Teaching Strategies Encyclopedia
A comprehensive library of evidence-informed teaching strategies for Filipino teachers. Each strategy explains not just what it is, but why it works, when to use it, and when not to.
Understand the WHY
Every strategy is grounded in educational psychology. Hindi lang puro activity — alamin kung bakit effective at kailan gagamitin.
Know WHEN and WHEN NOT
Walang perpektong strategy. Each entry explains kailan appropriate at kailan mas appropriate ang ibang approach.
Grow as an educator
This isn't about shortcuts. It's about helping you make informed instructional decisions na magpapatalino sa learners mo.
Browse by Category
139 strategies found
Think-Pair-Share
A cooperative discussion strategy where the teacher poses a question, students think silently, pair up to discuss, then share with the class. Developed by Frank Lyman (1981).
Jigsaw
Students become experts on one part of a topic, then teach it to their groupmates. Home groups of 4-5 split into expert groups, study together, then return to teach. Developed by Elliot Aronson (1971).
Gallery Walk
The teacher posts questions on chart paper at stations around the room. Small groups rotate, discussing and responding in writing. Each station accumulates layers of responses from different groups.
Exit Ticket
A brief closing activity where students respond to a prompt on a small slip of paper before leaving class. The teacher collects and reviews them to assess understanding.
Socratic Seminar
A formal discussion format where students explore a text through questioning. Students sit in a circle and discuss an essential question about a text, using evidence from the text to support their ideas. The teacher asks only opening questions -- students drive the discussion.
Learning Stations
The teacher sets up 3-5 stations around the room, each with a different activity related to the lesson. Students rotate through stations in small groups, spending 5-10 minutes at each.
Concept Mapping
A visual organizer where students draw a diagram showing relationships between concepts. Main concepts are in boxes or circles, connected by lines with linking words that describe the relationship.
Four Corners
The teacher posts a statement with four possible responses in the four corners of the room (Strongly Agree, Agree, Disagree, Strongly Disagree). Students move to the corner that matches their opinion and discuss with others who chose the same corner.
Role Playing
Students act out a scenario or take on a character's role to explore a situation from a specific perspective. They must think, speak, and respond as their character would.
One-Minute Paper
Students take 1-2 minutes to write a brief response to a prompt, typically: 'What was the most important thing you learned today?' and 'What question do you still have?'
KWL Chart
A three-column chart: What I Know, What I Want to know, What I Learned. Students fill in the first two columns before reading and the third after reading.
Round Robin
Each student in a group takes a turn sharing one idea or answer. No one can speak twice until everyone has spoken once. This ensures every voice is heard, not just the dominant ones.
Tiered Activities
Tiered Activities are tasks designed at different levels of difficulty for the same learning goal. All students work on the same concept, but the complexity, abstraction, or scaffolding varies. Students are assigned to tiers based on readiness, not ability labels.
Flexible Grouping
Flexible Grouping is the practice of changing how students are grouped based on the learning goal. Sometimes by readiness, sometimes by interest, sometimes randomly, sometimes by learning profile. No group is permanent; students move between groups fluidly.
Choice Boards
Choice Boards are tic-tac-toe style grids offering students a menu of activities for the same learning goal. Each square presents a different way to demonstrate understanding. Students choose 3 in a row (horizontal, vertical, or diagonal) to complete.
Cubing
Cubing asks students to examine a topic from six different perspectives, one for each face of a cube: Describe it, Compare it, Associate it, Analyze it, Apply it, and Argue for or against it. Each face prompts a different cognitive process.
Anchor Activities
Anchor Activities are meaningful, self-directed tasks that students can do independently when they finish assigned work early. Unlike busywork, anchor activities are directly related to the curriculum and provide genuine learning or practice.
Learning Contracts
Learning Contracts are written agreements between teacher and student that specify what the student will learn, how they will demonstrate learning, and by when. The contract individualizes the learning path while holding students accountable to clear standards.
