What is
S.M.A.R.T.S?
(Click on the item on the left for more info)
(Click on the item on the left for more info)
WHAT IS S.M.A.R.T.S. LEARNING SYSTEM
Concentration Plus™
Look It Up!™
Dots and Boxes™
Heads Up!™
How Would You Ask That?™
Figure It Out™
Stump the Teacher™
Decision Writing™
Skim and Scan™
Make a Choice or Take a Chance™
Find It, Fix It, Learn It™
Creative Reading and Writing™
The Right Answer™
Which Is It?™
Taking Steps to Learn™
First, Next, Then, Finally™
Alikes and Differences™
Dotsinary!™
Can You Find It?™
I Don’t Think So!™
Notes:
- A collection of practical, common sense, Kindergarten to Adult, classroom teaching and learning strategies
- Strategies . . . fun and competitive. The Tactics are so exciting that participants view them as games.
- Highly structured
Direct Instruction and Cooperative Learning
activities that use positive peer pressure,
motivate students, and promote and monitor
correct
classroom behavior - Activities that integrate all participants toward a common goal, encourage communication by providing hints, clues and explanations, and discourage mediocrity because "good enough" really isn’t
- Techniques that apply to any grade level and subject – Kindergarten through College and beyond
- Highly effective corporate training tactics
Book #1
S.M.A.R.T.S. Concentration Plus™…
is a game that benefits all students; especially those who lack control or have a short attention span, poor comprehension, or retention problems. The strategy helps students learn to focus on the teacher, behavioral and lesson objectives, and to “tune out” unwanted distractions. It is an excellent tool for any classroom, but for parents as well, to use with their children to improve listening skills and recall. Concentration Plus™ should be practiced the first five minutes of every class period with content being used for the day’s lesson. It can be used to introduce new material as well as to study lessons more in depth.
S.M.A.R.T.S. Concentration Plus™…
is a game that benefits all students; especially those who lack control or have a short attention span, poor comprehension, or retention problems. The strategy helps students learn to focus on the teacher, behavioral and lesson objectives, and to “tune out” unwanted distractions. It is an excellent tool for any classroom, but for parents as well, to use with their children to improve listening skills and recall. Concentration Plus™ should be practiced the first five minutes of every class period with content being used for the day’s lesson. It can be used to introduce new material as well as to study lessons more in depth.
Book #1
S.M.A.R.T.S. Look It Up!™…
is a direct instruction and highly structured cooperative learning teaching strategy specifically designed to improve the ability to locate, process, and comprehend written information. Students practice research skills, learn to formulate ideas, and explain information in their own words to ensure complete understanding. Look it Up!™ is an excellent tool for introducing new material, review, or for test preparation. It incorporates academic and behavioral skills into every lesson, lets students practice both as the game is being played, and can be adapted to any subject. Most classes use this in all classes at least four times a week because it works wonders in getting students to “open their books”, follow directions, and become active learners. As in all S.M.A.R.T.S. strategies, responsibility and accountability are automatically expected and practiced.
S.M.A.R.T.S. Look It Up!™…
is a direct instruction and highly structured cooperative learning teaching strategy specifically designed to improve the ability to locate, process, and comprehend written information. Students practice research skills, learn to formulate ideas, and explain information in their own words to ensure complete understanding. Look it Up!™ is an excellent tool for introducing new material, review, or for test preparation. It incorporates academic and behavioral skills into every lesson, lets students practice both as the game is being played, and can be adapted to any subject. Most classes use this in all classes at least four times a week because it works wonders in getting students to “open their books”, follow directions, and become active learners. As in all S.M.A.R.T.S. strategies, responsibility and accountability are automatically expected and practiced.
