Amber Kunes

EDUC – 5315-011

The Teacher Toolkit

3-2-1
This strategy provides a structure for students to record their own comprehension and summarize
their learning. It also gives teachers the opportunity to identify areas that need re-teaching, as well as
areas of student interest.
How to Use
1. Three
After the lesson, have each student record three things he or she learned from the lesson.
2. Two
Next, have students record two things that they found interesting and that they would like to learn
more about.
3. One
Then, have students record one question they still have about the material.
4. Review
Finally, the most important step is to review the students’ responses. You can use this information to
help develop future lessons and determine if some of the material needs to be taught again.
*For Primary Grades PK-1, this strategy should be used in whole-group rather than as an
independent task, with the teacher charting ideas. Of course, since many children will want to
participate, there might be more than 3-2-1 ideas/questions in each section.
When to Use
Use Three-Two-One at any time during a lesson to encourage students to think about their learning:

 As a Check for Understanding during any portion of the lesson

 During class discussions as a way for students to record their thoughts
 As a closing activity so that students can review what was learned in the lesson
 As an exit ticket at the end of the class period

Variations
Compare and Contrast 3-2-1
As a way to compare and contrast, have students record three similarities between two items, two
differences, and one question they still have about them.
Amber Kunes
EDUC – 5315-011

Reading 3-2-1
When reading, have students record three of the most important ideas from the text, two supporting
details for each of the ideas, and one question they have about each of the ideas.
Pyramid 3-2-1
Have the students create a triangle and divide it into three sections horizontally. In the bottom
section, the students record three things they learned for the day. In the middle section, the students
record two questions they have. In the top section, the students describe how the information learned
is applicable to their everyday lives.
Academic Vocabulary 3-2-1
To increase comprehension and use of academic language, ask students to explore a concept through
3-2-1. First, have them speak with a partner. Provide the structure for 3 minutes of conversation
using targeted academic language. Then, ask students to write 2 sentences using the language.
Finally, have students read 1 paragraph which contains the targeted vocabulary.

Back and Forth

This technique allows students to explain a concept or idea and share thoughts with a partner.
Students not only explain their understanding of the concept but are able to listen to a classmate’s
explanation and check it for accuracy. In this way, students are able to help each other correct
misunderstandings.
How to Use
1. Explain
Partner A explains to his or her partner a problem, process, concept, etc. assigned by the teacher.
2. Write
Partner B writes down his or her partner’s explanation.
3. Check
Partner A checks Partner B’s writing for accuracy, making sure Partner B has captured his or her
explanation correctly and that they both agree on the response.
4. Repeat
Students reverse roles with another problem, process, concept, etc. so that Partner B has the
opportunity to explain verbally. Partner A records the explanation and Partner B checks for accuracy.
Amber Kunes
EDUC – 5315-011

When to Use
Use Back and Forth when students are working in pairs:

 After introducing a new topic

 After teaching a classroom procedure
 In review for an upcoming assessment
 As a formative assessment
 Before beginning a new assignment to assess for prior knowledge
 After introducing new vocabulary

Variations
Trio Back and Forth
Students can work in groups of three so that one student explains the concept, the second student
writes, and the third student checks the explanation.
PreK-K Back and Forth
PK-K students could complete this activity orally, using repetition of their partner’s response, and
then discuss any incorrect parts of the explanation. As an option, the teacher could scribe the
conversation.
Concept Analysis
Ask students to analyze or argue about a concept with evidence to back up their view.  For instance,
students may be asked to argue the value of driving a car versus the effect of air pollution caused by
cars on the community.
Re-Tell
Ask students to retell a story in their own words of from a different perspective.  For instance, the
students may tell the story of The Three Little Pigs from the Wolf's perspective.

