Learning and Teaching Strategies

Focusing Activity	Praxis Movement - Naming -	Praxis Movement - Reflecting Critically -	Praxis Movement - Accessing Christian Story and Vision -	Praxis Movement - Understanding and Integrating -	Praxis Movement - Responding -
	Brainstorm			Brainstorm	Brainstorm
	Compare and Contrast			Compare and Contrast	Compare and Contrast
	Corners and Value Lines			Corners and Value Lines	Corners and Value Lines
Dictagloss			Dictagloss	Dictagloss
	E.E.K.K. (eye to eye and knee to knee	E.E.K.K. (eye to eye and knee to knee	E.E.K.K. (eye to eye and knee to knee	E.E.K.K. (eye to eye and knee to knee	E.E.K.K. (eye to eye and knee to knee
	Find The Fib	Find The Fib	Find The Fib	Find The Fib	Find The Fib
		Find Your Other Half	Find Your Other Half	Find Your Other Half	Find Your Other Half
Fishbowl		Fishbowl		Fishbowl
			Freeze Frames and Miming
		Gallery Tour	Gallery Tour	Gallery Tour
	Hot Seat			Hot Seat	Hot Seat
Huddle		Huddle	Huddle
	Inside Outside Circle	Inside Outside Circle	Inside Outside Circle
Inside Outside Circle 2	Inside Outside Circle 2	Inside Outside Circle 2		Inside Outside Circle 2	Inside Outside Circle 2
		Jigsaw	Jigsaw	Jigsaw
KWL Chart	KWL Chart	KWL Chart	KWL Chart	KWL Chart	KWL Chart
Line Up	Line Up
		Linkages	Linkages	Linkages
Lotus Diagram	Lotus Diagram	Lotus Diagram
	Milling	Milling
	Mix Freeze Group	Mix Freeze Group
			Pairs Check	Pairs Check
			Piggybacking	Piggybacking
		PMI Chart		PMI Chart
Problem Stories and Dilemmas				Problem Stories and Dilemmas	Problem Stories and Dilemmas
Rally Table	Rally Table			Rally Table	Rally Table
				Ranking and Reaching Consensus	Ranking and Reaching Consensus
	Reciprocal Questions	Reciprocal Questions	Reciprocal Questions
				Role Playing
Round Table	Round Table
			Send-A-Problem		Send-A-Problem
			Sequencing
Story Ladder	Story Ladder			Story Ladder	Story Ladder
	Story Map (English Strategy)			Story Map (English Strategy)	Story Map (English Strategy)
		Structured Controversy		Structured Controversy
Tea Party - Inside Out Circle	Tea Party - Inside Out Circle
			Team Bingo
	Team Discussion	Team Discussion	Team Discussion	Team Discussion	Team Discussion
		Team Milling	Team Milling	Team Milling
Thought Sheets		Thought Sheets	Thought Sheets
	Think/Pair/Share	Think/Pair/Share	Think/Pair/Share	Think/Pair/Share	Think/Pair/Share
	Three Step Interview	Three Step Interview	Three Step Interview	Three Step Interview	Three Step Interview
Treasure Hunt	Treasure Hunt	Treasure Hunt	Treasure Hunt	Treasure Hunt	Treasure Hunt
	Value Lines & Split and Slide	Value Lines & Split and Slide		Value Lines & Split and Slide	Value Lines & Split and Slide
		Venn Diagram		Venn Diagram
			Video or Music Feedback	Video or Music Feedback
	Word Web (English Strategy)		Word Web (English Strategy)		Word Web (English Strategy)
			What Identity Am I?
		Y-Chart	Y-Chart	Y-Chart
	Yellow Pages	Yellow Pages		Yellow Pages	Yellow Pages

TITLE: BRAINSTORM

Description:

All ideas are recorded on paper. Ideas are accepted without judgment. Ideas are recorded in a single word or note form.

Purpose:

To gather ideas on any given topic in a short space of time.

Suitable for Focusing Activity, Praxis Movements 1,4, and 5

TITLE: COMPARE AND CONTRAST

Description:

Participants/students are placed in pairs. Each pair is given a problem ‑ the problem may be the same for all pairs, different for each pair, or any combination. The problem ideally should be one that may be solved using several different approaches. The goal is as much for students to monitor the thought processes/approaches used to solve the problem as the actual solving of the problem.

