Melinda Dwyer

EDUC 250
Instructional Strategies

Science
1. Sticky Note Graph
http://www.fortheteachers.org/instructional_strategies/
The instructional strategy this website addresses is Sticky Note Graph strategy.
The strategy on this website is used as a compare and contrast strategy. The teacher
begins by giving each student a small stack of sticky notes (5-10 notes, depending on
how many responses you anticipate). Then, the teacher asks a question related to the
content. Questions with multiple correct answers or that ask for opinions or votes work
well. Such as Which animal is most important to sustaining the jungle ecosystem? The
students write one answer or response on each sticky note. After students finish writing
their answers, they place all of their sticky notes in a designated spot on a wall or white
board. Then, the students work together to find and group sticky notes with the same or
similar answers (stick the notes in clusters or in lines to create a bar graph). Finally, the
class discuss which responses where most common and why.
The reason why this strategy would be useful in the classroom is because the
Sticky Note Graph helps develop individual thought and cooperative learning skills.
Students individually answer questions on their own individual sticky note. Then,

students work together to find and group sticky notes with the same or similar answers.
The students stick the notes in clusters or in lines to create a bar graph. This strategy is
useful in the classroom to help the students build connection between concepts.
This strategy would be best used with students in 1st grade or higher.
Mathematics
2. Mini White Boards
http://www.mathwire.com/strategies/is.html
The instructional strategy this website addresses is Mini White Boards strategy.
The strategy on this website support active student participation in math lessons and
allow teachers to assess the developing proficiency levels of all students in the class by
monitoring student responses. These strategies are especially effective during the mental
math. The teacher begins by giving each student a mini white board, dry erase marker,
and a paper towel. Then, the teacher asks questions, each student writes his/her answer
on the whiteboard and hold it up for review.
The reason why this strategy would be useful in the classroom is because it allows
the teacher to quickly assess students' independent performance levels. Especially at the
beginning or end of lessons. The teacher could use this information to reteach, form
small groups, and/or plan future instruction.
This strategy would be best used with students in 2nd grade or higher.
Science
3. Think-Pair-Share

http://www.tealighthouse.org/ela/classroom_strategies/strategies.php
The instructional strategy this website addresses is Think-Pair-Share strategy.
This strategy gives an opportunity for students to learn from each other. The teacher
begins by asking a question or proposing a problem. The students first think of an
answer or idea on their own, about 2-3 minutes. Next, students are given an opportunity
to share their thoughts with a partner. Then, there is an open discussion with the whole
group to share and compare answers and ideas.
The reason why this strategy would be useful in the classroom is because the
think-pair-share helps develop individual thought and cooperative learning skills.
Students individually answer questions by critically thinking. Then, students work
together in pairs and finally as a whole community. This provides opportunities for all
students to respond and be involved during whole group discussion.
This strategy would be best used with students in 1st grade or higher.
Social Studies
4. Mapmaker
http://education.nationalgeographic.org/mapping/outline-map/?ar_a=1
The instructional strategy this website addresses is Mapmaker strategy. The
strategy on this website is an example of direct learning. This website helps the teacher
and students create maps of our world. One can customize one-page maps and download,
email, print, or share them. This is a visual and technology strategy that supports the
students to learn technology skills. The teacher can create customized maps based on

what the class is learning. A student or group of students can also use this website to
customize a map for a project they are researching.
The reason why this strategy would be useful in the classroom is because it allows
the teacher to quickly customize one-page maps. The teacher can use these maps to
assess students' independent performance levels. Especially at the beginning or end of
lessons. The teacher could use this information to teach, reteach, form small groups
projects, and/or plan future instruction.
This strategy would be best used with students in 4th grade or higher.
Social Studies
5. Four Corners
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategy/fourcorners
The instructional strategy this website addresses is Four Corners strategy. This
strategy is a compare and contrast strategy and class discussions strategy. The teacher
begins by labeling the four corners of the room with signs reading: strongly agree, agree,
disagree, and strongly disagree. Then, the teacher would state controversial statements
related to the material one at a time. Ask the students to move to the corner of the room
that best represents their opinion. Once students are in their places, the teacher will pick a
volunteer to justify their position. After a volunteer from each corner has defended their
position encourage students to switch corners if someone presents an idea that causes a
change of mind.

