41 Active Learning Strategies for the Inclusive Classroom, Grades 6–12
Keys to engaging secondary students
Research shows that all students—regardless of learning style, disability category, or language difference—learn more effectively when they are engaged in active learning. This book shows teachers how to help all students achieve positive learning outcomes. The authors provide a compilation of strategies that serve as blueprints for instructional design and directions for using them across a variety of content areas. The many benefits of active learning include:
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Definition and Research
Who Are We Teaching?
Helping Teachers Meet the Inclusion Challenge
What Is Active Learning?
BrainBased Learning and the Adolescent Learner
Connections to Differentiated Instruction
8 CONCEPT CLARIFICATION The class works as a whole to describe and discuss abstract concepts within a teacherdirected structure
9 EXIT CARDS Endoflesson questions or comments identify student progress or process
10 FACE PLACE Students create and share Facebook pages related to learning topics and determine who they would friend among their peers
11 FRAMEWORK This simple yet effective strategy involves using an outline or graphic organizer to help keep students focused on key content thr...
12 INFORMATION RINGS Construct connected flashcards of data
13 INVENTION CONVENTION With the unit of study providing the context students design inventions to meet a perceived need
14 JIGSAW This cooperative learning experience helps students share information in and among groups
15 LINKEDIN Students share and defend like opinions about a topic with a visual
Supporting State Standards and Assessments
Motivating Learners With Active Learning Strategies
The Critical Need to Address Diverse Student Populations
ACTIVE LEARNING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH SCHOOL DEBUNKING THE MYTH
Frequently Asked Questions
Reflect on the Experience
SELECTING AND IMPLEMENTING ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM
Other Diverse Populations
Assessing Students and Indentifying Learning Characteristics
Before During and After
Learner Characteristics Described
Low Experiential Base
GROUPING FOR INSTRUCTION WHO GOES WHERE WITH WHOM TO DO WHAT
Whole Group Instruction
Small Group Instruction
And Now Drum Roll Please The Strategies
ACTIVE LEARNING STRATEGIES
1 ARTIFACT REVEAL Students create artifacts related to learning concepts
2 BALL TOSS The game of catch facilitates QA
3 BAROMETER Students take stands on controversial issues by voting with their feet
4 BOARD QUIZ The whole class works collaboratively on quiz questions
5 BODY LANGUAGE Movementbased instruction involves using the body to represent the content students are learning about
6 BUILDING AN EXPERIENCE The teacher creates an occurrence so that students can experience the content in order to better facilitate understandi...
7 BULLETIN BLOG The class uses a bulletin board to blog information comments and perspectives
16 LISTENING TEAMS Each group is given one question or issue to report on after a lecture or other direct instruction
17 NEXT Students take turns reconstructing information from assignments
18 PHILOSOPHICAL CHAIRS Students sit in lines opposite one another sharing perspectives from their topic or points of view
19 PHOTO FINISH Students use deductive reasoning to determine the circumstances that led up to a conclusion that is presented in a visual represent...
20 PLAYLIST Students work in groups to create a playlist that reflects the key themes of the content to be covered
21 PUZZLE PIECES Students walk around the room with QA cards to find matches
22 READING DISCUSSION CARDS This strategy provides the opportunity for students to discuss what they read informally but with an existing str...
23 RESEARCH SCAVENGERS Students research information using a variety of resources
24 ROUND ROBIN Students participate in group rotations responding to a topic or question
25 SELFREPORTING Students selfcheck progress and create action plans
26 SPIDERWEB The class stands in a circle and uses a ball of yarn to create a spiderweb while responding to a statement or question
27 TEACHERTEACHER Students use a reciprocal teaching approach to review learning planning and teaching lessons to peers
28 TEXT MESSAGE Students write texts to one another assuming the roles of people they are learning about
29 THEME BOARDS Students work in small groups to explore the underlying themes or key ideas in a given unit of study and create poster boards t...
30 THROUGH OUR OWN LENS As part of a unit of study students work individually to examine or research the topic in a way that helps it relate to...
31 TRAVELING TEAMS Students physically rotate through groups sharing information with one another
32 TRUE OR FALSE Students determine the authenticity of given statements based on their readings
33 WANTED POSTER Students create wanted posters describing figures they are learning about and offer clever rewards
34 WE INTERVIEW During the lesson students contribute relevant information based on what they learned during prior interviews with relevant ind...
35 WHAT WOULD THEY SAY? This strategy directs students to use their knowledge of a given topic book or era in history to think up phrases that...
36 THE WHIP The teacher poses a question and then whips around the room giving each student a chance to respond in order if he or she so chooses
37 WHY AND BECAUSE Students use graphic organizers during a contentintensive lesson to make meaningful connections between key points
38 WORD BY WORD Students review their notes and sum up a topic in one single word the word that they feel symbolizes the essence of the story t...
39 WORD CLOUD Students use a website to create a visual that symbolizes significant themes or occurrences related to a topic
40 ZIPIT ALSO KNOWN AS BAGGIE STORIES After reading an assignment or learning new content students work in small groups to write up and...
41 ClOSURE This presents a number of ways to help students reinforce key concepts help organize student thinking and relate new content to prior k...