Curriculum Compacting
Curriculum Compacting is a differentiation strategy where students who demonstrate mastery on a pre-assessment are excused from the standard instruction for that topic and instead work on enrichment or acceleration. The compacted curriculum eliminates repetition of already-known content.
RAFT Writing
RAFT is a writing strategy where students write from a specific Role, to a specific Audience, in a specific Format, about a specific Topic. The combinations create different perspectives and purposes, making writing more engaging and differentiated.
Morning Meeting
Morning Meeting is a daily routine with four components: Greeting (students greet each other by name), Sharing (each student shares something briefly), Group Activity (a quick cooperative game or song), and News and Announcements (the day's agenda). It builds classroom community and sets the tone for the day.
Community Circle
Community Circle is a strategy where the class sits in a circle and passes a talking piece around. Only the person holding the talking piece speaks; others listen. This equalizes participation and creates a safe space for every voice to be heard.
Check-In/Check-Out
Check-In/Check-Out (CICO) pairs a student who needs extra behavioral or emotional support with a trusted adult. They meet briefly at the start and end of each day to set a goal, check on progress, and provide consistent positive attention.
Restorative Circles
Restorative Circles are structured dialogues used to address conflict, repair harm, and rebuild relationships. Unlike punishment, which focuses on rule-breaking, restorative circles focus on the impact of the behavior and what is needed to make things right.
Brain Breaks
Brain Breaks are short, structured movement or mindfulness activities that give students' brains a rest from focused academic work. Examples include stretching, dancing, breathing exercises, quick games, or physical challenges.
Mindfulness Practice
Mindfulness Practice involves guiding students through short, structured attention exercises: focused breathing, body scans, sensory awareness, or mindful listening. The goal is to develop the skill of noticing where attention is and gently returning it.
Gratitude Practice
Gratitude Practice involves students regularly noting things they are thankful for, whether through journaling, class sharing, or visual displays. It can be as simple as writing three good things at the end of each day or sharing one gratitude in a morning circle.
Self-Assessment
Self-Assessment asks students to evaluate their own work, learning, or behavior against clear criteria. This can be through rubrics, reflection prompts, or learning journals. The goal is to develop metacognition: the ability to think about your own thinking and learning.
Direct Instruction
Direct Instruction is a structured approach where the teacher explicitly teaches a concept or skill through explanation, modeling, and guided practice. The 'I Do, We Do, You Do' framework is the core: teacher demonstrates, class practices together, students practice independently.
Demonstration
Demonstration is a strategy where the teacher performs a procedure, experiment, or skill while students observe. The goal is to make an invisible process visible through careful, narrated performance.
Modeling
Modeling is a strategy where the teacher demonstrates a thinking process by thinking aloud while performing a task. Unlike demonstration (which shows physical procedures), modeling shows cognitive processes: how to analyze a text, solve a problem, or revise writing.
Storytelling
Storytelling is the use of narrative to teach content. The teacher weaves facts, concepts, or procedures into a story with characters, conflict, and resolution. This makes abstract content memorable and emotionally engaging.
Interactive Lecture
Interactive Lecture is a structured presentation broken into 10-15 minute chunks, each followed by a brief processing activity (think-pair-share, quick write, or poll). The chunks prevent passive listening and ensure comprehension before moving on.
Simulation
Simulation is an experiential strategy where students participate in a simplified model of a real-world system. They take roles, make decisions, and experience the consequences within the rules of the simulation. Examples include mock trials, model UNs, market simulations, and ecosystem simulations.
Case Study
Case Study is a strategy where students analyze a real or realistic scenario in depth. They examine the facts, identify problems, consider multiple perspectives, and propose solutions based on the concepts they are learning.
Whip Around
Whip Around is a rapid closing strategy where every student states one thing they learned, one question they have, or one word that describes their understanding. The teacher goes around the room quickly, and each student responds in one sentence or word.
