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The Strategies in Brief
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Slip Writing : An excellent group strategy that allows children to reflect individually before sharing ideas with other group members. Children are involved in listing, grouping and labelling ideas. A powerful strategy suitable for all year levels. | |
Networks, Webs, Concept Maps and Synthesizers : These representational diagrams help children acquire and retain knowledge, assist with concept development and facilitate transfer learning and problem solving. |
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Word Associates : Children are asked to decide which object/word is different to the others in a group. They make a general statement linking the other objects/words by listing attributes and forming hypotheses as an aid to concept development. | |
Concept Attainment : Shown examples and non-examples of a concept, children list attributes and test hypotheses as more examples of the concept are shown. The process allows them to form increasingly more precise definitions of the concept. |
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Pyramid Strategy : A powerful text analysis strategy able to be used in all grades but is especially useful in middle and upper grades. Children identify key points from any text and then label similar points before making a general linking statement. | |
Inquiry Strategy : A problem is given to children who ask questions to get more information but receive only Yes/No responses, requiring them to ask more effective questions. They may gain further data by research before formulating an answer. Emphasis is on the inquiry process rather than a particular solution. |
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Pair Problem Solving : This simple strategy encourages children to describe how they would solve problems. It leads to children acquiring a wider range of problem solving strategies. | |
Listen-Think-Pair-Share : Another approach to the solving of problems or discussion of issues. Uses a cooperative learning situation to promote interaction. Children start alone, then move into pairs and finally share ideas with a larger group. |
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Two Dimensional Matrix : This is a useful way of generating a large number of ideas as well as an effective strategy for organising information. It can also be used to highlight all the possible associations between two lists of ideas. | |
Forced Choice : A strategy with endless variations and useful for creating a whole class focus. Children choose from a restricted range of ideas or activities, after which, a discussion occurs to make them more aware of how their choice was made. |
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Forced Relationships : This strategy encourages children to engage in limited- risk problem solving. Develops divergent thinking by requiring children to solve open-ended problems using ideas or objects which would be normally unrelated. | |
Synectics : A way of joining together apparently unrelated ideas. This strategy makes use of analogies and metaphors to help children look at problems from a really different point of view. |
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Cooperative Conflict Resolution : An absorbing variation of pair problem solving with elements of debating, the strategy encourages children to see both sides of an argument and can be used as a way for children to discuss issues. | |
Situational Role Play : Using this, children can explore issues which concern them, by taking on the role of anyone who may be involved. By using a role, children can safely offer opinions, which aren't directly attributed to them. |
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Artefact Strategy : This strategy enables children to move from concrete experience to the formation of abstract generalisations and concepts by using objects. By study children are asked to draw inferences associated with the items. | |
Share-Pair Circles : Allows children to work in pairs within a larger group. All children have to participate and are required to be both speaker and listener. Encourages interaction, cooperation and development of group roles. |