The follow‑up discussion should focus more on different approaches to solving the problem. Students will gain much from becoming aware that many problems can be solved using more than one approach and from increased awareness of their thought processes

Purpose:

To share, compare, and contrast information and ideas.

Suitable for Focusing Activity, Praxis Movements 1, 4 and 5.

TITLE: CORNERS or VALUE LINES

Description:

Choices on any given focus are given. Students move to the corner representing their choice, then share the reason for their choice with a partner. They then paraphrase this to share with the class.

A typical Corners sequence is:

Step 1 Announce the Corners.
Step 2 Think and Write Time. (This way they clarify their own values, not just go to the corner their friend prefers)
Step 3 Students Group in Corners and Share with a Partner.
Step 4 Students Paraphrase.
Step 5 Teams Review

Purpose:

For students to know and accept themselves and others more.

Suitable for Focusing Activity, Praxis Movements 1, 4 and 5

TITLE: Dictagloss (English Strategy)

Description:

The teacher reads a passage aloud. Students write down keywords or phrases. The teacher re-reads the passage.

In groups of four students reconstruct the passage as they understand it.

Record response.
Share with the class.
Class discussion is generated through students' responses to the passage.

Purpose:

Learning structure that promotes understanding of information

Suitable for Focusing Activity and Praxis Movements 3 and 4

TITLE: E.E.K.K. (EYE TO EYE AND KNEE TO KNEE)

Description:

Students sit in pairs facing each other with their knees touching. This ensures maximum eye contact.

A topic or idea is presented.

Each partner has equal time to present their opinion while the other partner actively listens.
When the speaker (Person A) has finished the listener (Person B) reflects on what they have just heard.
Person B then presents their opinion while Person A becomes the active listener. (Note: Person B has extra time to respond to Person A)
Person A then reflects on what they have just heard.

Purpose:

To practice speaking and listening skills

This strategy is great for encouraging the development of skills in speaking and listening

Suitable for all Praxis Movements in varying degrees

TITLE: FIND THE FIB

Description:

Students form groups of four. Each member of the group writes three statements about a given topic. Two statements must be true and the other one is false. The aim is to try to trick the other group members into finding the fib.

Each member in turn stands and makes the three statements - the remaining members try to 'find the fib'.

The student making the statements observes the interactions of the rest of the group.

Team members can either:-
a) reach their own conclusions and attempt to justify them or
b) come to a consensus with only one answer.

Purpose:

Multipurpose - mastery of information, team building,

Encourages thinking and practice in negotiation skills

Suitable for all Praxis Movements in varying degrees

TITLE: FIND YOUR OTHER HALF

Description:

Make a series of cards with questions and answers on them. Use a code on the back of matching pairs so students can check their answers.

Each student selects a card with a question or an answer, a word or definition, etc.

Students mill around talking to one person at a time in order to find their partner.

When partners have found each other they sit around the classroom in a large circle.

Partners share and discuss their information with the class.

TITLE: FISHBOWL

Description:

At the start of the lesson state, what social skill is being addressed and developed in that lesson?

If students seem unsure of what it entails using a Y or T chart is useful.

1. Students form groups of 3 or 4 and are asked to design ways in which they might approach a problem.
2. Group members decide on who is taking on what role - recorder, encourager, presenter, or materials monitor. (Students need to be familiar with all roles within the group so that they can evaluate how they and others went)
3. Each group comes up with a variety of solutions to the problem.
4. Each group sends a representative to a 'Class Council' in the centre of the room. Again roles are allocated - if there are more than 4 students it is an ideal opportunity to introduce new roles such as gatekeeper or question commander.
5. The other students form a circle around the 'Council' and observe how the members are fulfilling their roles.
6. Once an action plan has been devised and each group has been allocated a task, members move back to their original groups to come up with ways of addressing that task.
7. All groups join a class circle and each group in turn through their presenter outlines their ideas. Make sure one group does not dominate the conversation - modeling being a gatekeeper might be useful.
8. Reflection on the process by the students.

