{"id":1203,"date":"2022-03-22T09:52:08","date_gmt":"2022-03-22T09:52:08","guid":{"rendered":"https:\/\/www.odmps.org\/updates\/?p=1203"},"modified":"2022-04-20T09:54:56","modified_gmt":"2022-04-20T09:54:56","slug":"implemention-of-the-3-2-1-teaching-strategy-in-classrooms","status":"publish","type":"post","link":"https:\/\/www.odmps.org\/blog\/implemention-of-the-3-2-1-teaching-strategy-in-classrooms\/","title":{"rendered":"Implemention of the 3-2-1 Teaching Strategy in Classrooms"},"content":{"rendered":"<p>A 3-2-1 prompt helps Students structure their responses to a text, video, or learning activity by asking them to illustrate three takeaways, two questions, and one thing they liked. It provides a way for instructors to check for comprehension and to gauge Students\u2019 interest. Distributing 3-2-1 responses is also an effective way to prompt a class debate or to review material from the previous lesson.<\/p>\n<p><strong>Implementation<\/strong><\/p>\n<p>Ask Students to Answer the 3-2-1 Prompt: After Students engage with content or a learning experience, ask them to write the following information in their journals or on separate paper:<\/p>\n<p>Three things that they have gleaned from this learning activity or this content.<\/p>\n<p>Two questions that they still have.<\/p>\n<p>One aspect of class or the content that they enjoyed.<\/p>\n<p>Assess Students\u2019 Responses: Use Students\u2019 responses to guide your teaching decisions. 3-2-1 responses can help you identify areas of the curriculum that you may need to review again or concepts or activities that hold special interest for Students.<\/p>\n<p><strong>Modifications<\/strong><\/p>\n<p>Content-Specific 3-2-1: Instructors can modify the elements of the 3-2-1 method to focus on particular content questions.<\/p>\n<p>Identifying Main Ideas 3-2-1: You could also utilize the 3-2-1 structure to help Students identify main ideas from supporting information.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A 3-2-1 prompt helps Students structure their responses to a text, video, or learning activity by asking them to illustrate three takeaways, two questions, and one thing they liked. It provides a way for instructors to check for comprehension and to gauge Students\u2019 interest. Distributing 3-2-1 responses is also an effective way to prompt a [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":1204,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[22,41],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.5.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Implemention of the 3-2-1 Teaching Strategy in Classrooms - ODM Public School<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.odmps.org\/blog\/implemention-of-the-3-2-1-teaching-strategy-in-classrooms\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Implemention of the 3-2-1 Teaching Strategy in Classrooms - ODM Public School\" \/>\n<meta property=\"og:description\" content=\"A 3-2-1 prompt helps Students structure their responses to a text, video, or learning activity by asking them to illustrate three takeaways, two questions, and one thing they liked. 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