Just Like Me Directions:

Presentation on theme: "Just Like Me Directions:"— Presentation transcript:

1 Just Like Me Directions:
Tell participants that you are going to make an “I” statement, and if it’s true for them, they should stand up and say “Just like me!!”; and then look around to see who else in the group that has that same thing in common. Call out a statement, pausing between items to give participants a chance to look around before sitting. Vary the items that you use to be sure that all participants will have an opportunity to stand up at some point.

2 Just Like Me This strategy is an energizing, engaging strategy for gathering information about your participants. It also provides an opportunity for the learners to find out some things about each other. Just Like Me!! Is especially effective early in the school year, or just after vacation breaks. Examples: “I have a birthday during the school year.” “I have traveled outside of (state, city, or country) within the last two years.” “I have a pet at home.” “I am currently working on an advanced degree.” “I have previous experience with _________ (topic of session).”

3 Say Something Directions: Read silently to the designated point.
When each partner is ready, stop, and “say something.” “Something” might be a question, a brief summary, a key point, an interesting idea or a personal connection. Continue until you have completed the section.

4 Say Something Say Something is a paired reading strategy developed by Jerome Harste for constructing meaning from text-based information. Through structured exchanges, partners develop relationships between new information and what they already know or believe. Thinking out loud, supported by attentive listening, increases individual and shared understanding.

5 Sort Card (Affinity) Directions
Ask participants to generate ideas related to the topic at hand and write them on an index card (one idea per card). Have the team collect all cards, then begin to sort the cards into categories or groups based on the relationships which they perceive exist between terms. After the cards are sorted, teams will create labels for each category.

6 Sort Card (Affinity) This strategy works will with any content where relationships exist between concepts or terms. These relationships can be part to whole, whole to part, cause and effect or any other arrangement that shows connections between the individual items.

7 Museum Tour Directions
Once a team has created some display or document, ask the various teams to tour each others’ display for ideas. Ask teams to select one team member to be the “docent” or explainer of the team’s display.

8 Museum Tour Use the museum tour as a method of allowing teams to share ideas. It also gives your participants an opportunity to stand and move around, which is critical for some of them.

9 Assumptions Challenge
Directions: Once participants have generated a list of ideas, brainstorming, concepts, ask them to identify ideas that might be assumptions or overgeneralizations or misunderstandings. Ask participants to sort these ideas out of the list and talk about reasons for excluding them.

10 Assumptions Challenge
This strategy is effective to use when you want participants to examine more deeply the things they are saying. You may want them to consider whether items are “facts,” reality for everyone, or an overgeneralization.

11 Brainstorm & Pass Directions
Establish small groups and set ground rules for brainstorming. Explain to participants that they will offer ideas on the topic in turn. The group must wait for each person to either a) offer an idea, or b) say “Pass.” Passing means “I can’t think of anything right now.” People who pass still get their turn during the next go around.

12 Brainstorm & Pass This is a highly effective strategy that
enhances the fundamental brainstorming process by ensuring full participation of all group members during a brainstorming session. Brainstorm & Pass reinforces three important messages: Everyone is responsible for participating. Everyone has something to contribute. Time to think is valued and provided. Brainstorm & Pass is a powerful strategy to increase participation and prevent participants who are most vocal, most knowledgeable or most passionate about a topic from dominating a session.

13 Key Concepts/Key Ideas
Directions At the conclusion of a learning session or a main topic, ask participants to reflect and write on their learning by naming the key concepts and key ideas they learned. A question may prompt their thinking. Example: “Given your work today, what is the central purpose that you will share with others?”

14 Key Concepts/Key Ideas
This strategy is useful as a tool for participant reflection. It is beneficial in getting participant to identify what is most important and begin to integrate content, process, and personal feelings.

15 Learning Partners Directions: Meet with a designated learning partner.
Given a focus question or other information that defines the task, the learning partners stand together and exchange information. Return to your original seat. (Optional) Partners may report out based on their partner’s responses.

16 Learning Partners Learning partners is a simple cooperative structure that is useful for quick, energizing reviews. These exchanges are especially useful when the material being presented is complex and needs to be broken into more easily digested chunks. This structure is also useful when energy lags and students need a physical lift. Checking in with a learning partner is a quick yet focused way to review and revitalize. Establishing learning partners can be an enjoyable and creative process. One way is to use prepared forms to have students sign up for an appointment with selected partners.

