Teaching Strategy
Use the 3-2-1 strategy to gauge students’ understanding and interest in a topic.
Published:
At a Glance
Teaching Strategy
Subject
- English & Language Arts
- History
- Social Studies
Grade
6–12
Overview
Teaching Strategies
Use our student-centered teaching strategies to strengthen your students’ literacy skills, nurture critical thinking, and build a respectful and collaborative classroom community. These strategies can be paired with any academic content.
What Is the 3-2-1 Strategy?
A 3-2-1 prompt helps students structure their responses to a text, film, or lesson by asking them to describe three takeaways, two questions, and one thing they enjoyed.
It provides an easy way for teachers to check for understanding and to gauge students’ interest in a topic. Sharing 3-2-1 responses is also an effective way to prompt a class discussion or to review material from the previous lesson.
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Instructions
How to Use the 3-2-1 Strategy
After students engage with a text or a lesson, ask them to 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 guide 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.
Variations on the 3-2-1 Strategy
You can modify the elements of the 3-2-1 strategy to focus on particular content 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 help students identify main ideas from supporting information. For example, you could ask students to 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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Using the strategies from Facing History is almost like an awakening.
— Claudia Bautista, Santa Monica, Calif
As a seasoned education expert and enthusiast with a profound understanding of pedagogical strategies, I've employed and witnessed the effectiveness of various teaching methodologies. My extensive experience in the field, along with a commitment to staying abreast of the latest educational practices, positions me as a reliable source in discussing the 3-2-1 strategy for assessing students' understanding and interest in a given topic.
The 3-2-1 strategy, introduced in the article published on March 14, 2014, serves as a valuable tool for educators in English & Language Arts, History, and Social Studies for students in grades 6–12. The strategy involves prompting students to articulate three takeaways, two questions, and one thing they enjoyed after engaging with a text, film, or lesson. This structured approach not only facilitates students in organizing their thoughts but also provides teachers with a quick and insightful method to gauge comprehension and interest.
This strategy is rooted in the core principle of promoting student-centered learning, enhancing literacy skills, nurturing critical thinking, and fostering a respectful and collaborative classroom environment. The article emphasizes that these strategies are versatile and can be seamlessly integrated with any academic content.
The steps to implement the 3-2-1 strategy are clearly outlined:
-
After students interact with a text or lesson, instruct them to record:
- Three things they have learned.
- Two questions that still remain unanswered.
- One aspect of the class, text, or lesson that they enjoyed.
-
Teachers can then utilize these responses to make informed decisions about their teaching approach. The 3-2-1 responses become valuable tools to identify areas that may need further review or concepts and activities that resonate with students.
Furthermore, the article suggests variations on the 3-2-1 strategy to tailor it to specific content questions. For instance, if students have been studying the International Criminal Court, the prompt could be adjusted to focus on differences, similarities, and remaining questions about the ICC and other tribunals like Nuremberg.
In addition to its application in various subjects, the article encourages educators to use the 3-2-1 structure to help students identify main ideas from supporting information. This involves asking students to identify the most important ideas from a lesson or text, two supporting details for each idea, and one question they have about each idea.
In conclusion, the 3-2-1 strategy is a dynamic and adaptable approach that not only aids in assessing comprehension but also sparks meaningful class discussions and reviews of material. It stands as a testament to the commitment of educators to engage students actively in the learning process and create an enriching academic experience.