Book #1
S.M.A.R.T.S. Dots and Boxes™…
aids vocabulary, listening, comprehension, retention, retrieval and social skills. Learning is made easier because clues from team members provide coaching and remediation. Students feel good about themselves when they answer a question correctly as well as when they are designated helpers. Students learn it is okay to give and to receive help. The teacher is free to move about the room to monitor and provide immediate feedback. Dots and Boxes™ is competitive, fun, and great for thorough study and testing review. Like with Look It Up!™, a behavioral component is already written into the strategy itself, so nothing is left to chance. Teachers may use Dots and Boxes™ for formal review or students can create their own score sheets, use any Q & A, practice additional or specific review, discuss clues and answers, and remediate each other on their own, for even better understanding.
S.M.A.R.T.S. Dots and Boxes™…
aids vocabulary, listening, comprehension, retention, retrieval and social skills. Learning is made easier because clues from team members provide coaching and remediation. Students feel good about themselves when they answer a question correctly as well as when they are designated helpers. Students learn it is okay to give and to receive help. The teacher is free to move about the room to monitor and provide immediate feedback. Dots and Boxes™ is competitive, fun, and great for thorough study and testing review. Like with Look It Up!™, a behavioral component is already written into the strategy itself, so nothing is left to chance. Teachers may use Dots and Boxes™ for formal review or students can create their own score sheets, use any Q & A, practice additional or specific review, discuss clues and answers, and remediate each other on their own, for even better understanding.
Book #1
S.M.A.R.T.S. Heads Up!™…
is a combination of direct instruction and cooperative learning designed to thoroughly teach content. It is used primarily for major exams, including unit, six weeks, semester, and end of course tests. Students learn the targeted section or topic in the module of study because the same information is expanded and covered repeatedly through four segments. Students work together in a competitive atmosphere to see how much knowledge has been mastered and work to master even more. All students involved practice linking pieces of information to learn all of it. Gains are made in reading comprehension, writing skills, communication, and learning. Heads Up!™ is highly competitive, structured, and successful because it is designed to pull students into lessons and make them become active participants in the learning process. Students don’t study material because they have to. They study it because they are given the chance to and are enjoying doing it.
S.M.A.R.T.S. Heads Up!™…
is a combination of direct instruction and cooperative learning designed to thoroughly teach content. It is used primarily for major exams, including unit, six weeks, semester, and end of course tests. Students learn the targeted section or topic in the module of study because the same information is expanded and covered repeatedly through four segments. Students work together in a competitive atmosphere to see how much knowledge has been mastered and work to master even more. All students involved practice linking pieces of information to learn all of it. Gains are made in reading comprehension, writing skills, communication, and learning. Heads Up!™ is highly competitive, structured, and successful because it is designed to pull students into lessons and make them become active participants in the learning process. Students don’t study material because they have to. They study it because they are given the chance to and are enjoying doing it.
Book #1
S.M.A.R.T.S. How Would You Ask That?™…
prepares students for testing. It helps students to process information through higher level reasoning and critical thinking. The procedures in this activity improve writing skills, recall, the ability to follow directions, problem solving, summarization skills, descriptive writing, word selection, math reasoning, and the identification of key words and main ideas. Students tend to “freak out” when they hear and see information one way in the classroom and then see it differently on a test. With practice in How Would You Ask That?™ students learn to see and revise facts and questions into different testing formats so no matter how a question is asked, the element of surprise is eliminated. Another positive aspect of the strategy is that students learn to thoroughly read directions so they know what the question is actually asking. Many failures are due to questions being misunderstood, answered incorrectly or not answered completely. How Would You Ask That?™ helps to eliminate these problems.
S.M.A.R.T.S. How Would You Ask That?™…
prepares students for testing. It helps students to process information through higher level reasoning and critical thinking. The procedures in this activity improve writing skills, recall, the ability to follow directions, problem solving, summarization skills, descriptive writing, word selection, math reasoning, and the identification of key words and main ideas. Students tend to “freak out” when they hear and see information one way in the classroom and then see it differently on a test. With practice in How Would You Ask That?™ students learn to see and revise facts and questions into different testing formats so no matter how a question is asked, the element of surprise is eliminated. Another positive aspect of the strategy is that students learn to thoroughly read directions so they know what the question is actually asking. Many failures are due to questions being misunderstood, answered incorrectly or not answered completely. How Would You Ask That?™ helps to eliminate these problems.