Summary Ball
Summary Ball is a closing activity where students toss a soft ball to each other. Whoever catches it states one thing they learned today, then tosses to someone else. The ball keeps moving until time runs out or everyone has spoken.
Two Truths and a Lie
Two Truths and a Lie is a review game where each student writes three statements about the lesson content: two true and one false. Classmates vote on which is the lie. This forces students to review content and identify potential misconceptions.
Two Truths and a Lie (Icebreaker)
As an icebreaker, Two Truths and a Lie has each student share three personal statements: two true and one false. Classmates guess which is the lie. This reveals interesting personal details and creates instant engagement.
Human Bingo
Human Bingo gives each student a Bingo card with prompts like 'Has a pet cat,' 'Can cook adobo,' or 'Has been to Baguio.' Students mingle and find classmates who match each prompt, writing their names on the card. First to fill a row shouts 'Bingo!'
Find Someone Who
Find Someone Who is a simpler version of Human Bingo. Each student has a list of descriptors (e.g., 'plays an instrument,' 'has a pet,' 'loves Math'). Students find one classmate who matches each descriptor and writes their name.
Would You Rather
Would You Rather is a simple activity where the teacher poses two options and students choose one by moving to a side of the room or raising their hand. 'Would you rather have the ability to fly or be invisible?' The chosen sides then explain their reasoning.
Inquiry-Based Learning
Inquiry-Based Learning is a student-centered approach where learning begins with a question, problem, or phenomenon. Students investigate, gather evidence, construct explanations, and communicate findings. The teacher guides but does not deliver answers.
Project-Based Learning
Project-Based Learning is an approach where students work on an extended project to investigate a real-world problem or challenge. They research, create, collaborate, and present a solution or product to an authentic audience. The project drives the learning.
Problem-Based Learning
Problem-Based Learning presents students with an open-ended, real-world problem. Unlike Project-Based Learning (which creates a product), PBL focuses on solving a problem through research, analysis, and proposed solutions. Learning happens through the process of solving.
Scaffolding
Scaffolding is the practice of providing temporary support to help a student accomplish a task they cannot yet do alone. The support is gradually removed as the student becomes proficient. Examples include sentence starters, graphic organizers, worked examples, and guided practice.
Three-Act Math
Three-Act Math is a structure for mathematical problem-solving developed by Dan Meyer. Act 1 shows a real-world scenario that raises a question. Act 2 provides the mathematical information students need. Act 3 reveals the answer and validates student work.
Which One Doesn't Belong
Which One Doesn't Belong (WODB) presents four items (numbers, shapes, images) where any one of them could be the one that doesn't belong, depending on the reasoning. There is no single correct answer; the value is in the justification.
Estimation 180
Estimation 180 is a daily routine where students estimate a quantity (height of a door, number of candies in a jar, distance between two cities) and justify their reasoning. After estimates are shared, the answer is revealed, and students discuss who was closest and why.
Math Journals
Math Journals are notebooks where students write about their mathematical thinking. They explain their reasoning, describe strategies, draw models, and reflect on what they understand and what confuses them.
Manipulatives
Manipulatives are physical objects that students handle to model mathematical concepts. Counters, base-ten blocks, fraction tiles, geometric shapes, and algebra tiles make abstract concepts concrete. Students move from physical manipulation to visual representation to abstract understanding.
Problem of the Week
Problem of the Week (POW) is a challenging, non-routine math problem that students work on over a week. It is not homework but an extended problem that requires persistence, multiple strategies, and creative thinking.
Predict-Observe-Explain
Predict-Observe-Explain (POE) is a science strategy where students predict what will happen in a demonstration, observe what actually happens, and explain any discrepancy. The prediction commits students to their current understanding, making them receptive to new evidence.
Lab Stations
Lab Stations set up multiple investigation stations around the classroom, each focusing on a different aspect of the topic. Students rotate through stations in small groups, conducting experiments or observations at each one. This maximizes hands-on time with limited equipment.