The reason why this strategy would be useful in the classroom is because the Four
Corners elicits the participation of all students by requiring everyone to take a position on
a topic they are about to study, it can be a useful warm-up activity. Four Corners can also
be used as a pre-writing activity to elicit arguments and evidence prior to essay writing.
To clarify ideas shared during the discussion, you can chart the main for and against
arguments on the board as a whole-class activity.
This strategy would be best used with students in 2nd grade or higher.
Reading
6. 321
http://www.readingquest.org/strat/321.html
The instructional strategy this website addresses is 321 strategy. This strategy
is direct instruction and Higher-level teaching questions strategies. The students begin by
learning from a textbook or from a lesson. Then, the teacher asks them to answer
questions in their journal or on a separate piece of paper. Three (3) things that they have
learned from this lesson/from this text, two (2) interesting things and one (1) question
they still have.
The reason why this strategy would be useful in the classroom is because this
activity helps structure students responses to an activity, a reading or a film. It provides
an easy way for teachers to check for understanding and to gauge students interest in a
topic. Sharing 3-2-1 responses can also be an effective way to prompt a class discussion
or to review material from the previous lesson. The teacher could also use students
responses to guide teaching decisions. 3-2-1 responses can help you identify areas of the

curriculum that you may need to review again or concepts or activities that hold special
interest for students.
This strategy would be best used with students in 2nd grade or higher.
Reading
7. Ask Text-based Evidence Questions
http://www.readwritethink.org/professional-development/strategy-guides/depend-textcreate-text-31024.html
The instructional strategy this website addresses is Ask Text-based Evidence
Questions strategy. The strategy on this website is a higher-level teacher question
instructional strategy. Teachers should prepare text-dependent questions in advance of
the reading, considering questioning techniques such as question-answer relationships,
questioning the author, and Blooms taxonomy to ensure deep thinking is achieved.
Through rereadings, all question levels must be addressed. Here's a sample from the
website of a three-day sequence. After the first reading, literal-level questions promote
general understanding and focus on key textual details so students grasp the main idea.
Examples include "Who's the main character? What information in the text lets you know
this is the main idea?" The second reading fosters deeper thinking, focusing attention on
vocabulary, text structure, and author's purpose. Questions ask students to think about the
author's decisions, to consider the purpose. Examples include "How do the words
influence the book's meaning? How does the story change from beginning to end?" On
the third rereading, students answer questions requiring inferences and the formation of
opinions and arguments about the text, using textual evidence for support. Examples

include "What would logically happen next? What clues support your thinking? Do you
agree/disagree with the author? Provide evidence for your answers."
The reason why this strategy would be useful in the classroom is because the
Ask Text-based Evidence Questions require students to return to the text to support
their answers. This rereading fosters deep thinking. With this strategy a teacher learns to
prepare questions that challenge students to think at deeper levels.
This strategy would be best used with students in 4th grade or higher.
Reading
8. Story Maps
http://www.readingrockets.org/strategies/story_maps
The instructional strategy this website addresses is Story Maps strategy. The
strategy is a teacher-direct instructional strategy. The teacher begins by discussing the
main components of a story (e.g., characters, setting, plot and theme OR beginning,
middle, end). Then, the teacher needs to provide each student with a blank story map
organizer and model how to complete it. Finally, the students are given an opportunity to
read the story and complete the story map. After the students are finished the class
should go over the Story Map together.
The reason why this strategy would be useful in the classroom is because Story
Maps help students learn the elements of a book or story. By identifying story characters,
plot, setting, problem and solution, students read carefully to learn the details. Story