Purpose:

Encourage decision-making, planning, and action

Suitable for Focusing Activity or in Praxis Movements Reflecting Critically and Understanding and Integrating

Useful when you need to come to a class decision requiring planning and action

TITLE: FREEZE FRAMES AND MIMING

Description:

Students for groups.

Describe a moment in history, a business transaction, a current event, or a problematic interchange of any type.

Ask each group to plan three scenes (these will be stationary freeze frames with no talking and no moving), or to create a play without talking. In any event, the story needs three elements:

1. The situation
2. The decision
3. The consequence

Ask each group to present its scenes to the class.

With a scene refrozen, the teacher and audience ask questions of the characters to clarify what is happening and to find out how the characters feel about it. Characters unfreeze when asked a question.

Purpose:

The physical representation of the intent of a scene/situation

Suitable for the Focusing Activity or Praxis Movement 3 or for use in a Liturgy

TITLE: GALLERY TOUR

Description:

Students are numbered according to the number of expert groups required. (If there are 6 expert groups then the students would be numbered 1,2,3,4,5,6. Each group contains one student per number)

The first group of 6 becomes group A. The second group of 6 becomes group B etc. Each number 1 student moves to Activity 1. This forms the expert group for Activity 1. The other expert groups are formed in the same way.

Each expert group works together to achieve mastery over the material in their activity. When the activities have been completed the information is displayed around the classroom and students return to their original group, A, B, C, etc.

These groups are now cooperative groups with an 'expert' to teach the material learned. Each group (A, B, C, etc) moves around the classroom to each activity display. The 'expert' for that activity is the tour guide.

Purpose:

To ensure that all students engage with the material in a purposeful manner.

Students feel valued by the group because they have particular knowledge to share.

Suitable for Praxis Movements 2,3,4 (depending on the purpose)

TITLE: HOT SEAT

Description:

A dramatic technique used to deepen understanding. An individual sits in the ‘hot seat’ and is asked questions that they answer from the point of view of the role they are enacting. For example, they make take/play the role of a character from a book or a movie.

Students can do this in small groups of 4 or larger or for a particular purpose perhaps in class groups. It is recommended that smaller groups be used to enhance the involvement and engagement of students

Purpose:

To share information and ideas.

Suitable for Focusing Activity, Praxis Movements 1, 4 and 5

TITLE: HUDDLE

Description:

A problem, situation, or question is posed. Students huddle together in 2, 3, or 4 to formulate responses (speed is a factor).

Each member of the huddle contributes to the discussion before the group addresses the class.

Group responses are shared. The role of the speaker is rotated around the group ensuring the full participation of all group members

Purpose:

Generative, Responsive, Evaluative

This strategy gives students the opportunity to generate questions and responses to any given concept or situation

Suitable for Focusing Activity and Praxis Movements 2 and 3

TITLE: INSIDE-OUTSIDE CIRCLE

Description:

Students stand in two concentric circles, with the inside circle facing out and the outside circle facing in. They make a quarter turn to the right. The teacher tells them how many to rotate, and students then face a partner and share information.

Purpose:

Multipurpose- community building, mastery of facts, information sharing.

Strategy provides a structure for the class building, revision, and mastery of facts and information sharing.

Suitable for Praxis Movements 1, 2, and 3.

TITLE: INSIDE-OUTSIDE CIRCLE 2

Description:

Students work in pairs and then in groups of 4 to formulate questions that are:

Investigative – generate information about now and then

Consequential – explore possible impact and outcomes

Enriching – provide a critical, creative, caring thinking response

Purpose:

To formulate questions that are open-ended.

Suitable for Focusing Activity, Praxis Movements 1, 2, 4 and 5

TITLE: JIGSAW

Description:

Step One - Cooperative Home Groups

Within home groups, students are numbered 1-6. When asked to move all the number 1s will move together to form Expert Groups, so with the 2s., 3s., etc.

Then pair off with another person in your Expert Group to form Preparation Pairs.

Step Two - Process for Preparation Pairs

Read and teach the material to each other.

Decide and record the major points of your material

Prepare a visual aid or notes to help teach your content to others.

Step Three - Process for Practice Pairs

Form another pair with someone else from your Expert Group

Practice teaching your part to your partner and listen to your partner's practice.