Claim-Evidence-Reasoning
Claim-Evidence-Reasoning (CER) is a framework for scientific argumentation. Students make a Claim (the answer to a question), provide Evidence (data from the investigation), and explain the Reasoning (how the evidence supports the claim using scientific principles).
Science Journal
Science Journals are notebooks where students record observations, data, questions, predictions, and reflections during science investigations. They serve as a personal record of scientific thinking and a tool for assessment.
Essential Questions
Essential Questions are open-ended, thought-provoking questions that frame a unit of study. They do not have a single correct answer and recur throughout the unit. Examples: 'What makes a hero?' 'Is progress always positive?' 'What is the relationship between freedom and security?'
Flipped Classroom
Flipped Classroom reverses the traditional model: students watch instructional videos at home and use class time for practice, discussion, and application. The direct instruction that was once done in class is now done independently; the practice that was once homework is now done with teacher support.
Blended Learning
Blended Learning combines face-to-face instruction with online learning, where students have some control over time, place, and pace. Models include rotation (students rotate between stations including online), flex (online is primary with teacher support), and enriched virtual (mostly online with periodic in-person sessions).
Digital Portfolios
Digital Portfolios are curated collections of student work stored electronically. Students select their best work, reflect on their growth, and showcase their learning over time. Unlike paper portfolios, digital portfolios can include multimedia and are easily shared.
Interactive Notebooks
Interactive Notebooks are structured notebooks where the right page is for teacher-provided input (notes, diagrams, vocabulary) and the left page is for student output (reflections, drawings, responses, connections). The two-page spread shows both what was taught and what the student did with it.
Screencasting
Screencasting has students record their screen while narrating their thinking as they solve a problem, explain a concept, or analyze a text. The resulting video captures both the process and the metacognitive narration, making thinking audible and visible.
Virtual Field Trips
Virtual Field Trips use technology to take students to places they cannot physically visit: museums, historical sites, ecosystems, space, or other countries. Using Google Earth, virtual tours, live streams, or VR, students explore locations and learn from the experience.
Gamification
Gamification applies game design elements (points, badges, levels, leaderboards, challenges) to non-game learning contexts. Students earn points for completing tasks, unlock badges for achievements, and progress through levels as they master content. The goal is to increase motivation and engagement.
Wait Time
Wait Time is the practice of deliberately pausing after asking a question and after a student responds. Wait Time 1 is the pause after the question before calling on a student (3-5 seconds). Wait Time 2 is the pause after a student responds before the teacher reacts (3-5 seconds).
Cold Call
Cold Call is a questioning technique where the teacher calls on students regardless of whether they have raised their hands. The selection is unpredictable, which keeps all students accountable and engaged because anyone could be called at any time.
Question Formulation Technique
The Question Formulation Technique (QFT) is a structured process where students produce their own questions, improve them, prioritize them, and use them. It starts with a prompt (called a QFocus) and follows strict rules: ask as many questions as possible, do not judge or answer, write every question, change statements to questions.
Warm Call
Warm Call is a questioning technique where students are given time to prepare before being called on. The teacher says: 'In one minute, I'm going to ask you about [topic]. Take a moment to look at your notes.' This removes the surprise of Cold Call while maintaining accountability.
Think Aloud
Think Aloud is a strategy where students verbalize their thinking while reading, solving problems, or completing tasks. The teacher models this first, narrating comprehension strategies, connections, questions, and corrections. Students then practice thinking aloud themselves.
Reciprocal Teaching
Reciprocal Teaching is a dialogue-based reading comprehension strategy where students take turns playing four roles: Predictor (what will happen next?), Questioner (what is the main idea?), Clarifier (what is confusing?), and Summarizer (what was this about?). The roles rotate after each section.
