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Instructional Strategy: Tic-Tac-Toe
Transcript of Instructional Strategy: Tic-Tac-Toe
Last but not least, have fun!! Enjoy the variety and creativity this method will bring forth in your students, especially as you allow them to showcase their talents in multiple intelligences. How is Tic-Tac-Toe an instructional strategy? Instructional Strategy: Tic-Tac-Toe Tic-Tac-Toe is a simple way to give students choices on how to practice and demonstrate key ideas and important skills. Teachers give students 9 practice options arranged in a 3-by-3 Tic-Tac-Toe board. The students choose 3 in a row to make a Tic-Tac-Toe. The choices created by the teacher allow students to explore subject matter by incorporating tasks that suit multiple intelligences and students' ability level.
Tic-Tac-Toe boards allow differentiation for student readiness, interests, and learning preferences. When should I use Tic-Tac-Toe? Tic-Tac-Toe is a great way for students to practice a concept once they already have some background knowledge of the subject matter.
You can also make the middle square something the class does together to learn the concept, and then the students check off surrounding squares when they practice that concept in a variety of ways. Can I see some examples? Sure! First, as you design your board keep in mind Gardner's multiple intelligences. The following was designed by author Rick Wormlie: How do I implement Tic-Tac-Toe? Here are the steps to creating & using a Tic-Tac-Toe board:
Identify outcomes and instructional focus (What do you want the students to learn or to be able to do at the end of your unit?)
Use assessment data & student profiles to determine student readiness, learning styles, & interests
Design 9 different tasks & arrange them on a choice board
Select 1 required task for all students & place it in the middle square
Students complete 3 tasks in a row Can I differentiate my Tic-Tac-Toe strategy? Absolutely! You can differentiate Tic-Tac-Toe in the following ways:
Create different boards for different students based on interests, multiple intelligences, or concept mastery level
Allow students to choose any 3 squares they want rather than having to choose 3 in a row
Beforehand have students submit ideas of what activities to put in the squares and pick the best so the board is made up of student ideas
Make boards smaller (2x2) or larger (4x4) depending on the need for practice Here is a Tic-Tac-Toe board I designed for my Spanish I class. This Tic-Tac-Toe board would be introduced after verbally telling & then reading the same or a similar story in Spanish. Re-write the story as if you were the main character and tell the story from your point of view. Make a set of flashcards (Spanish on one side, English or a picture on the other) for 15 important vocabulary words in the story. Practice them several times. Rewrite or retell (to the teacher) the story with the following changes: the main characters are animals or insects & it takes place in a forest. (Change other vocab as necessary, too.) Do the following in Spanish:
List the characters in the story with their descriptions
List the settings in the story
Make an outline of the major plot points of the story
Chart the problem & how it is resolved With a partner write a play or movie script of the story in Spanish, then perform your script for the teacher, another group, or the class. Write a song or chant in Spanish about the story, or write a song or chant that teaches/practices key vocabulary from the story in Spanish and English Retell the story in Spanish to another teacher or a parent/guardian/family member. Get their signature & the date here: _____________________________________ With a partner, write a parallel story in Spanish. Your story should be similar to the original but have some changes/differences that you invent. Design your own way to practice the story & describe it here:
Teacher's approval:________________________ Here's another template to get you thinking about multiple intelligences: Sources:
http://toolsfordifferentiation.pbworks.com/w/page/22360125/Tic-Tac-Toe By Taryn Temple EDU 5031 Enhancing Meaningful Learning