Ms.
Robelia's Teacher Toolkit
# Strategy: Definition:
1.) Participants are given particular roles to play in a
conversation or other interaction. 2.) They may be given
Role-play is a technique that allows
specific instructions on how to act or what to say or
students to explore realistic
required to act and react in their own way depending on
situations by interacting with other
the requirements of the exercise. 3.) The participants will
1 Role Playing people in a managed way in order
to develop experience and trial
then act out the scenario and afterwards there will be
reflection and discussion about the interactions, such as
different strategies in a supported
alternative ways of dealing with the situation. 4.) The
environment.
scenario can then be acted out again with changes
based on the outcome of the reflection and discussion.
Spiral Learning is a teaching
method based on the premise that
a student learns more about a
subject each time the topic is
2 Spiral Learning reviewed or encountered. The idea
is that each time a student
encounters the topic, the student
expands their knowledge or
improves their skill level.
A technique that teaches content
and skills using real-world case
3 Case Studies studies. A learning model that’s
focused on reflection during the
problem-solving process.
A lot of students have testing
anxiety. Test the way you teach.
4 Test Talk Students collaborate a lot in class,
what if we included some
collaboration during the test?
In math classes, students can
approach challenging word
The Power of problems by reading, annotating,
and writing to tease out the
5 Repeated meaning—breaking the problems
Reading down into smaller parts and using
the power of storytelling and
narrative to bolster their insights.
Another strategy to deal with test
anxiety. Being stressed about
failing increases the likelihood of
Test Prep failure. But 10-minute writing
6 Writing exercises that encouraged students
to let go of negative thoughts,
Exercise regulate their emotions, and
reinterpret stress as a positive force
helped them perform better.
Have students use their phones or
available technology to put together
a video that covers a topic being
covered in class. This is great to
7 Make a Video use with a subject that connects
with family life. It allows students to
highlight their family differences
and similarities.
Steps to Implementation:
1.) The basic facts of a subject are learned, without
worrying about details. 2.) As learning progresses, more
1.) Science concepts 2.) Math concepts
and more details are introduced. 3.) These details are
related to the basics which are reemphasized many
3.) Social Studies 4.) Reading 5.) Writing
times to help enter them into long-term memory.
1. Identify a problem to investigate. 2. Give context. 3.
Have a clear rubric. 4. Provide structures for presenting
solutions.
1.) Dedicate the first five minutes of the testing period to
have students look over the test and talk about
strategies to solve the problems. 2.) Have them put their
pencils on the ground so they could focus on having a
conversation. 3.) Group student in fours, and have them
talk within their group or have students walk around so
they can talk to any other student.
1.) Before considering solutions to a problem, the
students start small by trying to clarify what it is actually
saying. 2.) Numbers and questions are stripped out. 3.)
The class uses a three-read protocol that fosters both
group and individual learning: The teacher reads the
problem, then the students read it, and then everyone
reads it together.
Expressive Writing: Students were asked to write about
their thoughts and feelings about the exam they were
about to take. They were also asked to write about other
times in their lives when they had experienced worried
thoughts. Stress Reappraisal: Students were asked to
think about their symptoms of stress as helpful for test-
taking. (Ex: Students also read a passage that explained
how psychological responses to stress—a faster
heartbeat and heavy breathing, for example—help
improve performance by increasing oxygen flow into the
brain, boosting alertness.)
>Gather materials. >Set clear objective. >List questions
you want the video to answer. >Set a length for the
video. >Practice in class and answer any technology
questions.
When to Use: Strategy Variations: Resources:
When you want students to: 1.)
Immediately apply content in a relevant,
real world context. 2.) Take on a decision
making persona. 3.) Have the opportunity 1.) The conflict role play 2.) The https://blogs.shu.ac.
to diverge from the confines of their cooperative role play 3.) The uk/shutel/2014/07/04/role-
normal self-imposed limitations or information gap role play 4.) The play-an-approach-to-
boundaries. 4.) Think beyond the confines task-based role play teaching-and-learning/
of the classroom setting. 5.) Engage in
higher order thinking and learn content in
a deeper way.
1.) Spiral Outlining- This is
especially helpful when writing a
https://study.
paper. 2.) Spiral Questioning or
com/academy/lesson/spir
Interviewing- start with broad
questions and continue to go
al-curriculum-definition-
example.html
deeper and more specific. 2.) Spiral
Word Web
When you want students to: 1.)