Guided Reading
Guided Reading is a small-group instruction approach where the teacher works with 4-6 students at a similar reading level. The teacher introduces a text at the students' instructional level, guides them through reading and comprehension strategies, and supports them in applying the strategies.
Literature Circles
Literature Circles are student-led reading groups where each member has a specific role: Discussion Director (asks questions), Connector (makes connections to real life or other texts), Illustrator (draws a key scene), Word Wizard (finds interesting words), Summarizer (summarizes the section), and Literary Luminary (selects passages to read aloud). Roles rotate each session.
Read-Aloud
Read-Aloud is a strategy where the teacher reads a text aloud to students, modeling fluency, expression, and comprehension strategies. The teacher pauses to think aloud, ask questions, and discuss. Students listen and engage with text that may be above their independent reading level.
Word Walls
Word Walls are classroom displays of key vocabulary words, organized alphabetically or by category. Words remain visible throughout the unit or year, serving as a reference for students during reading, writing, and discussion. Words are added as they are introduced.
Frayer Model
The Frayer Model is a graphic organizer for vocabulary development. Students write the word in the center and fill four boxes: Definition (in their own words), Characteristics (key attributes), Examples (instances of the concept), and Non-Examples (things that are NOT the concept).
SQ3R
SQ3R is a textbook reading strategy with five steps: Survey (preview the text), Question (turn headings into questions), Read (read to answer the questions), Recite (summarize in your own words), and Review (go back over notes and questions).
Cornell Notes
Cornell Notes is a note-taking system where the page is divided into three sections: a narrow left column for keywords/questions, a wide right column for notes, and a bottom section for a summary. Students take notes on the right, write keywords or questions on the left, and summarize at the bottom.
Gallery Critique
Gallery Critique is a peer feedback strategy where student work is displayed around the room (like a gallery) and students circulate to provide written feedback. Each piece receives feedback from multiple classmates. Students then revise their work based on the feedback.
Fishbowl Discussion
A small group of students (the fish) sit in an inner circle and discuss a topic. The rest of the class (the bowl) sits in an outer circle and observes, takes notes, and can tap in to replace a speaker.
Carousel Brainstorm
Similar to Gallery Walk but focused on brainstorming. Large chart papers are placed around the room with a topic or question on each. Groups rotate and add as many ideas as they can in a set time.
Hot Seat
One student sits in the hot seat and takes on the role of a character, historical figure, or concept. The rest of the class asks questions, and the student must answer in character.
Snowball Discussion
Students start discussing in pairs, then two pairs join to form a group of four, then two groups join to form eight, building up like a snowball. At each stage, they share and build on their ideas.
Speed Dating Discussion
Students sit in two rows facing each other. They discuss a question with the person across from them for 1-2 minutes, then one row shifts so everyone has a new partner. Like speed dating for ideas.
Philosophical Chairs
A structured debate where students physically move to agree or disagree with a statement. They can switch sides at any time if their mind changes. The goal is not to win but to explore ideas.
Debate
Two teams take opposing sides of an issue and present arguments with evidence. Teams prepare their case, present opening statements, cross-examine each other, and give closing statements.
Town Hall Meeting
Students take on different community roles (mayor, environmentalist, business owner, parent) and discuss a community issue from their perspective. The format simulates a real town hall meeting.
Save the Last Word for Me
Each student selects a quote from a text. In a small group, one student reads their quote. Others take turns responding to it. The student who chose the quote speaks last, explaining why they chose it.
Concentric Circles
Students form two circles, one inner and one outer, facing each other. They discuss a question with the person across from them. Then one circle rotates so everyone gets a new partner.
Value Line
The teacher poses a statement and students line up along an imaginary line based on how much they agree or disagree. One end is strongly agree, the other strongly disagree.
Walking Debate
A debate format where students physically move around the room to show their position. As the debate progresses and arguments are made, students can move to a new position. It combines Four Corners and Philosophical Chairs.
