Draw an Image, Process, Diagram. Rather than posting some process you’ve reviewed, have students recall it on their own. Compare it with that of others in the class, and after a brief discussion the elicitation the teacher can show the correct process.
Use Quotes. If relevant, project a list of quotes that relate to the topic. Ask students to choose one or two, and independently make a few short notes on how it relates to what was studied the day before.
Use Images and Text. Project a mix of text (such as primary source documents, quotes, newspaper headlines) and images (such as a photograph, a chart, diagram, propaganda poster). Ask students to choose one or two, of the images and independently make a few short notes on how it relates to what was studied the day before.
Find Images or Text. Have students do a quick web search to find images that relate to a topic, such as a propaganda poster or map (or a piece of text). In pairs or small groups, each taking turns, students explain how their image relates to the prior learning. *This is also an opportunity to remind students of copyright infringement but adding an extra layer - use the advanced Google Search tool to find copyright free images, or a website such as Flickr.
Summarize In Groups. Have students take two minutes to discuss the key points of the previous learning (don’t allow them to take notes if you want to include the listening ATL below). Then, the
Word, Phrase, Sentence, 50-Word Statement. Have students independently write a word, a phrase, and a sentence that are all relative to the previous learning. Put the students in small groups to share their ideas. Next, they use their collective ideas to create a 50-word statement. The statement MUST include one idea from each individual. *This promotes collaborative learning, compromise, and inclusion.
Write & Ask Questions. Have students independently write questions *Students can practice questioning techniques, such as writing one factual, one conceptual, and one debatable question. After writing the questions, have students move around the room spending 30-45 seconds at a time with each person they “meet” (which should be enough time to ask and answer two questions, or give longer time for conceptual and debatable questions).
Write a Definition. Give students a list of vocabulary or concepts and have them independently write a definition for one or more. Next, in pairs or groups, students can work in groups or pairs to work together to make one definition to share out. *Why not raise the bar? Assign one concept or term to a group to define. Then, each group rotates around the room making additions and suggestions. When the group is back to their original definition they can choose to make revisions or not. This could be a long activity or could lead to a discussion about the process of refining writing and ideas.
Wagon Wheels. Students write independently based on a teacher prompt. Next, students sit in chairs so that there is an inner circle, and an outer circle of chairs facing each other. The conversations should be one-to-one. Student share one idea at a time each, for equity. See the School Reform Initiative example to better understand this approach.
Compare Short Pieces of Relevant (but new) Writing. Choose a couple of short pieces of writing that relate to the previous learning, but from differing perspectives or approaches. Require that they identify how it relates to the prior learning, as well as highlight the key point or points. Students share with a partner. *This is an opportunity to practice finding the main ideas as well as identifying perspectives. This activity could also be done as a jigsaw.
Use Short Video to Compare. Choose a short video that relates to what has been studied and ask them to explain the connection to the previous learning. For example, a short clip of one dictator that will likely have similarities to a dictator you’ve just studied). *This allows students to practice compare and contrast.