to further focus on the item in which they are reading. The 3-2-1 method is a great strategy to implement after readings to make sure that the students understand the material, grasp the important concepts, and are actually addressing any issues or uncertainties they have with the reading. If used successfully and on regular basis it will allow students to develop great habits for finding information while reading documents and other forms of literature. This strategy works by having the students write out a 3-2-1 chart that looks like the following: 3 - Things you found out from the reading 2 ~ Interesting things 1 ~ Question you still have. Why use the 3-2-1? 1, Summarize key ideas and focus on important parts of the reading 2. Student’s pose questions that can help them understand certain parts which they are still uncertain about. 3. Discussion can then formulate around the ideas that they addressed, found interest in, or were uncertain about. 4, Be more engaged since they are talking about their own ideas.Word Tennis: In this word-association game, students have to think of words in a chosen category and “bat” them back and forth to each other. Ifa student repeats a word or can’t think of one, they are out and the next student on their team takes their place. You can demonstrate with two students and then play it in pairs or teams of four or five students, depending on the size of the class. The two students at the front of each line ‘bat’ words back and forth until one of them can’t think of a word or repeats an earlier word. That student goes to the back of the line and the next student takes their place. Why use Word Tennis? 1. Get all students participating 2. Provide a fun competition 3. Get students thinking about specific categories 4. Fun break activityind and Body Bre: Physical activity can prepare the brain for leaning, and the more senses that are included in the learning process, the deeper the learning that occurs. It also provides Breaks for the mind, allowing the Hippocampus to process th formation and the mind to rest and re-energize. This strategy requires the students to use curriculum knowledge and apply it in a bodily kinesthetic way as a fun type of “break” in class. For a review for an upcoming test, do an activity while asking questions about material taught in class. For example, going outside and playing soccer baseball while doing test review. Why use the mind and body break? . Break after a long lecture, gets students out of their seats 2. Work together as a group 3. Review for an upcoming test 4, Fun activity for the studentsFour Corners: Each corner of the room will represent one of four positions: agree, strongly agree, disagree, and strongly disagree. We will read the students a statement and have them write down ‘on a piece of paper which position they agree with and why (60 seconds). Students will then be asked to move to the corner of the room which represents their position on the matter. At this point, students have 60 seconds to share their points with each other in their respect e groups and select a spokesperson to present their supporting argument. The teacher calls on each spokesperson presents why their group chose their position (60 seconds each). Why use the four comers? 1. Engaging students in potentially controversial topics. 2. Students will practice their communication skills and respectfulness by having an opportunity to portray an argument 3. Listening attentively to their classmates. *If you had an entire period to incorporate this activity into your lesson, you could begin the class with the activity, present the students with information on the topic, and end the class with the activity. It is interesting to see how students change or strengthen their view once they learn ‘more about the topic.Fact or Ki yn: 2 Truths, 1 The point of this little game is to gage just how much the students already know before entering into a lesson or it can be used afterwards to see just how comfortable they are with the source material. . The concept is simple, you present a historical figure or even a simple term such as Winston Churchill (The only prime minister to have received the Nobel Prize in Literature, The First person to be made an honorary citizen of the united states, *the first PM to attempt to forge a signature in order to pass a bill) and then present 2 truths and 1 lis The clever students will be able to find the 1 lie, while those who cannot find the lie will at least have gained two more bits of knowledge about a historical figure or idea. Why use 2 truths 1 lie? 1, Review for an upcoming test or quiz Check for student understanding of material 3. Fun competition to learn material 4, Engaging for all studentsLearn to Teach and Teat When it comes to learning, the best test of understanding a subject is whether or not you can explain the material to another. You would group your students in pairs or small groups and assign them each a topic regarding the unit you are reviewing. With the assistance of a handout, have each student teach (for approximately 5 minutes) a specific section of the unit. Show an example to the other student, and explain the material until the other student fully understands. When the five or so minutes are up, you switch until the group has covered all of the material designated to each group. The purpose is to learn by teaching, For example in groups of 3 people the students will teach the differences between 3 commonly misused homophones: Topic 1: The proper uses of: there, their, and they're. Topic 2: The proper uses of: too, two and to. ‘opic 3: The proper uses of: for, fore and four. Explain them and use each of them in a sentence. You have 2 minutes and then switch.‘Think Pair Share: ‘The instructor poses a question to the students. The students are given 30 seconds to think about the question and write down their ideas. Then the students are given another 30 seconds to pair off and share their ideas with each other. Finally they share their ideas together as a class. ‘The think aspect focuses on the individual, and asks them to quickly formulate their own ideas and write them down. The pair portion focuses on a dual dynamic where the students share ideas with each other. Share examines how and why the other partner reached that conclusion. Eventually all ideas will be shared across the classroom. Why use Think Pair Share? 1. Engages students with each other in a more comfortable setting. 2. Encourages discussion and critical thinking. 3. Emphasizes students teaching students 4. Collaboration