Professional Documents
Culture Documents
Kelsey Rutter-Williamson
Table of Contents
Section 1: Methods and Strategies
Subsection 1: Methods
Continuum Line … 3
Round Table … 4
Timer … 5
Value Line … 6
Subsection 2: Strategies
Hook … 8
Think/Pair/Share … 21
“The World in Spatial Terms: Mapmaking and Map Reading” by Gale Olp Ekiss, Barbara Trabido-Lurie, Judie Phillips and Elizabeth Hinde …
27
“Writing Our Way to the Post Office: Exploring the Roles of Community Workers with Four-Year-Olds” by Linda D. Davey and Rosebud
Elijah … 29
“Expanding Local to Global through ESRI Story Maps” by Ann Marie Gleeson and Lisa Andries D’Souza … 31
“Real-Word Problems: Engaging Young Learners in Critical Thinking” by Bronwyn Cole and Margit McGuire … 33
2
Subsection 1: Methods
Continuum Line
Purpose: The purpose of a continuum line is to give the students an opportunity to get up
and move around by arranging themselves based on a variety of abilities and experiences.
This allows students to visualize the different experiences of their peers based on a
certain subject. It also allows for bonding within the classroom, as students must
communicate to line themselves up.
Materials: The space required to allow all of the students to be lined up beside each other.
Steps: There are many different ways to use this method in a classroom, but one very
popular way is for the teacher to ask the students to line up based on something personal,
for example, their birthdays from January to December or their last names from A to Z.
The line would begin with “A”, and the students would line up in order of the alphabet. The
teacher can then group the students off based on the location in line.
End Result: This method gives the students time to be independent and a way for teachers
to equally separate them into groups or prepare them to line up and leave the classroom.
Articles/ References:
1. https://www.facinghistory.org/resource-library/teaching-strategies/barometer-ta
king-stand-controversial-issues
2. https://teaching-strategies.wikispaces.com/Continuum
3
Round Table
Purpose: The purpose of a round table is to have a structured and organized system for
discussion. This method ensures all students have an equal opportunity to contribute
their thoughts and opinions in a small group and encourages a positive and collaborative
classroom environment. It is a way to bring forward different perspectives or opposing
opinions on a topic while allowing others to ask questions, debate, and come to a
conclusion as a whole.
Materials: The most essential material for this method is sufficient space and seating for
each member of the small group. All members should bring talking points and material to
take notes while also sitting in a circle to motivate equal participation.
Time Required: Depends on the topic or the subject being discussed, but probably 10-20
minutes would be required.
Steps: Break class up into groups, and have them sit around a table with a piece of paper.
Each person must contribute to the activity by writing his or her thoughts about the
chosen topic on the paper. After everyone is finished, a discussion can be had about what
was written. This could also be done with one person selected to be the writer as
everyone takes a turn to communicate his or her ideas.
End Result: Students should feel that they have had an equal opportunity to express
themselves at the end of this activity. Everyone should also feel a sense of community and
unity as a group.
Articles/ References:
1. https://educators.brainpop.com/teaching-tip/roundtable-learning-strategy/
2. http://www.learnnc.org/lp/pages/4777
3. http://busyteacher.org/24153-roundtable-discussion-esl.html
4
Timer
Purpose: The purpose of an online timer is to have a visual for students to be aware of the
time they have to complete the given task.
Materials: An online timer can be found on a variety websites. You need a computer and a
projecting device, so the students can see the timer.
Time Required: The time required would be dependent upon the activity. However, it is
best to set the online timer up prior to the class.
End Result: This a great online tool to help your students with time management.
Articles/ References:
1. Class Dojo is a great free online tool for teachers that can help track students’
progress, attendance, mindful activities, and it has many other tools for teachers to
use. - https://www.classdojo.com/ ,
https://www.youtube.com/watch?v=ZZ27nMOVI_g&feature=youtu.be
2. Timer Clock is a great free website that has many different themed timers. Some
timers even have sound to go with it! - http://timer.onlineclock.net/
5
Value Line
Purpose: The purpose of the Value Line is to arrange or group students based on their
opinions, commonalities, values, or the emphasis they place on specific topics or previous
knowledge.
Materials: For a value line, a ‘value’ or ‘topic’ upon which the organization of the line is
based is needed.
Time Required: Generally, students could be organized and grouped off within 5-15
minutes. However, if the teacher wants to continually reorder the students based on
other criteria, the method can require more time.