Book #2
S.M.A.R.T.S. Figure It Out™…
is a graphic organizer that lets students give assistance to and receive help from other team members. It provides a method for students to reason, understand, and "make sense" of information. It helps the answer and the question fit because written, drawn, and verbal connections tie the two together. Figure It Out™ is designed to improve writing processes, reading skills, visual imagery to promote memory, steps and reasoning in math operations, vocabulary, and test taking skills. The Figure It Out™ format may be used on the computer with questions already in the question section. It may be used on notebook paper as a graphic organizer in any subject to take notes, for compare and contrast, to classify information or analyze data, to help with sequential ordering in any content area, or it can be used as a form for a behavioral plan.
S.M.A.R.T.S. Figure It Out™…
is a graphic organizer that lets students give assistance to and receive help from other team members. It provides a method for students to reason, understand, and "make sense" of information. It helps the answer and the question fit because written, drawn, and verbal connections tie the two together. Figure It Out™ is designed to improve writing processes, reading skills, visual imagery to promote memory, steps and reasoning in math operations, vocabulary, and test taking skills. The Figure It Out™ format may be used on the computer with questions already in the question section. It may be used on notebook paper as a graphic organizer in any subject to take notes, for compare and contrast, to classify information or analyze data, to help with sequential ordering in any content area, or it can be used as a form for a behavioral plan.
Book #2
S.M.A.R.T.S. Stump the Teacher™…
teaches students review techniques by helping them to learn how to compose questions that are relevant, specific, factual, include context clues, inference, and key words. Reasoning skills improve, recall increases, and strict guidelines, rewards, and consequences help to improve behavior. Stump the Teacher™ enhances comprehension and lets students practice writing, vocabulary, listening, and communication skills.
S.M.A.R.T.S. Stump the Teacher™…
teaches students review techniques by helping them to learn how to compose questions that are relevant, specific, factual, include context clues, inference, and key words. Reasoning skills improve, recall increases, and strict guidelines, rewards, and consequences help to improve behavior. Stump the Teacher™ enhances comprehension and lets students practice writing, vocabulary, listening, and communication skills.
Book #2
S.M.A.R.T.S. Decision Writing™…
is a cooperative learning activity designed to be used with a variety of subjects. It develops writing, grammar, and summarization skills; comprehension improves; and critical thinking and logical reasoning become a natural part of the strategy. Decision Writing ™ helps students develop their capabilities for mastering academic and behavioral objectives as well as the assigned content. The strategy forces students to analyze facts and circumstances in content material to assure understanding of subject matter. Decision Writing™ can also be adapted to the real world, so students learn how to make correct “life choices” that will impact them long after formal schooling has ended. The strategy is ideal for a behavioral plan since “pros”, “cons”, causes, actions, consequences, and solutions are written into the strategy.
S.M.A.R.T.S. Decision Writing™…
is a cooperative learning activity designed to be used with a variety of subjects. It develops writing, grammar, and summarization skills; comprehension improves; and critical thinking and logical reasoning become a natural part of the strategy. Decision Writing ™ helps students develop their capabilities for mastering academic and behavioral objectives as well as the assigned content. The strategy forces students to analyze facts and circumstances in content material to assure understanding of subject matter. Decision Writing™ can also be adapted to the real world, so students learn how to make correct “life choices” that will impact them long after formal schooling has ended. The strategy is ideal for a behavioral plan since “pros”, “cons”, causes, actions, consequences, and solutions are written into the strategy.
