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Go Tech to Teach: English Learning, Kagan, Cooperative Learning

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Anticipatory Chart aka as KWL

Before viewing an image, video, hearing a selection or reading a story students are asked to fill in the first two sections of the chart- “what I already know about…” and “What I would like to find out about…” After the lesson has been presented students complete the “What I Learned… “section can be shared with partner, or small group.” This is also great for teacher student conferences.


Anticipatory guide

Students are given a series of statements that relate to the lesson. Students indicate agree or disagree. After the information has been presented students check to see if they were correct. To extend the idea have students write correction in own words. This really works with using a Venn diagram or double bubble thinking ion text before they begin reading.

Backwards Book Walk

The purpose is to familiarize students with non-fiction text. This activity reverses the process of the typical book walk. We begin with the conclusion so students understand overall meaning of the text. Students read images, headings, captions, and table of content. Students may create their own title for the book and share what insights they have gained with a partner.



Provide students with hands on practice with images, words or facts. Students fold a piece of paper in 9(3X3) or 16 (4X4) squares. Students fill in their squares in random order on their own paper with images of art, artists, vocabulary words, or concepts. A teacher gives a definition of the word or explains an idea and students have to find the match on their self-made bingo card. If student have pasted down painting image, “Starry Night,” teacher may say, “Vincent Van Gogh.” It takes 2 class periods to do this, lesson one, students make the cards, and lesson two they play the game.


CAFÉ MENU A way to differentiate instruction.

Directions: Students skim a piece of text and select a task from a Café Menu they wish to complete. Cafe Menu graphic organizer includes the following choices:

APPETIZER (Everyone Shares)

  • Botanical Artists write the chemical equation for photosynthesis

ENTRÉE (Select One)

  • Render a botanical drawing showing what happens during photosynthesis
  • Write 2 paragraphs about what happens during photosynthesis
  • Create a song or rap that explains what happens during photosynthesis
  • Create a skit to show what happens during photosynthesis

SIDE DISHES (Select at least Two)

  • Define reparation in writing
  • Compare photosynthesis to respiration using a Venn graphic organizer or double bubble
  • Write a diary entry from the point of view of the green plant
  • Write a diary entry from the point of view of the botanist who discovered these processes

DESSERT (Optional)

  • Research a famous botanist and create a Prezzi presentation about him or her
  • Create your own botanical book of plants and publish in the classroom.

Cooperative Graphic Design

This strategy is used to help students synthesize their understandings in a visual form with close reference to the text, (text may be fine art, a piece of music, or written word.) It encourages creativity and helps students to self-assess using a rubric. Students are given time to think individually about how to represent their thinking showing the spirit of a text read. In small groups they must reach consensus on one or more image, quote and original phrase. All should be primed with ideas to share As groups plan and create their poster a rubric is essential to ensure that they discuss the text, stay on task and use images to highlight main ideas rather than merely to decorate the poster. The first time students do a collaborative poster they should have 30 minutes to complete it, but no more. Do not compromise, after 30 minutes post the posters as they are, and have students assess them. Teams may revise their posters in their own time. Decrease the time for work on subsequent poster assignments until students work within a 20 minute time frame, this will create urgency and up the focus of the group.

Concept Sketches/Definition Maps( My Twist)

Structured to respond to questions such as habitat and spokes leading off the circle may be organized to respond to questions such as , “What is it? What are some examples? and Why is it important?” The mapping can also be done with images. After explanation or reading, students fill in concept map individually or with a partner. Or student may sketch or draw a diagram with concisely annotated with short statements that describe the processes concepts, and interrelationships shown in the sketch. Having students generate their own concept sketches is a powerful way for students to process concepts and convey them to others. Concept sketches can be used as preparation for class, or as an in class activity in the field, or lab or as an assessment tool. (Httpp://Serc.carleton.edu/NAGT Workshops courseldesign.tutorial.strategies.html)


Cooperative Dialogue “Text Re-Presentation”

You are going to need to string a clothes line across your room and need clothes pens. First give each group an image or images from any text that is sequential; i.e. biography, story, event, steps in creating an art piece, cooking, math problem Students work in their cooperative groups to put their image in the right sequence. Assess to make sure the order is correct. Then…

  1. Each student pair with another student from a different group who’s the same number
  2. Following the timeline from a text that was previously read, each pair writes a dialogue between two characters in the passage, or two points of view for a debate, or so on……
  3. 4 pairs are selected to present dialogues in chronological order to the class. Activity is designed to be a text re presentation.


Cooperative activity used to introduce a topic. The teacher poses a question or topic along with four choices. On a 3X5 card students write their choice and the reasons for it. Students go to the corner of the room representing their choice. In their corner students pair up and share their reasons for selecting that corner. The topics are discussed. Example the corners could be labeled impressionism, realism, surrealism, and Cubism with information about each figure provided. Students go to the corner, learn the periods and return to their original groups of four to share what they learned.

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Mrs. Schellenberg & Young Artists

Ralph Waldo Emerson's  Poem:             Success-     to leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; To know  even one life breathed easier because of you.

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We used the wiring for our artful galimotos

Duncan Ceramics, Thank you! With your help and friends of the Fresno Art Museum 's  support, every child created a tie-dyed T Shirt. You made our world brighter!

Fresno County Office of Education, WE THANK You for the opportunity to create with clay!

Thank you Mr. Bullwinkle and Fresno County Office of Education for awarding us with a grant to purchase a kiln and clay supplies. We are so happy and grateful!

Love Mrs. Schellenberg & Young Imagineers

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