Steps: Have students rank or ponder the criteria upon which the line will be based. The
educator will then instruct the class on how to arrange themselves, ranging on the scale of
value/knowledge/etc. (1-5, Highest-Lowest, etc.) From this organization, the educator can
group the students based on common values or mix groups based on the results.
- Example: The teacher can group students who have placed the same amount of
value on the same topic, or they could group students that have taken a high
number of a certain course with a low number.
End Results: The class will be grouped based on common values/knowledge/etc. or will be
diversely grouped to allow for a range of opinions, information, views, etc. to be discussed.
Article/References:
1. https://strateaching101.weebly.com/value-line.html
2. http://teaching.utoronto.ca/teac
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3. hing-support/active-learning-adapting-techniques/value-line/
4. https://books.google.ca/books?id=eZGJnF9HSusC&pg=PA26&lpg=PA26&dq=val
ue+line+teaching&source=bl&ots=jNmx3eA_R2&sig=Qm1YKOgj6NMIZAcofkCh
hnVPjJM&hl=en&sa=X&ved=0ahUKEwjmlKKhvvPWAhVr4oMKHSP_AfQQ6AEI
NjAD#v=onepage&q=value%20line%20teaching&f=false
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Subsection 2: Strategies
Hook
Purpose: The purpose of a hook is to grab student attention and to intrigue them. A hook
does not require content that students must write down. A hook is an introduction
activity provided to the students to give them a sense of what is to come and to introduce
the new topic or to start a class.
Materials: For a hook, no material is necessary. Although, you do need a fun activity to
grasp student attention and to create interest.
Time Required: A hook can vary in its time frame. A good hook does not have to take a
long time, although a 5-second hook may not be ideal. An average hook to start a lesson
may fall somewhere between 5 and 10 minutes.
Steps: A hook can have different steps. It can be a single step or it could have several. A
question to the class could be a hook, which would be a one-step hook. Usually a hook will
vary between one or two activities at most.
End Results: Students are intrigued on the subject that is to come, and you have their
attention.
Articles/References:
1. http://teaching.monster.com/benefits/articles/9283-7-ways-to-start-a-great-less
on
2. https://www.edutopia.org/blog/first-five-minutes-richard-curwin
3. http://archive.brookespublishing.com/articles/ed-article-0212.htm
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Inquiry Strategy
Purpose: The purpose of an inquiry strategy is to teach students how to learn and ask
thoughtful questions to help them improve their research skills. Inquiry strategies are
used to spark curiosity in students, and they allow them to take some control over their
education, which helps to engage students as well.
Materials: There is a large variety of inquiry strategies, so there are many materials that
can be used. One inquiry strategy that can be used is 20 Questions, for which no materials
are required except for a prompt provided by the teacher, which can be a word, event,
concept, etc. that needs to be defined.
Time Required: The required time for an inquiry strategy will vary depending upon the
strategy used and the purpose for which the strategy is being used. For instance, a game of
20 Questions, which can be used as a hook in one’s classroom, will only take about five to
ten minutes as it is simply used to teach students to ask thoughtful questions and to spark
interest in the upcoming lesson. If the teacher chooses to use a strategy like an Inquiry
Chart, which is used to build upon prior knowledge and to improve critical thinking skills,
the activity would probably take about 20-30 minutes.
Steps: The steps in an inquiry strategy will vary depending upon the strategy used.
o The teacher provides students with a prompt, and the students are
required to ask yes-or-no questions in order to determine the definition
of the teacher’s prompt.
End Result: There are many end results to an inquiry strategy. For instance, after a game
of 20 Questions, students’ curiosity in the upcoming lesson will have been sparked, and
they will be engaged in the new topic with which they have been presented.
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Article/Web Reference:
1. https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpe
rt-gawron
2. http://www.readingrockets.org/strategies/inquiry_chart
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Ice Breaker
Purpose: The purpose of an Ice Breaker is to build relationships in the classroom. This is an
excellent tool to use for the first two weeks of a new class. It removes the tension/nerves
that come with the first day jitters.
Materials: The materials vary for this activity. Some Ice Breakers require more
preparation than others, so it is important to look at the Ice Breaker activity before you
start the class to ensure you have all the materials if needed.
