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I have used "Which one doesn't belong?" - I put up 4 of anything (can be used across content areas), and students have to decide which one doesn't belong. This helps to activate learning and builds on prior knowledge.

Math example: 3, 6, 8, and 12 - (multiple answers for this one)

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Teachers like to use Exit Tickets as a quick check to see if students are meeting the objective on a lesson by lesson basis. For the students who are not meeting the objective, it easily allows the teacher to form groups to pull and do a reteach.

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I give them a number or equation etc. I give them a minute in groups to discuss the anwer. Then they can nominate one peron to give thier answer and explain their thinking .

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We use "built in" exit tickets for Eureka math which are helpful for quick check for understanding/reteach. We also have a list of general exit ticket questions for use across subjects. Student can post or share responses verbally. Exit tickets can also take on different forms, such as one-sentence summaries.

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Meeting with students in small groups during reading rotation helps us build vocabulary, hear summaries and text connections from students who are reluctant to respond in writing, and foster a love of reading (in addition to building comprehension skills).

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Differentiated Instruction to support learning

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Differentiated Instruction to support learning

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We use Glad Strategies, PBLs for all curriculum. We use videos and games such as four corners, cards, manipulatives to support learning.

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Array of self-assessments and or rubrics including behavior/emotional intelligence as well as for projects/writing/public speaking.

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Allowing multiple students share and defend the strategies they use to solve math problems has helped students explain their thinking in our math assessments. Telling a student ahead of time that you are counting on them to share for the next problem, or during tomorrow's lesson, etc. can help include quieter students who do not often volunteer to share.

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Learning from each other with discussion questions. Students can reflect on their learning while learning from each other. They can build confidence in speaking.

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Using student desires as leverage to motivate work

Encouraging independent work for high performing students

Using visual cues in conjunction with verbal cues

Will help students start work and prompt each step of the exercise

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I am looking forward to using "clock buddies" this year. It works well with second grade students and I hope the continuity will help with the start of third grade.