Summary
In this session, participants will be given a menu of instructional strategies to "taste test." Each of these strategies is research-based and supports components of authenticity. Once strategies have been chosen, the session will be built around a three-course meal of participants' chosen strategies. Each strategy option on the menu is accessible to any grade level and adaptable to any content area. Participants will leave with hands-on tools that they can implement immediately in any class.
Essential Questions
How do instructional strategies enhance student learning?
How do instructional strategies fulfill components of authenticity?
Snapshot
Engage
Participants select three appealing instructional strategies from a café-style menu and vote on which to explore through a hands-on "Sticky Bar" activity.
Explore
Participants actively experience selected strategies through collaborative activities like Strategy Harvest, Strike Out, and Create the Problem, allowing them to engage with new tools as learners.
Explain
Participants synthesize their learning by sharing implementation ideas for each strategy in multiple partner conversations, deepening understanding through peer exchange.
Extend
Participants connect the explored strategies to the four components of authentic teaching using a rubric and personal reflection to consider classroom application.
Evaluate
Participants post sticky note exit tickets describing one strategy they plan to implement by week's end, demonstrating practical takeaways from the session.
Materials List
Presentation Slides (attached)
Instructional Strategies Cafe Menu (attached)
Authentic Lesson Reflection Tool (attached)
Instructional Strategy Note Sheet (attached)
Data Never Sleeps Infographic (attached)
Strategy Harvest Note Sheet (attached)
Markers, pens, and pencils
Sticky notes
Poster paper (with one of six "Menu" choices as heading)
Scratch paper
Objectives
Participants will explore and identify how authentic instructional strategies presented can be used for engaging, formatively assessing, and extending students’ learning.
Participants will recognize authentic components within the instructional strategies.
Engage
60 Minute(s)
Welcome participants and introduce yourself and the session using the attached Presentation Slides. Slide 2 identifies the presenters and slide 3 itemizes the micro-credentialing courses available to take at K20.
Pass out the attached Instructional Strategies Cafe Menu. Ask participants to look through the menu and choose three instructional strategies they would like to explore further. Display slide 4 to introduce the Sticky Bar activity. Once participants have selected three instructional strategies from the list, ask them to engage by taking one sticky note and placing it on the Sticky Bar poster paper, creating columns above or below the name of the strategy they would like to explore further. The three strategies that the majority of the group has chosen will be used throughout the exercise.
Once the participants have selected their strategies, share the session objectives with participants found on slide 5, which will provide a road map of where you will go together during the session and will let participants know what to expect.
Inform participants that several new strategies will be introduced to them throughout the session. These strategies are tools used to support and guide higher order thinking in an authentic way. Make sure each participant has a copy of the attached Instructional Strategy Note Sheet and encourage participants to use it to jot down their ideas for personalizing a strategy to be used as an instructional tool in their classrooms. Before breaks and after the strategies have been modeled, the presentation will allow time for participants to reflect on how to use these strategies.
Explore
90 Minute(s)
Strike Out strategy: Show slide 6. Have participants get into groups of four with proximity partners. Ask the question, "What skills do you need for college readiness?" Instruct the participants to list as many skills as they identify in their small groups. Then, pass papers to the group on their right. Based on the answers given, strike out one item that does not meet the criteria or that is the least important. Participants will continue to pass papers to the right, and groups will continue to mark off one item from the list until only the most important skills remain. Allow groups time to share out the skills that are remaining on their lists.
Create the Problem strategy: Show slide 7. Present this instructional strategy, letting participants know that they are going to use the information on the next slide to create a problem that would result in the given solution. Use the information on slide 8 to create a problem.
Strategy Harvest strategy: Show slide 9. Present the problem on the slide and instruct participants to solve the problem and record their strategy on the attached Strategy Harvest Note Sheet, found either on the table or in their folder. After a couple of minutes, ask everyone to find an Elbow Partner and share the strategy they used. Participants will take turns sharing and recording the new strategies on their note sheets, "harvesting" the strategies others used. Participants will continue to find a new partner one or two more times and record the new strategies shared each time. Bring the group back together and have a few participants share out either their own strategy or a new one they learned and might use in the future.
