The 5W Cube is a portable strategy to target open-ended questions (beginning with who, what, when, where, why, and how) as a means of exploring content and conversational speech. The 5W Cube helps students formulate questions and foster meaningful connections with content. The 5W Cube is a general strategy that can be used across the curriculum.
When an assignment calls for thoughtful and measured responses, this strategy enables students to reply in an orderly and democratic fashion. Students sometimes shy away from responding after hearing a classmate give a particularly good response to a question or prompt. By ordering responses beforehand, this strategy ensures that students can voice their opinions without feeling intimidated by the answers of those who have spoken before them.
This strategy asks each student to associate their own ideas with the words in an old book or similar source. Each student blacks out all lines of their page, excepting the words they choose in associated with a topic. When only these words are visible, a new story is created. This strategy examines language, word choice, and theme, and can be used across all content areas.
Choice Boards are an accessible and customizable way to bring differentiated instruction into any classroom. Themed activity grids can be designed with activities of varying difficulty levels and point values for students to choose from. They allow students' personal interests and preferences to be stimulated for greater engagement and active learning.
The fist to five strategy gives teachers a quick and easy way to identify the needs of their students before discussing a topic more in-depth. The strategy can be used to indicate the extent of student understanding of a concept, procedure, or directions. It can also be used as a weighted voting activity.
Students use self-reflection to indicate their level of understanding—whether they guessed (G), are unsure (U), or are completely sure (S). This strategy is a non-threatening approach for teachers to informally assess students' learning by allowing the students to self-reflect about their understanding. In addition to providing feedback, the GUS Method can also serve to group students in support of each other's learning.
This social-emotional learning strategy allows students to analyze abstract behavioral terms, empowering students to identify the concrete characteristics of behaviors. This skill is useful in setting classroom norms and resolving conflict.
This formative assessment strategy allows teachers to evaluate student misconceptions while also helping them overcome the fear of failure. By celebrating the strengths within "wrong answers" and working out the correct answer as a group, teachers can strategically target student understanding and build their confidence. The anonymity of the activity shelters students from public embarrassment and allows students to discover that their peers make the same mistakes.
This strategy breaks down a novel into portions and invites students to take responsibility for reading, learning, and teaching their peers a single section. Students work in small groups to read and analyze a portion of a novel, then present it to the class. Meanwhile, the class makes observations, inferences, and predictions about the novel's plot and progression. When all presentations are complete, the entire class has "read" the novel.