Chat Stations
Short video clips or images are set up at different stations. Students rotate in small groups, watch the clip, and discuss questions related to it before moving to the next station.
STAD (Student Teams Achievement Divisions)
STAD is a cooperative learning structure where the teacher presents a lesson, students work in mixed-ability teams to help each other master the material, then take individual quizzes. Each student's quiz score contributes to a team score based on how much they improved over their past average. The teams with the highest improvement scores receive recognition.
TGT (Teams-Games-Tournaments)
TGT is similar to STAD but replaces individual quizzes with academic tournaments. After teacher instruction and team study, students compete in games against members of other teams at their own ability level. Winners earn points for their team.
Group Investigation
Group Investigation is a cooperative learning method where students work in groups to investigate a complex topic. Each group chooses a sub-topic, plans their investigation, conducts research, and presents their findings to the class. The teacher acts as facilitator rather than instructor.
Circle the Sage
The teacher polls the class to see who knows a particular topic or skill well. Those students become 'sages' and stand at different locations in the room. Other students go to the sage who can teach them what they need to know. After learning, students return to their teams and share what they learned.
Roundtable
In Roundtable, students sit in teams of 4-5. The teacher poses a question or task. One student writes their answer on a shared paper, then passes the paper to the next student, who adds their answer. This continues around the table until time is called or the sheet is full.
Team-Pair-Solo
Students first solve a problem as a team, then solve a similar problem in pairs, then solve one independently. This gradual release from group to individual work bridges the gap between collaborative learning and independent assessment.
Peer Teaching
In Peer Teaching, one student teaches a concept or skill to another student. This can be cross-age (older students teaching younger ones) or same-age (students who understand the topic teaching those who do not). The teacher monitors and supports as needed.
Peer Feedback
Students exchange their work and provide structured feedback to each other using a rubric or guiding questions. The teacher provides a clear framework for what kind of feedback is helpful -- not just 'good job' or 'I like it.'
Pairs Check
Students work in pairs on a set of problems. One student solves while the other coaches and checks. Then they switch roles. After every two problems, the pair checks their answers with another pair.
Send a Problem
Each team creates a problem on a card, writes the answer on the back, then sends the problem to another team to solve. The receiving team solves it, checks the answer, and either confirms or sends it back with a note if they disagree.
Entrance Ticket
An Entrance Ticket is a brief prompt given at the start of class that asks students to respond to a question about the previous lesson or prepare for the current one. It takes 2-3 minutes and gives the teacher immediate data on where students are.
Muddiest Point
The Muddiest Point asks students to identify the part of the lesson that was most confusing or unclear. Students write down what they found 'muddy' (unclear) and submit it anonymously. The teacher reviews these and addresses the most common confusions in the next lesson.
3-2-1 Summary
At the end of a lesson, students write: 3 things they learned, 2 things they found interesting, and 1 question they still have. It is a quick, structured reflection that works for any subject and grade level.
Response Cards
Each student has a small whiteboard or set of cards (A/B/C/D, True/False, Yes/No). The teacher asks a question, all students hold up their answer simultaneously. The teacher scans the room and gets instant data on who understands and who doesn't.
Portfolio
A Portfolio is a curated collection of student work over time that shows growth, effort, and achievement. Students select their best work, reflect on their progress, and present their portfolio at the end of a term or year.
Performance Task
A Performance Task asks students to apply their learning to a real-world scenario or problem. Instead of answering multiple-choice questions, students might design an experiment, write a proposal, create a model, or give a presentation that demonstrates their understanding through application.
Authentic Assessment
Authentic Assessment measures learning through tasks that mirror real-world challenges -- writing a letter to the editor, conducting a science investigation, creating a budget, or designing a product. The assessment is not a proxy for learning; it IS the learning.
Rubric
A Rubric is a scoring tool that describes the criteria for quality work across multiple levels (e.g., Beginning, Developing, Proficient, Exemplary). It makes expectations explicit for both teacher and student, and provides specific, actionable feedback.