17 Brainstorming Directions:
Establish small groups and set ground rules for brainstorming. (FLOW) Flexibility and fluidity of thinking is encouraged. Lots of ideas is the goal; all ideas are recorded. Open acceptance of all ideas is necessary. Withhold all judgment (both criticism and praise). Choose a recorder to capture group ideas. Openly share ideas related to the topic.

18 Brainstorming Brainstorming has a long history as a tool for generating ideas. The term brainstorming was invented by advertising executive, Alex Osborn, in the late 1940s. Helpful Hints: Set a minimum target for the number of ideas to be generated. Time pressure helps keep groups focused. Keep time short.

19 Visual Synectics Directions:
Prepare a set of picture cards-photographs of everyday objects cut from magazines and glued to 4x6 index cards. A mix of organic and human-made objects seems to work best. Randomly distribute one card to each group. Have small groups generate responses to your proposed statement: (your topic) is like….(this picture)… because…

20 Visual Synectics Synectics promotes fluid and creative thinking by “making what is familiar strange,” or comparing two things that would not ordinarily be compared. Synectics, a term coined by industrial psychologists William Gordon and George Prince, was originally used as a problem-solving strategy. The term is formed from two Greek roots: “syn”, bringing together, and “ectics,” diverse elements. Synectics makes a great activity for Review or summary Pre-writing

21 Jigsaw Directions: Participants should be divided into teams of 3-6 people. Divide the information/reading to be learned in approximately equal-length sections. Ask team members to assign a section to each participant. This person will be responsible for learning his/ her section and becoming an expert. Participants join with experts from other teams to study their section. Participants return to their original team and share the information they learned with their teammates so that all participants will have the needed information.

22 Jigsaw Jigsaw is used when there is a lot of information to learn and share. Each group member is given a different section of the material to be learned, so each member is dependent on the others for information to do well on the assignment or assessment. Purposes of Jigsaw To provide an alternative method of introducing new materials besides reading and lecture. To create information interdependence among participants to increase their sense of mutuality. To ensure that participants orally rehearse and cognitively elaborate the information being learned.

23 3-2-1 3 1 3-2-1 offers a structured approach to participant reflection. At the end of a learning session, ask participants to respond in writing with at structure. Some possibilities might include: 3 – things or important ideas that you want to want to remember. 2 – things you would like to know more about. 1 – idea that you will write about tonight.

24 3-2-1 3 Variations: Use this strategy before introducing a new topic, viewing a demonstration, or reading a piece of literature. You might ask participants for 3 things they know about the topic, 2 predictions, and 1 thing they’re looking forward to. Use to have participants process their own learning. For example: 3 strategies you used during this activity, 2 things you notices about your own thinking, 1 thing you might do differently next time. : Participants share their individual work with a small group. As they listen to each other and place additional items in their +1 columns. This variation reinforces listening skills and enhances the group’s knowledge base. 1

25 Learning Logs Learning Logs are a simple and straightforward
way to help participants integrate content, process, and personal feelings. They are especially powerful for developing metacognitive processing skills. Learning logs are an effective method for support participants’ capacity to learn from writing rather than writing what they have learned. Use learning logs to have participants record their thoughts during the last 5 minutes of the session. Short frequent bursts of writing are more productive over time than are infrequent, longer assignments.

26 Learning Logs Possible sentence stems:
What are some things I learned today? What still puzzles me about today’s content? What did I enjoy, hate, accomplish today? What strategies supported my learning? What did I contribute to others’ learning today? What can I do to enhance my learning? When I think of…, I think about… Some things I already know/think I know about… Resources I amusing now that connect me to this information are… The things that are easiest for me are… One thing I’ll change immediately, now that I know what I know…

27 Final Word DIRECTIONS: Read selected article individually.
Highlight 2-3 items. Identify one of your highlighted items to the group. Group members comment ---in round-robin fashion---about the item. The initial person who named the item then shares his or her thinking about the item and gets the FINAL WORD. Repeat the pattern around the table.

28 Final Word Final Word is a structured process for engaging in dialogue and collaborative inquiry. It develops an appreciation for the power of listening and the personal and shared learning possibilities in exploring diverse perspectives. This strategy provides a clear protocol that is especially helpful for newly forming groups and for any groups working with controversial topics or technically complex information.

