Design Thinking

During our most recent professional development day, my superstar NTIP mentor Jennifer King introduced us to the concept of design thinking and how it can be implemented and assessed in the classroom. Design thinking allows students to make an impact with design, and is rooted in empathy as we use design to create meaningful change for the user (Stanford d.school, 2017).... Continue Reading →

One is a snail, ten is a crab

Inspired by Marilyn Burns' blog post about using children's literature to teach math, I decided to try some of her suggestions with the read-aloud One is a Snail, Ten is a Crab by April Pulley Sayre and Jeff Sayre. I was working with a small group (six) of JK to Gr. 2 students, so I wanted to... Continue Reading →

Anchor charts

Anchor charts are created with students using chart paper and markers (or a white board/ SMARTboard) to convey the most important or relevant aspects of a concept. This keeps learning readily accessible to the students, creates a visible cue that triggers prior learning, and allows them to make connections to future learning. Anchor charts in... Continue Reading →

Reader’s Theatre

Reader’s Theatre is a strategy where a group of students reads a script after having rehearsed it. It is used to build reading fluency, so Reader’s Theatre does not involve the use of memorization, props, costumes or staging. Rather, students are encouraged to rehearse the script so that they perform it naturally. Teachers, students or other... Continue Reading →

Peer editing

Peer review is regarded as an effective collaborative writing strategy that not only improves student writing, but also increases their understanding of the writing process. The Writing strand of Ontario’s Language curriculum has 3 (of 4) overall expectations that focus specifically on the importance of revising and editing for the writing process. For example, students... Continue Reading →

Literature circles

Literature circles are a reading strategy in which small groups of students come together to read and discuss a piece of literature. Literature circles encourage students to engage in critical thinking as they reflect and respond to books with classmates. They are a flexible and dynamic strategy that is guided by student interest and questioning.... Continue Reading →

Making big words

This instructional strategy requires students to use a given set of letters to make words. The teacher chooses one big word as a ‘mystery word’ and gives students the vowels and consonants that make up the word (in scrambled order). Students must create as many words as they can that are 3, 4, 5, 6,... Continue Reading →

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