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https://youtu.be/LPe6aP06kZQ

Starting class with this is worth the time it takes. Kids will get themselves where they need to be mentally to learn and be present

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I use this when it comes to word problems.  Each student will be split into a team.  They are required to answer as many words problems that they can in the time they are given.  They must discuss them with groups before moving onto the next problem.  Each team gets three coupons to ask the teacher questions.  At the end the whole class with come back together to play "football".  I will ask individual teams what they got for answers to questions.  I they got it right they have a chance to score football points.  If they got it wrong, the next team gets to steal that question.  At the end the team who wins has the most points. This games makes students motivated to answer difficult questions.

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Have students answer problems on whiteboards and then have other model answers.

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Have a jar of energizers readily available for moments when students need a brain break to reengage after a long exam or lesson.

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In my Guided Math I have students play games with one another to reinforce our skills we are working on.  The last game they loved they worked in pairs and each had a chance to be teacher and the student.
Using number cards with ten frames on them. The "teacher" would read the card to their partner "show me 5 on your ten frame".  The student would use their snap cubes to show five on their 10 frame with the "teacher" giving immediate feedback if they were correct (helping them fix any errors).
They loved being the teacher!
The 10 frame answers were on the teachers cards so they could be successful.

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https://www.youtube.com/watch?v=hDGPTTSfoc0
I transfer this idea to my general music students with rhythm cards. Every student receives a different rhythm card and partners quiz each other and trade cards. I usually play a piece of music in the background with only instrumentation and when the music stops students pair up with the child nearest to them.

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http://www.abcya.com/

Could play on smartboard whole group. Also could play independently or with a partner on iPads/chromebooks.

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Letting students use math concepts such as Prodigy allows them to practice a variety of skills that are at their level. The teacher has the ability to assign certain skill areas and standards that pertain to what is being taught in class. Kids LOVE it!

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Thinking Maps and Anticipatory Strategies

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Great information
about different ways students engage in the class.

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It would be similar to a jigsaw using Google Slides, but instead students would add an image that relates to the main idea of their topic and write a paragraph. This would be shared between all group members

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Have students type examples of conflict from short stories into the text boxes at the side of the document, then drag them under the appropriate category.

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Have Students Collaborate on a Quizlet and Build their own Study Set

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Have Students Collaborate on a Quizlet and Build their own Study Set

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If you start a quizlet and set it up so students can add their own cards you can have students work together to build their own vocabulary study guide. All you need to do is give the students the password and then they can work away!! I have done this as a jigsaw activity to have students work to come up with the best definitions collaboratively. Below is an image of how the settings need to be.

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One way to make vocabulary instruction engaging is to get students talking about words while using words!  Get 75 More vocab strategies at https://goo.gl/Xm1Lw5

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Great alternative to pulling popsicle sticks or cold call- students get to confer!

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Resources / Parent, Student, and Teacher Resources | AVID

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We have a variety of resources to help educators to achieve college readiness and ensure student success. Check out our content resources.

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Supporting positions or ideas through speaking and listening.

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Get the GIST- Summarizing and categorical thinking

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Get the GIST- Summarizing and categorical thinking

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Student Project Choice tools- Chromebooks (ISD 728)

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Student Project Choice tools- Chromebooks (ISD 728)

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The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

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Could be used with content area facts or questions.

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Barrier games can encourage learners to develop speaking and listening skills within the context of a curriculum topic and are a great way of providing an opportunity for purposeful communication with learners who can provide good models of English.

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Self assess their understanding, knowledge before lesson- great for monitoring growth!

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Activate prior knowledge, anticipate and confirm learning. Summarizes learning of a concept.

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Use this strategy to stimulate students' thinking as they investigate an essential question or search for evidence in response to an essay prompt over the course of a unit of study. In this strategy, students formulate initial positions and arguments in response to a question or prompt and then share them with each other through a structured procedure. That way they can test, refine, and strengthen their ideas as they share their ideas and hear the ideas of others. Students will practice being active listeners or readers-an essential skill for learning new information.

1. Students Prepare
Ask students to divide a sheet of paper into two vertical columns. Label the left side "Give One" and the right side "Get One."

2. Students Respond to a Question
Ask students to respond to a question such as "Do you agree that laws are the most important factor in overcoming discrimination? Why or why not?" Students should write their ideas on the left-hand column on their paper. They do not need to write complete sentences; responses can be in list form.

3. Give One, Get One
Tell students to walk around and find a partner. Each partner "gives," or shares, items from his or her list. For example, Partner A shares his/her responses until Partner B hears something that is not already on his/her list. Partner B writes the new response in the right-hand column on the paper, along with Partner A's name. Once Partner B has "gotten" one, the roles switch. Students repeat this process with other peers until time runs out.