29 Read, Pair, Share DIRECTIONS: Read selected article individually.
Join a partner. Share your new thoughts related to the reading. Specific questions could be posed for participants to answer when they “pair” and “share.”

30 Read, Pair, Share This strategy:
Read, Pair, Share is a three-step discussion strategy that incorporates wait-time and cooperation with a partner. This strategy encourages participation by all class members during group discussions. It is applicable across all grade levels, subject matters, and group sizes. This strategy: Builds thinking time into the discussion process Provides time for mental rehearsal and verbal practice before whole group discussion Increases engagement with the content and the class

31 Three-Step Interview DIRECTIONS:
Participants work in pairs. One is the interviewer, the other is the interviewee. The interviewer listens actively to the comments and thoughts of the interviewee, paraphrasing key points and significant details. Participant pairs reverse roles, repeating the interview process. Each pair joins another pair to form groups of four. Participants introduce their pair partner and share what their partner had to say about the topic at hand.

32 Three-Step Interview The three-step interview is a cooperative structure that helps participants personalize their learning and listen to and appreciate the ideas and thinking of others. The structure is based on interview and listening techniques that have been modeled by the facilitator. Active listening and paraphrasing by the interviewer develop understanding and empathy for the thinking of the interviewee. The content of a three-step interview is flexible. It is most often used to have participants connect personal experiences to a unit of study.

33 Paired Verbal Fluency DIRECTIONS:
Establish partners. Have each pair decide which partner will be person A and which partner will be person B. Assign a topic which each partner will discuss in turn. Learners should not use notes. Partners listen carefully to each other and during their own turn do not repeat anything already said by either person. Say “Go” and A begins. After the selected time elapses, say “Switch,” and B takes over. The round goes as follows on the back:

34 Paired Verbal Fluency ROUND ONE ROUND TWO ROUND THREE Teacher: “Go”
Person A: Talks for 60 seconds Teacher: “Switch” Person B: Talks for 60 seconds Teacher: “Switch ROUND TWO Teacher: “Go” Person A: Talks for 40 seconds Teacher: “Switch” Person B: Talks for 40 seconds Teacher: “Switch ROUND THREE Teacher: “Go” Person A: Talks for 20 seconds Teacher: “Switch” Person B: Talks for 20 seconds Teacher: “Switch

35 Inside-Outside Circle
DIRECTIONS: Participants stand in two concentric circles. The inside circle faces out and the outside circle faces in. Make A-B partners. A’s ask orally; B’s answer. Rotate roles (B’s ask; A’s answer) Rotate circle: inside, outside, both

36 Inside-Outside Circle
Classroom Ideas œ    Class building: Ask students to talk about 1) the best thing about our class, 2) favorite cartoons, foods, etc. œ    Mastery: Use this structure for: math problems, fact cards, spelling, color words, vocabulary words, time, social studies’ questions. œ    Thinking: Use question cards. These should be questions that have no one correct answer. œ    Information Sharing: Use this structure for: show and tell, book reports, creative writing, topic talking for prewriting.

37 Ordered Sharing DIRECTIONS: Sit in a closed circle at equal heights.
Quietly examine the question, quote, or concept. Share personal responses by giving each member a full minute to respond to it without interruption. Someone in the group or a designated other keeps time. Move in a circle with responses until everyone has had a chance to speak. When it is your turn, do not state that you agree or disagree with any of the other comments, since the object is for everyone’s ideas to be heard, not judged.

38 Ordered Sharing The objective of ordered sharing is for each person to express a personal opinion about some big idea. Each person has roughly the same amount of time to speak, and everyone participates. No one is judged or debated because every opinion is simply heard and valued. The ordered sharing allows for the development of a sense of order, continuity, and momentum. Choose a timekeeper for this process. Mare sure that everyone has an equal opportunity to be timekeeper.

39 Semantic Mapping DIRECTIONS:
Choose a key word or topic related to a unit of study. Write the word in the center of the paper. Ask participants to think of as many words and ideas as they can relate to the focal word. Write the words on the map in clusters or categories. Have participants suggest labels for the categories and write them on the map. If there are any key vocabulary words that are important to the comprehension of a reading assignment and students do not mention them, add them to the map with a red pen. Discussion is the most important part of the lesson. This helps participants become aware of their current thinking and helps them to see relationships between words and ideas.