Immediately apply content in a relevant, https://www.edutopia.
real world context. 2.) Investigate a topic 1.) Journaling 2.) Interviews 3.) org/article/making-
3.) Problem solve. 4.) Present Solutions. Student discussion learning-relevant-case-
5.) Engage in higher order thinking and studies
learn content in a deeper way.
When you want students to: 1.) Release
1.) For reviews. 2.) Math & Science https://www.edutopia.
some anxiety 2.) Review basics with peers
3.) History or Social Studies, but be org/article/strategy-
3.) Collaborate on potential challenges 4.)
Get moving 5.) Connect with peers
careful with fact based tests. This reducing-math-test-
may be best for essay tests. anxiety
through community building and cohesion.
When you want students to: 1.) Become
more comfortable with math. (Often Though this is often used for math it https://www.edutopia.
numbers alone create anxiety.) 2.) See can also work for 1.) Critical org/article/game-
math as a narrative, not just a problem. 3.) Thinking 2.) Communication Skills changing-practice-fuses-
Make thinking visible. 4.) Communicate 3.) Listening and Writing Practice math-and-literacy
orally. 5.) Communicate in writing.
When you want students to: 1.) Recognize
that tests measure more than just
academic ability. They also measure how
Pair with: 1.) Brain breaks 2.) https://www.edutopia.
much test anxiety a student suffers from.
2.) Reframe stress. It’s not a burden but a
Mindfulness Exercises 3.)
Movement Breaks
org/article/helping-
students-beat-test-anxiety
way of energizing the body. 3.) Before a
major test, give students a short break to
flush out negative thoughts.
>Older Elementary and Up. Can be
adapted for younger students. > Great for
>Have students work in partners
Social Studies, Science, or really any
subject that you can connect it to. >A
and take turns interviewing each
other.
great way to demonstrate different
families, cultures, and abilities.

# Strategy: Definition:
Have students search for keywords >Prep clues. I suggest color coding them for each group. >This is a great activity when you want to ESL, or any groups needs. >Be
Follow the and clues that are hidden around
8 Clues
the room. Then take the clues and D objects. >Have this be a station. Make sure each
put them in order to solve a
mystery.
Students will mingle around the
classroom asking students about
their favorite things: food, animals,
My Favorite music, clothes, weather, candy,
places to visit. The BINGO cards
9 Classroom will have typical and some atypical
Bingo answers. When a student finds a
match, the other student will sign
their name on the square. First, one
to BINGO wins.
Students will write a retelling of a
Five-Senses
10 Story
personal story highlighting some or
all of the 5 senses.
In the tradition of Mad Libs, use a
Science Lab Experiement template
and blank out different words. Have
the students fill in the blanks and
then read them the finished
11 Mad Lib Lab product. You can have them
choose words from a word bank
and then have those supplies on
hand and then do the experiment.
(Be wary. This could be a mess.)
Have students make a collage that
covers a topic being covered in
class or answers a question. This is
12 Photo Collage great to use with a subject that
connects with family life. It allows
students to highlight their family
differences and similarities.
Divide students into small groups.
Give them a word bank. They must
>Decide on theme. >Create word bank cards and
use EVERY word given to them.
13 Word Bank They can write a poem, a story, or
number of groups. >Divide students and pass out word
banks with clear rules.
a script. They then must perform it
in front of the class.
The When a tense situation arises,
respond with a 2-step approach:
14 Intervention immediate stabilization and
Two-Step intervention to resolve the issue.
Ms. Robelia's Teacher Toolkit
Steps to Implementation: When to Use: Strategy Variations: Resources:
>This is a great activity for SPED,
>Use vocab words, photos, and diagrams, as well as 3- get a class excited about learning and intentional in grouping students.
group gets equal time. >Give each child a magnifing
exploring knowledge. >It can be used with >Possbily include some clues in
any age, the difficulty just needs to be native languages or use cultural
glass. >Have them work as a team or in pairs or threes. adjusted. clues that can connect students in
new ways.
> This is a great activity for SPED,
ESL, or any groups needs. >If you
>This is a fun acitivty for the beginning of know your class well, you can tailor
>Decide on questions. >Print out various cards. >
the year. It allows students to get up, this to be very inclusive. >It also
Explain rules: You get to ask a question and then the
move around, and learn about their class. celebrates difference IF you have a
other person asks a question. You only sign if there is a
match. Then move on to the next person. >Pass out
It's really easy to do if you ask your class variety of answers and not just
cards and begin.
to fill out favorite sheets at the beginning PIZZA and ICE CREAM. >This can
of the year. also be followed by a Favorites
Show & Tell where students bring
an example to share with the class.