Book #2
S.M.A.R.T.S. Skim and Scan™…
is usually used with 2 to 6 players. The strategy is excellent for test preparation and remediation. It teaches students to: work together; look up information; develop consensus building skills; practice specificity and word recognition; peruse content; and improve comprehension, test taking skills, grammar, recall, and peer interaction. Students remediate difficult information without hesitation because the process is motivating and fun. Skim and Scan™ scoring eliminates arguing and at the same time keeps students continually reviewing information and striving for correctness. If a question is missed, the students know this by simply checking the Skim and Scan Score Sheet (which shows which questions have been answered correctly and which ones are incorrect). The students continue going through all the questions that have yet to be asked and then goes back through the ones missed, until all questions are answered satisfactorily and are understood. Constant remediation is a built in feature of the strategy. It is human nature for a student to glance at missed answers every time he or she peruses the review sheet to select a question he/she is going to ask. All of these elements enhance continual review of the most difficult questions and answers. Students learn in spite of themselves and cover questions and answers teachers would have to go over again and again.
S.M.A.R.T.S. Skim and Scan™…
is usually used with 2 to 6 players. The strategy is excellent for test preparation and remediation. It teaches students to: work together; look up information; develop consensus building skills; practice specificity and word recognition; peruse content; and improve comprehension, test taking skills, grammar, recall, and peer interaction. Students remediate difficult information without hesitation because the process is motivating and fun. Skim and Scan™ scoring eliminates arguing and at the same time keeps students continually reviewing information and striving for correctness. If a question is missed, the students know this by simply checking the Skim and Scan Score Sheet (which shows which questions have been answered correctly and which ones are incorrect). The students continue going through all the questions that have yet to be asked and then goes back through the ones missed, until all questions are answered satisfactorily and are understood. Constant remediation is a built in feature of the strategy. It is human nature for a student to glance at missed answers every time he or she peruses the review sheet to select a question he/she is going to ask. All of these elements enhance continual review of the most difficult questions and answers. Students learn in spite of themselves and cover questions and answers teachers would have to go over again and again.
Book #2
S.M.A.R.T.S. Make a Choice or Take a Chance™…
is a direct instruction and cooperative learning strategy that teaches and re-teaches content, is excellent for review, encourages critical thinking and decision making, enhances recall, and prepares students for testing. It engages students, no matter the content area, teaches them to follow instructions and work as a cohesive unit, stresses reasoning and the acceptance of consequences, and encourages students to communicate and make rational decisions. It also teaches them to accept consequences without acting out, being a poor sport, or making excuses. While learning content to be test ready, students are held accountable. They learn a critical fact of life… that what they think they want, may not be worth what it costs them to get it. Make a Choice or Take a Chance™ is a true exercise in thinking before acting.
S.M.A.R.T.S. Make a Choice or Take a Chance™…
is a direct instruction and cooperative learning strategy that teaches and re-teaches content, is excellent for review, encourages critical thinking and decision making, enhances recall, and prepares students for testing. It engages students, no matter the content area, teaches them to follow instructions and work as a cohesive unit, stresses reasoning and the acceptance of consequences, and encourages students to communicate and make rational decisions. It also teaches them to accept consequences without acting out, being a poor sport, or making excuses. While learning content to be test ready, students are held accountable. They learn a critical fact of life… that what they think they want, may not be worth what it costs them to get it. Make a Choice or Take a Chance™ is a true exercise in thinking before acting.
Book #3
S.M.A.R.T.S. Find It, Fix It, Learn It™…
is a way to make proofing fun and automatic. The strategy may be used with any written material, math, charts, or graphs or any information that is difficult to understand. The technique stresses: finding and correcting mistakes, finding the main idea and supporting details; recognizing and being able to put information into sequential order; understanding cause and effect; comprehending math concepts and the rationale of the operations involved; reasoning to reach a logical conclusion; following written and oral directions; identifying context clues to increase vocabulary; improving spelling skills; and recognizing grammatical errors as well as misinformation… basically any academic expectation or learning objective being studied – is corrected if it is incorrect. The basic idea is that if students repeatedly find errors and correct them, eventually, they will make fewer and fewer mistakes themselves. They’ll proof their own work so their own work will be error free.