Incorporate the best ideas from your practice partner's presentation into your own and your partner does the same.

Step Four - Cooperative Home Groups

Move back to your original home groups and each member teaches their part of the material to the group.

All group members should record information as it is taught to ensure all material is covered.

Purpose:

To ensure that all students engage with the material in a way other than chalk and talk or individual reading.

Suitable for Praxis Movements 2, 3 or 4 (depending on whether the goal is mastery of facts, concept development, discussion, or group projects).

TITLE: KWL Chart

Description:

The chart can be completed individually, in pairs, or in groups no larger than 4.
The chart is divided into:

What we Know
What we Want to find out
What we have Learnt

Purpose:

Inquiry, Evaluation

This strategy provides a structure for thought processes using inquiry and evaluation

Suitable for use across Praxis Movements 1,2,4,5 and as part of the Focusing Activity

TITLE: LINE UP

Description:

Students line up according to the given criteria to form living bar graphs.

Purpose:

Finding Out about participants; sharing of commonalities.

Strategy is an efficient way of "ice-breaking", focusing on similarities and promoting interaction and communication.

Suitable as a Focusing Activity, Praxis Movement 1.

TITLE: LINKAGES

Description:

Class Linkages
1. Choose a topic
2. One student stands in front of the class and announces their response.
3. Another student connects, agrees with the first response, and adds a different response.
4. Other students link on in the same way until the whole class is involved and the chain is connected into a circle.

Team Linkages
1. Each team member signs his/her name in a corner of the paper.
2. One team member writes the first response in the centre of the page.
3. All team members connect and respond with a free-for-all.
(Each student uses a different colour marker)

Purpose:

Making connections, Generative

Suitable for Praxis Movements 2, 3 and 4

TITLE: LOTUS DIAGRAM

Description:

This strategy is a brainstorming graphic organiser. It enables the students to brainstorm their ideas in an organised way. It also encourages students to think more deeply as to why the words are chosen and make clearer connections with the given topic.

The given topic is written in the centre middle BOLD square * Students then brainstorm words they know about the word. Each of these words is then transferred into another surrounding middle

BOLD square
Students then brainstorm all the words they know about this new word

Purpose:

Brainstorming new ideas or known facts.

Suitable for Praxis Movements 1 and 2 and as part of the Focusing Activity

TITLE: MILLING

Description:

Students fold a sheet of paper into a 3 x 3 grid. Number each square from 1 - 9.

Each number represents a question that requires an answer. The questions can be related to life experience or to the current topic of investigation.

Students write their answers in the corresponding numbered square. Students move around the room until the teacher invites them to form pairs.

Students hold their sheets of paper in front of them and talk about their answers (taking turns). If there is an odd number of students invite them to suggest a solution to this problem - choose the most appropriate one.

Students change partners once. At the end of the session, students sit in a circle and share something they discovered about someone else (indicating who they are talking about)

Purpose:

Group Interaction

Suitable for Praxis Movements 1 and 2

TITLE: MIX-FREEZE-GROUP

Description:

Student mix in the centre of the room.

The teacher calls "Freeze" and announces the group size.

The students form groups.

(Optional) The students discuss a topic provided by the teacher.

The students who cannot complete the group size go to "Lost and Found". A student may not return here two times in a row. The rest of the class group has to ensure that the students in the "Lost and Found" are included in the groups next round.

Purpose:

Class Building, mastery structure

Suitable for Praxis Movements 1 and 2

TITLE: PAIRS CHECK

Description:

Students work together to complete a worksheet or set of tasks.

Students form groups of 4 but work in pairs.

1. Partner 1 does the first problem.
2. Partner 2 checks.
3. Partner 2 praises.
4. Partner 2 does the next problem.
5. Partner 1 checks.
6. Partner 1 praises.
7. Pairs check.
8 Team celebrates.

Purpose:

Mastery of skills

Suitable for Praxis Movements 3 and 4

TITLE: PIGGYBACKING

Description:

Students work together to complete a worksheet or set of tasks.

Students form groups of 4 but work in pairs.