Maps also help improve students' comprehension. They also help students organize
information and ideas efficiently.
This strategy would be best used with students in 1st grade or higher.
9. Listen-Read-Discuss (LRD)
http://www.adlit.org/strategies/19781/
The instructional strategy this website addresses is Listen-Read-Discuss (LRD)
strategy. The strategy on this website is used as a compare and contrast strategy. The
students begins by listening to a short lecture delivered by the teacher. Then, the students
read the text about the topic. After reading, there is a small or large group discussion
about the topic. During the discussion, students compare and contrast the information
from the lecture with the information they read.
The reason why this strategy would be useful in the classroom is because the
listen-read-discuss strategy helps students comprehend text. It also builds students' prior
knowledge before they read a text. LRD engages struggling readers in classroom
discussions.
This strategy would be best used with students in Kindergarten or higher.
10. Reading Guide
http://www.readingrockets.org/strategies/reading_guide
The instructional strategy this website addresses is Reading Guide strategy.
This strategy is a higher-level teacher questions strategy. Teachers begin by introducing
the assigned book. Along with the book the teacher gives the students a Reading Guide.

This Reading Guide introduces questions or statements in order to guide students through
the major ideas and supporting details of the reading text. The Reading Guide can also
introduce new vocabulary. Teachers may read the selection aloud or they may have the
students read the assigned text. Students may work together or individually on the
Reading Guides.
The reason why this strategy would be useful in the classroom is because Reading
Guides helps develop students' comprehension. They help students navigate reading
material, especially difficult chapters or nonfiction reading. It helps students understand
the organizational structure of a text. Reading Guides help teachers monitor their
students comprehension of the reading. It helps readers to think actively as they read
and have a purpose for reading.
This strategy would be best used with students in 3rd grade or higher.
Reading
11. Question-Answer Relationship (QAR)
http://www.readingeducator.com/strategies/qar.htm
The instructional strategy this website addresses is Question-Answer Relationship
strategy. This strategy is a higher-level teacher questions strategy. The questionanswer
relationship (QAR) strategy helps students understand the different types of questions. By
learning that the answers to some questions are "Right There" in the text, that some
answers require a reader to "Think and Search," and that some answers can only be
answered "On My Own," students recognize that they must first consider the question
before developing an answer.

The reason why this strategy would be useful in the classroom is because QAR helps
develop students' comprehension. It teaches students how to ask questions about their
reading and where to find the answers to them. It helps students to think about the text
they are reading and beyond it, too. It inspires them to think creatively and work
cooperatively while challenging them to use higher-level thinking skills.
This strategy would be best used with students in 3rd grade or higher.
Reading
12. Partner Reading
http://www.pathstoliteracy.org/instructional-strategies-struggling-readers
The instructional strategy this website addresses is Partner Reading strategy.
Partner Reading is a cooperative learning strategy in which two students work together to
read an assigned text. This strategy is often used as part of the Peer-Assisted Learning
Strategies (PALS). PALS is a class wide peer tutoring program in which teachers
carefully partner a student with a classmate. The Partner Reading strategy allows students
to take turns reading and provide each other with feedback as a way to monitor
comprehension.
The reason why this strategy would be useful in the classroom is because it allows
students to take turns reading and provide each other with feedback as a way to monitor
comprehension. It provides a model of fluent reading and helps students learn decoding
skills by offering positive feedback. It provides direct opportunities for a teacher to
circulate in the class, observe students, and offer individual remediation.

This strategy would be best used with students in kindergarten or higher.

Social Studies
13. Interactive Notebook Folders
https://www.pinterest.com/carriecollard/interactive-folders/
The instructional strategy this website addresses is Interactive Notebook Folders
strategy. Interactive Notebook Folders helps a student organize information for a unit,
subject, or for the entire year. The Interactive Notebook Folders strategy allows students to
be on task and creative.
The reason why this strategy would be useful in the classroom is because it allows
students to have a system for organizing information. The student receives the
information and has the opportunity to review it when needed. This way of notetaking
also saves time by copying and pasting information.
This strategy would be best used with students in 2nd or higher.
Science
14. Project Based
http://www.edutopia.org/project-based-learning
The instructional strategy this website addresses is Project Based strategy. Projectbased learning strategies involve students in exploring authentic problems. Solving realworld problems motivates students. Thus, one of the primary benefits is increasing student
interest and valuing of learning. Project-based learning strategies are similar to experiential

