English

Visual Processing Cards Description :  Visual processing cards are an effective tool for conceptualizing learning in a creative, visual way. Often the cards represent visuals for students to express what they learned, or how they feel about what was learned. Cards are spread out on the floor or on a table. Ask students to pick […]

Video Description:  Informational, engaging videos can be a useful tool to use at different stages throughout the inquiry process. In the age of technology, videos are captivating for students, and almost immediately draw the classes attention which makes them an engaging initial provocation to spark interest and generate initial questions. Listening to an expert speak

V-Heuristic Description:  A V-heuristic requires students to think about their values throughout the learning process (beginning, middle and end) (Ahlberg, 2005). A concept mapping tool that helps learners evolve in their decision making skills, reflection and problem solving by helping students work on their metacognitive abilities and tune into their internal thoughts. Example: 

Value Line Description:  This exercise allows students to become more conscious of their own perspectives or understanding of a topic, as well as observe and appreciate their classmates perspectives. With a physical or imaginary line drawn on the ground, identifying one side of the line as one extreme (i.e. strongly agree) and the other side

Question Formulation Technique Description:  A step by step process that was designed to help students produce, improve and strategize how to use their questions. Ask students in groups to generate as many questions around a topic/issue as they can in the allotted time (suggested 5 min). To generate questions, follow QFT rules for producing questions:

Umbrella Questions Description:  Can also be referred to as “driving questions” for inquiry or project based learning. “Umbrella questions are overarching questions to help guide the learning process by connecting to big ideas and themes. Big ideas “go beyond discrete facts or skills to focus on larger concepts, principles, or processes” (Wiggins & McTighe, 1998,

U-Shaped Debate Description:  Unlike a formal debate structure, in a u-shaped debate students arrange themselves along a continuum of opinions ranging from one polarized opinion to the opposite side. “Instead of an adversarial debating format, this strategy encourages students to see the merits of all sides and to recast binary options as positions along a

Thirty Second Sound Bite Description:  Students work either individually or in groups to summarize a topic and convey their passion or understanding. The goal is to grab the listeners’ attention in just 30 seconds. Got 30 Seconds? Talk about it

Think Pair Square Description:  This technique is very similar to Think Pair Share, but the sharing is taken one step further, to a group of four students. This technique allows students to have exposure to a greater number of perspectives, but still in an intimate group setting. Students get to hear from multiple learners, and

Think Pair Share Description:  Students think about a question or idea posed by an educator on their own first, and then turn to a partner and discuss their responses with one another. TPS is a learning tool designed to encourage active learning and cooperation between a pair of students. This learning technique is effective because