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Scaffolded approach (I do, we do, you do) and then removing the steps to support more independent work

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I also adapted this so that if a student doesn't know the answer - they have to at least have a guess - then they can choose another student with their hand up to 'bounce' the question to and then they then have to repeat what their peer says in their own words

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Use of RAG or 1/2/3 to take whole class feedback

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Reviewing tasks by asking students to put their head on the desks so they don't feel uncomfortable/copy their partner

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Asking pupils a question and then getting them to ask another student if they agree with them, that pupil then asks another to explain their answer

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For recall

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vocab based games for MFL

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Students enjoy it and they don't realise they're recapping previous knowledge

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assessing the students knowledge at the beginning of the lesson

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Dr Frost Maths!

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Resource booklets for each topic
Knowledge retention starters (List of questions)
Collecting scores in one by one for each student from the knowledge retention starters (whole class feedback)
Comprehension questions for key information to break it down
Post it notes - question on the board (agree/disagree, yes/no) then they stick it on the board
Mind map on knowledge at the start and then add in new knowledge in a different coloured pen at the end (shows progress)

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use of the colours to select a correct translation

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Following a success ladder

PLICKERS instead of whiteboards for AfL

Knowledge quizzes as starters for pupils to recall important keywords or concepts in Science

Taking notes during Videos (modelled together with pupils)
Ed puzzle for questions during the video

Nearpod for remote learning
Nearpod for independent learning

PhET for simulations (visual learners)

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google quizzes used at the end of lessons during lockdown, but department are now taking that on for next year and setting them as homework

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Something I've trialed since our last session was using 'tick and flick' and then giving students a checklist of things to look for in their own work. So I would read their work, only tick what they'd done right and then they would provide their own targets / positive feedbacks

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Confidence scores to track how confident students are with certain questions during assessments