IS+-+Project+Table+with+samples

Launch with research quote to emphasize the importance of a strategy Get definitions of strategies–use existing ones in ARI Planning Guide Generate student responses construction, illustration, discussion and writing Questioning both answering and generating Collaborative learning–balance of teacher and student talk, reinforce the idea of “collaboration” Using, interpreting, and designing graphic organizers Charts, tables, and graphs are too generic but worth going back to with a specific strategy New Blooms and connections to COS verbs and teacher questions (Wheel diagram or COS tool) How to adapt existing or available questions to increase the rigor
 * PROJECT TABLE FORM **
 * The purpose of this form is to assist teachers in evaluating the usefulness of specific strategies. **
 * ** Instructional Strategy ** ||||||  ** Phases of the Lesson **  ||||||||||  ** Student Engagement **  ||
 * || ** Before/ **
 * Engage ** || ** During/ **
 * Explore, **
 * Explain ** || ** After/ **
 * Explain. **
 * Extend ** || ** Read ** || ** Write ** || ** Talk ** || ** Listen ** || ** Investigate ** ||
 * Anticipation Guides || ü  ||  ü  ||  ü  ||  ü  ||   ||   ||   ||  ü  ||
 * Exit Ticket/Slip ||  ||   ||  ü  ||   ||  ü  ||   ||   ||   ||
 * ICE–Illustrate, Calculate or Connect, and Explain ||  ||  ü  ||  ü  ||  ü  ||  ü  ||  ü  ||  ü  ||  ü  ||
 * Jigsaw ||  ||  ü  ||   ||  ü  ||   ||  ü  ||  ü  ||  ü  ||
 * Journaling and Note Taking || ü  ||  ü  ||  ü  ||   ||  ü  ||   ||   ||   ||
 * KIM–Key Idea, Information, and Memory Clues ||  ||  ü  ||   ||  ü  ||  ü  ||   ||   ||  ü  ||
 * Q-Chart ||  ||  ü  ||  ü  ||  ü  ||  ü  ||   ||   ||  ü  ||
 * Question Cards || ü  ||  ü  ||  ü  ||  ü  ||  ü  ||  ü  ||  ü  ||  ü  ||
 * Think-Pair-Share || ü  ||  ü  ||  ü  ||   ||   ||  ü  ||  ü  ||   ||
 * Graphic Organizers || ü  ||  ü  ||  ü  ||  ü  ||  ü  ||   ||   ||  ü  ||
 * Code Sheet: **

6 Thinking Hats (Pardy and Associates) KIM–Key Idea, Information, and Memory Clue Question cards–tied to Blooms, or Rigor/Relevance framework
 * Other possible strategies: **