give students tangible models to use to generate ideas or structure their writing

crucial to students’ understanding of a source because it requires learners to sift through the information, sort out the big ideas from the less significant details, consider how the pieces fit together, and communicate the big idea in several succinct sentences

a learning structure that helps students organize and archive their learning, and serves as evidence of learning and a reference tool

allow students to write about content at any point in time during the teaching and learning cycle in a low-stakes way

determine the purpose for reading a piece of text, identify important information through circling and underlining, record connections in the margins, and take note of comprehension gaps and confusing concepts

a collage combining visual and textual elements that represent the student’s processing and thoughtful response to a learning experience

collaborative, inquiry-based discussion designed to engage students in deep thinking

built on a prompt to which contradictory positions exist; participants address these positions through deep, academic discourse in a structured, formal process.

at the core of deep thinking is the creation of questions that drive students to learn content in a more meaningful way

students contribute information and opinions in response to pre-determined questions/stimuli located on chart paper around the room

students individually list examples of a concept on index cards or sticky notes; sort, classify and group examples as a team and then label each group of examples

one method to develop self-monitoring ability ; noticing and correcting mistakes as well as which activities and behaviors allowed success

one method to structure group discussion that ensures equal individual contributions by creating a visual accountability system

students share and compare or post their work to a shared space for viewing

an interactive method for reviewing content, eliciting background knowledge, or processing newly taught information; students draw upon their own prior knowledge in order to share information with their peers

to provide students with the opportunity to develop speaking and listening skills while simultaneously learning how to provide and receive feedback

a tool for recording the exploration of ideas and learning through the duration of a lesson or unit

students will solve problems through inquiry and coaching

students will share in the learning by deconstructing information into smaller parts and working together in order to learn about the whole