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In my groups we have a set of help-seeking instructions: ask your partner first, then another person at your table, and only then ask the teacher if you still need help. This helps prevent a situation where students are over-reliant on the teacher at every stage of the task.

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I struggle with this, as some students complete tasks much faster than others. My solution is always to have some tasks at hand for fast finishers- this can be helping their peers, reading a set reading text or doing other tasks.

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Using criteria, established beforehand (this can be done with students too) to assess a task. Students can access these criteria as they work to make sure they are on track, and use them to self -assess at the end. The same criteria are used by the teacher for the formal assessment if it is taking place.

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There are activities that are done individually and others that are done in groups, personally I prefer pair work and group work, because there is enrichment in the final result.

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In primary school ,I have to set time limit for each activity

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Students have constant help when they ask for it

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Students have constant support when required

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They have a specific time to organize, but sometimes find it difficult to divide up tasks and get the job done on time.

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TASK STRATEGIES
Students, divided into groups, are assigned a specific topic and they have to organize a lesson on it.

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when they need help, they ask about it...

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when they need help, they ask about it...

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We are reading a story every week and the children are funy and courious.

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We are reading a story every week and the children are funy and courious.

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We planed an activity with the children about new ways to tell a story and the children started to tell us their ideas.

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We planed an activity with the children about new ways to tell a story and the children started to tell us their ideas.

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For a class group activity, I  can give the class the What, How, and Time. What they need to achieve or have at the end of the activity, How they can do it, the steps, and the time for the intermediate steps. I also ask them to nominate a timekeeper so that they move on and finish on time. 

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For a class group activity, I  can give the class the What, How, and Time. What they need to achieve or have at the end of the activity, How they can do it, the steps, and the time for the intermediate steps. I also ask them to nominate a timekeeper so that they move on and finish on time. 

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Students alway can seek help when they don't understand the task or need extra explanation.

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It's very important to have a clear vision how much time is needed for one task.

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I am not work in a classroom but have lessons and workships in a school library which are bit different from regular study. I'm practicing strategy to give students one or few small tasks and then they are working alone or in group to find more about the task.Also when we have disccusion about some book I just coordinate the whole meeting while students are talking and exchange their ideas.

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Time management
This is a particularly difficult aspect of learning for most of my students. Above all pupils in the first years of secondary school have difficulty managing time, they are usually late in handing out their products and don't finish their work on time. But when they are in their third year they have usually acquired this skill

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Task strategies
Task strategies

I often assign group work. Students have learned that they have to divide tasks inside the group taking into account each member's particular abilities and to ensure that everyone contributes to achieve good results.

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Help seeking

I encourage students to seek help when needed by asking their peers and discuss and find a solution with them

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I also use Think/Pair/Share with my students for all the obvious advantages.

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Time management is everybody's responsibility. This is why I set the deadlines together with my students and try to keep them motivated and inspire them to be on time.

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Self-assessment and peer-assessment should be used before seeking help from the teacher.

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Before seeking help from the teacher, students should be encouraged to crosscheck whether they have read the instructions properly, or whether they have previously completed a similar task in the past and they can transfer the strategies they used before to the new task.

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Time management may vary according to the tasks students have to perform. For example, for PBL the time for completing a task is much longer than a task performed at school during class.

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In order for students to successfully complete a task, teachers need to:
- explain the aim of the activity
- provide clear and concise instructions
- manage students roles if necessary
- set a time limit
- provide visual prompts if possible
- offer feedback

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" Your mistakes are your best teacher" I always say to my kids in kindergarten, don't afraid of them, this is the first step of support I give to my students. They can ask me and others for help.

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Time management depend of the task. There is sometimes time limit. For creative tasks I give students more time. There are different extra tasks for students or groups who work quickly.

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I sometimes give students short time to predict the task and the goal. I elicit 2-3 of their prediction and write them, than I explain the task. Students check how close are their prediction to the task. If I divide students into groups I give them different worksheets although the goal of the task is the same.

