Strategy Instruction Flow Chart Hot Tea
Strategy Instruction for making hot tea
The first step is to discuss our ‘strategy’ or process. At this time I activate prior knowledge. We have a group discussion about kitchen safety, what we have learned thus far and then we move into the purpose of learning and we talk about when and why people drink tea; as well we now have an opportunity to see which we prefer hot tea or iced tea.
Then we move right into step 2; which is modeling the process for my students. I model each of the following steps in the classroom kitchen while verbally saying what I am doing. This time allows a great opportunity for student observation and questions. I encourage my students to “popcorn out” during this time; I don’t require raising hands but rather encourage them to ask me what they are wondering without restriction and formality. (This is effective but you have to be selective of when to utilize it). It also ties in with the verbalization component nicely.
Next I explain that the students will be performing this task with me for practice utilizing the printed flowcharts for cues and confidence. We then go through the process together.
Once this is complete (the next day generally) the students will have a ‘refresher’ and discussion again and then with their flowcharts in hand will do the process independently. It is required that they use the flowchart for self-regulation purposes and for them to verbally inform me of their steps as they work through using descriptive words and thinking aloud throughout the process.
Drink tea and enjoy.
Drink tea and enjoy.
Add sugar to tea and stir.
Add sugar to tea and stir.
Do you want sugar?
Do you want sugar?
Add honey to tea and stir.
Add honey to tea and stir.
Do you want honey?
Do you want honey?
Pour milk into mug, and stir.
Pour milk into mug, and stir.
Do you want milk?
Do you want milk?
Remove the teabag and discard.
Remove the teabag and discard.
Steep the teabag for 3 to 4 minutes.
Steep the teabag for 3 to
The first step is to discuss our ‘strategy’ or process. At this time I activate prior knowledge. We have a group discussion about kitchen safety, what we have learned thus far and then we move into the purpose of learning and we talk about when and why people drink tea; as well we now have an opportunity to see which we prefer hot tea or iced tea.
Then we move right into step 2; which is modeling the process for my students. I model each of the following steps in the classroom kitchen while verbally saying what I am doing. This time allows a great opportunity for student observation and questions. I encourage my students to “popcorn out” during this time; I don’t require raising hands but rather encourage them to ask me what they are wondering without restriction and formality. (This is effective but you have to be selective of when to utilize it). It also ties in with the verbalization component nicely.
Next I explain that the students will be performing this task with me for practice utilizing the printed flowcharts for cues and confidence. We then go through the process together.
Once this is complete (the next day generally) the students will have a ‘refresher’ and discussion again and then with their flowcharts in hand will do the process independently. It is required that they use the flowchart for self-regulation purposes and for them to verbally inform me of their steps as they work through using descriptive words and thinking aloud throughout the process.
Drink tea and enjoy.
Drink tea and enjoy.
Add sugar to tea and stir.
Add sugar to tea and stir.
Do you want sugar?
Do you want sugar?
Add honey to tea and stir.
Add honey to tea and stir.
Do you want honey?
Do you want honey?
Pour milk into mug, and stir.
Pour milk into mug, and stir.
Do you want milk?
Do you want milk?
Remove the teabag and discard.
Remove the teabag and discard.
Steep the teabag for 3 to 4 minutes.
Steep the teabag for 3 to