Week 5 Reflection Form

Using the form below, list the name of the strategy, when you can use it in your classroom, and how to use
the strategies. Complete this for all the videos watched. You can add to the table as you need to do so.

Name of Strategy Describe how the strategy works How do you see yourself using the
strategy in your classroom?
1 Card Sort Each student receives a card with I could see myself using this
different information (vocab, strategy in my classroom as a
problems) and then they share strategy to check for
the concept on their card with understanding at the end of
their group. Next, students match lesson that is at the beginning of
the cards of the same concept and the unit that deals specifically
the answers with the problems. It with vocabulary. Some students
is an engaging way for students to would get vocab words and other
learn concepts in a more playful students would get the
way. definitions. This would help me to
know if we are ready to move on
to deeper concepts or if we need
to spend more time review vocab.
2 5-3-1 This strategy can be used at the I could see myself using this
beginning of lesson for strategy in the classroom as a way
introducing a concept or end of for students to share their ideas
lesson for checking understanding with each other but also value
of a lesson. Students individually what each other has to say. As
write down five ideas or thoughts much as this strategy would
on the posted prompt. Then reinforce an academic concept, it
students will pair up and select will teach students how to share
the three best thoughts between their thoughts and how to actively
the two lists. Finally, pairs will listen and appreciate others’
group up with another pair and thoughts. I would probably use
select the one best thought from this at the beginning of the lesson
the two lists of three. to see what students know about
a concept that is about to be
introduced.
3 Exit Ticket This strategy is used at the end of I could see myself using this
the lesson to assess what students strategy in an upper elementary
learned from a lesson, enjoyed classroom where students can
about a lesson, and have write well and articulate their
questions about a lesson. It shows learning well. This is a strategy I
misconceptions students may can see myself using very
have and helps them explain what frequently so that my students
they know showing mastery of get used to articulating their
learning. learning and so they can
anticipate writing an exit ticket

4 Whiteboard Wipeout In this strategy, the teacher
stands at the front of the class
and asks students questions. Each
student has a whiteboard that
they write the answer to the
questions on and then they hold
the whiteboard up so that the
teacher can see their answers.
This strategy involves a lot of oral
recognition, so it is a good way for
the teacher to check where
students are at and know who
they need to spend more time
working with.
5 K-W-L The K-W-L strategy is split into
three parts: What students
already Know, What students
Want to Learn, and What they
Learned. This is a strategy that is
carried out throughout a lesson
from beginning to end. First,
students write what they know
about a concept. Then any
questions they may have or things
they’re curious about. And finally,
what they did learn. Teachers can
use this strategy for students to
discuss with each other what they
do not know and try to answer
things together or the teacher can
use this strategy to help them
know what they need to teach in
the lesson and as an assessment
of how the teacher did in
addressing questions and
misconceptions.
6 Student Response Cards This strategy is used to check for
understanding of a concept
throughout the lesson. I think this
would keep them engaged
throughout the lesson.
I could see my self using this
strategy throughout lessons that
serve as unit reviews and lessons
that come the day before a test. I
could ask study guide questions
that students would then show
what they know. If many students
get it wrong, I could address the
concept in the moment or pull
students aside at the end of class
to clear up misunderstandings. I
could also use this strategy to
check for understanding and
keeping students engaged
throughout a lesson. They would
keep their whiteboards out
throughout the lesson and write
answers down as questions were
asked- it would keep students ‘on
their toes.’
I could see myself using this
strategy in lessons at the
beginning of a unit to gain an
understanding of what prior
knowledge students have about a
concept and what things are
interesting to them within a
concept. I could also use a
broader K-W-L throughout a
whole unit in which students do
the K and W sections at the
beginning of the unit and the L
section at the end.
I would use this strategy at the
end of a lesson midway though a
 taught. It is a visual way for unit to check for understanding. I
students to show what they know think a more contemporary
and for a teacher to see if they example of this strategy is
need to spend more time on a Kahoot!. Students do much of the
concept. For this strategy, same thing but click on the color
students are given colored cards box on their device that reflects
that have different meanings (i.e. the correct answer. I would most
“yes or no” cards, “feminine or likely use the response cards over
masculine” cards, etc.). When the the Kahoot! however, because
teacher asks a question or puts a they involve more movement and
word or picture on the board, interaction and do not contain the
students need to hold up the card distractions of technology.
that reflects the correct answer.
This strategy involves movement
and visualization of
understanding.
