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Placing agenda slides with class activities helps to keep everyone on track.  The agenda adds as a transition slide from one activity to the next as well.

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Keep question stems handy to use when planning and executing lessons, check there are different DOK levels included, be intentional about how and when to question the students, be intentional about having students respond in multiple ways throughout the lesson, place unresponsive students into a breakout room (refocus/zombie/hallway), let them know you really want to know what they think

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While this may not be everyone's cup of tea in terms of assignment participation, I have seen it used as a powerful tool to increase engagement. Calling out students who haven't participated in an activity holds them accountable. NO OPT OUT!

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Have a more varied approach (DOK) for questioning students.

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Number: Teachers who struggled with the amount of questions, I suggested that every third slide is a question. To me a sufficient amount means that checking for understanding/paying attention happens often throughout the lesson.

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Students are given think time, a chance to interact regarding their thinking, and they are helping to construct the learning in the session.

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Lesson Structure based Madeline Hunter

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Teachers are doing a great job of introducing the standards at the beginning of the lesson, they just need to remember to refer to them throughout. Also, teachers should circle back to the standards at the end of their lesson.

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Consider offering structured opportunities for student inquiry during checks for understanding. Ask students to reflect at various points within the lesson instead of only at the end.

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Lesson based on what is best for students, not what's best for the teacher. Ex: How will students connect with content best vs. what the teacher's beliefs on student engagement are.

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How are you ensuring that you are holding ALL students to high expectations? Cold calling, include a variety of ways to respond, give opportunities for partner/group work, reinforce the idea of 100% participation in polling, etc.

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Communicate the objectives throughout the lesson where appropriate.
Examples: During change from one objective to another. When students are working on their own.

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Something that shows the teacher if the students have mastered the taught objective.

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Allow students to explore and create with information during the lesson

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Plan questions/activities where all your students can think, explore and answer higher level questions. Along with this, set aside time to have your students explain what they did. The teacher can save & share whiteboards that were really great.

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Get the students to interact with them in some way... a pre-lesson question, or ask them what they know already, or underline important terms... something where they are more than just a quick mention.

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I have seen fantastic S&Os at the beginning discussed. Let's build on this next year to have students connect their mastery of this before they leave the CC session.

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Writing clear specific objectives, opposed to snipping the "goal" from the OHS. This ensures they have a measurable objective and thus a plan to assess at the end.

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Questions scaffold-ed so all students have opportunities to prove that they think deeply, critically, and actively during each session and reach high level learning targets. All students share their thoughts and create the knowledge in the classroom (not top-down from the teacher).

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Provide opportunities for students to interact with each other in BORs or in Main Room (i.e think-pair-chat). Avoid only having students post answers in BORs-encourage quality facilitated discussions.

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Announcements need to be saved for the end of the session. Too many announcements at the beginning makes students lose focus and discourages students from watching recordings.

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Build time for students to ask questions that bring them deeper into the content, not just basic comprehension questions.

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Food for thought: What is the appropriate number of questions for a class session? How should it look different for new content and whole group sessions? What DOK level do we want to achieve through our questioning in class?

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Use the timer to model appropriate think time.

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Plan intentional questions before the class.