>This is a great activity for SPED,
ESL, or any groups needs. >In leiu
This activity is helpful when you want to of writing, a student could use
students to explore the power of our magazine cutouts depiciting senses
> Review 5 senses. >Have students write words
senses and unique perspectives. >We all and can verbally tell the story. ***Be
associated with all 5 senses on the board. >Ask: why are
senses important and how do they help to paint a picture
have different abilities and no one can
experience things the same way we do.
aware of any students that may
have sense impairments and be
for the reader?
>It allows students to see from different wise and intentional. This
perspectives. assignment should celebrate
difference not widen the divide
amoung students.
> Find short simple experiment. >Edit with blanks.
>Students can be hands on and do
>Create word bank if needed. >Have students shoose
When talking about the Scientific Process, the experiemnt. >Engages language
words. >Read the final experiment. >Do the experiment.
>Have the students put the words in the right order. >Do
Cause and Effect, or Importance of Order. skills. ***Be careful not to mix
anything volatile. Be smart.
the experiment correctly.
>Works with ANY age group. > Great for >Because this is such a creative
>Gather materials. >Set clear objective. >List questions
Social Studies, Science, or really any exercise, diffiuclty level is easily
you want the collage to address. >Supply students with
materials needed. >Hang the finished products and allow
subject that you can connect it to. >A
great way to demonstrate different
varied. Some students may need to
be reminded of main goal or
students to present them to the class.
families, cultures, and abilities. question.
>This is a great activity for SPED,
>This is great for a creative test review. > ESL, or any groups needs. >Allows
It allows student to engage in the material everyone a chance to engage and
in creative ways and engages higher-level shine in their own areas of
thinking. >Because it is not limited to competence and allows for
writing, it allows all student to engage with teamwork and creativity. *Always
language on different levels. give them a few silly words, just for
fun.
https://www.edutopia.
First-responder mentality: stabilze first. Both teacher and
>Outbursts, >When a student retaliates, >Count to 10 and then respond. org/blog/classroom-
student need to be free of anger, calm, and willing to
listen to the other's POV. Depersonalize the incident.
>When a student calls you or another
student a name
>Have responses for all the typical
reactions and behaviors.
management-
intervention-two-step-
Deflect attempts to argue. Use humor.
richard-curwin

# Strategy: Definition:
This is a classroom management
tool that can get students attention.
With practice, students will
15 Call Backs automatically know the correct
response to your prompt. Ex:
Macaroni Cheese... everybody
freeze
Card that state: You rushed
through this assignment and made
Speeding careless mistakes. Please redo this
16 Ticket
assignment. Turn in the
assignement along with corrections
by the following date. Due Date:
____
A jar of pom-pom critters with
17 Quiet Critters googly eyes. Pretty simple.
Preprinted tags that students
receive for accomplishements.
18 Brag Tags Students can collect them, take
them home and show their family
and friends.
Card that state: Please stop what
you are doing and rethink your
behavior choice. Bring this card
19 Warning Cards back to me at the end of class and
tell me what you were doing wrong
and how you are going to make
better choices.
How to respond in lieu of these
Don'ts: >Don't just punish. >Don't
Response to a
send student out of room. >Don't
20 Child Refusing get in a power struggle. >Don't act
out of frustration or anger. >Don't
to Work use threats. >Don't embarass
students.
The Frayer Model is a graphic
organizer for building student
The Frayer
21 Model
vocabulary. This technique requires A typical Frayer “ 4-square” model includes the following
students to define target vocabulary elements:
and apply their knowledge.
Ms. Robelia's Teacher Toolkit
Steps to Implementation:
>The teacher says a prompt. > Students respond
appropriately with words and sometimes actions.
>When a student turns in sloppy rushed word and you
recognize that they did not focus or do neat work, clip
this to their work and have them try again. >They will
turn in the work by the date stated.
>When a student is working quietly, you can reward
them by giving them a quiet critter to take care of.
>When a student does something praiseworthy or needs
>This is a great way to reward students
some encouragement, the teacher can distribute s tag
when appropriate. >The student can put it on their desk
and encourage good habits and
successful learning strategies.
or add them to a key ring.
>When a student is making poor choices or
>This keeps distractions to a minimum
misbehaving, hand them a warning card. >They will
and serves as a silent drive-by. > It also
follow the directions on the card. > At the end of class or
whatever time increment you put on the card. the
requires students to think about their own
behavior and choices.
student will speak with you and discuss better choices.