7 Pictionary (Vocabulary This strategy is a tool used to I could see myself using this
and development) assess and teach vocabulary strategy as a study review before
words, character or concepts tests or at the beginning of a unit
taught in a lesson. Teachers first to check students understanding
develop a list of vocab words or of important vocabulary that will
concepts. Next, students are be necessary to know for the unit
divided into groups. One student or test ahead.
from each group comes up to the
teacher to receive a word from
the list. Then they have to draw
this on a piece of paper or
whiteboard while the other
students in their group try to
guess what word it is. This
strategy causes students to
conceptualize definitions and
express them in their own way of
thinking. This strategy is good for
visual learners and helping
students learn how to
conceptualize ideas in their own
words (pictures). The strategy is
also a game, which many students
thrive off of competition.
8 Quiz Quiz Trade Quiz Quiz Trade is a strategy that This strategy could be used at any
involves students discussing with point in a unit or lesson. It could
each other and moving around check for prior knowledge of
the classroom. Each student is vocab terms or it could be used to
given a card with a term on one review knowledge of vocab terms
side and the definition on the at the end of a lesson. It could
other. They walk around the room also be used midway through a
and quiz other classmates on the lesson or unit to learn vocabulary.

9 Back and Forth
10 Tell me something good
11 Walk, Talk, and Decide
definition of their term. After each
student as quizzed each other on
their term, they trade terms and
go find someone else. I think this
strategy can make a student feel
like an expert of a term as they
get to quiz other classmates and
help them learn their term. Then
they have to become the expert
of a new term as they trade
terms.
Back and Forth is a strategy that
students get to put themselves in
the shoes of the teacher and
show off what they know.
When students learn from each
other, they tend to remember
things better. In this strategy,
students are grouped into
partners and each are given a
concept to teach. Partner A will
begin by teaching Partner B their
concept while Partner B takes
notes. Then the two will switch
roles of partner and teacher.
This strategy is a strategy that
works on communication skills
and students learning how to
affirm each other in a positive
way. This strategy reinforces
cooperative learning. The teacher
will model what a positive
comment is, then students will
walk around the room and find a
partner to tell something good to.
After each partner shares their
comment, they will find another
partner when the teacher
instructs.
This strategy is an exercise in
which students get out of their
seats and walk around discussing
an open-ended question with
their partner that the teacher
poses to the class. As they walk
around, they write down their
thoughts and their partner’s
It gives students a way to learn
from each other and not just me
as the teacher. It also, would give
me the opportunity to step back
and observe how they do with
communications skills and
knowledge of the vocab terms.
I could see myself using this
strategy in a multi-day lesson. At
the end of day one, I would assign
students their concepts and ask
them to research them as they go
home as homework. In day two
students will teach each other
their concepts. Most of the
information they need to know
would be taught in day one but
students will be encouraged to
find more information in their
research.
I could see myself using this
strategy in Morning Meeting at
the beginning of the day to
establish cooperative learning.
This strategy could be especially in
a day that has many activities
where students will be working
together. It starts students off on
the right foot and gives students
who may have had a bad morning
at home the chance to start their
day with their classmates on the
right foot.
I think this is a good activity for
when students start getting a little
antsy and need to get up and
move around but still use critical
thinking skills. Walking around
and working with a partner in a
conversational style keeps the
brain alert and on-task. This
 thoughts in their notebook. After
walking around and jotting
thoughts down, the partners
summarize their thoughts on their
pages to one sentence and share
with the class.
12 Think-Pair-Share This strategy is an effective way to
get students talking with
confidence. Students first jot
down something that they are
thinking, then they are paired up
with one other student, finally
they share their thought. This is
effective because it teaches
students to think before they
speak and as they have time to
think through what they are going
to say, they have more confidence
to share it. It also gives students
who take longer to formulate a
response a chance to share what
they are learning.
13 Time-Pair-Share This strategy is a variation of
Think-Pair-Share. In this strategy
students work with partners to
work out a problem and solve it
on their white board showing
their work. After an allotted
amount of time, the teacher says
‘time!’ and the students get up
with their pair and find another
pair to share their answer and
process with them. The benefits
of this strategy are that it gives
the students an opportunity to
see how other students solve
problems differently than them
and to get up and interact with
each other.
14 Triangle Square Circle This strategy serves as a variation
of an exit ticket strategy. Students
are given a piece of paper with a
triangle, square, and a circle on it.
On the triangle, students write
three things they learned from
the lesson. On the square,
students write one thing that they
activity may be hard for younger
elementary students but in the
case that I have upper elementary
students who can write very well,
this strategy would work.
I would use this activity at random
times in my lessons when my
students are losing focus and
attention or if I taught something
that piqued curiosity or even
controversy. At these moments I
would have students write down
what a statement, content, or
learning piece made them think
about and then have them share
it with their partner and discuss it
for a moment. Then I would have
a few groups share a piece from
their discussion and tie the
students’ thoughts into the
lesson.
I most likely see myself using this
strategy in math lessons where
there are more problems that
have different ways of being
solved so that students can see a
variety of perspectives and be
stretched by each other.
