If you want to make a massive change in the culture of your classroom, move from teachers asking students all of the questions to students asking *each other* questions!

# All Of MyExamples

## Browse By Technique

Example lessons organized by differentiation techniques.

#### π₯ Embed A Classic

Take out a boring sample and embed great art, music, film, tv shows, and other classics into your lessons.

#### π« Anti-Techniques

These are ideas I used to believe that now I think aren't actually so great. *Oops!*

#### πͺ Change, Then Explain!

My favorite way to reach "synthesize" - ask students to make a change and then *explain the effects* of that change.

#### π Fuzzy Problems

Fuzzy problems are ambiguous. They are missing data. They have lots of right answers, but (more importantly) they also have *wrong* answers.

#### β Ask Better Questions

I received surprisingly little training on how to ask questions, considering how many darn questions I asked!

#### π€ Find The Controversy

Every topic has some juicy controversy. Leverage it! Look for ambiguity, disagreements, dilemmas, and discrepancies in any topic.

#### π₯ Get Ridiculous

Avoid boring examples and *go for the outliers!* Everything's more interesting when you're working with unexpected examples.

#### π Think Big! But Also Small.

Get your students' thinking moving from specific to the abstract and then back again.

## Browse By Content Area

## All Of My Examples

## A Tessellation Art (and Math) Project

Let’s create an MC Escher-style tessellation art (and math) project with nothing more than an index card, a marker, and paper.

## Math Game: Heaps

Heaps is a lovely math-y strategy game that requires no more than paper and pencil to play.

## Writing in Pi-lish

Here’s the perfect constraint for March! Writing with the digits of Pi.

## Concentric Circles β Getting Students to Think Bigger (and Smaller!)

This differentiation technique is called “Concentric Circles”. You use it to move students up and down the ladder of abstraction, applying a single idea in multiple contexts.

## How long should we wait after asking a question?

I might ask the best questions in the world, but if I don’t give students even three seconds to think, those questions aren’t doing their job. Here’s what we know about Wait Time.

## Analyzing Prefixes and Suffixes

Instead of just memorizing what a bunch of morphemes mean, we’re looking broadly, exploring patterns, finding unexpected similarities and weird differences.

## From “Summarize” to “Synthesize”

Even what seems like a low-level “summarize” task can become beautifully high-level when we climb Bloom’s Taxonomy.

## Thinking Like Producers About Consumers

Here’s how I’d use ethics and multiple perspectives to get students thinking about producers, consumers, and decomposers in new and interesting ways.

## Don’t Jump Straight to “Create”!

When we jump from “this kid likes board games” straight to “I’ll have them create a new board game”, we leave out important steps in the creative process and set kids up for disappointment (and end up with a lot of unfinished projects). Here’s how to scaffold a truly creative task.

## Just How Much Pasta Could I Cook…

So, just how much pasta could I cook in an Olympic-sized pool?

## Rewrite It, But Don’t Use “E”

Here’s an interesting way to move students past mundane patterns in their writing. Ask for a rewrite, but without a letter (or two).

## Never Ask One-Off Questions

Beware one-off questions. Any question that we prepare should have a natural follow-up question. And those follow-ups should push students up Bloomβs Taxonomy.

## Using Art to Practice Reading

When you’re teaching a reading skill, can you replace some of those dull sample texts with glorious artwork?

## Making Punctuation Interesting

How can we move a punctuation lesson beyond mere memorization and towards interesting thinking?

## Soβ¦ which is longer: a Ray, a Line, or a Line Segment?

Let’s move beyond memorizing definitions and get kids grappling with the fascinating concept of infinity!

## Use Universal Themes to Make Fractions Interesting

What if we used a universal theme to guide our study of fractions? These *very* big ideas get students thinking about fractions in a new way.

## Using a Classic in Math!?

According to Costello, 7 Γ 13 = 28. In fact, watch him prove itβ¦

## Combining Depth and Complexity Prompts into a Generalization

Let’s start with a puzzlement, ask kids to generate an abstract statement, and then find evidence that their statement works across several different areas.

## Direct Instruction: A Model For Learning A Skill

Direct Instruction is the model to use when we want to teach students to perform a specific skill. It gently moves from teacher modeling to independent student practice.

## Inquiry Training: A Model To Teach Good Questioning

Inquiry Training is a model of instruction that looks a lot like 20 Questions. You’ll teach your students to ask more helpful questions and to avoid rushing to a hypothesis too quickly.

## Scholar’s Cafe

Get students moving, thinking, writing, and reading each others’ ideas with a Scholar’s Cafe.

## A Classic: “Who’s On First” and 21st Century Kids

My 21st century 12-year-olds absolutely died watching Abbot and Costello’s “Who’s On First” skit. And we got a great homophone activity out of it too.

## Add Criteria to Improve “Evaluate” Questions

With some small changes, we can turn fluffy opinion questions into thought-provoking evaluation questions.

## Remix the Song “Help!”

Students took the classic song, Help!, and rewrote it to be about their collective summers.