Card Sort
This strategy gives students the opportunity to work with vocabulary, terms, and concepts.
Students sort cards with the terms and concepts into categories based on meaning. Sorting the cards
gives students a structure to talk meaningfully with one another about content and helps teachers
check for understanding.
Amber Kunes
EDUC – 5315-011

How to Use
1. Select
Decide which concepts or terms you want students to learn from the current unit of study and prepare
cards with the name of each concept or term. Make enough sets of cards for pairs or trios to use.
2. Sort
Have the students sort the cards into meaningful groups or matches. Model the conversation students
will have with one another to determine how to sort their cards or how to match them.
3. Discuss
Discuss the categories or matches. Ask groups to explain how they decided to sort their cards.
When to Use
Use Card Sort at any point in the lesson to structure meaningful conversation:

 Before beginning a new assignment to test prior knowledge

 After introducing new vocabulary
 After learning about categories and classification
 When a unit is completed to review concepts and terms

Variations
Concept Sort
Ask students to group terms or concepts into piles and have them write the name of the category or
relationship on a blank card to be placed on top of each pile.
Resort
Ask students to sort the cards various times (2-3) in the same sitting and make different connections
and categories for the terms/concepts. They should write the names of the new categories or
relationships on blank cards to be placed on top of the differently sorted piles.

Guided Notes
Guided Notes are teacher-prepared handouts that outline lectures, audiovisual presentations, or
readings, but leave blank space for students to fill in key concepts, facts, definitions, etc.  Guided
Notes promote active engagement during lecture or independent reading, provide full and accurate
notes for use as a study guide, and help students to identify the most important information covered.
Amber Kunes
EDUC – 5315-011

How to Use
1. Prioritize
Decide what is most important for students to understand in the presentation or reading for which
they will be taking notes.
2. Create
Prepare a set of notes that contains the essential information from the presentation or reading. 
Underline or highlight the key concepts, facts or information that students will be responsible for
writing into the final version.  Next, replace those concepts with blanks for the students to fill in.
3. Explain
Prior to handing out copies of the Guided Notes in class, ensure that students understand their
responsibility to fill in each of the blanks with the appropriate concepts, definitions, or other content
to help them understand what they will be seeing, hearing, or reading.
4. Review
Discuss the correct answers with the class as the presentation progresses or after the reading.
When to Use
Use Guided Notes at any point in the lesson to structure meaningful conversation and appropriate
note taking. Guided Notes help:

 Provide framework that students can preview before a presentation or a reading

 Accommodate diverse learning styles
 Keep students focused and engaged
 After a lecture to serve as a review
 Help you monitor student comprehension of key concepts
 Serve as a review document for students
 Assist ELL’s with support in the structure/outline of the language, so they can focus on
vocabulary building and concept understanding

Variations
Student-Created Guided Notes
As a cooperative-learning exercise, a group of students can be assigned a section from a text and
asked to compose a set of Guided Notes based on its content. The teacher can then review and edit
the notes as needed before providing them to the class.
Context Clues Cloze Exercise
The teacher prepares a paragraph with certain words left out. This cloze tool can be used to evaluate
the use of context clues by the student to fill in the blanks with appropriate words that fit the context
of the paragraph. This can also be used as a diagnostic reading assessment.
Amber Kunes
EDUC – 5315-011

Inside/Outside Circles
This discussion technique gives students the opportunity to respond to questions and/or discuss
information with a variety of peers in a structured manner. Students form two concentric circles and
exchange information with a partner until the teacher signals the outer circle to move in one
direction, giving each student a new peer to talk to.
How to Use
1. Split the Class
Decide which half of the students will form the inside circle and which half will form the outside
circle.
2. Question
Put a question or statement on the board.  Give students at least ten seconds to think of an answer on
their own.
3. Share
Ask students in the inside circle to share their response with the classmate facing them in the outside
circle. When they have done this, ask them to say "pass,” at which point their partners in the outside
circle will share their responses.
4. Rotate
On your signal, have the outside circle move one step to the left or right and discuss the same
question with the new partner. Option: post a new question or give the new partners a different
discussion point.
When to Use
Use Inside/Outside Circle at any point in the lesson to structure meaningful conversation:

