SOLUTION: Freed Hardeman University Lesson Closure Activities Report

25 Question Stems Framed Around Bloom’s Taxonomy
12/18/15, 10:50 AM
(/wpcontent/uploads/2013/09/blooms-question-stems.jpg)
Image attribution flickr enokson(https://www.flickr.com/photos/vblibrary/4576825411/sizes/l/in/pool-27724923@N00/); 25
Question Stems Framed Around Bloom’s Taxonomy

25 Question Stems Framed Around Bloom’s Taxonomy


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STOP – I’m totally confused.
PROCEED WITH CAUTION
I could use some clarification
on…
GO – I’m ready to move on.
STOP – I’m totally confused.
PROCEED WITH CAUTION
I could use some clarification
on…
GO – I’m ready to move on.
 
 
STOP – I’m totally confused.
PROCEED WITH CAUTION
I could use some clarification
on…
GO – I’m ready to move on.
STOP – I’m totally confused.
PROCEED WITH CAUTION
I could use some clarification
on…
GO – I’m ready to move on.
 
STOP – I’m totally confused.
STOP – I’m totally confused.
PROCEED WITH CAUTION
I could use some clarification
on…
PROCEED WITH CAUTION
I could use some clarification
on…
GO – I’m ready to move on.
GO – I’m ready to move on.
 
 
STOP – I’m totally confused.
PROCEED WITH CAUTION
I could use some clarification
on…
GO – I’m ready to move on.
 