Teacher's role
As students share their ideas, teachers should keep notes. Pay particular attention to these details:

Patterns of insight, understanding, or strong historical reasoning

Patterns of confusion, historical inaccuracies, facile connections, or thinking that indicates students are making overly simplified comparisons between past and present

The goal is for students to share text-based evidence effectively and accurately. The following categories can guide you, the teacher, as you listen to your students' discussion. Listen for these elements:

Factual and interpretive accuracy: offering evidence that is correct and interpretations that are plausible

Persuasiveness of evidence: including evidence that is relevant and strong in terms of helping to prove the claim

Sourcing of evidence: noting what the source is and its credibility and/or bias

Corroboration of evidence: recognizing how different documents work together to support a claim

Contextualization of evidence: placing the evidence into its appropriate historical context

As students debrief, weave in feedback. Affirm their insights. Highlight strong historical reasoning and text-based arguments. Choose one or two misconceptions about the content to address. Point out areas where students may want to reevaluate the ways they are connecting past and present.

4. Debrief
After this strategy, you will want to debrief in a class discussion and/or a journal writing session. Prompts for journal writing include:

How might you respond to the prompt or essential question now?

What did you learn today? How does this information relate to the prompt or essential question?

What else do you want to know?

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Use this strategy to stimulate students' thinking as they investigate an essential question or search for evidence in response to an essay prompt over the course of a unit of study. In this strategy, students formulate initial positions and arguments in response to a question or prompt and then share them with each other through a structured procedure.

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Supporting ALL learners- Reading, writing, speaking and listening.

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AutoDraw is a tool that uses artificial intelligence to guess what you’re trying to draw. You start with a blank screen, begin sketching something, and AutoDraw gives you a strip of professionally illustrated images to choose from, based on what the tool thinks you’re trying to draw.

Every time you add more detail to your own sketch, AutoDraw’s guesses change. When you see an image that matches what you’re going for, you can choose it, then add color, resize it, or basically manipulate it however you want. If you choose to, you can turn OFF the automatic feature and just sketch without any assistance, but seriously, that feature is a thing to behold.

When your masterpiece is complete, you can automatically download it as a PNG file, share it on Twitter or Facebook, or grab a unique URL and share it that way.

So here’s where I see some educational value beyond this tool just being neat-o: Images help us remember things. I’ve talked on this site about the value of dual coding, visualization, and nonlinguistic representation. A tool like AutoDraw fits in there: If you want students to add doodles to their notes, and they get frustrated with their own drawing skills, this tool can help. If you like to add icons or illustrations to your classroom materials, but you don’t have the time to create your own or look all over the Internet for pre-made ones, this tool can help.

Beyond that, if you have early finishers in class or need something fresh for preferred activity time, giving students ten minutes to play around on AutoDraw would be great. And if students need illustrations for projects, videos, or books, AutoDraw can help them create those.

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Collaboration. Conversation. Presentation.

Incorporating these essential elements of the Common Core is a breeze if you follow these two simple steps.

1) Stop thinking of these as standards that should be addressed independently.
2) Start thinking of these as tools that students must utilize to achieve mastery in the content areas.

During each lesson and learning activity in the classroom, we should provide tools for students to collaborate productively, have meaningful two-way conversations (two-way being the key word), and present their thinking in a way that is clear and powerful.

One of the best ways to begin building these skills is to incorporate partner talk in each and every learning activity. Often times, teachers' default partnering strategy is to have students talk to the person sitting closest to them. This may be quick and easy but it also limits students' learning horizons as they are hearing from the same person every time they share. It is especially detrimental to students who are stuck in one-way conversations with an introvert or a space cadet.

Instead, we must expose students to a variety of voices and perspectives around the classroom during idea shares. The Clock Partner Pair Share Management Tool will help you spruce up your current pair share system with one that is engaging for students and easy for you.

Implementation Tips

Take a solid chunk of time (I usually spend about 30 minutes) setting up the clocks with your students.

First, distribute one clock to each student.

Discuss the importance of the Clock Partner Promise as you see fit and have students write their name on the top line.

Then, have the students fill each of their time slots with the names of 12 different classmates. This is the part that takes a bit of time at first but is well worth it in the future. I typically reserve the first three slots for strategically assigned partnerships as follows:

12:00 - Strategically Assigned Writing Partner
1:00 - Strategically Assigned Reading Partner
2:00 - Strategically Assigned Math Partner

When it comes to the rest of the clock, we have a little more fun. I have the students find partners who have the same hair color, the same teacher from last year, someone they don't usually spend time with at recess, someone who has the same favorite color as them, etc.

Once all the slots are filled, we tuck our clocks in our desk in a place where they are easily accessible.

Anytime I want my students to share ideas or work on an activity with a partner, I simply say, "Meet with your ___o'clock partner". Students are able to quickly refer to their clock and meet with a variety of partners without any additional coordination on my part. About half way through the year, I give them a fresh clock and we find new partners to reignite the excitement and variety.

If you give Clock Partners a try or have another fun method for boosting collaboration in your classroom, share below.

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Collaborate With Clock Partners - Classroom Management Freebie

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Incorporate partner talk and pari shares in each and every learning activity with the Clock Partners classroom management tool.

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Lots of versions for different contents out there. Great to preview, practice or review content.

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Movement, Reading, Writing....

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Use a Gallery Walk format for students to get feedback on their work. Hang student products, such as drawings, visual representations, poster projects, etc. Students, individually or in groups, rotate around the room and provide feedback to the creator of the work.