 Before introducing new material to begin a discussion or highlight key issues in the
presentation to come
 During a lesson to process important concepts before applying them in group or independent
work
 After a reading to discuss key concepts
 Before an assessment to review information
 As a way to practice solving problems with assistance from a partner

Variations
Desk Circle
Instead of having the students form circles, have partners move desks to face one another and form a
long row. When it is time to change partners, students stand up and move one desk to their left or
right. Students at the end of the row move to the desk they were facing.
Amber Kunes
EDUC – 5315-011

Secret Inside/Outside Circle

Students in one of the circles can be given information that students in the other circle are supposed
to find out through questioning techniques.
Circumlocution Circle
To learn new vocabulary, students are given a word that they must describe to their circle partners.
Using the descriptions, the partner must guess the word that is being described.
Timed Circles
To add interest and variety, vary the amount of time with each partner.  For example, students may
spend one minute with Partner 1, 3 minutes with Partner 2 and 2 minutes with Partner 3
Conga Line
Conga Line is similar to Desk Circle except that instead of sitting in desks facing each other in two
rows, students are standing in two rows.  When it is time to change partners students in each line
dance left or right and students at the end of the row dance to the opposite end of their row.
Inside Outside Topics/ Getting to Know You
Students are assigned a topic to share about rather than being asked to respond to a question.  For
example, "describe how your family celebrates ____ holiday".

Stop and Jot

This processing activity gives students the opportunity to respond to questions in writing.  Asking
students to think and write about what they are learning promotes retention and comprehension. 
These quick checks for understanding help students make sense of what they are learning before
moving on in the lesson.
How to Use
1. Stop
Ask students to draw a rectangle on the page where they are taking notes for the day. This will serve
as their “stop box.”
2. Jot
At least once during a lesson, stop and ask an important question for students to respond to in their
“stop box.”
3. Share
Reconvene and ask volunteers share one or two responses with the whole class or model your own
response. These boxes also help students later by serving as a study tool, highlighting important
information about the topic.
Amber Kunes
EDUC – 5315-011

When to Use
Use Stop and Jot at any point in the lesson to provide processing time and note-taking assistance for
students:

 Before introducing new material to activate prior knowledge

 Before a new lesson to help assess what students already know
 Before a lesson to assist with planning instruction
 During the middle of a lesson to provide opportunity for students to make sense of the
material
 During a lesson as a check for understanding
 During a lesson to provide time for students to create a written summary statement of
auditory material
 After the lesson to provide closure, check understanding, and clarify any misunderstandings
 After a lesson to clarify key ideas or critical pieces of information
 After the lesson to allow students to make connections to previously learned material
 After a lesson to allow students to find personal relevance

Variations
Jot-Pair-Share
Similar to Think-Pair-Share, a student jots down his or her own thoughts, pairs with a partner to
exchange ideas, and then partners share their ideas with the rest of the class.
Quick Jot
Students are given between 60 to 90 seconds to respond to a given question or statement posed by the
teacher.
Stop and Fill
If it is important that key points or important words are noted as students listen to auditory materials
or read written material as they work independently, a Stop and Jot sheet with blanks to be filled in
will be the best way to capture key information.  
Group Jot
After completing the original Stop and Jot activity, ask students to compare their jots with a small
group of students.  Students discuss their Jots and add information to their notes based on this
discussion.  Students may also be asked to present a summary of their thoughts to the class.
Jot Survey
Instead of drawing a Stop Box on their note taking paper, students write their Jots on sticky notes.
Students then take their sticky note Jots and post them on posters around the room.  Posters may be
made for individual questions or topics based on the content being covered.  The teacher then sends
the students around the room in small groups to survey the jots written by their classmates making
comments or additions to their notes.  
Amber Kunes
EDUC – 5315-011