1. Partner 1 does the first problem.
2. Partner 2 checks.
3. Partner 2 praises.
4. Partner 2 does the next problem.
5. Partner 1 checks.
6. Partner 1 praises.
7. Pairs check.
8 Team celebrates.

Purpose:

Mastery of skills

Suitable for Praxis Movements 3 and 4

TITLE: PMI CHART

Description:

Students record what they believe to be the pluses, minuses, and interesting points on a particular aspect of a topic or experience. Students draw a chart with the headings PMI to record their ideas. This can be done individually or in small groups.

Purpose:

To analyse ideas, suggestions, and events.

Suitable for Praxis Movements Two and Four

TITLE: PROBLEM STORIES AND DILEMMAS

Description:

Prepare a problem situation, case study, or dilemma for small groups to ponder. Students form small groups. Present the story. Pose the problem. Allow time for a full discussion.

Conclusion: Groups summarise their ideas and the reasoning behind them. Discussion may continue between groups.

Planning Checklist

The groups may be given specific tasks; for example, determine the real issue, how each person contributes to the problem, why does it exist, and what are the implications of other factors. The same situation can be presented to each group with minor changes (e.g. in gender or nationality). It may emerge in the concluding whole class discussion that the solutions offered were influenced by these variations.

How to prepare a dilemma.

After identifying a specific situation where there are reasons for and against every course of action, and where all choices have equally undesirable features:
1. Prepare an account of the situation, which includes:
2 a) A central character or group faced with a difficult decision
b) A description of the conflict, ending with a 'should' question
3. Prepare alterations or additions to the dilemma, for those who answer 'yes' and for those who answer 'no'.
4. Prepare probe questions.

Purpose:

To encourage deeper consideration of influences on different people and their circumstances, in a variety of situations

Suitable for Praxis Movements 4 and 5 or the Focusing Activity

TITLE: RALLY TABLE

Description:

Students work in pairs in groups of four. They pass a paper up and back writing answers/thoughts on a problem that has many answers. When time is called they compare their answers with the other pair in the team. Rallytable can lend itself to the use of a Venn diagram to categorise the responses into three categories – unique to one pair, unique to the other, and shared by both.

Purpose:

To share information and ideas.

Suitable for Focusing Activity, Praxis Movements 1, 4 and 5

TITLE: RANKING AND REACHING CONSENSUS

Description:

The teacher will need to prepare a list of items/choices to be ranked. Students form groups of four.

Each student receives a form listing objects, options, or characteristics. Instruct the students to rank the items from 1 (most important) to n (least important). Suggest a time limit.

Read or tell the 'story' which gives the setting within which the rankings are to be made. (Pause until ranking is completed.)

Tell groups they have the given time period in which to come to an agreement as a group on the ranking of choices.

Explain that during the discussion students should all contribute to the discussion. Make sure that everyone agrees. If anyone disagrees with the group opinion, they are obliged to say so. Participants should be prepared to notice a reason they had not thought of, and be willing to change their minds.

Disagreements should be resolved by examining all the reasons presented and trying to make the best choice. Voting should be discouraged. A person does have the option by saying 'Well, I still disagree, but I'll go along with that for the time being'.

Ask each group to report on their choices and reasons. If the list has 'answers' read these out.

Purpose:

Guides students into interactive and cooperative decision making

A good strategy for 'values clarification'.

Suitable for Praxis movements 4 and 5.

TITLE: RECIPROCAL QUESTIONS

Description:

The teacher models the difference between a question and a statement.

Construct a series of questions.

Introduce the text/passage to students.

Students read a section of the text as indicated by the teacher.

Students, in groups, write a question that reflects the content of that section.

Continue until all sections have questions.

Groups then swap questions with each other and write up the answers.

Share answers with the whole class. (A great way to generate genuine dialogue)

Purpose:

To encourage students to improve questioning skills to aid discovery of new meanings in texts

Suitable for Praxis Movements 1, 2 and 3

TITLE: ROLE-PLAYING

Description:

Present a situation where the central characters have to come together to deal with a problem.

Give each central character a description of who they are, including any information which would bear upon their attitude towards the problem.

Allow a few minutes for students to think about their characters and the story.

Put them together to spontaneously act out what happens (or allow teams time to outline the direction their story will take).