Steps: The steps can vary with different activities and skill levels required. Below are a few
examples of Ice Breaker games:
- Candy Introductions
- Interview Questions
- 2 Truths, 1 Lie
End Result: After the activity, the students will start to feel a bit more comfortable with
their classmates. It creates a sense of togetherness and hopefully will create a positive
learning environment. It is a fun and sometimes silly way for the students to bond with one
another. Hopefully the students can make new friends, which creates connections in the
classroom.
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Articles/ References:
1. This website provides a variety of different Ice Breakers. Each one has a link that
takes you to everything you need to know/need for the game. -
https://www.icebreakers.ws/get-to-know-you/candy-introductions.html
2. This blog talks about the importance of Ice Breakers and gives ideas for Ice
Breakers that rock. - https://www.cultofpedagogy.com/classroom-icebreakers/
3. This is a website that provides more information behind the idea of Ice Breakers
and how to choose the appropriate one. -
https://www.mindtools.com/pages/article/newLDR_76.htm
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Sponge Activity
Purpose: Sponge activities are used to soak up time that would otherwise be considered
wasted, such as during the beginning of class when the teacher is taking attendance or
collecting homework or during periods of transition when students are waiting for the last
of their classmates to finish their work. Sponge activities can be used to review knowledge
that has already be taught, or they can be used as a prelude to future lessons. It is also
suggested that sponge activities be posted somewhere in the classroom that is easily
accessible to students for when they are ready to participate in the activity. Essentially,
the goal of a sponge activity is to prevent the class from getting out of control during time
periods that would otherwise be unoccupied.
Materials: The materials for sponge activities vary as there is a wide variety of them, but
some materials may include writing utensils and paper, an iPad, flash cards, books, etc.
Generally, however, sponge activities involve discussion between the students.
Time Required: The time required for these activities is dependent upon how much time
the teacher or students may need to complete their work.
Steps: The steps involved in these activities also vary as there is a wide variety of them.
o Students are given a grid of 25 squares. Written in the top five squares
are five categories, and in the remaining squares are letters. The
students then write down words that relate to each category and start
with those letters. Teachers can use a theme for these categories, and it
can be used to help students review said theme.
End Result: Ideally, once the students have completed their sponge activity, the whole
class will have finished their work or the teacher will have finished doing what he/she
needs to do without the classroom become chaotic.
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Article/Web Reference:
1. https://www.teachercreated.com/blog/2009/03/sponge-activities/
2. https://www.whatihavelearnedteaching.com/80-sponge-activities/
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Purpose: Turn and Talk is an oral strategy that it allows for all students to be able to
participate in a discussion rather than just allowing a few students to talk in a whole class
discussion. Turn and Talk allows for students to turn and talk to other classmates and
discuss important concepts taught in class. The Turn and Talk strategy allows for students
to share their academic/personal thought in a setting that is low risk and may be less
intimidating for some students in comparison to a whole classroom. Turn and Talks can
also be used for many things in a class, including as a warm up activity, to process what
they have learned, as a discussion, or as a closing activity.
Materials: The Turn and Talk strategy can be completed with little materials. The main
thing that is needed are a question/concept that is used as a prompt that can easily be
discussed and a classmate.
Time Required: The time that is required for the Turn and Talk strategy depends on what
the strategy is being used for, such as as a warm up activity or a discussion about the
question/concept that is being discussed. Generally, a time that I believe would be
suitable for a Turn and Talk would be around 10-15 minutes, as it allows the students to
really get into a meaningful discussion.
Steps: Decide what this strategy will be used for out of as a warm-up activity, after
learning, during class discussion, or as a closing activity. The first step is to ask a prompting
question for the class to discuss and then tell them the amount of time that is allotted. The
second step is to pair the students with a partner and then tell them to get with that
partner. The third and final step is to allow the students to discuss the assigned question.
End Results: The end result of the Turn and Talk strategy is that it should allow students
to feel comfortable exploring and discussing topics in small groups, rather than having to
discuss the concept in a large group setting. The Turn and Talk strategy lets the students
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discuss their findings which the class, which also allows for groups to be able to hear some
things that they have not discussed.