>Keep teaching. >Give wait time. >Ignore small
behaviors. >Be reflective. >Meet privately. >Use logical
consequences. >Give choices. >Focus on the
relationship.
>By generating examples and non-examples, giving
characteristics, and/or drawing a picture to illustrate the
meaning of the word. This information is placed on a
chart that is divided into four sections to provide a visual
representation for students. Elements of a Typical Frayer
Model
• Definition (either from teacher or in student’s own
words
• Examples
• Non-examples
• Characteristics or illustration of concept
When to Use:
>This is great when you need to get the
student's attention or curb behavior.
>There are so many lists of various Call
Backs for a variety of situations. Some are
silly and some get to the point.
>This allows students to recoup points
and redo work but it also calls them out
and shows students the value of slowing
down and focusing.
>This is a great way to reward students
who are following directions and
encourages positive classroom
management.
>When a student refuses to work.
SCIENCE: I think this is most helpful
defining scientific vocabulary. Things that
are black and white. >Develop
understanding of key concepts and
vocabulary. >Draw on prior knowledge to
make connections among concepts.
>Compare attributes and examples.
>Think critically to find relationships
between concepts and to develop deeper.
>Understanding of word meanings. >Make
visual connections and personal
associations. >Review key vocabulary
before a test or quiz. >Create a
“vocabulary wall” for quick reference of
word meanings
Strategy Variations: Resources:
>You can add clapping. > Have
students help create Call Backs.
>Break up the day with prescribed
Call Backs.
>It might be nice to add some
strategies for slowing down or
focusing. >You could also add an
invitation for the student to ask the
teacher for tips or to ask questions
about their work.
>You could also explore different
critters as long as they are quiet,
simple, and not distracting. They
would need to be small, soft, and
fairly inconspicuous.
>You could also have one class set
and put them on lanyards. Then the
students could wear or display them
for the rest of the day.
>Time increments can be changed
to meet the needs of the teacher or
situation.
https://www.
thepathway2success.
>This may also fit when students
com/what-to-do-when-
are being attention seeking in
students-refuse-to-work/?
general. >These are helpful when
utm_medium=social&utm
deescalation is necessary. > There
is also a great list of specific
_source=pinterest&utm_c
deescalation strategies and
ampaign=tailwind_tribes&
utm_content=tribes&utm_
techniques at the resource link.
term=481947190_167120
50_124814
>Change the 4 elements to:
• Examples
• Non-examples
• Essential Characteristics http://www.
• Non-essential characteristics theteachertoolkit.
com/index.php/tool/frayer-
>Give students a Frayer model with model
all the squares filled in and ask
students to guess the vocabulary
word.
 Ms. Robelia's Teacher Toolkit
# Strategy: Definition: Steps to Implementation: When to Use: Strategy Variations: Resources:
>Student-Created Guided Notes
As a cooperative-learning exercise,
>Create: Decide what is most important for students to a group of students can be assigned
understand in the presentation or reading for which they SCIENCE: I think this is most helpful a section from a text and asked to
Guided Notes are teacher-prepared will be taking notes. >Prioritize: Prepare a set of notes defining scientific vocabulary and lecture compose a set of Guided Notes
handouts that outline lectures, that contains the essential information from the based teaching. >Provide framework that based on its content. The teacher
audiovisual presentations, or presentation or reading. Underline or highlight the key students can preview before a can then review and edit the notes
readings, but leave blank space for concepts, facts or information that students will be presentation or a reading. >Accommodate as needed before providing them to
students to fill in key concepts, responsible for writing into the final version. Next, diverse learning styles. >Keep students the class. http://www.
facts, definitions, etc. Guided replace those concepts with blanks for the students to fill focused and engaged. >After a lecture to theteachertoolkit.
22 Guided Notes Notes promote active engagement in. >Explain: Prior to handing out copies of the Guided
during lecture or independent Notes in class, ensure that students understand their
serve as a review. >Help you monitor
student comprehension of key concepts.
>Context Clues Cloze Exercise com/index.
The teacher prepares a paragraph php/tool/guided-notes
reading, provide full and accurate responsibility to fill in each of the blanks with the >Serve as a review document for with certain words left out. This
notes for use as a study guide, and appropriate concepts, definitions, or other content to students. >Assist ELL’s with support in the cloze tool can be used to evaluate
help students to identify the most help them understand what they will be seeing, hearing, structure/outline of the language, so they the use of context clues by the
important information covered. or reading. Review: Discuss the correct answers with the can focus on vocabulary building and student to fill in the blanks with
class as the presentation progresses or after the concept understanding appropriate words that fit the
reading. context of the paragraph. This can
also be used as a diagnostic
reading assessment.