Stop the role play at an appropriate moment.

Lead a discussion afterward amongst the characters and the audience about feelings, alternative solutions, etc. This discussion can be followed by a re-enactment if desired.

Purpose:

To enable students to empathise with another person's perspective - ensure that role plays are handled appropriately and that it is clear to the entire class that participants are role-playing. Also, ensure that students are comfortable with the role they are playing and that they are debriefed after the experience if necessary.

Suitable for Praxis Movement 4

TITLE: ROUND TABLE

Description:

Step One. The Problem - The teacher asks a question with many possible answers.

Step Two. Students Contribute - Students make a list on one piece of paper, each writing one answer and then passing the paper to the next person.

Purpose:

Cooperative learning structure which promotes content-related teambuilding.

Strategy most effective in "Tuning In and Focusing" students

Suitable for use as Focusing Activity or in Praxis Movement 1

Suitable for Praxis Movements 3 and 5

TITLE: SEND-A-PROBLEM

Description:

Students form groups of four. Each team member makes up a review problem on a flashcard. The author of each question asks it of their teammates. If there is total consensus then the answer is written on the back of the flashcard. If not, then the author must rewrite the problem.

Mark one side of the flashcard 'Q' and the other 'A'.
Teams pass their stack of review questions to another team.
Teams respond. Student 1 reads the first question. The team attempts to answer it. When there is a total consensus the card is turned over to check the answer. If the answer is not the same student 1 writes the team answer under the original answer as an alternative.
This procedure continues until all four problems have been addressed.
The cards are then sent on to another team.
This process continues until the cards return to their original authors.
There is now the opportunity for the team to discuss or clarify comments or questions indicated on the back of the cards.

Purpose:

Mastery of information/learning

Suitable for Praxis Movements 3 and 5

TITLE: SEQUENCING

Description:

Students form groups of four.

Each group is given an envelope with either a sequence of pictures or sentences cut into four strips. Each group member draws out one strip of paper without showing the rest of the group.

Each team member in turn describes or reads what is on their strip of paper.

The whole team must come to a consensus as to the order of the pictures/sentences and place them face down on the table.

When this is done the pieces are turned over to see if the team has sequenced them properly.

Purpose:

Ordering key events

Suitable for Praxis Movement 3

TITLE: STORY LADDER

Description:

In a whole class group or in smaller groups begin by sitting in a circle. Have one student start telling a story, giving only the first sentence. Ask for a volunteer or begin by starting the first sentence yourself. Going clockwise around the circle have each person add one sentence or idea to the story. Encourage students to preserve the continuity of the story and to try to make it sound as much as possible as if one person told the story. Record the story and invite students to listen and reflect on how the ideas are linked.

Purpose:

To share information and ideas and create new ideas.

Suitable for Focusing Activity, Praxis Movements 1, 4 and 5

TITLE: STORY MAP (ENGLISH STRATEGY)

Description:

Choose a story/passage where the setting changes.

Working individually, in pairs, or in small groups (no larger than 4) students discuss the story/passage to reach a consensus and then construct a graphic representation of significant events and their setting.

Use arrows to show the sequence of events.

Use the story map as a springboard for writing.

Purpose:

To encourage students to transform their learning by extracting information and organising it into a new form

This strategy assists those students who need oral discussion to clarify understanding.

Suitable for Praxis Movements 1, 2, and 3, especially with Scripture

TITLE: STRUCTURED CONTROVERSY

Description:

Divide the class into groups of four, then into pairs, Pair A and Pair B.

Each pair takes a point of view.

Each pair brainstorms three arguments to support that point of view.

Pair A present their arguments to Pair B and vice versa.

Pairs switch positions and create 3 arguments the other pair didn't consider.

Repeat sharing process.

Groups of four are reformed and come up with 6 different ways to meet both points of view.

Purpose:

To lead students to understand different points of view about a topic.

Particularly useful when dealing with social justice issues.

Suitable as a focusing activity or in Praxis Movements 2 and 4.