learning strategies but differ in that the focus is on developing a product or artifact that serves
as evidence of the learning process.
The reason why this strategy would be useful in the classroom is because the project
based strategy helps provide opportunities for students to develop materials that show
evidence of their engagement with issues raised in the course and, more practically, that may
be adapted for their future. When using project-based learning strategies, the primary role of
the teacher is to facilitate student learning through guidance and feedback at the outset,
during the projects execution, and after its completion.
This strategy would be best used with students in 3rd grade or higher.
Social Studies
15. Role Play
https://www.scribd.com/doc/27435080/40/Role-playing
The instructional strategy this website addresses is Role Play strategy. Roleplaying is an instructional technique involving a portrayal (acting out) of a situation,
condition, or circumstances by selected members of learning group. The situation to which
the person responds may be either structured or unstructured.
A role- play has a unique value in that it is the only strategy that gets the student into
another identity, thus allowing him an opportunity to perceive how others might feel, think
and act. This is especially useful in helping students understand the circumstances of
different ethnic and cultural backgrounds.
This strategy would be best used with students in preschool or higher.

Social Studies
16. Think-Tac-Toe
http://www.teachingwithsimplicity.com/2014/01/differentiated-instruction-with-think-tactoe.html
The instructional strategy this website addresses is Think-Tac-Toe strategy. Create
nine commands or questions, arranged like a tic-tac-toe board. Students choose three to
complete, creating a row vertically, horizontally, or diagonally.
The reason why this strategy would be useful in the classroom is because it allows
students to choose what they want to do by interest and/ or learning style.
This strategy would be best used with students in kindergarten or higher.
Reading & Writing
17. Reflections/ Response
http://www.fortheteachers.org/instructional_strategies/
The instructional strategy this website addresses is Reflections/ Response strategy.
Provide opportunity for students to respond and reflect on days learning.
The reason why this strategy would be useful in the classroom is because it provides
an opportunity for the teacher to know what the students understand. This understanding
helps for planning next lessons. Reflection/ response strategy increases memory retention for
students.

This strategy would be best used with students in 2nd grade or higher.
Reading
18. What I Know? What I Want to Know? What I Learned? Chart (KWL Chart)
https://www.teachervision.com/graphic-organizers/skill-builder/48615.html
The instructional strategy this website addresses is KWL strategy. Columns: What
I Know, What I Want to Know, and What I Learned. Can be used at the beginning of a
unit to assess students schema and interest on the topic, or it can be used at various points
throughout the unit to assess student progress.
The reason why this strategy would be useful in the classroom is because it allows
students track their own progress and help determine what they most need to work on next.
KWL charts also help teachers understand what a student knows before a unit. The KWL
also helps a teacher assess what a student has learned.
This strategy would be best used with students in 1st grade or higher.
Mathematics
19. Exit Ticket
http://exitticket.org/instructional-strategy-benefits/
The instructional strategy this website addresses is Exit Ticket strategy. At the end
of a class period ask students to take out a piece of scrap paper, or hand out blank index cards
(keep a stack readily available) and ask students a question related to that days lesson.
Students write their responses on the paper or index card which they then hand to the teacher
at the door as they leave the classroom.

The reason why this strategy would be useful in the classroom is because it allows
the teacher to use the student responses to determine if they need additional practice on the
skill/concept. Student responses may be used to create small groups for the next days
lesson. It will be beneficial to group students with similar (or differing) levels of
understanding of the skill/concept or with similar (or differing) opinions or views on the
topic.
This strategy would be best used with students in middle school or higher.
English
20. Centers/ Stations
http://catlintucker.com/2016/04/station-rotation-model-in-action/
The instructional strategy this website addresses is Centers/ Stations strategy.
Centers can be used to arrange various activities and assignments by level of difficulty or by
interest.
The reason why this strategy would be useful in the classroom is because it allows
students to explore various activities and assignments. The teacher can divide students so
they can focus learning by level of difficulty or by interest.
This strategy would be best used with students in kindergarten or higher.