Teaching Strategies

Name of Strategy
Think, Pair, Share

*Useful in all age groups

depending upon
resources/technology
used*

Talking Circles

*All age appropriate with

deviation in level of
influence by facilitator in
the discussion*

Student Portfolios

*better suited for older

levels, but when
simplified is effective for
all grades with teacher
involvement*

Journals

*effective tool for Middle

school students, can also
be implemented in older
grades*

Explanation

Considerations

Teacher poses a question

for students to ponder.
Students are then given
time, in pairs, to discuss
and brain-storm ideas
surrounding topic. Ideas
are then shared with the
class.

Activity requires
participation from all the
students and a nonjudgmental environment.
Requires time enough for
the question to be
unpacked and ideas to be
shared. Involves teacher
leadership skills to guide
learning from ideas
students share.
May require a facilitator
to get conversation
started. Some students
may feel pressured to
answer. Some students
may criticize another
student in their
comments, thus a
facilitator is necessary to
ensure the circle remains
a safe sharing space.
A great sharing tool but
creation process may be
time consuming. The
creation process will
include active learning as
students discern which
information is applicable.
Allows for creativity to be
explored and knowledge
to be reflected upon.
Great learning tool and
device for students to
share ideas and reflect
upon their individual
thinking. Must remember
that the purpose is for
ideas to be expressed, so
writing should not be
edited for grammatical
errors. Students
thoughts are more
important than proper
grammar etc.

Useful in creating a safe

environment for students
to share points of view
with others on a topic in
which no consensus is
reached and no right or
wrong answers exist.
Teacher poses question or
idea to the group and
students exercise verbal
sharing of ideas.
Opportunity to share,
organize, and illustrate
student accomplishments
and learning. Good for
active reflections on
learning and selfassessment. Enables
students to share with
peers and involve parents
in their learning.
Allow students to reflect
upon knowledge
acquired, events in their
lives, feelings and
emotions they possess,
and all other experiences
they find valid and
important to share with
their teacher and
parents.

Role-Play

*effective strategy for

junior high, high school,
and post-secondary
students*

K-W-L Charts
(Know-Want to knowLearned)

*Effective for middle

school and junior high
students in teaching
responsibility for own
learning.
May be used for all grade
levels as a means of goal
setting in the classroom*
Learning Stations

*effective for middle

school students; good for
hands-on learners*

Class Discussions/
Organized debates
*Class discussions
appropriate for middle
school post-secondary
education students*

Small Group activity in

which students represent
social issues, concepts,
etc. through actions,
movement, dialogue etc.
and through process,
present viewpoints and/or
explore issues deeper to
gain understanding.

Good introduction tool for

new topics being
discussed. Helps students
identify what they know
already on a subject and
where they want to go
from there. Effective
visual tool to identify
prior knowledge that will
give students confidence
and act as a guide for
future learning on the
topic.

Effective small group

strategy involving
students working at
several different centers.
Gives students
opportunity to
experiment with
knowledge in different
ways to gain deeper
understandings through
hands-on interactive
activities.
Teacher leads a
discussion on a topic and
actively involves students
to share ideas on issues
and ideas presented.
Teacher assigns students
to argue different sides of
a controversy.

Good method for

exploring difficult
concepts. Requires a
positive environment so
students feel safe
stepping out of comfort
zones. Needs
knowledgeable teacher
actively involved to
motivate participation
and guide student
learning.
Assumes that students
will have prior knowledge
on a topic. Student prior
knowledge is important
and this strategy enables
students to visually see
what they know and what
they hope to learn.
Scaffolding effect of
student knowledge;
learning outcomes are
outlined by students
individually and reviewed
by teacher to identify
assessment possibilities.
Encourages differentiated
learning; learner-centered
ideology focus; keeps
students engaged and
active in learning as
stations switch
throughout lesson.
Teacher must remain
fairly organized and
students must receive
clear instruction to avoid
misunderstandings.
Provides students with
different viewpoints to
examine; students
challenge own beliefs and
values and delve deep
into own understandings
to create compelling
arguments. Requires

*Debates effective for

junior high, high school,
and post-secondary
students*

Media Presentations

*Technology incorporation
is useful for all grade
levels at teachers
discretion*

Exit Slips

*Appropriate for all age

levels, changing modes of
expression and
verbalization with grade
level*

Teacher incorporates
videos, slideshows,
smartboard technology
etc. into a lesson to
engage students visually
through unique
presentations of
information rather than
having teacher lecture
straight to students.
Ex) Slideshow, videos,
pod casts etc.

A question posed at end

of class that students
answer before leaving. Is
also a way for students to
ask questions, identify
something they learned
or feel needs to change,
acknowledge something
they liked about the
lesson etc.
Ex) on paper, written on
board, poll everywhere,
online polls, text and
question sites etc.

teacher leadership and

intervention to keep
discussion a positive
experience; involves
teacher questioning skills
and teacher ability to
keep class focused.
Captures student interest
through technology
incorporation they are
familiar with. Media
should be appropriate to
lesson and have
reasoning for
implementation in class.
Back up plans for if/when
technology fails. Media
must remain relevant to
learning and teacher
remain responsible for
proper use of media.
Serves to highlight
struggles, questions, and
concerns students have
so specific needs can be
met. Requires student
participation to receive
results. Limits knowledge
of which students are
struggling when used
anonymously, but allows
more honest verbalization
from students to occur.
Increases confidence and
learning in students when
they can identify
knowledge they have
attained.