Anticipation Guide من الانشطة المساعدة في افتتاح الدرس Opening Activities Start your lesson in a memorable way

Anticipation Guide

This comprehension strategy activates students' prior knowledge, builds curiosity about a new topic before learning about it, and then checks for understanding after the topic is presented.  Before beginning the lesson, students listen to or read several statements about key concepts within the new content and choose whether they agree or disagree. After the lesson presentation, students revisit the Anticipation Guide and see if they still agree with their initial decisions

How to Use

1. Construct

Write four to six short, declarative, thought-provoking statements about the new concept, some true and some false. Include two sets of columns before and after the statement. One column should be labeled “Agree” and the other “Disagree” (see template).

2. Display

Read or display the statements to the class. Allow students time to respond to each statement, either individually, with a partner, or as a class. They should use the columns to the left of each statement to mark whether they agree or disagree.

3. Discuss

Conduct a short class discussion about the statements before presenting the new material. Ask students to explain why they agree or disagree.

4. Revisit

Revisit the guide after presenting the new material and have students use the columns to the right of each statement to mark whether they now agree or disagree based on what they’ve learned. Have students compare their changes with a partner. If their responses are not the same, ask them to see if they can convince their partner to change.

When to Use

Use an Anticipation Guide to structure meaningful conversation that reviews what students already know and engages them in critical thinking about the topic they will be exploring. You can use an Anticipation Guide:

• Before/after introducing new material to tap into prior knowledge
• Before/after watching a film clip to gauge a reaction
• Before/after reading a short text to begin a discussion

Variations

Anticipation Guide + Why

Add an extra “why” column to get students to support their answers and explain their decision making process after they make their final decisions.

Anticipation Guide + Character POV

To help students understand point of view (POV), you can use an anticipation guide where students write down how they feel about the statements. Then, after they read the story, they write down how a specific character feels about the same statements.

Download Templates

Anticipation Guide ElementaryAnticipation Guide + Why ElementaryAnticipation Guide + Character POV ElementaryAnticipation Guide SecondaryAnticipation Guide + Why Secondary

Anticipation Guide + Character POV Secondary.

Classroom Mingle الفصول الدراسية المختلطة (Opening Activities Start your lesson in a memorable way)

Classroom Mingle

This discussion technique allows learners to actively engage with new content by moving around the classroom, asking and answering questions with multiple members of the class. Afterwards, there is an opportunity for group review and reflection. 

How to Use

1. Prepare

Write a list of open-ended questions or problems based on a unit of study. Cut the paper into strips, with one question per strip, so that you have at least one question per student.

2. Introduce

Display the list of questions to explain the activity. Before passing out a question to each student, model the way students will mingle with volunteers. 

3. Distribute

Hand a strip of paper to each student and ask all students to stand up and find a partner.

4. Mingle

Working in their pairs, Student A asks Student B his/her question. After answering, Student B asks Student A his/her question.  Next, they exchange strips of paper, and each one finds another member of the class who is also looking for a new partner. The process is repeated.

To create a more structured mingle, the teacher can monitor the time for each interaction. After a set amount of time to share questions in pairs, music can be played. Students should move around the classroom. When the music stops, students find a new partner standing near them.

5. Close

Ask students to take a seat after the time allotted. Lead an open discussion about the questions and answers.

When to Use

Use Classroom Mingle at any point in the lesson to structure meaningful conversation:

• Before introducing new material to tap into prior knowledge
• In the beginning of the school year to allow students to meet each other
• After watching a film clip to gauge a reaction
• After reading a short text to begin a discussion
• In an ESL or foreign language classroom to practice questions and answers
• After a unit of instruction to serve as a review

Variations

Student-Created Classroom Mingle

To work on students’ questioning skills and/or help them review content in depth, have students create their own questions on strips of paper or index cards.

Structured Mingle

Prepare a list of discussion topics or questions ahead of time. After students find a partner in the first round of mingling, they should freeze and listen to one topic or question the you pose. All pairs answer the same question. Then, after students mingle to find another partner, a new topic or 

question is posed. Do as many mingle rounds as you have questions or topics.

Classroom Mingle

Use a document like this one to create your question strips, or pass out blank strips for students to create their own questions.

Two Stray, One Stay

This collaborative strategy gets students moving around the room while working with classmates to solve problems and answer questions. This also allows all students the opportunity to “be the teacher,” which students love to do. As students talk about their ideas and thinking process with others, it helps them develop a deeper understanding of the concepts at hand.

How to Use

1. Group

Arrange students into groups of three and assign each student a number, either: 1, 2, or 3. Then assign a letter to each group.

2. Assign

Give all groups the same assignment. This could be a task to perform, a problem to solve, or a question to discuss. Tell the students that after a certain amount of time, they will each be going to another group to share how their response to the assignment. Every group member needs to be able to talk about their response.