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Asking for help is encouraged and I try to provide as much of it as possible.

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In coordination with the groups, we decide on a shared deadline based on their estimate of the required time in given time frame.

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1) Explain the goal of the task
2) Divide students into groups
3) Provide clear instructions on what is expected from the groups

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Students can ask questions to me or to other groups whenever they want. When they ask how it's going, I tell them great things and then I say But you can do better. That motivates them

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Managing time is in the hands of students. The group that finishes its work first is the best organized group. They usually finish in the same time and are good at time management

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First, let me ask my students what kind of activity they would like to do. Drama? mobile? creative? calm? they make choices and divide into groups. For group work, everyone becomes a group with the student they do not get along well with.

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each group can ask for help from the other group and if the difficulty persists, I can help them

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each group of students estimates the time required to complete the task and i encourage them to do it in time.

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I divide the class into groups of four students who choose a spokesperson who will present the group’s work to the whole class

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Some of the templates I use with my students:
1- Define roles in teamwork
2. Collaboration (I use peer assessment, teamwork, and teamwork)
3- Be open to others' opinions

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My students and I will take a break and play a game when we are tired or lose interest in the activity.

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It is normal for students to ask for help to complete their assignments and to ask for help

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Students can ask questions during class. After class, they can contact me on Microsoft teams or use the internet.

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Giving timeline for task.

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Explain the goal that we will achieve during teaching time. Set the task into smaller pieces. Using padlet to describe every step during the process

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Students seek help from me or their classmates. I am looking for help from colleagues, from books, from the materials of some advanced courses ..... like this MOOC course

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Time management for students with special educational needs is a challenge. It is not possible to predict what will happen. A plan is outlined, but it depends on the state of the moment, the good mood, the student's desire to collaborate with CES.

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I teach math to students with SEN, specifically to children with moderate and mild mental disabilities. Attracting attention is sometimes difficult. For example, in students with autism spectrum disorders, they do more arithmetic .... we compare, order, recognize, read, write, numbers, associate numbers with lots of objects.

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I always give my students tips on how to do the given task but sometimes it is not enough. I tend to help them as much as I can so that they can conclude the answers on their own.

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I teach in a high schools so most of my students are used to managing their time to do a specific task. However, I tend to remind them of the deadline and motivate them to do their task in time.

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-explain to my students what is expected from them to accomplish at the end of the task
-set the time limit
-help them if my help is needed

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traffic light reflection

peer-assessment

asking for feed-back

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A few strategies I use with my students:

define roles in group work

set time limit

do the hardest/ scariest task first

collaborate (I use peer-assessment a lot and pair-work or group work)

be open to feed-back

prioritize

make reminders - keep track of your accomplishments

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A few strategies worth mentioning would be:

estimating time to complete task

implement routines

make checklists to prioritize tasks

practice what it means to „pace yourself”

reflect during work sessions

Use a visual timer: I use a lot in class classroomscreen when doing tasks in class. I divide larger task in sections and thus students maintain their focus on the task.

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Students sometimes need help. I give them little tips when they ask.  We also had the monitor method in class, where one pupil helps another pupil who is having problems.

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We have created a social networking group where we share ideas, and there are students in the class who monitor each other's work.

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It is indeed very difficult for students to manage their time, which is why I think that at the beginning it is the teacher who gives the deadline. With time, students will learn to divide their work in such a way that they will meet the deadline, respecting the milestones.

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The most important issue is time management for young schoolchildren. For each task it is easier to set a time limit, and for out-of-class tasks the pupil needs to be motivated to spend effective time on the activity/learning. It is good to have short deadlines for completing tasks and with a check on milestones, not just the end product.

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Involve students in group and team work. They often use a strategy called 'fly-catching': the solution is on the board and students are asked to catch the fly on which the solution to the given task is located. I involve them in projects, I get them to be cooperative in doing the tasks, to be little detectives.

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I use different strategies in the classroom, all aimed at increasing students' autonomy in their own learning process: games, individual projects, but also in pairs, learning journal, reflection table.