40 Semantic Mapping Semantic mapping is a useful strategy for activating and engaging and for pre- and post-assessment of learning. A major strength of this strategy is that it helps students to construct a model for organizing and integrating the information that they are learning. Semantic maps can be used prior to a reading assignment or on a larger scale, as a kickoff to a new unit of study. As the unit progresses, new information can be added to the maps.

41 Say Something & Pass Directions:
Silently read the assigned selection to the designated point. After the designated team member completes their presentation of the information, each team member “says something.” “Something” might be a question, a brief summary, a key point, an interesting idea or a personal connection. Team members have the option to say “pass” on an turn.

42 Say Something & Pass Pass Say Something Through structured exchanges, partners develop relationships between new information and what they already know or believe. Thinking out loud, supported by attentive listening, increases individual and shared understanding. Say Something & Pass is a powerful strategy to increase participation and prevent participants who are most vocal, most knowledgeable or most passionate about a topic from dominating a session.

43 Visual Synthesis Directions:
Adaptive Schools Directions: Provide each team with a number of artifacts from previously learned information. Distribute creative elements to teams: markers, scissors, tape, etc. Ask each team to make connections between the previously learned information and create a visual that demonstrates these connections.

44 Visual Synthesis Adaptive Schools Visual synthesis is a hands-on, visual approach for making meaning of a number of concepts or ideas. Use this strategy to build group and individual understanding of a variety of ideas. The visual creation adds to building the collective group understanding and shared vocabulary. It further provides a representation of learning for retrieval of thinking at a later date.

45 Paired Reading Directions:
Provide participants with a brief written text, usually not more than 1 ½ pages. Ask them to designate one of them as “A” and one of them as “B”. A is to read the first paragraph aloud. At the completion, B will provide a summary paraphrase. Be will read the second paragraph aloud, and A will provide a summary paraphrase. In like manner the pair continues to the end of the document. Ask participants to mark words, phrases, or concepts that carry the most meaning for them.

46 Paired Reading Use paired reading to modify mental activity in a group and when deep comprehension is required of some written text. Examples of uses might be a new board policy, a new legal requirement in a special program, a statement of beliefs drafted by a subcommittee, or a new policy on attendance accounting. Because paired reading requires checks for comprehension at every point along the way, it is highly engaging mentally.

47 Numbered Heads Together
Directions: Structure teams of 4-5 participants. Assign each participant on the team a different number from 1-5. Pose a question to the teams. These should be well-crafted questions that require some thought. Teams put their “heads together” and collaboratively generate an appropriate answer. Teams make sure every member knows the answer. Call out a number at random. All participants with that number raise their hands and are called on either at random or in some designated order.

48 Numbered Heads Together
Numbered Heads is a simple and powerful cooperative structure that draws on small group interdependence and builds on individual accountability. It has a game like quality that is highly motivating. This structure works well for quick reviews and provides a way to easily check participant understanding of such things as content information, teacher directions, procedures, and processes. Numbered Heads can be used for simple recall as well as for higher order questions. The time allowed for “heads together” will vary, depending on the cognitive complexity of the thinking required by the question being processed.

49 Focused Reading Directions:
Introduce participants to the focused reading symbols:  = I don’t understand this.  = Got it! I know this information.  = I want to remember this! Assign a text passage for reading and marking with the three symbols. After reading, teams of 3-4 participants gather to compare their responses. Teams select sample items from each category to share with the class.

50 Focused Reading Focused reading promotes active engagement with text. It encourages students to think while they read and to compare and contrast their current knowledge with the information that they are encountering in new material. It is an excellent strategy for both in-class and homework reading assignments. Variation: Have participant teams use the strategy to organize their sharing. Responses can be put on charts for visual display.

51 Directions: Have participants work in pairs or small teams. The “What?” section is filled with specific facts or information (data). The “So What?” section is an interpretation of the data. The “Now What?” section can be a goal, a prediction, implication, or a question for further study.

52 This is a highly versatile strategy which supports participants’ capacity to surface and organize prior knowledge and make projections, predictions, and inferences. Some ways it can be used: When introducing a new topic to assess students’ understanding and prepare them for further study. To study current or historical events To increase reading comprehensions and literal and inferential reasoning.

