Key LTL History Strategies
• Reading to Answer Questions Students learn to generate questions, then read to answer their questions. LTL contains several levels of this strategy – ranging from an entry-level practice for students reading at the 4th grade level through college-level reading skills.
• Generating Higher-Level Questions Students learn to generate increasingly more complex questions as part of the Reading-to-Answer-Questions exercises.
• Reading for Examples Students learn to describe new terms as concrete examples. This skill moves students away from rote-memory learning of formal definitions.
• Generating Questions From Lecture Notes Students learn to take lecture notes and view their notes as answers to implied questions. They then generate the questions implied by the answers. (In team games, students earn more points for more complex questions.)
• Picturing History: Creating Pictographs Representing Related Historical Events, Terms of a Treaty, etc. Working in pairs, students create simple pictographs from a list of events. (e.g., social class system in Medieval Europe or the contents of the Bill of Rights).
• Question Charts: Creating Visual Organizers that Compare/Contrast Related Facts and Ideas Student compare related items in a category (e.g., presidents) in terms of a common set of questions that can be asked about all of them. (e.g., What was his foreign policy? What was important about his domestic policy?)
• Key Word Diagrams: Creating Visual Organizers to Answer Essay Questions Students generate essay-type questions, then create their own Key Word Diagrams “answering” their questions in a simple visual form. This exercise promotes long-term visual recall.
• Imagining History From Maps Working in pairs, students find aspects of maps that may have resulted in historical events. (e.g. The Strait of Hormuz provides a very small opening between two large seas. Thus it might be a flash-point in a war.)
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