S.M.A.R.T.S. Find It, Fix It, Learn It™…
is a way to make proofing fun and automatic. The strategy may be used with any written material, math, charts, or graphs or any information that is difficult to understand. The technique stresses: finding and correcting mistakes, finding the main idea and supporting details; recognizing and being able to put information into sequential order; understanding cause and effect; comprehending math concepts and the rationale of the operations involved; reasoning to reach a logical conclusion; following written and oral directions; identifying context clues to increase vocabulary; improving spelling skills; and recognizing grammatical errors as well as misinformation… basically any academic expectation or learning objective being studied – is corrected if it is incorrect. The basic idea is that if students repeatedly find errors and correct them, eventually, they will make fewer and fewer mistakes themselves. They’ll proof their own work so their own work will be error free.
Book #3
S.M.A.R.T.S. Creative Reading and Writing™...
is exceptional for listening, comprehension, reasoning, critical thinking, vocabulary, writing, and proofing. The activity can be used in the classroom or at home to help students grasp concepts or ideas more easily and to complete their homework. Parents can help their children by having them put information into their own words and then explaining the material to show understanding. This tactic is automatically beneficial because understanding through group communication if extremely effective. Students show marked improvement in following instructions, in data and information analysis, and in making sure their wording doesn’t change the meaning of the written material. The tactic is a good opportunity to take boring and dull information and turn it into a lesson that is less boring, makes sense, and is now meaningful to students – since they are the ones who wrote it.
S.M.A.R.T.S. Creative Reading and Writing™...
is exceptional for listening, comprehension, reasoning, critical thinking, vocabulary, writing, and proofing. The activity can be used in the classroom or at home to help students grasp concepts or ideas more easily and to complete their homework. Parents can help their children by having them put information into their own words and then explaining the material to show understanding. This tactic is automatically beneficial because understanding through group communication if extremely effective. Students show marked improvement in following instructions, in data and information analysis, and in making sure their wording doesn’t change the meaning of the written material. The tactic is a good opportunity to take boring and dull information and turn it into a lesson that is less boring, makes sense, and is now meaningful to students – since they are the ones who wrote it.
Book #3
S.M.A.R.T.S. The Right Answer™...
is a direct instruction and cooperative learning game that improves vocabulary, spelling, dictionary and word usage, recognizing inference and context clues, writing, and comprehension. It lets students have fun using dictionaries and content materials so students want to open books, research and locate information. The Right Answer™ promotes listening skills, thinking, and analysis and offers guided practice that pulls students into the learning process, has them following instructions, helps them become proficient in word usage, and improves overall communication skills.
S.M.A.R.T.S. The Right Answer™...
is a direct instruction and cooperative learning game that improves vocabulary, spelling, dictionary and word usage, recognizing inference and context clues, writing, and comprehension. It lets students have fun using dictionaries and content materials so students want to open books, research and locate information. The Right Answer™ promotes listening skills, thinking, and analysis and offers guided practice that pulls students into the learning process, has them following instructions, helps them become proficient in word usage, and improves overall communication skills.
Book #3
S.M.A.R.T.S. Which Is It?™…
combines direct instruction with cooperative learning to teach students to work together to reach and demonstrate mastery. The students assist each other as they are given choices of different answers and must select the correct one. They must also verbally respond and demonstrate reasoning as they explain their decision. A more difficult form of the strategy has students finding answers in different parts of the material, forcing them to read everything carefully, understand the question, and fit the pieces of the answer together. Students also learn to ask questions as well as to answer them. By putting questions into a question format that ends with “Which is it”? or “Which is it, and why is it so”?, students have to thoroughly understand the information so their question isn’t misleading. The strategy enhances vocabulary, communication skills, comprehension, and critical thinking.