53 Walkabout Review Directions:
Have participants work in pairs or small teams. Individual Work: Given the worksheet and a specific topic, each participant generates his/her own response for each category. Next, participants walk around and complete their page by surveying peers for their responses and capturing them on the worksheet. Participants return to small groups and share their collected information. Have participants explore and analyze the information they have collected, looking for themes, compare and contrast items, or categories.

54 Walkabout Review Walkabout Review is an interactive strategy that involves the full class in generating new ideas, synthesizing previously learned material or sharing present thinking and understandings. Like many other strategies designed to link and extend knowledge and experiences, it follows a pattern of 1) individual work; 2) large-group sharing; 3) small-group sharing; and, in some cases 4) individual work once again. Walkabout review is applicable for all content areas and grade levels. You can vary the categories for each row to adapt for content areas or to be grade level appropriate.

55 Inter-VENN-tion Directions:
Individual Me-Maps: Participants work on their own to draw a circle and fill the inside with words or short phrases about themselves. Partner-Up: Organize the group into pairs. Create a Venn: As pairs explore and discover their similarities and differences, they create and complete a VENN diagram, placing the information in the appropriate areas. Pairs Squared: Each pair finds another pair and partners introduce and tell a little bit about each other.

56 Inter-VENN-tion Inter-VENN-tion provides an interactive introduction to graphic organizers, as well as a way to build community and social skills. Use this strategy with content area information. For example, students can individually complete a “me-map” for a character in a story or famous person and then create the Venn diagram with a partner. This strategy is also a good way to support students’ developing and sharing learning goals. Start by having participants include a learning goal in the me-maps.

57 ZIP-Around! DIRECTIONS: Select one card from the deck.
The person with the “symbol” on their card begins the zip around by saying “Who has…” and reads what is at the bottom of his/her card. The person who has the card with the appropriate response says, “I have…” and reads the answer from the top of his/her card. This person, then, begins the next question with “Who has…” and reads what is on the bottom of his/her card. The play continues until all questions have been answered.

58 ZIP-Around! ZIP – Around is an excellent strategy for review or wrap – up of information in a recent study. This strategy reinforces two important messages: - Everyone is responsible for participating - Everyone has something to contribute.

59 Socrates Cafe DIRECTIONS: The facilitator poses an open-ended question on any given topic. Participants may respond with answers, thoughts, or new questions, but must conclude any remarks by posing a new question. The facilitator says as little as possible, modeling comfort with gaps of silence (wait time).

60 Socrates Cafe Purpose: although there could be many purposes, one is to open thinking on a topic. Socrates café does not have to be held in a café. It can take place anywhere a group of people chooses to gather. Participants’ ages are of no significance; both children and adults can inquire. The one thing Socrates knew beyond the shadow of a doubt, he was fond of saying, was that he didn’t know anything beyond the shadow of a doubt. His emphasis was that what he had come to know, the truths he had discovered by hard-won experience, were slippery, elusive, always tentative at best, always subject to new developments, new information, new alternatives. Every last bit of knowledge, every assumption, Socrates felt, should always be questioned, analyzed, challenged. Nothing was ever resolved once and for all.

61 Concept Mapping DIRECTIONS: List all of the concepts to be mapped.
Identify the main concept. Organize the remaining concepts by clustering related ideas and by ranking them from general to specific. Arrange the concepts in a downward-flowing, branching structure. Using small post-it notes, connect the related concepts with arrows, sentence stems and appropriate linking words.

62 Concept Mapping Concept maps are useful tools for helping students organize information about important topics. The go beyond semantic maps and webs by showing the relationship between linked items. They display hierarchies of information as they move from big ideas to supporting details. Concept maps can be created before, during, and after a reading assignment or an entire unit of study. They can also be used as an alternative form of assessment.

63 FOUR BOX SYNECTICS Synectics promotes fluid and creative thinking
or comparing two things that would not ordinarily be compared. Variations: Any topic, concept, issue is like any category: (Learning science is like what sport or recreational activity because….. ) Any topic, concept, issue is like a specific item: (A productive team is like a forest because…..) Choose between two possibilities: (Photosynthesis is more like ice cream or more like spaghetti because…..)

64 A ____ is like a ____ because…….
Four Box Synectics A ____ is like a ____ because……. Structure student groups of 3 or 4. Teams will need to identify a recorder Next, ask for four items in an assigned category. Place one item in each of the four boxes. Reveal the sentence and allow groups three minutes to brainstorm completions – using each of the four items at least once – but going for as many completions as they can. After three minutes, STOP. The next step is for each group to choose the two they like the best to share with the full class. Give them a minute or two, then share by table.