Articles/References:
1. http://www.theteachertoolkit.com/index.php/tool/turn-and-talk
2. https://www.youtube.com/watch?v=2zSUCh10vHY
3. http://old.newteachercenter.org/sites/default/files/global/documents/participatio
n_structures/turn_talk_overview.pdf
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Quotable Quote
Purpose: This method can be used at all levels of education and can be adjusted to fit the
needs of the students and the teacher. It will assess the students’ understanding of
something they have read for homework or have recently learned in class. Depending on
the class, the teacher could provide a quote that the students are not familiar with and
assess their ability to understand, infer and think critically. If this was used in the primary
grades, the quote should be general and possibly one they have heard before. The
questions should be limited, potentially having the students focus on one question that
influences critical thinking, such as “what does this quote mean?”, “why would the speaker
say this?”. Using questions that promote critical thinking are the most effective. This
method will help students understand how to think both generally and specifically
focusing on answering questions with more than a one word response. In the older grades,
it can be used to assess the students productively with the literature they are reading or if
they are struggling and not completing the homework. This method can be used both as a
graded activity or simply as a way to inform the teacher on their progress.
Materials: The teacher can put the quote on the board for the students to look at or
provide them with a sheet of paper with the quote written on it with the appropriate
questions to engage them in thinking.
Time: The time depends on the grade of the students and the level of depth the teacher
wants the students to reach with their response.
Steps: The teacher must explain what the quotable quote method is before providing the
students with the quote. This explanation might need to be reiterated the first few times,
so that the class understands what the task is and the reason for it. Once the students
understand, they can work on the quotable quote for the allotted amount of time that the
teacher has provided. If applicable, the students can share their quotable quote worksheet
with the entire class.
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End Result: Students have learned how to be insightful and think critically instead of
literally. They are able to examine the ‘why’ and the ‘how’.
References:
1. https://books.google.ca/books?id=NSl8VNgKMZIC&pg=PA184&dq=%22quotable
+quote%22+learning+strategy&hl=en&sa=X&ved=0ahUKEwjJ4Zuy9evWAhVK9
4MKHSjzAXYQ6AEILTAB#v=onepage&q=%22quotable%20quote%22%20learni
ng%20strategy&f=false
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Entrance Slip
Purpose: Using an exit/entrance slip allows the students to provide the teacher with
information about how they understand and feel about the lesson they have learned in the
class. It helps develop a respectful relationship between the student and the teacher
because it shows the student that the teacher respects their opinions. It also provides the
teacher with feedback from the students. An exit/entrance slip can be used to assess the
students’ understanding of the material. If the lesson was to learn simple addition
equations, have the students write the answers to a few of them and hand them in. It is not
for marks, it is for the teacher to understand how the lesson was understood by the
children, how the lesson can be improved, and who might be struggling with the material.
An entrance/exit slip can also be used for situations other than academic. They can be
used as a way for students to communicate with their teacher. If the teacher asks a
question like ‘How was your weekend?” that might provide an opportunity for dialogue
where the child can confide in the teacher about something personal, if they are having a
hard day, etc.
Materials: The students will need a sheet of paper and a writing utensil.
Time: This is completely dependent on the teacher and the length of the response they are
looking for from the students.
Steps: The teacher will have to explain to the students what the purpose of the
exit/entrance slip in the particular circumstance. It will depend on what the teacher is
trying to accomplish with this strategy. This also applies to the amount of time allotted for
the students to fill out the entrance/exit slip and pass them in. Normally, the entrance/exit
slip is a response to what is being learned in the class; however, as mentioned above, it
does not have be used for academic reasons nor does it need to be marked. If the teacher
decides to assess their learning and mark the entrance/exit slip, they can adjust it
accordingly. The entrance/exit slip method is versatile and can provide many outlets for
discussion or response.
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Once the students fill out their designated entrance/exit slip, the teacher will
collect them, read them, and/or mark them. The following day, the teacher can discuss the
slips if it is needed and appropriate. If the teacher was not pleased with their
understanding of the lesson, he/she can revisit the material from the day before and focus
on what the students may have misunderstood.
End Result: A quick and easy assessment of their learning or opinion on a lesson is
received, or a message is delivered to the teacher. It can give the students the feeling of
inclusion within the classroom as well. Some students might need to tell the teacher
something that they want to be privately shared between them and the teacher. This
method provides an outlet for the child to accomplish this. There are a variety of end
results that can be accomplished because of the versatility of the entrance/exit slip.
Resources:
1. http://www.readingrockets.org/strategies/exit_slips
2. http://www.adlit.org/strategies/19805/
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Think/Pair/Share
Purpose: It is a collaborative learning strategy where students have to work together to
either solve a problem or answer a question. It then requires students to think and share
with classmates.
