Using 3-2-1 learning strategy for critical thinking – you learned

by Terry Heick

What is 3- 2-1 strategy? The 3- 2-1 strategy is simply a format that can be well for good, whatever.

Examples of 3- 2-1 plan

They do not even have to teach and read. You can ask someone to call …

3 of your favorite type of music, 2 of your favorite songs, and 1 pattern you’ve seen to do that list of types and songs

3 cities you visited, 2 of your favorite memories of their 3 city, and 1 space you would like to go next

3 causes of pollution, 2 solutions that can help deal with those causes, and 1 person can do daily to help immediately / have immediate effect

You get an idea. It is just a simple way to organize the theme or work, which makes it possible to be found and ‘fast.’ Teachers, this means that the possibility of the highest student and more use in your classroom, from Journal or discussions moving to test forms or exiting slips.

The most common use of 3-2-seeing you answering the reading or lesson – 3 things you have read, 2 things that you learned, and 1 most important thing you have learned.

Using a 3-2-1 learning strategy for critical thinking

In 15 strategies to show help students keep what you have taught me“I wrote,” checking in the background. “

In return and restoration post recently, it happens to me that 3-2-1 (or 1-2-2- or 2-1 2-1 2-1 would be a simple strategy. The sequence of ‘3-2-12 ‘is not holding big power without the ability to make fun of the power of the power of other strategies.

Note that these are difficult examples of using 3-2-1 to learn. Feel free to take any of these and upgrade them or create your own thought support. 🙂

And notice, I use clear or invisible words as a word ‘and can’ and ‘can.’ This has done this to do so common enough to be clearly helpful at the level of content areas. The ‘saying’ can be anything from Frets or water cycle in the conversation with Shakeaeane Sonnets. (That way, it’s like a 6 domains of the learning of the Tepnocial Body learned.)

The point I trust to make that a 3- 2-1 strategy is an easy way to build anything – meaning is a practical tool for sensitive thinking.

Analytical / Conceptual

3 Differences between metaphors and Telina, 2 similar items, and 1 apply typically in the text that each has

3 Substance of Democracy

He also asked students to call 3 democracy, 2 forms, and 1 method may be required to maintain the changing world (false, propaganda, part of the part, etc.)

Write 3 questions at the beginning or understanding the level, 2 questions in the ‘Apply’, and 1 question in the test condition

Discussion / Obey / Conflict

3 methods you agree on, 2 disagreements, and 1 you have learned (or amazing) during your conversation

3 items they don’t say, 2 points they did, 1 thing you would like to know about

3 items I know (usually) with mindset, 2 examples of the Mindset (usually), an item I saw with my mindset / before or in this lesson / recently)

3 ways my imagination is easily or naturally, 2 my imaginations need to focus or work with them, 1 adjustment I can do in response to

Things I Remember Them in Study During the Lesson, 2 I Remember Them to Do During the Lesson, and 1 object I can do but I did not

Based on time

Spend 3 minutes, 2 minutes to specify, and one minute to write one sentence summarizing ‘

3 things to do with what I have read, 2 things do by other people with this kind of knowledge or skills, 1 am I will do what I learned

3 matches, 2 differences, 1-to-guide-the-guide

3 things I have read, 2 less confusing, 1 ‘great idea’ that includes all compliance

3 Opening Questions, 2 Unclosed questions, a deep question of depth

3 Description questions, 2 questions that are investigating, 1 Question of Content

Learning Planning: What are the three ways I admire the variable enough to meet the needs of different students? What two questions do I think? If they can read only one thing in this lesson, what do I want to be (well in one sentence)?

Curriculum Education: What major ideas are most important “in this Rive-Revere? (Clearly, this can be any – six, ten, etc.) How can they include ‘less than important ideas’ or less? What is the curriculum planning techniques that I can use to promote encouraging understanding (or sensitive thinking, transferring, etc.)? What change can I do in this imitating program to make it very changed to all students?

Intend 20 types of critical thinking questions

Frequent examples of responding

Non-news / simple text

Text to be written down

Fiction: Describe 3 methods The author developed protagonist, explain the 2 ways of improving how the author can affect the development and how to do what the text was said, etc.

Using a 3-2-1 learning strategy for critical thinking