Tableau
The name of this strategy comes from the term tableau vivant which means “living picture.”  In this
activity, students create a still picture, without talking, to capture and communicate the meaning of a
concept. Students must understand the meaning of a concept or idea in order to communicate it using
physical poses, gestures, and facial expressions rather than words. This collaborative strategy is
appealing to kinesthetic learners and allows all students to be creative while strengthening their
comprehension of a concept.
How to Use
1. Prompt
After reading a story or teaching a concept or idea, prompt the students to convey the meaning by
creating a tableau. Explain the parameters of the activity. For example, you may allow them to use or
create props.
2. Brainstorm
Have students work in pairs or trios. Assign them their topic for the tableau. You can assign a variety
of topics related to a concept or give one just one concept to the whole class.  Give students time to
brainstorm ideas for their tableau and rehearse as well.
3. Present
Students present their final freeze-frame product to the entire class. After presentations, students can
vote on the presentation that best captured the concept.
When to Use
Use a Tableau to check for understanding. This is most commonly done at the end of a lesson or unit.
Use Tableau to

 check students' understanding of key concepts

 see if see of students can apply content in a new way
 formulate guided groups for students who do not demonstrate understanding
 create extensions for students who demonstrate mastery
 see if students can evaluate information and draw conclusions
 see what new insights students have gained during a unit of study

Variations
Guess the Tableau
Give each group of students their tableau topic as a secret they should keep. When each group
presents, the class should guess what each group is presenting and provide evidence for their choice.

Tableau Series
Amber Kunes
EDUC – 5315-011

Have students create a series of tableaus with short narration or dialogue in between to link the
tableaus (assuming each group has a different prompt or concept that they are working on, within the
same unit).
Tableau with a Twist
After the students’ "freeze" into their Tableau, the teacher taps a student in the Tableau on the
shoulder and the student makes a short statement about their character in the Tableau.
Tableau Interview
After the students’ "freeze" into their Tableau, the teacher or a student acts as a reporter and conducts
short interviews with individuals acting in the Tableau.

White Board Wipe-Out

This technique allows students to respond to a prompt in writing and show their response
immediately for the teacher to see. It allows the teacher to quickly see the level of comprehension of
concepts that were just taught and keeps students engaged.
How to Use
1. Create
Create a class set of white boards. These can be purchased individually, or for a cheaper alternative,
purchase shower board from a hardware store and have the store cut the board down into the size you
prefer. Another option is to put paper inside of clear sheet protectors. Each student or student group
using the whiteboard will also need a dry erase marker and something with which to erase the board.
Option: if you glue a pom-pom to the end of the marker, students will have their own eraser, too!
2. Ask
Ask students a question regarding the material just covered in the lesson. This can be an open-ended
question, or possibly a multiple choice, yes/no, or true/false question. Keep in mind that they are
limited to the space on the white board when writing their answer.
3. Assess
Have students hold up their white boards with their answer. Scan the room to assess the students’
answers.
When to Use
Use White Board Wipe Out at any point in the lesson to check for understanding.

 Multiple times during the Input portion of a lesson to ensure students are following along
 As a closing activity so that students can review what was learned in the lesson
 As a review game for an upcoming test or assessment
 At the beginning of a lesson to activate prior knowledge or to review material from a
previous lesson
Amber Kunes
EDUC – 5315-011

Variations
Be the Teacher
Students can also use white boards to teach another student about a particular concept. They can
write and draw on the boards to explain a concept or to review with a partner.
Group Wipe Out
In groups, students must first discuss the question posed by the teacher, come to a consensus and
write their answer on the white board. The first table to hold up the correct answer scores a point
(table point or game point).
Partner Practice
Students can practice spelling words or math facts in partners with one partner giving the word or
problem and the other writing it on their white board.  Students can compare answers and check each
other’s work.
Additional Notes
Alternatives to White Boards.
 If you are not able to obtain real white boards, consider using one of the following:

 plastic dinner plates

 a piece of card stock inside a sheet protector (inserts may be graph paper, templates, maps,
etc.)
 laminated sheets of card stock
 student desk tops

Resources: http://www.theteachertoolkit.com/