1. Read: Assign a section of text and ask students to find
three to five quotes from the text that they think are >Film-Watching: Students can use
particularly interesting. The quotes may be something this same strategy while watching a
they agree or disagree with, something they find film, choosing five moments in the
interesting, something they didn’t know, something they film, five actions, five characters,
would like to tell someone about, etc. five images . . .
* For elementary students, only have them prepare one >Using Images: This same process
This discussion technique quote. can be used with images instead of
ELAR: I find this especially helpful to
encourages meaningful classroom 2. Write: Pass out index cards or slips of paper to each quotations. Give students a
engage students while reading. >While
conversations by eliciting differing student, one card for each quote they have found. On collection of posters, paintings and
reading a story, novel, professional article,
opinions and interpretations of text. one side of the card, ask students to write down the photographs from the time period
or chapter of text. >After completing a http://www.
Asking students to think about their statements from the text. On the other side, instruct you are studying and then ask
Save the Last reading selection that could be debatable theteachertoolkit.
23 Word for Me
reading stimulates reflection and
helps to develop active and
them to write any comments or feelings about their
statements.
or thought-provoking. >Before students
students to select three images that
stand out to them.
com/index.php/tool/save-
debate a topic. >When teaching fact vs. the-last-word-for-me
thoughtful readers. Save the Last 3. Group and Share: Divide the class into groups of 3-5 >Using Question: Ask students to
opinion and how to support an opinion.
Word for Me also prompts students. All students in the group are allowed to share write down three “probing”
>As a researching or note-taking tool
classroom interaction and one of their quote cards. The first student reads one of questions the text raises for them.
before writing a paper.
cooperative group discussion. their quotes to the group and shows where to locate it in Students answer the questions on
the text. However, the student isn’t allowed to make any the back of their cards. In small
comments about his or her quote until the other groups, students select one of their
members of the group give their reactions. Therefore, questions for the other students to
the student gets the last word in the discussion of the discuss (see Sentence Stems or
statement. This process continues until everyone in the Talk Like a Genius for question
group has shared at least one quote and has provided stems).
the last word in the discussion.
ELAR: I find this most helpful when we
This strategy actively engages are brainstorming during the writing
1. Question: Pose a prompt that has multiple answers.
students and encourages process. >During Guided Practice to get
Have students write down as many responses as
participation by all. Students write students talking about the material just
possible. >Whip Around, Sit Down
down responses to a question or covered. >As a warm up activity to discuss
2. Whip Around: “Whip” around the room, calling on one >One Word Whip Around http://www.
prompt given to them by the highlights from yesterday’s lesson. >As a
student at a time. Have students share one of their >Whip Around Poll theteachertoolkit.
24 Whip Around teacher and quickly share their
responses with the class. Students
responses. When called on, students should not repeat
closing activity to summarize information
covered in the lesson. >To have students
>Answer or Pass com/index.php/tool/whip-
a response; they must add something new. >Select-a-Sentence Whip Around around
have to pay attention and listen provide evidence from a text. >As a
3. Discuss: After completing the whip around, have >Whip Around Ice Breaker
closely to their classmates’ brainstorming activity. >To help students
students discuss which ideas and themes showed up
responses to compare them to their uncover common themes. >As an
most in their responses.
own. icebreaker to help establish a positive
classroom environment
 Ms. Robelia's Teacher Toolkit
# Strategy: Definition: Steps to Implementation: When to Use: Strategy Variations: Resources:

>Alternate Triangle Options: Rather

This strategy encourages students
to reflect on their learning and
process information presented in
the lesson. Similar to other closing
strategies, it asks students to pick
Triangle- out important pieces of information
25 Square-Circle and to question anything they don’t
completely understand. As a
teacher, it is a tool that will be used
to gauge understanding and
determine if anything needs to be
re-addressed in future lessons.