Materials: No materials are required for this strategy. You do need to have a question or
something to question the students on. It could be a book they read, or a question to begin
a lesson.
Time Required: Generally, the “Think/Pair/Share” does not take too long. You might give
the students a minute to think for themselves and then about another 2-5 minutes
depending on the class or groups that you have. It is important to let the students
communicate with each other as it allows them to work on their vocabulary and speaking
ability. Therefore, keep an eye out and listen to see if they are still on task or not.
Steps: Give the students a book they have to read, or a question they have to answer.
Then let them think for themselves and discuss the matter in small groups. After they have
discussed in small groups and you see that most groups are done, they can share with the
whole class what they came up with.
End Results: As a class, everyone will have had an equal opportunity to talk and share
their thoughts. Everyone will have a better idea of the concept that was brought to their
attention. The class as a whole will have come up with an answer collectively; which
requires collaboration and teamwork. Also, when the students have the time to think, the
answers they come up with are better and students are more apt to share with the class.
Articles/References:
1. http://www.readingrockets.org/strategies/think-pair-share
2. https://www.teachervision.com/think-pair-share-cooperative-learning-strategy
3. http://www.eworkshop.on.ca/edu/pdf/Mod08_think_pair_share.pdf
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KWL Chart
Purpose: The purpose of a “KWL Chart” is to organize information. The KWL chart allows
for organizing information during three critical points of a lesson: before the lesson,
during the lesson, and at the end of the lesson. The “K” represents the reader’s prior
knowledge regarding the activity/concept. The “W” represents what the reader wants to
know/or wonders from the activity/concept. The “L” represents what the reader has
learned.
Materials: All that is needed for the KWL Chart strategy is the KWL Chart itself. The
chart should consist of three columns: what you know, what you wonder, and what you
have learned. The chart can be made on the computer, can be borrowed from the
Internet, or could just be made with a writing utensil and some paper.
Time Required: A KWL Chart can vary in time, depending on how much time is allotted to
complete each column. Considering that the KWL Chart is completed at different times
during the lesson, it is reasonable to provide five minutes per column, which ends up
requiring 15 minutes in total.
Steps: A KWL Chart can be completed in as little as three steps. The first step is to
complete column one, which is “K” and the prompt is “what do you know?” In the column,
the students would write any prior knowledge about the item that the teacher is
discussing. For this part of the KWL Chart, it is important to emphasize the fact that the
only things that should be written here is information that is known without any
assumptions. The second step is to complete column two, which is “W” and the prompt is
“what do you wonder?” In this column, the students would write anything that they
wonder or what they would like to know about the item. The third and final step is to
complete the third column, which is “L”, and the prompt is “what you learned”. This column
would only be filled out after the lesson is completed. The students would write in this
column any information or knowledge that they have gained from the lesson.
End Results: The KWL Chart is beneficial for the students and the teachers. In the end, the
students will have a completed chart that they can refer back too. The teachers will be
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able to be aware of their students’ knowledge, what they were curious about, as well as
what they learned from that lesson.
Articles/References:
1. https://www.facinghistory.org/resource-library/teaching-strategies/k-w-l-charts
2. http://www.theteachertoolkit.com/index.php/tool/kwl
3. https://www.teachervision.com/using-kwl-classroom
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This article suggests many activities that can help teachers integrate caring into
their classroom practices. One of my favourite activities suggested is called The Caring
Tree. This activity involves having students define the term “caring” themselves. The
article also suggests that the teacher read a book that demonstrates a strong message of
caring, and when that has been completed, the students can create a class caring tree. The
teacher is to create a tree of poster board that will be posted somewhere in the classroom.
The students then brainstorm ways that they can be caring, and they commit to
participating in a caring act during a nine-week period, which they will post on their caring
tree in the form of a card. This activity inspires children to actively participate in caring
acts, and it also allows them to define “caring” as it means to them. I also appreciated the
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idea of giving out jobs that matter to one’s students. These jobs can include friend,
listener, helper, mediator, and advisor. Not only are these jobs non-traditional in the
classroom, but they also provide students with their first sense of responsibility. Some of
the jobs that are appointed to students also require them to practice their
problem-solving skills in social situations, which is extremely important during the
students’ first few years in the classroom.
