I. Metaphorical Thinking-Begin by writing a few starters (Ex.: My school is like a ______________.) Have kids draw a picture to complete. (Have them tell you the word(s) that the picture represents.) Variation: Have students hold up the picture and let others guess which metaphor the student is completing.)

2. Simulation & Role Plays-Examples: Act out plays or literature. Act out the animals of the rain forest. Act out characters in history or famous scenes in history.

3. Creative Dramatics-Use to break up activities. Examples: Act as mirrors, stretching, follow the leader. "Imagine" doing things (Walking through the woods, Climbing a tree ... ).

4. Group Interaction Activity-Use webbing for ideas for creative writing and research.

I. Compare and Contrast Matrices-Make a matrix for the characters in a story or book. Chart the characteristics of animals. insects, plants, etc. for Science.

2. Use laminated cheat sheets (with open-ended questions/critical thinking questions. Example: Use after AIMS science experiment for questioning.

3.Classify-Take collections of things (leaves, rocks, numbers, etc.) and classify into groups. Chart giving appropriate headings.

4.Predicting Outcomes, Making Hypotheses-Read stories, leaving off the endings. Have students predict the outcome using the clues in the story. Make up a variety of endings! -Set up experiments and ask the students to form their own hypotheses as to what is happening and why.

5. Read stories and examine cause and effect-Develop a sense of cause and effect with the students by talking about cause and effect often (in a variety of subjects.) Examine situations in history in terms of cause/effect. Look at cause and effect in Reading stories and books. Talk about cause and effect in regard to science experiments.

I. Cooperative Research-Work in small groups to research different articles under the general topic of community history. Combine research and lay out a design for a web page.

2. Writing pairs-For creative or narrative writing (or report writing), switch with a partner and offer advice and correction suggestions.

3. Science Experiments-Assign roles to complete experiments/share data. For example: Have a Timer, Recorder, Measurement Taker ... )

4. Collaborative Learning-Internet: Partner with another school to share project information. Example: Rainforest-Show projects, share research information, poems, activities ... )

5. Small-Group Activities-Divide class into small groups. Have each group take a section of the chapter. Divide within the group and write test questions. Discuss with the group. Combine the whole class and make the test from these questions.

1. Offer rewards for improved performance- Example: Good classroom behavior for the week gets a pick from the candy jar or a chance for your name to be drawn to have lunch with the teacher.

2. Give students different ways to demonstrate what they know- instead of a written test, draw pictures for answers or act it out!

3. Give flexibility in assignments-Allow extra time to turn in work (if necessary past due date). Daily assignments (can make an agreement for overdue work such as: All Assignments Due By Friday!)

4. Use props for storytelling or presentations- Students can bring props to class or make them in school.

5. Celebrate Success-Make a "Celebrate Success" display board in the room or the hallway. Have 'Excellent Examples" displayed. Give students a card to fill out. Each student should reflect on his/her accomplishments for the week. The card reads: This week I was especially proud of… Each student should fill out a card to be posted on the board.

Curriculum Brainstorm 

Critical Thinking Techniques

In my curriculum brainstorm, I looked through our P506 textbooks to get examples of different techniques under Creative Thinking, Critical Thinking, Cooperative, and Motivational. At the time that the assignment was originally given, these were the techniques that I felt would be the most useful in my curriculum.

The activities used as examples are related to what I am currently teaching in class. All of the examples are things that are very "do-able' in my Fourth Grade classroom. Research and project topics are always changing, but the examples could be adapted to use with any of the topics.

All of the brainstormed ideas are appropriate for Fourth Grade. They apply to a number of subject areas because our classrooms are not departmentalized at this grade level. I originally intended to add more techniques and re-categorize the list by subject areas. After more consideration, I've decided that I want to keep this as a working list to implement next school year.

I will keep the list under the categories under the learning technique headings of Creative Thinking, etc., because I think this will give me a better opportunity to learn the techniques. (I already know my subject areas!) I would like to try out these ideas without making a larger list that may not be used because there is too much to read and think about things quickly.

Once I have used these techniques routinely, I will try other techniques in these subject areas. With familiarity of the strategies, a "long list" with just the strategy names (a quick reference sheet) could be used for consideration of the approach to use in teaching different units or special projects. Techniques that do not seem to fit my (or my students') style would go to the bottom of the fist. Methods that work well could go to the top!

I think that it is important, however, to sit down and consciously review the techniques with the curriculum in mind. Without planning, many of these good ideas would not be used, or would not work well.

The motivational techniques are very important to me, because I strongly feel that a motivated student is a learning student! Also, using motivational strategies that work with the students also motivate the teacher.

I intend to try more projects involving communication with other schools. I will concentrate on many of the cooperative and collaborative methods for most of the projects or experiments done in my classroom.

My goal is to always incorporate many teaching methods in my classroom, and to try to focus on what works best for each student. I take responsibility for helping each student learn how to learn. I feel I have benefited from examining these different approaches, and I am anxious to incorporate them into my day.