TITLE: TEA PARTY - INSIDE/OUTSIDE CIRCLE

Description:

Students are given a list of incomplete statements relating to life experience or any other topic that must be completed based on each student's own experiences. The students form an inside and an outside circle - each person must have a partner. On the signal pairs discuss the statements, taking turns. On the signal from the teacher (usually the hand up "Quiet Signal") the inside or outside circle participants move 1, 2, or more places to ensure that they have a new partner. The discussion process begins again. This continues 3 or more times. This also serves as a way to partner with people - they may then sit down and work with their final partner.

This list may be used to form cooperative teams of students who share commonalities.

Purpose:

To encourage the development of social skills and to discover differences and commonalities between students

Suitable for Focusing Activity and Praxis Movement 1

TITLE: TEAM BINGO

Description:

Materials

Construct a 5 x 5 grid on A4 paper - copy one per student.

Prepare a list of words relating to the unit of work (at least forty words).

Give one list to each group. Select words to revise or to introduce a unit of work.

Prepare a set of small cards for the caller with the word to be defined near the top, and its definition underneath it (leaving a few spaces in between). ( This makes them easier to alphabetise as you read them out.)

1. Students form small groups.

2. Announce the following rules:
a) One person selects a word from the master list that they know the meaning of and explains it to the rest of the group. The group discusses and agrees upon its meaning and each person puts the word anywhere on his/her grid. Crossword off the master list.
b) Going around the circle, the person on the left of the person who started selects another word from the master list, and the process repeats itself.
c) If a person does not know the meaning of any words left, they can pass.
d) If the group can not agree on the meaning of a word, they do not have to use it.

3. When everyone has filled in their Bingo card, shuffle the cards and read only the definition of each word. As the words are read, place them in alphabetical order on top of each other but staggered so that words can be checked at a glance when a team calls Bingo.

4. If a student knows the word being defined, they can cross it off their grid.

5. 'Bingo' is a line across, down, or diagonal. After 'Bingo' is called, the words in the line are read back to the caller for checking purposes.

Purpose:

Peer teaching, small group interaction, revision.

Suitable for an assessment task related to Movement 3

TITLE: TEAM DISCUSSION

Description:

The teacher presents a low-consensus topic.

Students discuss the topic within their teams.

Teams share their conclusions with another team or with the class.

To increase participation students use 'Talking Chips' during group discussions. As each student contributes to the discussion his/her chip is placed in the centre of the table. He/she may not speak again until all members of the team have placed their chips in the centre of the table.

Purpose:

Increase student interaction during discussions

Suitable for all movements of Praxis

TITLE: TEAM MILLING

Description:

Teams work in groups of 2, 3, or 4

The student in charge of the collection of materials obtains the information needed from the teacher. Each group must work out an interesting way to teach their information to another group. Once each group has completed the task, they find another group to teach their information to.

This can be achieved with a minimum of fuss if an exchange pattern is put on the blackboard. Conclude in a way appropriate to the material.

Purpose:

Sharing and consolidating information

Suitable for Praxis Movements 2, 3 and 4

TITLE: THOUGHT SHEETS

Description:

Prepare materials -- a cartoon, newspaper story, quotations, or picture accompanied by a series of thought-provoking questions, or a few general questions, such as, what does it mean? What is the cartoon getting at?

Students form groups of four. Each member takes on a different role. One person from each group collects a cartoon, newspaper clipping, quotation, or picture.

The Recorder writes down group responses. When the time is up, groups report back to the class.

Conclusion: Reporting back and whole class discussion.

Purpose:

Generative.

Suitable for the Focusing Activity or Praxis Movements 2 and 3

TITLE: THINK/PAIR/SHARE

Description:

1. A problem or question is posed.

2. Students think alone about the question for a specified amount of time.

3. Students form pairs to discuss the question.

4. Students then share their answers/pair discussion with the whole class (Share Time).

Purpose:

Generative, Reflective

A structure that promotes thought and reflection.

Suitable for Praxis Movements 1, 2, 3, 4, 5

TITLE: THREE-STEP INTERVIEW

Description:

This consists of three steps and works best in groups of four. In step 1 students are in pairs; one is the interviewer, and the other the interviewee. In step 2 the students reverse roles. In step 3, students do a round-robin, each sharing with the team what they learned in the interview.

Purpose:

To share information and ideas.