GramIt strategy: Show slides 10-11. Participants will write an opinion statement about the concept presented in the infographic found on slide 11. It must contain fewer than 140 characters and include a hashtag. Read the example from the slide: Students today must learn how to move beyond basic comprehension. #CriticalThinking
You can use a website like Padlet to create a forum so that participants can post their GramIt statements for all to see and scroll through simultaneously.
Move to slide 12 and identify the infographic “Data Never Sleeps,” located either in participants’ folders or on the table. Participants will use this infographic to write their comments and share them with the whole group.
3-2-1 strategy: Show slide 13. Introduce this slide as the Engage portion of a lesson that could be used when teaching about the Dust Bowl. Inform participants that they are using the 3-2-1 strategy with a picture deconstruction. Ask participants to write down three things they notice about the picture, two things they can infer based on their prior knowledge of the Dust Bowl, and one question they have about this picture.
Synectics strategy: Show slide 14. Explain that this is a science strategy, but it can be adapted to any content area. It is similar to making a simile or metaphor in Language Arts—but it uses things you wouldn't normally compare and explains the connection between the two objects or ideas.
Use the example on the slide for participants to explore: A cell is like a _________ because ___________________. Ask participants: Is it most like a shopping mall, a bowl of gelatin, a brick wall, or an iPod?
Participants will choose one of the four answer choices and then write an explanation of why a cell and the chosen object are most alike. After participants have written their explanations, have them share out what they wrote.
Explain
30 Minute(s)
Show slide 15. Now that three instructional strategies have been presented, have participants find someone in the room they haven't talked to yet and share one idea of how they would use each strategy to enhance student learning and achievement in their classrooms. Have partners share out each other's ideas. Repeat this process two or three times.
Extend
30 Minute(s)
Use the attached Authentic Lesson Reflection Tool to support participants’ answers. Ask the group: Which of these four components of authentic teaching do you see represented in the use of these three instructional strategies?
After the discussion of authenticity and authentic teaching, give participants time to fill out the Instructional Strategy Note Sheet. Explain that the note sheet provides an opportunity for participants to dig deeper and individually reflect on how they might use the strategies in their own classrooms.
Slide 16 provides the LEARN instructional strategies link for participants to explore and use in their classrooms.
Evaluate
30 Minute(s)
Go to slide 17. As an Exit Ticket at the end of the session, ask each participant to use a sticky note to explain how they will use one strategy they learned about in their own classroom by the end of the week.
Go to slide 18. Have participants briefly explain (on a sticky note) how they will implement the strategy in their classrooms. Participants should post their sticky notes on the wall or poster paper for all participants to see as they leave the session.
Research Rationale
Instructional strategies engage and provide opportunities for students to make connections to new information using their prior knowledge as a foundation. They make thinking visible to themselves, peers, and teachers (Keeley& Tobey, 2011, p. 171). Teachers can use instructional strategies to gain an idea of what the students know and need to learn. By doing this, they can target instruction and provide opportunities to build on students' prior knowledge. Instructional strategies can be used as a formative assessment, quickly assessing the students' understanding and providing teachers with a guide to develop further instruction and support as needed, and they can help students identify and monitor their own learning throughout lessons and units. Instructional strategies create an authentic learning and teaching environment for all students.
Resources
Domo. (2024). Data never sleeps 12.0 [Infographic]. Domo. Retrieved July 7, 2025, from https://www.domo.com/learn/infographic/data-never-sleeps-12
K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117
K20 Center. (n.d.). Bell ringers and exit tickets. Strategies. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Create the problem. Strategies. https://learn.k20center.ou.edu/strategy/149
K20 Center. (n.d.). Elbow partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). Sticky bars. Strategies. https://learn.k20center.ou.edu/strategy/129
K20 Center. (n.d.). Strategy harvest. Strategies. https://learn.k20center.ou.edu/strategy/135
K20 Center. (n.d.). Strike out. Strategies. https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f5062cdf
K20 Center. (n.d.). Synectics. Strategies. https://learn.k20center.ou.edu/strategy/136
Keeley, P. & Tobey, C. (2011). Mathematics formative assessment: 75 practical strategies for linking assessment, instruction, and learning. Thousand Oaks, CA: Corwin.