Name

Two stars and a wish

TEACHING STRATEGIES CATALOGUE

Explanation
Students individually or in groups review the
work of their other classmates. Students
then give their classmates feedback
consisting of two stars- two things that
worked well, and a wish a question,
concern, or something that can be improved
on.
Resources: Each student should be supplied
with sheets of paper (perhaps something
premade) for each work they will review.
Students will also need writing utensils
EXAMPLE:

Considerations/ Reflections
Benefits:
- This is a great way for students to
receive effective formative assessment
and peer feedback. It is also a good way
for students to reflect on what success
looks like, and a chance for ideas to be
shared as a class.
Limitations:
- It is important that students know before
hand what effective feedback looks like.
This includes stars that are helpful and
supportive, and wishes that are
appropriate and non-judgmental.
- If there is not a clear understanding of
what effective feedback looks like, then it
should be addressed before they start to
look over anyones work or give any peer
feedback.
Power Dynamic:
- Teacher should be watchful of what kind
of feedback is being given

Think, pair, share

Step 1.The teacher poses a topic or

question.
Step 2. Students are given time to
individually think about the topic. (Usually 2
-3 minutes)
Step 3. Students split into small groups,
usually pairs or groups of three to discuss
the topic at hand. (Usually 3-5 minutes)
Step 4. Students are then given a chance to
share their thoughts with the whole class in
a class discussion.
Note: Students might have the option to
write their ideas down during all steps,
depending on the context of the discussion

Venn Diagram

A graphic organizer for comparing two or

more ideas or concepts.
Might also be used to weigh out the pros
and cons of certain issues.
Resources: Large sheets of paper and

Benefits:
- This strategy is useful in promoting
collaborative learning.
- It offers students a variety of contexts to
brainstorm about the topic at hand
(individually, small groups, big groups.)
- Because a whole class discussion does
not usually allow for all points of view to
be heard, it also offers students a variety
of contexts to participate in discussion
Limitations:
-Small group discussions may become
loud at times; so during this time, offer
space where students can have their
discussion without any distractions. Also
make sure to manage your time well
during all steps some discussions can
go on all day!
Power Dynamic:
- The teacher facilitates and guides
discussion but the students are in control
of what they want to say
Benefits:
- Engaging and concrete way for students
to differentiate between two or more
given ideas. For example: Differentiating
between types of formative and
summative assessment
- Engaging way for students to examine

markers
Example:

the relationship between multiple

concepts, diagram allows for students to
analyze any overlapping
- Simple
Assumptions:
- Students can read and write
Limitations:
-Comparing four or more ideas through a
Venn diagram is more complex, makes
the diagram look too busy
- Visually impaired students will struggle
doing this individually, consider pairing
students together

Blogs

An online journal where students can share

their thoughts on assignments, lessons, or
other classroom-related topics. Teachers
might also prompt a discussion through the
journal by posting questions or topics
through an online forum.
Resources: Students will need access to a
fair amount of technology. This includes:
A laptop or computer
Internet

The Flipped
Classroom

Instruction is moved outside of the

classroom, where students are introduced to
new content at home and class time is used
for active learning, one on one instruction,
and tutoring.

Benefits:
- Great way to integrate technology into
the classroom and give students an
opportunity to read and write. Blogs are
also an interesting platform for teachers
to communicate with students, and for
students to collaborate with the rest of the
class.
-Teachers can use this as a way of
formative assessment. Analyze what
students post to gain an understanding of
what they are learning.
Assumptions:
- When using blogs, it assumed that
students are proficient in writing complete
sentences, and typing. If your class
includes ESL learners, they will need to
be proficient in writing in some language
in order to use the blog (So the teacher
can properly translate what they post). As
an alternative, ESL learners might also
be paired with someone who can
translate their posts into English.
- Teachers must also be aware of the kind
of language that is being used on the
blog. While students have the freedom of
writing in the style they choose, it should
be discussed with the students on what is
acceptable online behavior.
Benefits:
- Through the flipped classroom, students
are able to go through instruction at their
own pace; they can pause and rewind as
they wish.
- This also gives students the option to

Resources: Students will need access to the

internet, or some device where they will be
able to watch videos.
Step 1) Create an instructional video that
students watch as homework.
Step 2) Assign videos to watch as
homework, due before class.
Step 3) Students arrive to class, where they
can ask questions about the lesson,
assignment, or discuss any concerns they
have about the current topic.