Retrieval Practice
Retrieval Practice is the act of recalling information from memory rather than re-reading or re-studying it. Instead of reviewing notes, students take a practice quiz, write what they remember, or explain a concept from memory. The struggle to retrieve is what makes learning stick.
Spaced Practice
Spaced Practice means studying the same content multiple times with gaps (spaces) between sessions, rather than cramming all at once. Instead of studying for 5 hours the night before, students study for 1 hour over 5 days. The spacing forces the brain to reconstruct the memory each time, which strengthens it.
Interleaving
Interleaving means mixing different types of problems or topics during practice, instead of doing all of one type before moving to the next. Instead of 10 addition problems then 10 subtraction problems, students do a mixed set: add, subtract, add, subtract, multiply, add... The mixing forces the brain to figure out WHICH strategy to use, not just HOW to use it.
Jeopardy (Review Game)
Jeopardy is a review game modeled after the TV show. The teacher creates categories with point values (100-500). Students choose a category and point value, see a clue, and must respond with the question (answer in the form of a question). Higher point values are harder.
Flashcards
Flashcards are cards with a question, term, or concept on one side and the answer or definition on the other. Students test themselves by looking at the front, trying to recall the answer, then flipping to check. This simple tool is one of the most effective study methods ever studied.
Mnemonics
Mnemonics are memory aids that use patterns, acronyms, rhymes, or visual associations to make information easier to remember. PEMDAS for order of operations, ROYGBIV for rainbow colors, or 'My Very Educated Mother Just Served Us Noodles' for planets.
Quiz-Trade
Each student has a card with a question on one side and the answer on the other. Students pair up, quiz each other, trade cards, then find a new partner. After several rounds, every student has answered and asked multiple questions while moving around the room.
I Have Who Has
Each student gets a card that says 'I have [X]. Who has [Y]?' The first student reads their card, and the student who has the answer to 'Who has [Y]?' reads theirs next. This creates a chain that eventually returns to the first student. Every student must listen carefully and be ready.
Trashketball
Trashketball combines review questions with basketball. Teams answer questions, and correct answers earn the chance to shoot a paper ball into a trash can for bonus points. The combination of academic challenge and physical skill makes review fun and competitive.
Musical Chairs Review
Questions are placed on chairs arranged in a circle. Music plays while students walk around the chairs. When the music stops, each student sits and answers the question on their chair. Students rotate and answer different questions each round.
Socratic Questioning
Socratic Questioning is a disciplined, systematic approach to questioning that helps students examine their ideas, test their assumptions, and build logical arguments. The teacher asks a series of probing questions -- 'Why do you think that?' 'What evidence supports your view?' 'What is the alternative?' -- rather than giving answers.
Guiding Questions
Guiding Questions are specific, answerable questions that scaffold learning toward a larger understanding. While Essential Questions are broad and recur, Guiding Questions are the stepping stones: 'What are the three branches of government?' leads toward 'Why do people form governments?'
Anticipation Guide
An Anticipation Guide presents 4-6 statements related to a text. Students mark each as Agree or Disagree BEFORE reading. After reading, they revisit their responses and change any that their reading has updated. The contrast between before and after reveals how reading changed their thinking.
Shared Reading
Shared Reading is when the teacher and students read a text together, with the text enlarged (big book or projector). The teacher points to words as they read, modeling print concepts, fluency, and comprehension. Students join in as they become familiar with the text.
Readers Theater
Readers Theater is a performance-based reading activity where students read a script aloud with expression, gestures, and voice characterization -- but without costumes, props, or sets. The focus is on reading fluently and expressively, not on acting.
Number Talks
A Number Talk is a short daily routine where the teacher presents a math problem and students solve it mentally. The teacher then collects and discusses the different strategies students used. The goal is not the answer but the thinking process.