S.M.A.R.T.S. Which Is It?™…
combines direct instruction with cooperative learning to teach students to work together to reach and demonstrate mastery. The students assist each other as they are given choices of different answers and must select the correct one. They must also verbally respond and demonstrate reasoning as they explain their decision. A more difficult form of the strategy has students finding answers in different parts of the material, forcing them to read everything carefully, understand the question, and fit the pieces of the answer together. Students also learn to ask questions as well as to answer them. By putting questions into a question format that ends with “Which is it”? or “Which is it, and why is it so”?, students have to thoroughly understand the information so their question isn’t misleading. The strategy enhances vocabulary, communication skills, comprehension, and critical thinking.
Book #3
S.M.A.R.T.S. Taking Steps to Learn™…
lets students coach each other to improve comprehension, reasoning, retention, and recall. This tactic helps students become selective in their wording, use self talk, and think through what they are going to say before they say it. Students offer constructive criticism so all students practice working as a team and learn to listen to other people’s ideas and cues. The strategy is designed to reward not only the person who has the correct answer, but also the group members who assist the person in reaching the correct answer. If after help is given, the answer is incorrect, a consequence of moving down a step is given. Consequently, students learn the value of listening, of thinking about what will help another person, and that you get back what you give (so students give good clues). The strategy also shows students if a mistake is made, it isn’t the end of the world. Even with an incorrect answer and a step backward, the next round can have a player moving up the stairs.
S.M.A.R.T.S. Taking Steps to Learn™…
lets students coach each other to improve comprehension, reasoning, retention, and recall. This tactic helps students become selective in their wording, use self talk, and think through what they are going to say before they say it. Students offer constructive criticism so all students practice working as a team and learn to listen to other people’s ideas and cues. The strategy is designed to reward not only the person who has the correct answer, but also the group members who assist the person in reaching the correct answer. If after help is given, the answer is incorrect, a consequence of moving down a step is given. Consequently, students learn the value of listening, of thinking about what will help another person, and that you get back what you give (so students give good clues). The strategy also shows students if a mistake is made, it isn’t the end of the world. Even with an incorrect answer and a step backward, the next round can have a player moving up the stairs.
Book #4
S.M.A.R.T.S. First, Next, Then, Finally™…
Rather that telling students what to think and what to learn, students need to learn how to learn and to think for themselves. In this strategy, students learn how to follow instructions, answer questions, and work problems so learning, grades, and scores improve on end of unit/course and state mandated tests. They figure out for themselves what is being asked or what’re they’re to solve. This organizer has students put instructions, or steps in sequential order (first, next, then, and finally) to lead them through the instructions, questions, or problems so their answer is complete and nothing is left out or misunderstood. On the left side of this graphic organizer, students make abbreviated notes on instructions, questions, or problems, and then, on the right side of the organizer, illustrate the notes shown on the left side. Consequently, they now have a visual of what they are to solve, do, or report. As they move down the organizer sequentially, the report to be given, the problem to be solved, or the question is answered is completed. Using the strategy to practice Open Response Questions, Open Ended Questions, On Demand Writing, or testing for content understanding, show a drastic improvement in all of these learning components. First, Next, Then, Finally™, helps students automatically follow specific instructions, proof their work, organize information, and practice summarization, writing, and logical reasoning. Students learn to speak without mumbling, give reports without reading them, and reason through instructions and questions so answers are correct and complete.
S.M.A.R.T.S. First, Next, Then, Finally™…
Rather that telling students what to think and what to learn, students need to learn how to learn and to think for themselves. In this strategy, students learn how to follow instructions, answer questions, and work problems so learning, grades, and scores improve on end of unit/course and state mandated tests. They figure out for themselves what is being asked or what’re they’re to solve. This organizer has students put instructions, or steps in sequential order (first, next, then, and finally) to lead them through the instructions, questions, or problems so their answer is complete and nothing is left out or misunderstood. On the left side of this graphic organizer, students make abbreviated notes on instructions, questions, or problems, and then, on the right side of the organizer, illustrate the notes shown on the left side. Consequently, they now have a visual of what they are to solve, do, or report. As they move down the organizer sequentially, the report to be given, the problem to be solved, or the question is answered is completed. Using the strategy to practice Open Response Questions, Open Ended Questions, On Demand Writing, or testing for content understanding, show a drastic improvement in all of these learning components. First, Next, Then, Finally™, helps students automatically follow specific instructions, proof their work, organize information, and practice summarization, writing, and logical reasoning. Students learn to speak without mumbling, give reports without reading them, and reason through instructions and questions so answers are correct and complete.