Exit Slips

Students respond anonymously to prompts

given by the teacher. Responses are written
on small slips of paper and handed to the
teacher.
Resources: Slips of paper, writing utensils
Step 1) Present a question or prompt
associated with the current lesson
Step 2) Hand out slips of paper to the
students
Step 3) Give students time to think and write
down their responses. (Usually 5-10
minutes, depending on the question(s) or
topic)
Step 4) Collect slips of paper as students
leave the classroom
Examples:

master topics without distractions through

individual learning.
Limitations:
- Students may not feel comfortable
asking questions, in this case, the flipped
classroom makes it difficult to see which
students are struggling and need further
support in their learning.
- Heavily relied on student motivation;
difficult to see which students are paying
attention during instruction, or who is
actually watching the videos
- Consider podcasts for visually impaired
students
- Hearing impaired students will need
further support for topics that are not
easily explained verbally
Power Dynamics:
- Students take control of their own
learning
-Teacher provides the information
Benefits:
- A great tool for formative assessment
- Anonymity allows for students to
respond honestly without fear of
judgment
- Allows the teacher to have a general
idea of what students are understanding,
and what their concerns about a lesson
are
-Allows a teacher to plan the next lesson
according to where students are currently
at in their learning
Assumptions:
- Students are proficient in reading and
writing
Limitations:
- Anonymity does not allow the teacher to
see specifically which students are
struggling with specific topics
- Templates or questions may limit what
students want to address with the teacher

Debriefing

A class discussion immediately following an

activity.

Benefits:
-Students can reflect on what they have
learned, and discuss its purpose and
how they may use it for real world
application
Limitations:
- The time allotted for discussion may not
allow for all points of view to be heard or
discussed
- Those who struggle speaking in front of
the class may not feel comfortable
expressing their concerns or speaking

Demonstration

Teacher shows his or her students how to

perform a skill or technique.
Demonstration may involve questioning or
class discussion.

Power Dynamics:
- Teacher should facilitate the discussion,
perhaps prompt questions to lead the
discussion
- Students take control of their own
learning
Benefits:
- Students see first hand how to apply
skills and techniques
- Useful for explaining how something
works
- Engaging, helpful for kinesthetic and
visual learners
Limitations:
- Some students may not have yet
grasped a step as you move on to other
steps
- There may not be enough space for all
students to clearly view the
demonstration, consider the fishbowl
classroom structure when demonstrating
- Possibility of technical difficulties
- What about visually impaired students?
Power Dynamics:
- Teacher leads the demonstration,
provides the information
- Students take control once they start

KWL charts

A three-column chart for students to

organize their prior and/or current
knowledge of a topic or concept. In the first
column, students will write what they know,
second column they will write what they
want to know, third column they will later
write what they have learned.
Resources: Premade KWL charts on a sheet
of paper, writing utensils
Step 1) Hand out premade chart to students.
Step 2) Ask students to write in the first
column what they already know.
Step 3) Ask students want to write in the
second column what they want to know.
Step 4) Discuss with the students what they
have written down so far
Step 5) Following a lesson or activity, ask
students to write in the third column what
they have just learned.

practicing
Benefits:
- Students are given time to reflect on
their understanding of a given topic or
concept
- Gives the teacher an idea of what
students know and the direction to lead
the lesson in, allows the teacher to adjust
the lesson accordingly
- Organized formative assessment tool
Assumptions:
- Students know how to read and write
Limitations:
- Some students might feel selfconscious about what they are writing,
can lead to untruthful answers about what
they want to know