STOP – I’m totally confused.
PROCEED WITH CAUTION
I could use some clarification
on…
GO – I’m ready to move on.
22 Powerful Closure Activities | Edutopia
12/18/15, 10:47 AM
TEACHING STRATEGIES
22 Powerful Closure Activities
DECEMBER 15, 2015
By Todd Finley, Blogger and Assistant Editor (Contractor)
Too many university supervisors and administrators criticize the absence of
lesson closure, a dubious assessment practice likely caused by the
improper use of Madeline Hunter’s lesson plan model
Photo credit: Stephen Luke
via flickr (CC BY 2.0)
(https://www.flickr.com/photos/stephen_d_luke/13856036665)
(http://www.onetohio.org/library/Documents/Dr%20Madeline%20Hunter%20Article1.pdf) (PDF) as a de
facto checklist of eight mandatory teaching practices — anticipatory set, objective and purpose, input,
modeling, checking for understanding, guided practice, independent practice, and closure — a custom
that Hunter decried in 1985 (http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198502_hunter.pdf)
(PDF). Although it offers multiple benefits, please don’t view closure as a professional must-do.
What Is Closure?
Closure is the activity that ends a lesson and creates a lasting impression, a phenomenon that Colorado
State University professor Rod Lucero calls the recency effect
(http://teaching.colostate.edu/tips/tip.cfm?tipid=148) .
Teachers use closure to:
Check for understanding and inform subsequent instruction
Emphasize key information
Tie up loose ends
Correct misunderstandings
Students find closure helpful for:
http://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
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22 Powerful Closure Activities | Edutopia
12/18/15, 10:47 AM
Summarizing, reviewing, and demonstrating their understanding of major points
Consolidating and internalizing key information
Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
Transferring ideas to new situations
Like contracting your bicep at the top of a dumbbell curl, closure squeezes an extra oomph into a
lesson. See my favorite closure strategies below!
Creative Closure Activities
1. Snowstorm
Students write down what they learned on a piece of scratch paper and wad it up. Given a signal, they
throw their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud.
2. High-Five Hustle
Ask students to stand up, raise their hands and high-five a peer — their short-term hustle buddy. When
there are no hands left, ask a question for them to discuss. Solicit answers. Then play “Do the Hustle
(https://www.youtube.com/watch?v=3ZyT6QW5Pdo&feature=youtu.be) ” as a signal for them to raise
their hands and high-five a different partner for the next question. (Source: Gretchen Bridgers
(http://alwaysalesson.com/) )
3. Parent Hotline
Give students an interesting question about the lesson without further discussion. Email their guardians
the answer so that the topic can be discussed over dinner.
4. Two-Dollar Summary
Kids write a two-dollar (or more) summary of the lesson. Each word is worth ten cents. For extra
scaffolding, ask students to include specific words in their statement. (Source (PDF): Ann Lewis and
Aleta Thompson (http://www.gcasd.org/Downloads/Summarizing_Strategies.pdf) )
5. Paper Slide
On paper, small groups sketch and write what they learned. Then team representatives line up and, one
and a time, slide their work under a video camera (https://www.youtube.com/watch?v=vxF4P8vx3o8)
while quickly summarizing what was learned. The camera doesn’t stop recording until each
representative has completed his or her summary.
6. DJ Summary
Learners write what they learned in the form of a favorite song. Offer extra praise if they sing.
7. Gallery Walk
On chart paper, small groups of students write and draw what they learned. After the completed works
are attached to the classroom walls, others students affix Stickies to the posters to extend on the ideas,
add questions, or offer praise.
http://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
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12/18/15, 10:47 AM
8. Sequence It
Students can quickly create timelines with Timetoast (https://www.timetoast.com/) to represent the
sequence of a plot or historical events.
9. Low-Stakes Quizzes
Give a short quiz using technologies like Socrative (http://www.socrative.com/) , BubbleSheet
(https://itunes.apple.com/us/app/bubblesheet/id413937393?mt=8) , GoSoapBox
(http://www.gosoapbox.com/) , or Google Forms (http://www.google.com/drive/apps.html?) .
Alternatively, have students write down three quiz questions (to ask at the beginning of the next class).
10. Cover It
Have kids sketch a book cover. The title is the class topic. The author is the student. A short celebrity
endorsement or blurb should summarize and articulate the lesson’s benefits.
11. Question Stems
Have students write questions about the lesson on cards, using question stems framed around Bloom’s
Taxonomy (http://www.teachthought.com/critical-thinking/blooms-taxonomy/25-question-stemsframed-around-blooms-taxonomy/) . Have students exchange cards and answer the question they have
acquired.
12. So What?
Kids answer the following prompts:
What takeaways from the lesson will be important to know three years from now?
Why?
13. Dramatize It
Have students dramatize a real-life application of a skill.
14. Beat the Clock
Ask a question. Give students ten seconds to confer with peers before you call on a random student to
answer. Repeat.
15. Find a First-Grade Student
Have kids orally describe a concept, procedure, or skill in terms so simple that a child in first grade
would get it.
16. Review It
Direct kids to raise their hands if they can answer your questions. Classmates agree (thumbs up) or
disagree (thumbs down) with the response.
17. CliffsNotes, Jr.
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22 Powerful Closure Activities | Edutopia
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Have kids create a cheat sheet of information that would be useful for a quiz on the day’s topic. (Source
(PDF): Ann Sipe, “40 Ways to Leave a Lesson
(http://www.stma.k12.mn.us/documents/DW/Q_Comp/40_ways_to_leave_a_lesson.pdf) “)
18. Students I Learned From the Most
Kids write notes to peers describing what they learned from them during class discussions.
19. Elevator Pitch
Ask students to summarize the main idea in under 60 seconds to another student acting as a wellknown personality who works in your discipline. After summarizing, students should identify why the
famous person might find the idea significant.
20. Simile Me
Have students complete the following sentence: “The [concept, skill, word] is like _______ because
_______.”
21. Exit Ticket Folder
Ask students to write their name, what they learned, and any lingering questions on a blank card or
“ticket.” Before they leave class, direct them to deposit their exit tickets in a folder or bin labeled either
“Got It,” “More Practice, Please,” or “I Need Some Help!” — whichever label best represents their
relationship to the day’s content. (Source: Erika Savage (http://teachlikeachampion.com/blog/exittickets-encourage-self-reflection/) )
22. Out-the-Door Activity
After writing down the learning outcome, ask students to take a card, circle one of the following options,
and return the card to you before they leave:
Stop (I’m totally confused.)
Go (I’m ready to move on.)
Proceed with caution (I could use some clarification on . . .)
Download the PDF cards (http://eduscapes.com/sessions/ems/stop.pdf) for this exercise. (Source:
Eduscapes (http://eduscapes.com/instruction/10.htm#d) )
These 22 strategies can be effectively altered or blended. And they are great opportunities to correct,
clarify, and celebrate.
Do you use a closure activity that’s not on this list? Please share it in the comments.
Source: www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
http://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
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