3. Move

After groups have had their chance to formulate their response (adjust according to the task performed), have all students who were numbered 1 stand up. They will rotate to the group next to them. For example, Student #1 in Group A will move to Group B and Student #1 in Group B will move to Group C. Then, have all students who were numbered 2 stand up. They will rotate two groups. For example, Student #2 in Group A will move to Group C and Student #2 in Group B will move to Group D. Student #3 stays in his or her original position.

4. Interview

In their new groups, students interview one another about how their completed the assignment. Everyone should take notes and prepare to take the new ideas back to their own original group.

5. Return and Share

After five to ten minutes (depending on the complexity of the assignment), all students return to their original groups. As the original group of three, they will each share what they learned from the other groups they worked with.

*For elementary, “One Stray” is an easier strategy to grasp. Instead of 2 people leaving the group, only one does.

When to Use

Use Two Stray, One Stay to encourage group discusssion and collaboration among students:

• During Guided Practice so students can work as a group to practice what they just learned
• With open-ended or controversial questions after reading a text
• To solve a math problem in a variety of ways, explaining their thinking and process steps
• To compare/contrast conclusions to a science experiment
• As a test-prep strategy for answering difficult, simulated and/or released questions
• As a closing activity so that students can synthesize important points in the lesson – or apply what they’ve learned in a new situation

Download Templates

Two Stray, One Stay Elementary

For elementary, this template should only be used in Grades 2-5. Primary Grades PK-1 should complete the activity orally.

Two Stray, One Stay Secondary

For a more structured approach to Two Stray, One Stay, have students fill in this template as they participate in group conversations. Be sure to include the activity directions at the top

Frayer Modelا ستراتيجية " نموذج فراير "

استراتيجية " نموذج فراير " هي أحد مخططات التفكير وضعه

البروفيسور فراير لغرض استيعاب أي مفهوم علمي يعبر الطلاب

عن هذا المفهوم بلغتهم الخاصة .

يتكون هذا النموذج من أربعة أجزاء تتمثل في :

تعريف المفهوم / خصائص أو مزايا المفهوم / الأمثلة الدالة على

المفهوم / الأمثلة غير الدالة على المفهوم ، في مركز النموذج

يدون المفهوم .

هذا النموذج طلابنا في أمس الحاجة لممارسته .

قامت معلمة المادة بتنفيذ هذه الاستراتيجية مع الطالبات

في مجموعات تعاونية وأعدت النموذج الخاص بهذه الاستراتيجية

على ورق ملون وميزت كل مجموعة بلون خاص هذه الاستراتيجية

لاقت اعجاب الطالبات وتعاونن في تنفيذها

How to Use

1. Select Key Vocabulary

 Pre-select key vocabulary words and make copies of graphic organizer.

2. Provide Graphic Organizer

Provide copies of the Frayer Model graphic organizer to students and explain the process.  

3. Model the Process

• Show the Frayer graphic organizer to the class and explain each of the sections.
• Use a common vocabulary word to demonstrate the various components of the form.
•  Model the type and quality of desired answers when giving this example.

4. Assign Student Groups

Divide the class into student pairs. Assign each pair one of the key concepts and have them complete the four-square organizer for this concept. Or, assign each student one word to work on alone.  

5. Share Ideas

Ask students or student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

6. Create Study Helps

Make copies of each Frayer graphic organizer so every student has a copy of all key concepts to use for review. OR display completed Frayer graphic organizers on a “Vocabulary Wall” for student reference.  

7. Optional Extension

Extend or deepen students’ thinking by asking students to:

• Describe the rationale for examples and non-examples

• Asking students to use the Frayer Model as a note taking strategy during reading.

• Asking students to change the titles of the boxes to include concept development categories.

When to Use

Students may use the Frayer Model to:

• develop understanding of key concepts and vocabulary.

• draw on prior knowledge to make connections among concepts.

• compare attributes and examples.

• think critically to find relationships between concepts and to develop deeper

• understanding of word meanings

• make visual connections and personal associations.

• review key vocabulary before a test or quiz

• create a “vocabulary wall” for quick reference of word meanings

Variations

Elements of a Typical Frayer Model

A typical Frayer “ 4-square” model includes the following elements:

• Definition (either from teacher or in student’s own words

• Examples

• Non-examples

• Characteristics or illustration of concept

Alternate Elements of Frayer Model- Example 1

Vary this typical model by changing the 4 elements to:

• Examples

• Non-examples

• Essential Characteristics

• Non-essential characteristics

Alternate Elements of Frayer Model- Example 2

Give students a Frayer model with all the squares filled in and ask students to guess the vocabulary word.

     ***See examples of all three in the Templates 

Download Templates

Frayer Model ExamplesFrayer Model Landscape ViewFrayer Model Portrait ViewFrayer Model- 4 per pageFolded Frayer Model

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