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I help only in the event that without my suggestion they cannot go ahead or when the discussions are not constructive.

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For the creation of the circuit i leave 40 minutes, for the explanation i leave 10 minutes.

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I'm a special needs teacher and a  Physical Education teacher. As more as possible i engage students in team group work. I often use a strategy called "the experts": i give a different task to every member of the group , for example the creation of a circuit using balls, then the "experts" in the use of the ball create a circuit . After the creation they have to explain the exercise to the other members of the group.

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Instructions prepared beforehand work best. Role of the teacher as a supporter becomes preliminary rather than being as an examiner etc. SRL works best when the student feels that learning is an individual journey , not a controlled process.

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When is comes to SRL activites , the most important question is time management. For young learners it is easier to set a limit for it .For the tasks outside the class , the student is required to have a motivation to spend an effective time on the activity / learning .The key point is that SRL activities had better boost the student to feel eager to spend much time on the activity .However ,we should not start with long timetaking SRL activies like finishing a book in 2 -3 days.Rather than that , small steps work best like reading a short article each day etc.

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As I can view task strategy is both objective ( a well-known way to do the task ) and subjective ( student's favorite and practised way to do the task ).So , in this path , teacher can observe , suggest or implement the affective way of doing the task .This is about cognitive skills .Note taking , diaries , mind maps are well-working strategies for it.

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Hourglass and stopwatch are good to set time limited activities. The activities should be catogarized from the easiest one to the harders in order to get accustumed to the the limitation. I believe that time limitation will also help students to manage their learning strategies more successfully.

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Children will be encouraged to ask for help if they are unable to do the activity.

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We will take a break and play a game when we get tired or lose interest in the activity.

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When giving students a task to do a project together, they need to know what to do, when and how to accomplish their goals. Each student will have a clear task

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Create a grou on social network with your classmates and exchange ideas related to the task you are dealong with.

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Make "creative" breaks at preset times.

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Make a list of tasks you need to do. Go through the tasks one by one. Give yourself a smilie for the successfully done task and a thumb up ("You can do it") next to the one you have problems with.

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Students can ask questions and receive the answers in the chat and personal mesages

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I give them a time to do : a day,a week.

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I put the task on Classroom
I give to stidents all the information i think they need it

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It would be convenient for them to offer a moment of reflection,before acting/ doing the task , to think of a strategy they could use. They will be more independent and aware of their abilities and limits at that time.

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Help was requested from the computer teacher.. the computer lab..
Art Parameter (Format)

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The time has been set: one week, the bulletin board will be published, and this has already been done.

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Mission: Creating a bulletin board with an international project (cooperation between different countries).
Strategy: It depends on the abilities and talents of the students.
Example of a talented student in drawing: Draw. And so on

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Today's "Internet" with a wonderful magic key
All the information in the world is at their fingertips. This is a wonderful field that needs attention and education is a must. Every photograph, every sentence, quotation, remote meeting, brochure, data matrix, dissemination etc.

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To give a certain chart. It is important to determine the day, hour, time.

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Different tasks are given to students according to their abilities. Thus, a faster result is obtained. e.g. Making a board, a poster,  a video, choosing a song, drawing/painting/Art each one does a different job.

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Nowadays, students have access to different means of support, particularly digital (internet) support, but they can always turn to the teacher for help via e-mail or in person.

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For each task, it is important to establish the execution and delivery timings, in order to hold the student accountable.

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Before starting a task, it is necessary to guide the student, give them all the steps to follow in the development of the activity, such as the prior reading of the statements; develop a scheme or topics on the proposed topic;  start with the easiest questions; comply with the indications; manage time according to the number of questions or activities to be carried out in a group work; distribute the tasks to each student.
At the beginning of the task, the student has to know, what to do, how, what objectives and learning to develop.

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Regarding the activities in class I use a sandglass (I have more for different amounts of time). Like this students can easily check how much time they have left and respect the timelimit for the activities. They enjoy. For homework, especially on googleclassroom, I can set time for each step.

