After understanding, students need the chance to try. Try is the experiment or double check of what was learned. If this was a science lesson on circuits and light bulbs, have the students experiment on creating complete circuits. My first choice is for each student to try separately. This creates a record of what they have learned for the teacher or partner to later evaluate. Partners may work together as well, and then they can present their work with a neighboring group.

The Try stage is perfect for using Bloom’s Taxonomy’s higher levels of learning words. Direct the students to Try and include in your instructions words like the following:

  • Deduce

    Debate

    Detect

    Determine

    Diagram

    Differentiate

    Distinguish

    Estimate

    Evaluate

    Examine

    Identify

    Infer

    Inventory

  • Analyze

    Appraise

    Calculate

    Categorize

    Compare

    Conclude

    Contrast

    Correlate

    Criticize

  • Predict

    Relate

    Solve

    Test

    Arrange

    Collect

    Compose

    Construct

    Create

    Design

    Develop

    Modify

    Organize

The Teacher can lead with the following:

  • In history, they may write down the reasons for the Civil War or describe how it could have been prevented.
  • In math, they will solve a division problem and use the graph paper to show all the steps.
  • In math, students go to the board and put up their group’s answer to math problems.
  • In spelling, the partner can give a mini-test.
  • In language arts, the student can share the character’s main personality traits and motivations.
  • In science, both students can dissect the owl’s pellet and what they discovered.

Remember, your students will have each other to confirm their understanding of the question/questions they are trying to answer. Stop and have the 2’s explain to the 1’s what they are suppose to do before they Try. Double-check that everyone understands the expectation then direct each student do their best. This is the ideal time for the teacher to circulate around the class and confirm the students understand the task and complete it successfully. Stop the class and re-explain if necessary. Also, ask students to tutor other students who might need help.

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