Example:

Mind maps or Webs

Graphs or pictures illustrating the

relationship between ideas or concepts.
May also be used to describe and organize
important characteristics of a given topic.
A teacher, prior to a lesson, can make mind
maps. Students can also create mind maps
during a lesson as a learning activity.
Resources: Large sheet of paper and
markers
OR access to a mind map generator
(Example: Mindmeister or Bubbl.us)

Benefits:
- An effective way to present key
characteristics of a certain topic, or key
relationships between ideas
- Students can organize their thoughts,
and decide on what are characteristics
are important about a given topic,
concept or idea.
- Students can connect major ideas
Limitations:
- Difficult to have more than one center
point
- Not particularly effective for visually
impaired learners

Example:
Assumptions:
- Students can read and write
Power Dynamic:
- The teacher facilitates what ideas or
topics are being explored
- Students choose the structure of the
mind map or how artistic they want to be

Research Projects/
Presentations

Students are given a question or topic to

extensively explore and teach to the class.
Pursued over a period of time.
Note: Depending on the subject or topic, it
may be helpful to give students the option to
do their research project in pairs or small
groups.

Benefits:
- Students are more involved in their
learning; they have the chance to choose
what they feel is important to remember
(with guidelines of course)
- Students get the chance to practice their
public speaking skills
- Gain insight into new sets of information
Assumptions:
- Students have access to resources
where they can do their research.
Example) Libraries, Internet, Research
databases, computers etc.
Limitations:
- Because of the large amount of work
and time it takes to plan a presentation,
students should formatively assessed
throughout this project
- Students may not cover material that
needs to be addressed
- Class participation may be low, in this
case, students will only learn about their
own topics that they have researched
- ESL students may struggle presenting
to class of only English speakers. In this
case, considering pairing them with a
bilingual student.
Power Dynamic:
- Students are in control of what they are
learning, students choose what is
important for the class to learn, students
provide the information
- Teacher approves topics and questions
to explore

References
Images:
Two Circle Venn Diagram:
http://cdn.shopify.com/s/files/1/0069/9912/products/compare_and_contrast_downloadable
_1024x1024.jpg?v=1382648544

Three Circle Venn Diagram:

http://www.tools2learn.ca/graphicorg/venn/3vensm.gif
Two Stars and a Wish Template:
https://laurashambaugh.files.wordpress.com/2012/03/twostarsandawish.png
Pink Exit Slip Template:
https://s-media-cacheak0.pinimg.com/236x/25/ab/c9/25abc9a849eec7b0508c287eb31e54a1.jpg
Exit Slip Template:
https://encrypted-tbn0.gstatic.com/images?
q=tbn:ANd9GcSZVAlCSwAe1OOitOZ0sOu9okhXsBMm7qdBuFqQzDfDP0_04wqD9A
KWL template:
http://whysospecial.com/wp-content/uploads/2013/02/kwl-1.jpg
Mind map:
https://upload.wikimedia.org/wikipedia/commons/thumb/6/66/MindMapGuidlines.svg/200
0px-MindMapGuidlines.svg.png
Other Resources Used:
(n.d.). Retrieved October 10, 2015, from https://education.alberta.ca/media/352984/is.pdf
MindMapping. (n.d.). Retrieved October 10, 2015, from http://ed3508.weebly.com/4-mindmapping.html
Roscoe, K. (2012). Instructional Strategies. In An Introduction to Curriculum & Instruction (pp. 16-18).
Rowan, K. (n.d.). Glossary of Instructional Strategies. Retrieved October 10, 2015, from
http://www.beesburg.com/edtools/glossary.html#E
Video Creation. (n.d.). Retrieved October 10, 2015, from http://ed3508.weebly.com/3-video-creation.html