Book #4
S.M.A.R.T.S. Alikes and Differences™…
is a direct instruction and cooperative learning teaching strategy that has students comparing and contrasting information to improve reading comprehension, critical thinking, problem solving, research skills, and logical reasoning. Students are given one or more assignments to study and analyze, in order to make generalizations and identify facts, analogies, metaphors, and similes found in the content. Students must decide why and how these techniques are used and how they affect the writing content. Alikes and Differences™ also gets students to compare and contrast information, to identify cause and effect, and to practice analysis, critical thinking, and to use different techniques to enhance the written word. Alikes and Differences™ is an excellent tool for studying grammar, novels, historical events, math concepts and operations, science elements and classifications. With this strategy, students learn to organize their thoughts, analyze instructions and information, problem solve, and reach logical conclusions through using academic objectives and literary methods.
S.M.A.R.T.S. Alikes and Differences™…
is a direct instruction and cooperative learning teaching strategy that has students comparing and contrasting information to improve reading comprehension, critical thinking, problem solving, research skills, and logical reasoning. Students are given one or more assignments to study and analyze, in order to make generalizations and identify facts, analogies, metaphors, and similes found in the content. Students must decide why and how these techniques are used and how they affect the writing content. Alikes and Differences™ also gets students to compare and contrast information, to identify cause and effect, and to practice analysis, critical thinking, and to use different techniques to enhance the written word. Alikes and Differences™ is an excellent tool for studying grammar, novels, historical events, math concepts and operations, science elements and classifications. With this strategy, students learn to organize their thoughts, analyze instructions and information, problem solve, and reach logical conclusions through using academic objectives and literary methods.
Book #4
S.M.A.R.T.S. Dotsinary!™…
is a teaching strategy designed to help students practice word analysis, vocabulary, logical thinking, organization, and communication. It gives students, in cooperative learning groups, the opportunity to use dictionaries, text books, or, any content to find vocabulary words, talk through the meanings in their own words so the definition makes sense, and have fun doing it. The groups then use their knowledge in a competitive game to test each other for understanding and use the Dots and Boxes™ score sheet for group scoring purposes. Dotsinary™ is a “one-ups-man-ship” activity that helps students enjoy vocabulary work that is usually boring and has students simply copying definitions, which is not learning. It enhances the ability to locate information, improve accuracy and recall, increase listening and writing skills, practice proofing, increase comprehension and speaking acuity, helps students continually practice research skills.
S.M.A.R.T.S. Dotsinary!™…
is a teaching strategy designed to help students practice word analysis, vocabulary, logical thinking, organization, and communication. It gives students, in cooperative learning groups, the opportunity to use dictionaries, text books, or, any content to find vocabulary words, talk through the meanings in their own words so the definition makes sense, and have fun doing it. The groups then use their knowledge in a competitive game to test each other for understanding and use the Dots and Boxes™ score sheet for group scoring purposes. Dotsinary™ is a “one-ups-man-ship” activity that helps students enjoy vocabulary work that is usually boring and has students simply copying definitions, which is not learning. It enhances the ability to locate information, improve accuracy and recall, increase listening and writing skills, practice proofing, increase comprehension and speaking acuity, helps students continually practice research skills.
