Here is a great website that will give you some great ideas and strategies for using a digital camera in the classroom. Lesson plans and other strategies are included. http://www.wacona.com/digicam/digicam.html
This is one of the best review games we have found. By the time you have students go through this process, they will have reviewed material several times. Test scores will rise!!!
The Jigsaw Classroom: http://www.jigsaw.org/
Jigsaw Lessons: http://www.jigsaw.org/
Images for Homeworkopoly  http://www.google.com/search?q=homeworkopoly&hl=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=
xETiT53EJYqQ9QSo95yHCA&sqi=2&ved=0CF4QsAQ&biw=1135&bih=537
Instructions: http://teachnet.com/manage/classroomdecor/getworkdonebyplayinghomeworkopoly/
http://www.stageforlearning.com/homeworkopoly.asp
http://beyondbell.blogspot.com/2010/05/homeworkopolyforsmartboards.html
Attached below is a picture of a gameboard that you can make with poster board and construction paper.
Sequential form:
Students sit in teams of 3 or more with one piece of paper and one pencil. the teacher asks a question which has multiple answers. Students take turns writing one answer on the paper, then passing the paper and pencil clockwise to the next person. when time is called, teams with the most correct answers are recognized. Teams reflect on their strategies and consider ways they could improve.
Simultaneous form:
Each person starts a piece of paper, writes one answer, and passes it so several papers are moving at once.
PROCEDURE

1. Ask students to bring to class articles, news items, editorials, and cartoons related to the topic of the

2. Divide the class into subgroups and ask them to share their items with each other and choose the two or

3. Reconvene the entire class and ask representatives from each subgroup to share their choices with other

4. As groups are reporting, listen for important points that you will address in the class and use that

VARIATIONS


1. Collect all items from the students, copy them, and distribute them as a followup to the class session.

2. Use the news items as case studies or the basis of role plays. 
1. Select an issue that has two or more sides. 
2. Divide the class into groups according to the number of positions you have stated, and ask each group

3. Reconvene the entire class, but ask members of each group to sit together with space between the

4. Explain that any student can begin the debate. After that student has had an opportunity to present

5. Conclude the activity by comparing the issues as you, the teacher, see them. Allow for followup

VARIATIONS

1. Instead of a groupongroup debate, pair up individual students from different groups and have them

2. Line up the opposing groups so that they are facing each other. As one person concludes his or her

Sometimes, no matter how clear a verbal or visual explanation is, some concepts and procedures don’t sink in. One way to help develop a picture of the material is to ask some students to act out the concepts or walk through the procedures you are trying to get across.
This method is a real change of pace. It allows students who have had different experiences learning the same material to compare notes.
The Power of Synergetic Teaching
Many teachers today are unhappy or even distressed in their work. Most who have this feeling say they very much want to teach and help students, but find their students unmotivated, uncooperative, difficult to teach, and hard to handle. Teachers’ daily struggle under these conditions, with little success to show for their effort, erodes class morale and suppresses energy and initiative. Classes become a dull daily grind. These teachers know students are not enjoying their experience in school. The teachers are not enjoying it either.
Yet, in contrast, many teachers are notably successful. Their students learn, enjoy school, and appreciate the educational experience. These heartwarming results have little to do with expensive instructional materials or costly facilities. The results occur because successful teachers know some things that are crucially important about teaching effectively and making learning enjoyable. They know how to rally students to them. They know how to build trust. They know how to strengthen and capitalize on student dignity and enhance personal relations in their classes. They know how to communicate well and help students resolve problems and conflicts. They know how to make lessons consistently interesting and worthwhile. And they add sparkle to daily classroom life with their personal charisma. By doing these things, teachers feed energy to their students who, in turn, feed energy back to the teacher. This mutually energizing phenomenon is referred to as synergy and is the fundamental principle in synergetic teaching and discipline.
If you are able to teach in ways that increase class synergy, you can be sure your students will like and respect you. They will willingly, even eagerly, immerse themselves in the educational activities you provide. As a natural consequence, they will show more responsibility, selfdirection, and selfdiscipline. Discipline problems will be few and far between, and a high level of camaraderie will be evident. All these things contribute to a sense of exhilaration that teachers and students prize in school, but only occasionally experience.
Virtually all teachers can learn to teach in this synergetic manner. A first step is to understand well students’ nature and needs. If you do so, you will recognize that our curriculum, activities, and discipline methods, rather than being in harmony with those needs and natures, too often work against them. Teachers often expect students, even when bored to death, to pay attention, show interest, and do as they are directed. When students don’t comply, teachers often try to force them to do so, not realizing that coercion produces further student emotions that shut off learning. Teachers err most seriously when they say and do things that damage trust and student dignity, with the result that students dislike teacher and school and want little to do with either.
The Synergetic Classroom: Joyful Teaching and Gentle Discipline explains how teachers can work in ways that bring success. It points out serious errors teachers commonly make in teaching and shows how to remedy them. It explains how to work with students, by capitalizing on needs and desires, rather than struggle against them. It emphasizes ways of making instructional activities enjoyable for students. Strong emphasis is put on communicating effectively and earning student trust and desire to cooperate. As these qualities are put into place, discipline problems fade to a minimum, and that do occur are dealt with easily and productively.
All teachers have two great dreams—to work with students who try to learn, and to escape from the constant struggle against student lethargy and misbehavior. Synergetic teaching will help you achieve both dreams. Students naturally behave themselves because most reasons for misbehavior are removed. They willingly cooperate with you, enjoy working with you, and allow you to enjoy working with them. You can look forward to each day and go home each night pleasantly tired rather than raggedly frustrated. Students will be pleased to see you each day, and you them. Teaching will increasingly become what you always hoped it would be—joyful and satisfying.
This strategy is a variation of "Before" and "After" reading notes. It also provides students with a great tool for use before and after a discussion. First, students create a Tchart (2column chart) and label one column "Opinion" and the other column "Proof". The title, question, or proposed reading is written at the top. Students write their "opinions" before reading or discussion. As the "proof" becomes evident, students record their evidence in the "Proof" column.
http://www.fno.org/toolbox.html  
Strategies for Teachers in the 
http://www.lburkhart.com/elem/strat.htm 
FaceBook Strategies for the Classroom  http://www.slideshare.net/brainopera/facebookstrategiesfortheclassroom 
Classroom Strategies for Students with ADHD  http://www.mindspace.bravepages.com/strategies.htm 
The Essential Nine Strategies  http://www.middleweb.com/MWLresources/marzchat1.html 
Strategies for Using the Internet in the Classroom  http://www.kn.pacbell.com/wired/internet/internetinthe%20classroom.htm 
Strategies for Classroom Success  http://www.sdcity.edu/support/SCS/ 
Strategies for A Writing Classroom  http://writing.colostate.edu/guides/teaching/ plagiarism/classroom.cfm 