REFLECTING AND PROCESSING POSSIBILITIES POSSIBILITIES "Think-write-pair-share", where students pair up and share their learnings and then the partner shares in a group of four what their partner learned. Students make riddles, poems, stories, bumper stickers, T-shirts, collages, songs, skits about what they learned. Students illustrate their learning using no words. Students summarise their learning in five key words. "Jigsaw" to form new groups with members teaching each other what they learned. Groups present their products to another group. Students write a summary of learning- social and academic - and make a newsletter of groups or individuals comments. Students write in journals, learning logs, diaries about one's learning and growth. Students fill out feedback sheets, rating scales, checklists, surveys, questionnaires about their learning. Students use hand gestures (eg. thumbs up and down), coloured paper codes, or movement to indicate responses to learning. Students use graphic organisers, charts, graphs, concept maps to visually represent their learning. Make thought/feeling cards (thought on one side/feeling on the other), now and future wheels (learning now and what that means for future), PMIs (plus, minus, interesting) or other devices to summarise learning. Students answer unfinished sentences ("I discovered…I found out…) or open questions in writing or orally. "Four Corners": Students move to a corner of the room that best represents their learning. "Line Ups": Students make a physical continuum to represent their learning and to dialogue with others about their learning. "Numbered Heads Together": Each person has a number. When that number is called they stand and answer questions, representing their group. "Round Robin": Each person in turn answers questions from teacher or class members. Students use puppets, roleplay or dramatise problems and learnings. Students make self-contracts to move to next step with their learning. Students write a "ticket-out-the-door" or "news headline" that summarises their learning. Video or audio tape and replay to discuss learning. Students write a story about themselves as though they were someone else and tell about the learning or write a letter to someone other than the teacher to tell about their learning. Students develop a performance of most worth that exhibits their learning. Students perform a community service for another class, the school, the community that demonstrates their learning. Students make an invention or replica of something that represents their learning and they label how the learning concept, skills and attitudes are applied in the product.
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Effective Middle Schooling 2010
