Instructional Strategies

Group Roles

GROUP ROLES: The Evidence Collector This student is responsible for carefully reading the inventory list or the detective's notes aloud to the group. They ensure all items and details are heard and confirmed by the team. They also double-check the evidence to make sure no crucial information is missed during the discussion The Lead Investigator This student guides the group's interpretation of the evidence and ensures a collaborative, respectful environment. They facilitate discussions about where items should be placed, help the team make decisions about the drawing, and ensure everyone's ideas are considered as they piece together the scene. The Forensic Sketch Artist This student is in charge of creating the physical drawing of the locker. They translate the group's collective decisions into the visual sketch, making sure the arrangement and details of the items accurately reflect the agreed-upon interpretation of the evidence The Operations Coordinator This student acts as the team's project manager. They keep track of the time to ensure the group stays on schedule, manage materials, and are the designated person to ask the teacher questions if the group needs help or clarification. They also ensure the team's final output meets the task requirements.

Strategies

5W1H

	STRATEGY: 5W1H Method (also known as the Kipling Method) The 5W1H Method is a questioning approach and problem-solving method that helps students determine the background information of a problem. Who?     What?     When?     Where?     Why?     How?

Fishbowl

STRATEGY: Fishbowl A small group of students (the “fish”) sits in an inner circle and engages in a focused discussion on a specific topic. The rest of the class sits in an outer circle (the “observers” or “aquarium”) and listens silently, taking notes on the inner group’s conversation. Occasionally, the teacher may allow an empty chair in the inner circle, allowing an outer circle member to temporarily join the discussion before returning to the outer circle. The strategy encourages deep listening and focused discussion by a few, while allowing the many to observe and analyze the dialogue.

Gallery Walk

STRATEGY: Gallery Walk Students walk around the classroom, as if in an art gallery, to look at different “stations” or “exhibits.” It promotes movement, collaboration, and a diversity of ideas. At each station, students work individually or in small groups to discuss, respond to, or analyze the content. They write their thoughts and reflections on sticky notes. After a set amount of time, the groups rotate to the next station.

Parallel Tasks

STRATEGY: Parallel Tasks Design the Task: Create two versions of a task that target the same mathematical concept but differ in complexity or dataset size. In general, both tasks should require students to perform the same calculation (ex. Mean, MAD, etc.) Assign Partner Roles: Pair students with their nearest table neighbor and assign them the role of Partner A or Partner B. Calculate Independently: Each partner should work independently to solve their specific task. Reveal and Compare Results: Have partners swap results and discuss the differences. Use guiding questions to help them bridge the two tasks: How did the extra data point change the result? What does the difference in our answers tell us about the math concept?

Pencils In the Middle

STRATEGY: Pencils in the Middle Set the problem: The teacher presents a problem or question for students to discuss. Place pencils in the middle: Students take turns sharing their ideas or approaches to solving the problem. As they contribute, they place their pencils in the center of the table. Ensure equal participation: A student cannot speak again until everyone in the group has placed their pencil in the middle to ensure all members have a chance to share their ideas. Monitor and facilitate: The teacher can circulate to listen to discussions and, in some cases, pick up a random pencil and ask the student to share their idea with the teacher. Begin the task: Once all pencils are in the middle and everyone understands the problem, students can retrieve their pencils and work independently on the task.

Quickwrite

	STRATEGY: Quickwrite A short and informal timed writing activity to quickly capture student thoughts.

Randomly Assigning Students to Groups

STRATEGY: Randomly Assigning Students to Groups Prepare card groups prior to class. As students come into class, have them draw a card at random. Once class begins, they must find the other students that match their card’s theme. Students can stay in this grouping arrangement for the day, week, or activity. Sample cards using film and television characters: Example 1: The Scooby Doo Gang [Shaggy, Fred, Vilma, Daphne]. Example 2: Teenage Mutant Ninja Turtles [Leonardo, Donatello, Raphael, Michelangelo]. Example 3: Avengers [Ironman, Thor, Captain America, Black Widow]. Example 4: Toy Story [Woody, Buzz Lightyear, Bo Peep, Mr. Potato Head]. Sample cards using generic categories: Example 1: Instruments [Guitar, Piano, Drums, Trumpet]. Example 2: Colors [Red, Green, Blue, Purple]. Example 3: Shapes [Square, Circle, Triangle, Rectangle]. Example 4: Animals [Tiger, Rabbit, Fox, Deer].

Think-Ink-Pair-Share (TIPS)

	STRATEGY: Think-Ink-Pair-Share (TIPS) Think: Students individually think about and process a question. Ink: Students write down their own initial ideas. Pair: Students partner up to discuss their thoughts and listen to each other's ideas. Share: The class comes back together to share key ideas from their discussions.