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The students, in the different phases of the work, always have computers and internet available. Here the focus is on helping to distinguish what is true from what is false.

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My students are high school students, so they are used to managing their time, so I always inform them about the time they have to complete a task and, if it is a project, what is the deadline for delivery and the dates in which they will have to make phased deliveries (project planning, what has already been done / what they have researched, etc.), so that they can make regular submissions and not arrive on the eve of delivery without having done anything.

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Strategies will depend on the type of activity, if students are studying independently, they should read the information given and underline the most important parts, if they are in the classroom, they should take notes on the contents highlighted by the teacher, in a lecture, take notes…

In either case, they should then make a summary of the topics covered, preferably in the form of a diagram.

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Antonella Lombardi Ottavo Circolo di Piacenza

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Antonella Lombardi Ottavo Circolo di Piacenza

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In a recent training I learned the methodology of Tinkering and I decided to propose it to my children in kindergarten. It is about learning through doing with your hands following the theory of Constructivism. Children use different materials and try to build an artifact by discovering for themselves some simple laws of physics, geometry, etc.

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Thanks to a colleague that show me that platform, I was able to know Classdojo. This is a very useful tool for cooperative learning that let students implement self-monitoring by different instruments like timer, class volume, which are clearly shown on the display.

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Join 95% of U.S. schools using ClassDojo to engage kids and connect with families! Free for teachers, forever.

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Since we are still working in a hybrid way, every class (two times a week) the group is greeted on the general chat on Teams and invited to ask for help if there are doubts. A personal video call is another way to check on students progress.

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Tasks are assigned via Teams. Due dates are established as well as a recommended pace on the tasks delivery.

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EFL classes
When reading or writing, look up for meaning of unknown words, their spelling, their pronunciation in a dictionary.
When speaking, be aware of their clear pronunciation, the intonation, the rhythm; ask for clarification when talking with someone.

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Planning the use of time is important for students with:
- short tasks given regularly (sheetworks) or one task at a time in classroom;
- quick checklist for each task that layouts the various steps that students should complete;
- dealines for when works needs to be completed and turned in.

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Marisa Badini- 8° Circolo Piacenza-Italy

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Marisa Badini- 8° Circolo Piacenza-Italy

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I usually engage students in Project Based Learning  starting from a Driving Question and I propose the PBL wheel, considering  seven steps (Dream, Explore,  Map, Make, Share, Remake, Show), just to offer a road map. Moreover I guide them to make Mindmaps, use  the Flowchart, share tasks among the group members in order to puzzle them.
The Dream Phase is often well supported by Brainstorming, and Think/Pair/share.
In the Explore phase "Experts" strategy can be useful. Finally I think it's important to guide students  to take notes,  to use rubrics for self assessing their process and eTools for research or presentations.

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Although there are non-googleable questions, the truth is that almost everything can be found using our handheld devices with internet connection. There are physical books, teachers and experts who we can ask directly or even send an email to clarify our doubts. Not asking or not seeking help just leads to frustration and alienation.

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Life is full of diverse duties and responsibilities that can become overwhelmingly time-consuming. Learning to control our time, however, may be a significant factor in our job success - just like with our sts at school. Some strategies we could implement to teach our students SLR can be, for example,
- goal setting
- prioratisation (for each day, week, month or even year can help students accomplish their goals)
- organisation (even if it requires the use of specific software or an app)
- reduce distractions!!!! If that's the case, put away the devices if and when you're not using them, and definitely turn off social media notifications
...

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I believe it's important
- to set a time limit, either using hourglasses, a stopwatch, whatever!
- to give students responsibilities, for example, defining roles - who does what?
- to create a(n efficient) plan
- to take notes
- to create a mind map
- to create cards, to summarise activities or even to prepare an engaging activity for their peers
- to question sts and prompt them to think of alternative strategies
...
We are all well aware that some work better than others, it often depends on the group we have.

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I use project based learning
I let them to decide and make projects with their fellows

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I give them time to think
I ask them questions