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Student writes in a notebook in classroom

Use the 3-2-1 strategy to lớn gauge students’ understanding and interest in a topic.

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  • English & Language Arts
  • History
  • Social Studies

Overview

An educator walks through instructions for a teaching strategy procedure with students.
An educator walks through instructions for a teaching strategy procedure with students.

Use our student-centered teaching strategies to lớn strengthen your students’ literacy skills, nurture critical thinking, and build a respectful and collaborative classroom community. These strategies can be paired with any academic nội dung.

Use our student-centered teaching strategies to lớn strengthen your students’ literacy skills, nurture critical thinking, and build a respectful and collaborative classroom community. These strategies can be paired with any academic nội dung.

What Is the 3-2-1 Strategy?

A 3-2-1 prompt helps students structure their responses to lớn a text, film, or lesson by asking them to lớn describe three takeaways, two questions, and one thing they enjoyed.

It provides an easy way for teachers to lớn kiểm tra for understanding and to lớn gauge students’ interest in a topic. Sharing 3-2-1 responses is also an effective way to lớn prompt a class discussion or to lớn review material from the previous lesson.

Instructions

After students engage with a text or a lesson, ask them to lớn list the following details in their journals or on separate paper:

  • Three things that they have learned from this lesson or from this text.
  • Two questions that they still have.
  • One aspect of class or the text that they enjoyed.

Use students’ responses to lớn guide teaching decisions. 3-2-1 responses can help you identify areas of the curriculum that you may need to lớn review again or concepts or activities that hold special interest for students.

You can modify the elements of the 3-2-1 strategy to lớn focus on particular nội dung questions. For example, if the class has just been studying the International Criminal Court, a teacher might have students write down three differences between the ICC and tribunals such as Nuremberg, two similarities between the ICC and these tribunals, and one question they still have.

You could also use the 3-2-1 structure to lớn help students identify main ideas from supporting information. For example, you could ask students to lớn record three of the most important ideas from the lesson or text, two supporting details for each of these ideas, and one question they have about each of these ideas.

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— Claudia Bautista, Santa Monica, Calif

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