5E Instructional Model
The 5E Model is a lesson planning framework with five phases: Engage, Explore, Explain, Elaborate, Evaluate. It is designed for inquiry-based science instruction where students construct understanding through hands-on experiences before formal explanation.
Nature Walk
A Nature Walk takes students outside to observe and document the natural world. Students look for plants, animals, insects, weather patterns, or geological features, and record their observations in a journal. The walk is not just exercise; it is structured scientific observation.
Six Thinking Hats
Six Thinking Hats is a framework where students examine a topic from six distinct perspectives, each represented by a colored hat. White Hat focuses on facts and data, Red Hat on emotions and intuition, Black Hat on risks and problems, Yellow Hat on benefits and optimism, Green Hat on creativity and alternatives, and Blue Hat on process and meta-thinking.
PMI (Plus-Minus-Interesting)
PMI is a simple thinking tool where students evaluate an idea by listing its Plus points (advantages), Minus points (disadvantages), and Interesting points (implications or things worth exploring further). It was designed by Edward de Bono as a way to deliberately widen thinking beyond a first reaction.
Force Field Analysis
Force Field Analysis maps the driving forces (factors pushing toward change) and restraining forces (factors pushing against change) for a proposed change. Students identify, rate, and visualize these forces to decide whether the change is viable and what to strengthen or weaken.
Decision Matrix
A Decision Matrix is a grid where students list options as rows and evaluation criteria as columns, then score each option against each criterion. The total scores reveal which option best meets the criteria, making the reasoning explicit and transparent.
Visible Thinking Routines
Visible Thinking Routines are short, repeatable thinking patterns developed by Harvard's Project Zero that make student thinking visible. Common routines include See-Think-Wonder (observe, interpret, question), I Used to Think/Now I Think (document conceptual change), and Connect-Extend-Challenge (relate, build, question).
Graphic Organizers
Graphic Organizers are visual representations of information that show relationships between ideas. Common types include Venn diagrams (compare/contrast), T-charts (pros/cons), flowcharts (process), tree diagrams (classification), and KWL charts (before/during/after reading).
Mind Mapping
Mind Mapping is a visual note-taking technique where students start with a central concept in the center of the page and branch out into sub-topics, using keywords, colors, and images. Unlike linear notes, mind maps show the radial structure of knowledge around a central idea.
Body Sculpture
Body Sculpture is a kinesthetic strategy where students use their bodies to create a frozen physical representation of a concept, idea, or scene. Like a statue, they hold a pose that communicates meaning without movement or words.
Tableau
Tableau is a dramatic strategy where students create a frozen, staged picture with their bodies to represent a key moment from a story, historical event, or process. Unlike Body Sculpture, Tableau involves multiple characters in relationship to each other, like a photograph come to life.
Human Graph
Human Graph is a strategy where students physically position themselves along a spectrum or line in the classroom to represent their opinion, confidence level, or answer to a question. The resulting human line creates a visible graph of the class's thinking.
Line-Up
Line-Up is a kinesthetic strategy where students physically arrange themselves in a line ordered by a criterion: chronological order of events, size of numbers, sequence in a story, or steps in a process. The physical line makes the sequence visible and debatable.
Numbered Heads Together
Numbered Heads Together is a cooperative review strategy where students in each group number off (1, 2, 3, 4), discuss a question together, then the teacher calls a random number. Only the student with that number answers for the group, ensuring everyone is prepared.
Recommended Reading Path
New to teaching strategies? Start here and work your way up.
Think-Pair-Share
Discussion Strategies · 2 min
Gallery Walk
Discussion Strategies · 2 min
Exit Ticket
Assessment Strategies · 2 min
Concept Mapping
Critical Thinking Strategies · 2 min
Four Corners
Discussion Strategies · 2 min
One-Minute Paper
Assessment Strategies · 2 min
KWL Chart
Literacy Strategies · 2 min
Round Robin
Discussion Strategies · 2 min
Beginner-Friendly
Advanced Strategies
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