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This article provided me with a deeper understanding of what I need to keep in
mind when I am creating one. For instance, it argues that, when creating a lesson plan, the
teacher needs to work in a backwards fashion by beginning the lesson plan with the end in
mind. It is much easier to create activities that meet an objective if that objective is clearly
defined. It also provides an excellent framework, called the WIPPEA Model, in addition to
the 5E’s framework that we have previously been given, and the two models can really be
used in conjunction with each other. The WIPPEA Model argues that lesson plans should
follow a structure defined as warm-up, introduction, presentation, practice, evaluation,
and application, which allows the teacher to first review previous material and then teach
the necessary content. The students then engage in guided practice of the newly provided
material, are assessed on the defined objectives of the lesson, and are given the
opportunity to apply what they have learned to real-life situations. This model is laid out in
a clear and concise manner and would be very easy to use in a classroom.
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“The World in Spatial Terms: Mapmaking and Map Reading” by Gale Olp Ekiss,
Barbara Trabido-Lurie, Judy Phillips, and Elizabeth Hinde
I chose this article because spatial awareness is a concept that I still struggle with
to this day, and having grown up in an age where technology is rapidly advancing, I tend to
rely heavily upon Google Maps to get me where I need to go. As a teacher, reading maps
and creating maps that are accurate representations are skills that I need to improve
upon, so that I may be able to effectively teach them to my students. This article provided
excellent tools to teach students concepts that some may find difficult in very simple
ways. It also provided me with the understanding that even very young children, including
those in the first and second grade, can begin learning these complicated concepts related
to making and reading maps, such as using scales and alphanumeric grids and reading
compasses.
From this article, I was given a few very effective methods for teaching mapmaking
and map reading skills to younger students, including some that can be integrated into
other subjects in the classroom. Firstly, it describes how map scales should be taught
during the earlier years using non-traditional methods of measurement. The teacher can
use a length of yarn that is equal to the proper distance, and the students can use paper
clips to measure distance on the map. The length of one paper clip would be
representative of the length of one piece of yarn. This activity would also provide the
teacher with the opportunity to create cross-curricular connections as the students would
receive a math lesson while measuring distance on their maps. The article also provides
examples of how to use tactile methods to teach young children to use an alphanumeric
grid. For instance, they suggest creating a grid in your classroom with desks and other
furniture placed in squares. They also suggest placing string horizontally and vertically
over maps so that students can trace the string to determine points. Providing students
with the opportunity to physically experience these otherwise difficult concepts would be
a much more effective way to teach them.
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promote the value of community in the classroom. As I mentioned before, I believe that
the value of community is an important one to emphasize in a classroom, as a feeling of
safety and belonging, which tend to go hand-in-hand with community, is necessary when
creating a positive learning environment. The article promotes inquiry-based learning,
which allows students to take some control over their learning as it encourages them to
ask meaningful questions and apply their learning to everyday life.
Throughout the process of reading this article, I was provided with several
examples that a teacher can use to both demonstrate the concept of community and build
it in the classroom as well. For instance, they describe teaching the students about Amish
and Mennonite communities, and how they all come together to build a barn for a family
whose barn has burnt down. After the explanation, the students are given the opportunity
and the materials to work together in small groups to build their own miniature barns.
They are then required to discuss why their group was successful or not successful, which
is a great activity to provide students the opportunity to practice building community, but
also to practice their problem-solving skills. This activity can also be modified to discuss
other communities and to build other structures.
The lesson discussed in the article also provides the teacher opportunities to read
the students stories with strong community-building messages. During the process of the
story-telling, the teacher is to ask the students to make inferences about how the text
demonstrates community-building. This activity not only provides the teacher with the
opportunity to make cross-curricular connections between social studies and English, but
it is an activity that can be modified to discuss a variety of communities, such as First
Nations communities or even settler communities, so this activity has the potential to
work in a variety of grades.