Book #4
S.M.A.R.T.S. Can You Find It?™…
is a teaching strategy that helps students logically “think through” content, communicate effectively, and become proficient in testing. It helps them automatically check for correctness and analyze what questions are asking so they know how to answer them. Can You Find It?™ makes research, map work, fact finding, and proofing fun, instead of these learning activities becoming a chore that “has to be done”. Students study information and explain pertinent information, directions, and clues to classmates so they can locate the answer in the content, on a map, on a chart, wherever the answer may be. They know what they are looking for, thereby eliminating guessing. The strategy encourages critical thinking, correct social skills, analysis, specificity, and communication.
S.M.A.R.T.S. Can You Find It?™…
is a teaching strategy that helps students logically “think through” content, communicate effectively, and become proficient in testing. It helps them automatically check for correctness and analyze what questions are asking so they know how to answer them. Can You Find It?™ makes research, map work, fact finding, and proofing fun, instead of these learning activities becoming a chore that “has to be done”. Students study information and explain pertinent information, directions, and clues to classmates so they can locate the answer in the content, on a map, on a chart, wherever the answer may be. They know what they are looking for, thereby eliminating guessing. The strategy encourages critical thinking, correct social skills, analysis, specificity, and communication.
Book #4
S.M.A.R.T.S. I Don’t Think So!™…
is a cooperative learning strategy that improves comprehension, recall, speaking, and organization. Students must study information or problems, make notes as a group, and report, and show their information, or explanation in their own words to the rest of the groups. Groups may be assigned the same information, or problem, or, different content, or problems. A group is called on to report its assignment. At the conclusion of the report, (given, not read), the reporter says, “That’s it!” If any other group feels the information wasn’t sequential; information was omitted; or any of the report was incorrect; the group teacher raises his/her hand; is called on; and says, “I don’t think so.” This group makes corrections or additions and says, “That’s it!” The same scenario continues until all information is correct. Students really like the strategy, because points are taken from the reporting group and given to the correcting group, making all the groups study more aggressively and become more competitive. Students even study other groups’ information and problems just to get a chance to find errors in another group’s work. I Don’t Think So!™ works well for the teacher, too. It encourages students to thoroughly study content and proof information while having fun playing a spirited, fun game.
S.M.A.R.T.S. I Don’t Think So!™…
is a cooperative learning strategy that improves comprehension, recall, speaking, and organization. Students must study information or problems, make notes as a group, and report, and show their information, or explanation in their own words to the rest of the groups. Groups may be assigned the same information, or problem, or, different content, or problems. A group is called on to report its assignment. At the conclusion of the report, (given, not read), the reporter says, “That’s it!” If any other group feels the information wasn’t sequential; information was omitted; or any of the report was incorrect; the group teacher raises his/her hand; is called on; and says, “I don’t think so.” This group makes corrections or additions and says, “That’s it!” The same scenario continues until all information is correct. Students really like the strategy, because points are taken from the reporting group and given to the correcting group, making all the groups study more aggressively and become more competitive. Students even study other groups’ information and problems just to get a chance to find errors in another group’s work. I Don’t Think So!™ works well for the teacher, too. It encourages students to thoroughly study content and proof information while having fun playing a spirited, fun game.
Note:
*In all S.M.A.R.T.S. cooperative learning strategies, all members in every group participate. They have jobs that remain stable in some strategies and rotate in others.
*The teacher may call on any group member to answer a question, give a report or an explanation, or work a problem and explain the steps at any time.
*All students are involved in the group assignment throughout all strategies.
*Students are tested individually.
*Participation grades are given and recorded in the grading system, but are denoted so as not to be confused with academic grades, or, given the weight of an academic grade.
*In all S.M.A.R.T.S. cooperative learning strategies, all members in every group participate. They have jobs that remain stable in some strategies and rotate in others.
*The teacher may call on any group member to answer a question, give a report or an explanation, or work a problem and explain the steps at any time.
*All students are involved in the group assignment throughout all strategies.
*Students are tested individually.
*Participation grades are given and recorded in the grading system, but are denoted so as not to be confused with academic grades, or, given the weight of an academic grade.