1. Triangle: After a lesson, have students draw a triangle SOCIAL STUDIES: I find this particulary than having the triangle represent
and next to it write down three important points from the helpful when learning about topics that items that stood out to the students,
presentation or reading they just saw or completed. >2. have multiple levels of understanding and they can instead write down items
Square: Then, have students draw a square and next to social issues and questions that they that need more clarification. http://www.
it write down anything that “squares” with their thinking might not agree with. Use Triangle- >Alternate Circle Options: Rather theteachertoolkit.
or anything they agree with. >3. Circle: Finally, have the
students draw a circle and next to it write down anything
Square-Circle as a closing activity or exit
ticket as a formative assessment of
than having the circle represent
things students are still thinking
com/index.
php/tool/triangle-square-
that is still “circling” in their head or questions that they students’ understanding of a lesson. It can about, they can instead write down circle
have. *For Primary Grades PK-1, this strategy should be used in also be used before reviewing for an how this information fits into prior
whole-group rather than as an independent task, with the teacher
assessment, so the teacher knows which knowledge or write down how this
charting ideas. Of course, since many children will want to participate,
there might be more than 3 ideas in each shape. areas to focus her test-prep on. information will “stay around” and be
used in everyday life.

1. Create; Make a Popsicle Stick for each student by

writing each name on a popsicle stick. Use a cup or
MATH: I like using these to encourage >Make Your Own Popsicle Stick
mug to hold the Popsicle Sticks for the entire class. If
participation BUT only when paired with >Name Generator: https://www.
This discussion technique ensures you assign each student in the class a number, you
phone a friend. Being put on the spot is classtools.net/random-name-picker/
that all students have an equal could put a number on each popsicle stick instead of a
nerve wracking but can build a team-like >Popsicle Stick App: http://itunes.
opportunity to participate and share name. http://www.
atmosphere if done correctly. Ask interest apple.com/us/app/stick-
their responses in class. The 2. Select: After posing a question to the class, draw a theteachertoolkit.
26 Popsicle Sticks randomness of drawing a student’s stick out of the cup. The person whose name or number
you’ve drawn will answer the question. If he or she
questions before introducing new material
to tap into prior knowledge
pick/id436682059?mt=8
> I'm Done: Create an “I’m Done
com/index.
name using the Popsicle Sticks php/tool/popsicle
Randomly call on students to gauge Cup” for students to choose from
method also helps with classroom wants more help or support on the question, draw
understanding during or after a lesson when they finish early. Sticks in this
management. another stick. Then, the initial student must repeat what
Assign groups or tasks jar would be labeled with a variety of
the second student said (assuming the second student
Decide who will receive a special privilege tasks students can do
gave the correct answer), so that the initial student is
unable to “opt-out” of answering.
SPECIALS (ART, MUSIC, PE): This
strategy can be used in all content areas
>1. Seal the reward: Choose one reward from a list generated by but I find it most helpful in PE, Music, or
This compelling behavioral reward the class. Write it on a piece of paper and place it in a sealed
Art. For specials, there are many ways to
system delivers a special mystery envelope. Draw a large question mark on the envelope and place it in a
reward for desired behaviors. In prominent position in the room. >2. Define the behavior: Write a incorporate motivators that fit with the
curriculum. Motivators don't have to waste
order to gain access to the reward, specific, measurable behavior on the Mystery Motivator calendar. >3.
class time and can rather enforce >Mystery Motivator Bonus Square http://www.
students must engage in or refrain Create the calendar: The selected days, students have the
opportunity to earn the Mystery Motivator reward. Days for no rewards standards. Use the Mystery Motivator to >Team Mystery Motivator theteachertoolkit.
Mystery from predetermined academic or
27 Motivator
are left blank. >4. Color the square: If the students meet the pre- deliver random rewards for appropriate
socialbehaviors. On days when the specified criteria, they get to color in the square for that day with the
class meets its behavior goal, one developer pen. If an X appears after the coloring, the envelope is
behavior. Use depends on behaviors that
>Minimum Number of Xs
>Mystery Motivator Chart
com/index.
php/tool/mystery-
need to increase (e.g., school work >Mystery Reward motivator-reward
student gets to color in that day on opened and the specified reward is given immediately. If no X appears,
congratulate the students on their behavior, describe how well they completed, good lunchroom behavior, few
the Mystery Motivator calendar to
have performed, and tell the students that tomorrow could be a reward classroom rules broken, etc.) or decrease
see if the invisible X appears. If it day. On days when the class does not meet the goal, students do not (e.g., non-compliance, talking back,
appears, the reward is earned. get to check to see whether there is an X. Hold a discussion to see
improvement for the next day.
disturbing others, etc.). Once the system
becomes effective, begin fading it out little
by little, placing fewer Xs on the calendar.
>Students are taught knowledge
and skills that cannot easily be
In an independent study, the communicated in classrooms. >It is
student selects a topic of interest in viable when an educational https://www.st-clair.
