This strategy allows students the opportunity to ask three questions, leading them into their own learning through deeper investigation. Introduced by Trace Dominguez at DENSI 2015, this strategy reinforces the concept that when students generate their own questions about a story, text, problem, or topic, it piques student interest and gives purpose for reading or research thus driving learning through inquiry.
Explore these curated strategies that promote kindness, compassion, and empathy from Discovery Education’s Spotlight on Strategies series, and learn more about “Discover Kindness in the Classroom” – a national partnership focusing on students’ social and emotional learning skills.
Discovery Education Community members share ideas for combining favorite SOS strategies – it’s a Tech or Treat Monster Mash!
We’re excited to share a new project, professional learning toolkits, and the latest SOS additions.
The theme for this year’s DEN Summer Institute (DENSI) is JOY. So what better way to celebrate our theme than with a special instructional strategy as part of our SOS series. You can download the JOY SOS here. A very special thank you to Susan Bowdoin (@sbowdoin) who made this SOS even more useful and
Numerous studies indicate that feedback is most effective when it is given immediately. Research indicates that individuals who are given immediate feedback show a significantly larger increase in performance than those who receive delayed feedback. James Pennebaker states that, “Students must be given access to information about their performance . . . At the broadest level, students need to know if they actually have mastered the material or not. Giving them information about the ways they are studying, reading, searching for information, or answering questions can be invaluable.”
“Drawing can improve complex reasoning, writing, and reading readiness, partly because the critical and creative faculties required to generate and appreciate art transfer cognitively to future learning experiences, and partly because the arts make learning fun: A student personally invested in his or her work will be far more likely to stick with it” (Edutopia). This strategy activates context clues and prior knowledge by allowing students to connect their drawings to concepts being learned to further develop vocabulary.
Did you know that the hit song “The Battle of New Orleans” was written by a high school principal to get his students more interested in history? Writing songs is a great way to hook students as they begin to learn about a concept, but having them write the songs is even better. Students can use public domain tunes, such as nursery rhymes or old standards, and plug in words to become scholars and rock stars!
Take a Stand is a simple game that can be used in a variety of ways: use it at the beginning of a lesson as an informal pre-assessment, use it in the middle or at the end of a lesson as a review, or use it anytime as a simple get-to-know-youactivity. It encourages students to take a stand on an issue and provide evidence to back up that stand.
This strategy is designed to engage students in group discussion, by giving them speci?c roles to play. The teacher uses a prepared deck of cards with different tasks on each card, to determine what each student will do during and after interacting with a media segment. Keeping students actively engaged will help with both immediate and long-term comprehension of content material, leading to greater success with academic tasks such as writing assignments, reports, and assessments.