I would use this activity at the end
of individual lessons throughout a
unit. I probably would use basic
exit tickets more frequently for
consistency but then use this one
on occasion to provide variety.
 know and understand from the
lesson. And on the circle students
write one thing that they are
unsure of from the lesson. After
they fill it out, students share with
the class. This strategy gives the
students an opportunity to share
what they learned and how they
understood it and it gives the
teacher a good assessment of
where their students are at.
15 Inside/Outside Circles In this strategy, students are I would use this activity in many
directed to create two circles with different ways. Perhaps as part of
the same amount of people in a morning meeting activity, or in a
each one, one circle inside of the guided practice portion of a
other. The students in the inner lesson, or in the instructional
circle face the students in the activity of a lesson, or in a review
outer circle. The students pair up portion. I think this strategy can
with the student across from prove affective in many ways and
them and each pair is given an build class engagement and unity
activity to do together. Then, the as students are prompted to work
teacher will have students take a with randomly chosen classmates.
certain number of steps to the left
and right and they will do a new
activity with their new partner
who is in front of them. The
benefit of this activity is that it
causes students to work with
classmates that they may not
typically choose to work with.
16 Whip Around This strategy is a tool that can be I would use this strategy as an
used to get full participation from engagement piece to lesson to
a class. The teacher asks an open- promote engagement at the
ended question that does not beginning of a lesson to promote
have a right or wrong answer and participation from all students all
has the students write down their throughout a lesson.
answer on a piece of paper. Then
the students take turn sharing
their thoughts. Because there is
no right, or wrong students do not
have to be afraid to share with
the class. Students cannot share
the same thing as another student
in the same way as other students
phrased it.
17 Table Points In this strategy, the students are I can see myself using this strategy
put in different groups for a week in the classroom very often.
 (or other allotted amount of time)
and they sit at a table with their
groups. Throughout the week, the
teacher gives groups
opportunities to earn points by
answering questions or following
good behavioral rules. At the end
of the week, the group with the
most points gets an award.
18 Mystery Motivator In this strategy, the teacher writes
a secret reward on a piece of
paper and puts it in an envelope,
so kids do not know what it says.
The teacher tells the students that
if they complete a task or go
through the day with good
behavior then they will receive
the mystery reward.
19 One Minute Note One Minute Note is a strategy
that can be used as an exit ticket.
The way it works is the students
are given a sheet of paper and
they have one minute to write
what they’ve learned from a
lesson on a piece of paper. It can
also include questions or thoughts
the lesson caused them to have.
The teacher may also have a few
students share out what they
wrote down. The students hand
their notes to the teacher on their
way out the door.
20 Find Someone Who This strategy is a cooperative
learning tool that emphasizes a
kinesthetic style of learning. The
way this strategy works is
students will be given a piece of
paper with a problem on it. On
the teacher’s commend they will
get up and raise their hand
indicating they are looking for a
partner. When students find a
partner they give them a high five
and put their hand down. Next,
the students take turns working
on their problems while the other
watches and checks their work.
Particularly in weeks that lead up
to a unit review and test in which I
could ask a lot of review questions
for students to get points. I think
competition like this can really
help students stay engaged.
I could see myself using this
strategy as a motivation for
students to stay engaged and to
promote full class participation.
The students would get the
reward if all were involved in class
participation.
I could see myself using a
variation of this strategy at the
end of a day. I would give
students five minutes (probably
more for younger students) to
write down highlights of their day
and things they learned from the
lessons and activities and
something they would like to
share with their friends and family
when they go home.
I could see myself using this
strategy in a math lesson after
teaching a concept. I would have
the problems prepared in advance
of various different levels.
21 Four Corners This is a strategy that promotes a I can see myself using this strategy
kinesthetic style of learning. To at the beginning of a lesson as an
begin this strategy, the teacher engagement piece to get students
shares an open-ended statement interested in a new topic and to
or question that fits the topic of hear their thoughts.
study. Then they decide on levels
of agreement and disagreement
of the statement and hang sign of
these in the four corners of the
room. As the teacher asks the
open-ended questions or
statements, the students will go
to the different four corners that
they think fits their response.
Then they discuss with the others
at that corner why they chose the
corner they did. To conclude, they
come back together as a class and
discuss as a class. This activity
gives students an opportunity to
move around, voice their opinion,
and be heard. It encourages them
to talk with like-minded
classmates and non-like-minded
classmates.
22 $10,000 Pyramid This strategy is an activity used to I could see myself using this
develop vocabulary skills. strategy at the beginning of a
Students pair up and sit back-to- lesson when teaching the vocab
back. They then are given a needed for the lesson or a purely
vocabulary word to define to the vocabulary lesson.
student who is to their back
without using the word itself. This
is an activity that is defined to
grow students’ confidence as they
need to speak louder because
their partner is to their back and
because they cannot see their
partner’s nonverbal response.