Decide on parameters for process: >1. How much time
any academic area where he ELAR, SCIENCE, MATH: This strategy institution is inaccessible to the net/Data/Sites/1/media/pu
each day, >2. Where research will take place, >3. What
shows strength. The student and can be used in all content areas but I find learner. >Develops self-motivation, blic/SpecialEd/gifted-
Independent materials will be needed, >4. What other persons will be
28 Study
teacher work out parameters for
process. The independent study
involved, etc), >5. Product (how will the student
it most helpful in the core subect areas. I
think it could also be great for MUSIC or
concentration, and discipline. >The
learner is taught to identify a
program/differentiation-
and-enrichment-
demonstrate what was learned, will the product be
suits students who have task ART. problem, gather data, and take strategies-for-gifted-
shared, will it serve a real—life purpose, etc.)
commitment and who tend to finish responsibility for conclusions. >The students.pdf
regular work quickly and correctly. learner does all the work and cannot
slide by on the anonymity of group
activity.

# Strategy: Definition:
A student with heightened
knowledge in a specific academic
area may benefit from contact with
a specialist in this field. This is
particularly the case in lower
grades when the teacher cannot
29 Mentorship keep up with the student’s capacity
to learn the subject. A mentor may
be a teacher of a higher grade, a
community member, an older
student or an instructor at a local
community college or university.
Some gifted students already have
outside hobbies and experiences
arranged through their parents or
communities. This learning can be
compatible with the classroom
30 Learning Log curriculum. The teacher may allow
the student to complete a learning
log of her experiences to show
what she has learned and how it
connects to classroom outcomes.
When it comes time to start a new
project, give students a list of
options to choose from. This way,
you can appeal to their distinct
learning styles and they can
effectively demonstrate their
knowledge. The projects can
involve: Designing web content,
Putting together ebooks, Creating
Offer Open-
original artwork, Composing
31 Ended Projects musical tunes, Crafting multimedia
products, etc. Students can use
widely-accessible software to
complete these projects, which you
may want to provide on classroom
devices. This way, you can
dedicate in-class time to project
work while giving students some
autonomy over how they use
technology in school.
If a location is out of reach due to
logistical issues, you can simulate a
virtual trip by using inexpensive VR
googles. There are apps you can
use to explore famous buildings,
such as the Empire State Building,
and natural phenomena, such as
Virtual Field the Great Barrier Reef. You may
32 Trip ask: “How will this connect with a
learning objective?” You could visit
a foreign landmark, holding a mock
conversation in that country’s
language. Or, you could study the
area itself from a geographic
perspective. This can add a new,
engaging element to your lessons.
Ms. Robelia's Teacher Toolkit
Steps to Implementation: When to Use: Strategy Variations: Resources:
>1. Talk to administration about mentoring policy and
procedures. >2. Identify Area of Giftenedness. >3. Use
>Video chat or in person https://www.st-clair.
personal and district contacts to indentify possible
ELAR, SCIENCE, MATH: This strategy >Group collaboration or indiviudal net/Data/Sites/1/media/pu
mentors. >4. Set clear expectations and mentor
can be used in all content areas but I find >Hack-a-thon or Problem Solving blic/SpecialEd/gifted-
procedures with mentor. >5. Introduce mentor to student
and be there for first meeting. >6. Have regularly
it most helpful in the core subect areas. I
think it could also be great for MUSIC or
Conference
>Mentorship Project Gallery: A
program/differentiation-
and-enrichment-
scheduled check-ins with mentor and student-
ART. learning log is also a good strategies-for-gifted-
separately. >7. Have a set start and stop dates. >8.
assessment tool for a mentorship. students.pdf
Evaluate and decide whether to extend mentor
relationship or not.
>1. Create a learning log with classroom outcomes and https://www.st-clair.
SCIENCE: This strategy can be used in all
obejectives. >2. Explian expectations and layout of net/Data/Sites/1/media/pu
content areas but I find it most helpful for
learning log. >3. Have student fill in learning log with >Pairs well with mentoring blic/SpecialEd/gifted-
Science. I think that this method would be
activities, books, articles, websites that they have
explored. >4. Make sure that they include obeservations
great for testing hypothesises and
>Group Project Accountability
>Science Project Log
program/differentiation-
and-enrichment-
obersrving the nature world. I think it could
and conclusions drawn. >5. Schedule a check-in time to strategies-for-gifted-
also work well for MUSIC or ART.
go over findings and to assess student's objectives. students.pdf
https://www.st-clair.
