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Show and Tell and Teach


Students provide evidence that they understand a concept by showing, telling, and teaching a friend how to answer an assessment question aligned to the assigned concept.


  • 2 assessment questions on the same concept
  • Show and Tell and Teach handout (projected)
  • Show and Tell and Teach template (English/Spanish)


  1. Organize students into pairs and assign each a letter, A or B.
  2. Provide students with 2 assessment questions on the same concept.
  3. Show and Tell: Partner A shows Partner B the important parts of question #1:
    • Show 3 important words. Tell what they mean and why they are important.
    • Show the visual (or genre) and tell why it is important by completing this sentence 4-5 times: “If this visual (or genre) could talk, it would tell me _____.”
    • Show and tell what the question is about and how you would start.
  4. Teach: Partner A teaches Partner B how to answer the question:
    • Teach how to answer the question by explaining it step-by-step.
    • Teach why the correct answer is the best answer by justifying the response.
    • Teach one learning mistake to be careful to avoid when answering questions like this.
    • After Partner A has finished, Partner B may ask questions, challenge a response, or add value to what Partner A said.
  5. Repeat steps 3 and 4 by switching roles so that Partner B completes a Show and Tell and Teach with question #2.
  6. Observe students’ thinking and clarify/verify as appropriate.

Classroom Management

  • Model the strategy using a “fishbowl” where a few students demonstrate the strategy while the class circles around and observes.


  • Promote access by providing sentence stems for each step and allowing the use of student/teacher notes.
  • Promote access by partnering with a supportive peer and/or developing responses using a speech-to-text or word prediction support with the digital version of the Show and Tell and Teach template.

Think It Up!

  • Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
    • Draw a conclusion about this concept. What is easy to understand? What parts of this concept are confusing?
    • Compare/Contrast the 2 questions. How are they the same? How are they different?
  • Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.