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Best For: Phase 1+

Description: Kahoot is a great online tool to revise vocabulary. Teachers can create quizzes for students to complete or get the students to make their own. This is a great way to end a lesson (10-15mins depending on the amount of questions). The teacher controls the quiz from their computer and projects it onto the board. Each student logs in on their individual computer/ipad/phone (or in groups) with the game pin. Students are given points for correct answers and a ranking of the students who got the correct answer the fastest is shown after each question. This activity is great as it provides the teacher with a breakdown of what percentage of the class got the question right instantly. This means that concepts that the students are unclear about can be discussed on the spot. The teacher can also look at the statistics after class and see exactly which students got questions incorrect and what their responses were.

Ranking: I give this activity 5 out of 5 stars for student engagement as well providing direct feedback to the teacher.

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Best For: Phase 2+

Description: This activity works well after the class has competed a jigsaw type activity such as TDIOE. My students each completed the table for two words. They then took on responsibility for one word each. Students were given numbers 1 and 2. Numbers twos were asked to come and make a circle up the front bringing their vocabulary flashcard (see mix and match). Numbers ones were asked to come and make another smaller circle each facing a number two student. Students were given one minute (30 seconds each) to explain their word to their partner and ask questions to clarify. After one minute the outside circle rotated one place to the right and the activity was repeated. After three rotations I explained that this time the students were going to swap words at the end of the minute so they needed to ensure that they really understood what was being explained to them. We continues the activity swapping words every time until we had complete a full circle.

Ranking: This is a quick and efficient way for students to be exposed to a lot of new vocabulary. By having to explain it themselves they had to take on responsibility for ensuring they knew what the word meant. Swapping the words later in the activity meant that students had to listen actively and ask questions if the explanation wasn't clear.

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Best For: Phase 1+ Any Grade Level

Description: This is a quick and fun activity to start a lesson focusing on pre-teaching vocabulary. It does take a bit of preparation but the flashcards can be re-used for other activities or displayed on the wall. The teacher needs to make and print flash cards with the target vocabulary. One card with the word and one with a matching picture. Each student is given a card at random and then asked to find their partner. Students move around the classroom looking at each other's cards and trying to find the picture or word that matches theirs. Once they have think they have found their partner they check with the teacher. Once competed the teacher may collect the cards and redistribute and repeat the activity 2-3 times. Once the activity was complete I asked the students to sit with their new partner and we moved on to another activity called TDIOE. Each pair was responsible for completing two words int he shared document.

Ranking: I gave this activity 4/5 stars because it does take a lot of preparation time compared to the time it takes to complete the activity. The students were engaged, moving and around and discussing their interpretation of the pictures with their fellow students. A good activity to start a new unit.

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Best For: Grades 2 and above
Description:
This activity was under taken in stages.
Stage 1 Two classes of Grade 3's used visual images from the unit of inquiry to create questions. The questions were created via a 'bus stop' session where the students walked around sharing their questions. EAL's were supported to write questions with scaffolds of sentence starters that included the starting words What, Why, How etc
The questions were reviewed and discussed by the classes.
Stage 2 The third Grade 3 class took the questions the other classes had created. They read them and decided that many of the questions were 'thin' questions and not the sort of questions that would help you inquiry deeply into something or research an idea. They then took the questions and created 'thick' research questions. They worked in pairs and discussed ideas together. EAL students were grouped with students who could model what was needed and could help guide them.
Once they had suggestions for deep thick questions the groups orally presented their ideas to the class. As a whole the class they chose the most effective question for each image. Discussions were had about what made the questions effective or not. All members of the group shared their ideas for questions.
Stage 3 The questions the students had created were used in collaboration with the librarian to research using key words for all Grade 3 students.

Ranking: 5 stars. This modelled visible thinking, developed questioning skills, modelled collaboration, scaffolded learning and made authentic integrations with technology and research skills.

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Best for Upper PYP and Lower MYP (Phase 2+)

Description: Talking points, structuring meaningful discussions - This idea stemmed from how much of learning happens through students talking. And with our Language Learners often needing more support in being part of those conversations. But teaching students to have discussions with real purpose is not always as easy as we might think it is. This first resource might be better for upper PYP students, to help teach and scaffold language in general, there is a rubric that goes with it. The rubric itself could be used for older students as well. The key here is to teach how to have a conversation, and then to have this in small groups, without roles! and help each student engage. I did this in groups of 3, and didn't use their specific talking points but geared it more around our topic, but let them know what I was looking for. I then gave prompting powerful questions to keep them thinking. Most importantly, the Language Learners were in small groups, and others were instructed to engage them with questions like: "What do you think?" Some repeated what they had heard, but others surprised us with knowledge that they knew that may not have been shared if not in this type of setting.

Ranking: Very successful, and teaching this oracy skills is so important. To improve this, especially if in a classroom and not outside or in the gym, I might add in the academic language and even scaffold sentence starters for students more to help them be even more successful. Probably a 4-star for upper PYP and lower MYP depending upon situation, but structuring this is useful for all!

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Best For: Phase 1+ Any Grade Level

Description: This is a standard Gini technique where students could work together or individually to create this doc with the Tier 3 (specific to this unit) vocabulary. This really helps students take the vocabulary and create context for themselves (Mother Tongue and own example and image) to understand the words.

Ranking: This only gets 3 stars, because it is a written (typing) one, and we are looking for non-written practices. It is good for understanding and helping students understand, and going back to this and making and practicing flashcards with different games from this is a quite good idea.