MULTI-SUBJECT: This strategy can be net/Data/Sites/1/media/pu
>1. Decide on options. >2. Set parameters. >3. Design used in all content areas. I think it would blic/SpecialEd/gifted-
>Choice Board
rubric. >4. Set due date. >5. Communicate all info to
student. >6. Schedule check-in meetings
be esoecially great for collabpration
between subject areas. The sky is the
>The variations are endless
program/differentiation-
and-enrichment-
limit. strategies-for-gifted-
students.pdf
>Preview Field Trips Virtually:
Similarly, you can use Google Earth
to explore locations before actually
visiting them. Let’s say your class is
set to go to the Zoo. Find the
location, traveling through it using
>1. Decide where you want to go. How does it tie to your MULTI-SUBJECT: This strategy can be Street View to see which exhibits
https://www.prodigygame.
objecgives? >2. Research options. >3. Decide how you used in all content areas. I think it would pique the most student interest. You
com/blog/ways-to-use-
will present field trip. >4. Gather supplies and
technology. >5. Test it out. >6. Take the field trip but first
be esoecially great for collabpration
between subject areas. The sky is the
can quickly discuss what they’re
looking forward to, boosting
technology-in-the-
classroom/
make sure your objectives are CLEAR. limit. excitement levels for the trip.
Popular field trip destinations will
also have websites filled with visual
media you can use to complement
the preview. All it takes is a device
connected to a projector or large
screen.

# Strategy: Definition:
You can bolster your lesson plans
by using videos as stand-alone
overviews for some topics. Also
available as skill reviews and
previews, there are many websites
that host teacher-made video
content. This easy way to use
technology in the classroom adds a
Use Videos for
33 Mini-Lessons
multimedia element to your
lessons, which can effectively
resonate with visual learners.
Research has shown that the use
of animated videos can positively
impact a child’s development in
several competence areas
including memory, creativity, critical
thinking, and problem solving.
Learning stations are a method of
both delivering a range of content
and giving students different ways
to process it. With a device at each
Run Learning
34 Stations
station, you can provide videos,
podcasts, slideshows and other
digital media. Students can then
solve challenges to build
understanding of the material.
Ms. Robelia's Teacher Toolkit
Steps to Implementation: When to Use: Strategy Variations: Resources:
Co-ordinate Live Video: You don’t
have to limit yourself to pre-
recorded videos, as conferencing
technology can allow subject matter
experts to deliver lessons. Whether
it’s a contact from another school or
>1. Research Examples: TeacherTube is an example of
a seasoned lecturer you reach out
an education-only version of YouTube, covering core
to, bringing an expert into your
school subjects. You can search for a specific topic or MULTI-SUBJECT: This strategy can be
classroom will expose your students
browse by category, quickly finding relevant videos. For used in all content areas. I think it would https://www.prodigygame.
to new ideas and can lighten your
example, searching for “middle school algebra” will load be esoecially great for collabpration com/blog/ways-to-use-
a results page containing study guides, specific lessons between subject areas. The sky is the
workload. You can add the person
as a contact on Skype or Google
technology-in-the-
and exam reviews. >2. Decide on topic and script out limit. Some easy examples: Social Studies classroom/
Hangouts, delivering the lesson
lesson. >3. Practice. >4. Make sure you consider lighting and Art.
through the program. Skype even
and background. Have props ready. >5. Record it. >6.
has a list of guest speakers who will
Review it. >7. Post it. >8. Give students access.
voluntarily speak about their topics
of expertise. Ask your students to
prepare questions, helping them
enjoy — and fulling participate in —
this modern take on traditional
lessons.
Use Virtual Manipulatives: When
teaching and reinforcing some math
concepts, students can use virtual
manipulatives in more ways than
This can involve: Solving relevant physical ones. Although there are a
problems in a computer game, Recording few websites that provide these
>1. Determine objectives and decide on technology their thoughts about, and responses to, a manipulatives, many teachers
https://www.prodigygame.
options. >2. Determine product and set parameters. >3. podcast, Contributing notes to a group regard the National Library of Virtual
com/blog/ways-to-use-
Design and laminate instruction cards. >4. Check iPads, Wiki page, which this guide explains in a
computer, etc. Make sure needed applications and
Manipulatives as the most versatile
later section. One of the best parts of this and engaging. The website is made
technology-in-the-
classroom/
programs are installed. approach? It works for classes without up of tasks targeted to students
one-to-one device use, as students can from pre-kindergarten to 12th grade.
group together at each station. So, there should be something for
your class. This method of using
technology in the classroom is not
only easy to run, but appeals to
hands-on learners.