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Divide students into groups and have each group analyze a text with their own DBQ. One student stays to teach the text (recipricol teaching) while the others go to the different groups to be taught their text. All groups come together and put together each text so everyone has the answers to each group's DBQs and knows each text.

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Give them a topic. Very rough idea how to start. Metaphorically "kick." Watch them complain. And eventually swim.

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Flipgrid videos for reflections and presentations

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Flipgrid videos for reflections and presentations

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Gallery Walks for notes or presentations

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Gallery Walks for notes or presentations

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Student self-assessment and peer assessment

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Student self-assessment and peer assessment

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I often have a Primary or Secondary Source Document that I ask students to annotate. I use the PETs annotation structure - Circling Peaple, putting boxes around Terms, and underlinging definitions and Events. I then pair share to have the students come up with DBQ and choose three or four of the best questions for the whole class to answer.

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Sometimes as simple as intentionally repeating a term and meaning in various contexts.

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When going over answers together as a class, after someone gives the correct answer I always ask 2 questions-- 

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When going over answers together as a class, after someone gives the correct answer I always ask 2 questions-- 

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1. Do you agree?
2. Why?

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Direct Instruction is a strength, so I use guided lectures that i create on Google Slides and then Pear Deck each lecture. I make sure there are no more than 5-7 instructioinal slides and include multiple ways for students to interact with the information after they take Cornell Notes.

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4 C’s. Communicate, collaborate, creativity, problem solving

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4 C’s. Communicate, collaborate, creativity, problem solving

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This can be used individually or in a group.  It helps students summarize or analyze texts.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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To plan a lesson/unit I use the 3 Ts - talk, task, and text. I will often use Socratic Seminars and class discussions for talk (and text), guided lectures that are Pear Decked for tasks and Talk, and annotation and DBQ for text.

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Have students look at an image and walk them through what they see, what that makes them think, and what they then wonder.

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I'd like to know more on different ways to practice besides a worksheet. Or how do I make practicing problems or studying for a test more engaging?

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I'd like to know more on different ways to practice besides a worksheet. Or how do I make practicing problems or studying for a test more engaging?

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My own: Speed Dating; I do, we do, you do; Lottery Review; 10 Expected ?s; Connect 4; Post-Its

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My own: Speed Dating; I do, we do, you do; Lottery Review; 10 Expected ?s; Connect 4; Post-Its

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This is a framework students can use when writing about anything they have read.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Put document, quote, etc in center of a larger piece of paper and have students write about it on the edges of the bigger paper.

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Exit or formative assesment that asks students to write three things they have learned in a lesson, two questions they have about the lesson that has not been answered, and a connection to themselves or the world around them from the lesson.

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Strongly Agree to Strongly Disagree about controversial topics.

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I give the students a copy of Bloom's Taxonomy that has verbs attached. The students get a goal-setting sheet where they copy down their goals for the unit, and then they select verbs from the wheel that they want to do as their evidence/learning activity. They then compile this evidence into a document and share it in a discussion board with their peers. After a majority has posted, they then peer-review and analyze and criticize their work and if they have met the goals set forth.