Suitable for Focusing Activity, Praxis Movements 1, 4 and 5

TITLE: TREASURE HUNT

Description:

The teacher hides several messages from Jesus, related to text opened in the classroom. Children are given instructions for participating in the treasure hunt, then search for the pieces of coloured paper with the messages from Jesus written on them. The children read aloud one or two of their messages which can then be decorated and displayed or pasted into their books

Purpose:

To share the Good News with children.

Suitable for Focusing Activity, Praxis Movements 1, 2, 3, 4 and 5

TITLE: VALUE LINES & SPLIT AND SLIDE

Description:

The teacher lays tape or string on the floor and labels sections with answer choices. Children decide which choice is best for them and arrange themselves in the proper order on the line. The line then splits in the middle and students slide so that they are facing a person with a different opinion on the topic. Students can discuss reasons for answers with the person opposite, make a graph of results, and discover reasons for another point of view.

Purpose:

To encourage students to make choices, justify those choices, and share those choices with others.

Suitable for Focusing Activity, Praxis Movements 1, 2, 4 and 5

TITLE: VENN DIAGRAM

Description:

The information is gathered and then placed within/without the intersecting circles as labeled.`

Purpose:

To gather information, compare and contrast the data

and relate insights gained to the key question under consideration.

Suitable for Praxis Movements 2 and 4

TITLE: VIDEO OR MUSIC FEEDBACK

Description:

Prepare a series of focus questions relating to the video or music.

Students form small groups.

Give each small group a different set of questions.

Allow time for each group to work out its strategy; will someone (or all of them) take notes, etc.

Call groups to a central location to view/listen to the tape.

Allow time for small group discussion (groups may wish to designate a speaker).

Conclusion: Groups report back; teacher integrates points.

Purpose:

Simplify and motivate discussion after viewing a video or listening to a song

Suitable for the Focusing Activity or Praxis Movements 3 and 4

TITLE: WORD WEB (ENGLISH STRATEGY)

Description:

In groups of 4, students are required to write as many words as they can that can be associated with a given topic. Each student uses a different coloured pencil/texta to write down their responses.

A colour code is placed at the bottom of the chart.

When this strategy is used as a part of the Focusing Activity, it can be used to compare with a Word Web that is completed at the end of the unit of work. Groups can see a visual representation of their learning.

Purpose:

Generative, Analytical, Evalutive, Concept Development

This strategy is great for identifying the cognitive style of students through their contributions.

Suitable for Focusing Activity and Praxis Movements 1,3,5

TITLE: WHAT IDENTITY AM I?

Description:

Write names or words on cards. Pin or tape one card on each student's back.

Tell students:
~ to mill around; find a different partner for each question; and ask questions that can be answered 'yes' or 'no'.
~ to summarise what they know about who they are to each new partner before asking the next question.
~ once guessed, pin the card on their front and continue milling, answering other student's questions.
~ to consult with one another or check with the teacher if they experience difficulty in answering someone's question.

Towards the end, allow generous 'hint giving' to avoid embarrassment at not being able to figure out the answer.

Conclude by moving to small groups for discussion of similarities, or some other follow-up strategy, e.g., group illustration.

Purpose:

Review knowledge

Suitable for the Focusing Activity or Praxis Movement 3

TITLE: Y - CHART

Description:

The chart can be completed individually or in groups.

The chart is divided into :

Sounds Like- What can you hear happening?

Looks Like - What can you see happening?

Feels Like - How do you feel or how do you think it feels?

Purpose:

Analytical, reflective, responsive

Provides a means by which students can respond to any given concept, situation, or phenomenon.

Suitable for Praxis Movements 1,2,4.

TITLE: YELLOW PAGES

Description:

Brainstorm with the children all the possible skills, talents, and areas of knowledge the class may have. Students then fill out an information sheet about themselves. The class Yellow Pages could be divided into 3 sections:

1. Areas of knowledge,
2. Areas of skill,
3. Areas of responsibility.

Students write their names under any category where they see themselves as possible helpers. In some areas, students may choose to work together as consultants.

Purpose:

To list children’s skills and talents and encourage

others to turn to these people as resources.

Suitable for Focusing Activities,

Praxis Movements 1, 2, 4 and 5

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