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“Writing Our Way to the Post Office: Exploring the Roles of Community
and I set up a post office center in our classroom to motivate students to write. I was
particularly interested by this article because it provided many strategies that I could use
to adjust, and better, the way that we set up the post office in our classroom. I have
enjoyed the idea of developing a center like this in the classroom, not only because I am a
firm believer in the benefits of purposeful play, but also because it provides for so many
cross-curricular activities, and it helps students to develop some critical social skills in a
fun and engaging manner. During my practicum in a kindergarten classroom, I struggled to
find ways to inspire independence in my students, but this article provided me with many
I was particularly inspired by the idea of a Writing Center. We used the post office
center as a way to motivate students to write; however, our word wall was not extensive
enough, so we spent a great deal of time sitting with each child helping them sound out
words. The Writing Center is a great solution to this issue, however, as the teacher is
simply required to write key words and phrases on laminated sheets for student
reference. Another suggestion for the Writing Center is to have the students’ names and
pictures printed out and attached to a metal ring, so students can write letters to their
classmates. The article also suggests providing students with an envelope template that
demonstrates for students where to place the stamp, the name of the recipient, and the
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name of the sender. These strategies would have been so useful during our post office
The article also suggests a unique method of mail delivery for the classroom. It
proposes that teachers mark boundaries in the classroom where students can ride a
tricycle, decorated like a postal vehicle, to deliver mail to their peers. The tricycle is only
used during the use of the post office, and the students take turns using the tricycle and
acting as the mail carrier. This strategy allows for movement in the classroom, and is an
incentive to get students motivated to write. If they want to use the tricycle and be the
mail carrier, they have to also be the letter writer at some point. The use of a tricycle
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“Expanding Local to Global through ESRI Story Maps” by Ann Marie Gleeson and
This article provides teachers with a unique way to get students motivated to learn
about what is happening in their community and to compare it with other communities on
a global scale. The ideas presented in this article are particularly useful for our community,
because we live in such a small province with a low population, and very little industry,
that is, frankly, behind most of our other provinces and many other countries in a variety
of ways. Our students should be inspired to build and develop our province, and their
communities, by seeing what is out there beyond our small community, but they do need
to be provided with the opportunity to explore where they live. This strategy allows
students to look at, both their small community, as well as what exists beyond it.
The great thing about ESRI Story Maps is that it is very flexible teaching strategy. It
allows for differentiation as well as for the integration of many other subjects. The article
suggests that the teacher either provide students with the information necessary for them
to simply create the story map, or students could gather the information on their own.
Having students complete the research on their own may be a differentiation activity for
those students in the younger grades who may be ahead of their peers, or it may simply be
a way to teach students in the later elementary grades how to research and select
pertinent information. The story map method allows for whole class, small group, or
individual work, and it can be used across a variety of subjects, such as literacy, history,
geography, etc.
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Essentially, the story map strategy allows students to use text, maps, and other
Because of the way that the information is organized, the creators can visually
demonstrate how stories connect to place. If given the opportunity, students can also
create multiple entries and compare, either different communities, or the differences
between a community in the present as well as its past. I appreciate the idea of allowing
thinking skills at a young age. Providing them with the physical story map, as well, makes
this easy for students in the younger grades as they would be given a visual representation
Environmental Systems Research Institute’s (ESRI) Story Maps makes the story
map method of presenting information even more interactive. Students can input
information into the online interactive tool, including different types of multimedia maps,
such as political or physical, that students can zoom into or add place markers to. This
method also allows students to publish their work, which can make it more meaningful for
some students and allows them to take ownership of their work. ESRI Story Maps is a
geographic information system (GIS) tool that is much more accessible to young learners,
so this would be an easy way to integrate technology into an elementary school classroom.
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Throughout my very short education career, I have been very curious about
strategies that one could use to engage younger students in critical thinking. This skill is
such an important part of life, and the earlier that it is developed, the better students will
be at it. I also believe that we often underestimate what elementary-aged children can do,
and if given the opportunity, they would probably prove us wrong. This article provides a
few strategies to help get younger students to start thinking more critically.
disadvantaged.” The article argues that we often ask less of these children, and that we
actually tend to ask them easier questions. Those who use the HOTS program are trained
to ask deeper questions that create a more conversational environment of the classroom,
and the developer of this program, Stanley Pogrow, suggests using computer activities
and dramatic techniques to engage students in lessons. For instance, the article suggests
engaging students in a dramatic role-play of a town meeting, complete with props, where
the community comes together to discuss street names. This strategy connects students
more to what they are learning, allows for a more hands-on and interactive learning
experience, and students tend to take ownership of the narrative making them more
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Plus/Minus/Interesting (PMI) is another strategy that would help students develop
critical thinking skills at a young age. The strategy requires students to make informed
decisions after analyzing all potential consequences. They are to consider the positive
aspects of a decision, the negative aspects, and any other issues involved that might have
an effect on the decision. This strategy could be done as a whole class using a chart, or it
could be done with an elbow partner. If students are provided with information to help
inform them during their decision, this strategy would also support the development of
students’ research skills as they would be required to select pertinent information from a
text.
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