65 Inside - Outside circle
In concentric circles, students rotate to face new partners and answer questions.

66 + One student from each pair moves to form one large circle.
Our class version – Pinwheels- 3 adults sitting in a chair in a circular design. 3 other adults sitting facing that person. Share. Outside circle moves to the next adult when “time” is up. Start again. + One student from each pair moves to form one large circle. + Remaining students make a smaller circle inside that circle and partners face each other. (The class is in two circles.) + Inside circle students ask a question from their question card; outside circle answers. Inside circle students praise or coach. + Partners switch roles: Outside circle students ask, listen, etc. + Partners trade question cards. + Inside circle students rotate clockwise to a new partner. Teacher may call rotation numbers: “Rotate Three Ahead.” The class may do choral count” as they rotate.

67 Count – Offs / Line – Ups NUMBERED HEADS TOGETHER
Form groups by organizing students to line up according to some predetermined criteria. Count off and have like-numbered students form a group Cluster students in the line to form the group size you require (all ones get together? OR 1-4 get together?) LINE UP IDEAS: BIRTHDAYS, HEIGHT, ALPHBETHIZE FIRST (LAST) NAME, PREFERENCES, HOUSE NUMBER / STREET ADDRESS, AGREEMENT OF SOMETHING – DISAGREE TO AGREE, ESTIMATIONS

68 Count – Offs / Line – Ups NUMBERED HEADS TOGETHER
GET TOGETHER AS A TEAM. THINK TIME. DISCUSSION. COME UP WITH AN ANSWER. TEAMMATES WORK TOGETHER TO ENSURE ALL MEMBERS UNDERSTAND; ONE IS RANDOMLY SELECTED TO BE HELD ACCOUNTABLE. TEAMMATES PRAISE EACH OTHER AND THE STUDENT WHO RESPONDED FOR THE GROUP.

69 Stroll-Pair-Share Participants stroll about the room, in pairs, sharing, discussing, reviewing information, etc.

70 Stroll-Pair-Share Students find a partner or one that is assigned.
Teacher assigns the “topic” of discussion. Students stroll about the room, in pairs, sharing, discussing, reviewing information, etc. Optional. Play music while walking around the room.

71 CenterPiece Students brainstorm ideas, always trading their paper with
the centerpiece.

72 CenterPiece Directions: Setup: five pieces of paper per
teams of four, one per person and one in the center with a question, topic, etc. Teacher assigns a brainstorming topic. Students generate items. They say it or write it, and trade their paper with the one in the center. Students continue brainstorming items, each time trading their paper with the “centerpiece.”

73 BIG Mind Maps color BOLD LETTERS Branch Out LEAVE WHITE SPACE Start In
Center Don’t Crowd BIG IDEAS Mind Maps color key words BOLD LETTERS Add Variety SYMBOLS pictures

74 MIND MAPPING Directions:
Add Variety MIND MAPPING Directions: Gather a large sheet of paper and some colored marking pens. Write, draw, or otherwise depict the central topic on your paper. Add branches radiating out from the main concept and label them with key ideas or perceptions. Add sub-branches to represent related ideas Personalize with colorful details – connecting lines, doodles, illustrations, symbols – all which help fix the concepts in your mind and stimulate later recall.

75 P+ M- I* Plus, Minus, Interesting Frame Developed by Edward DeBono
Supports reflection Supports self-assessment Supports evaluative thinking A three column sheet recording positive aspects of an event, plan or situation; or negative aspects; and the interesting or intriguing ideas that are neither plus nor minus.

76 P+ M- I* Plus, Minus, Interesting Frame Developed by Edward DeBono
Positive Aspects Negative Aspects Intriguing Ideas Examples for using P+M-I*: Solutions you are considering Reflecting on a unit that you just completed Reflecting on a parent conference

77 5-3-1 5-3-1 is an organizing and integrating strategy that involves small groups in surfacing, comparing, sorting and synthesizing key learning and experience. Variations: Change step 3: If you were to put 3 central ideas in a box or container, what might 1 label be? Skip steps 1 and 2: Create a One-Word Summary. As a scaffold, give students a list of words Have individual students choose five, then follow the process. Our One Idea!