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See all the wonderful things Nancy Susterka has made

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Students write down:
3 things I learned today
2 things I found interesting
1 thing I still have questions about

Can be modified to be 3 key terms, 3 differences between____ & ____, etc.
2 effects of ____ on ____ , 2 new ideas, etc.
1 thought you have about ___ , 1 thing you learned about yourself as a learner, etc.

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Students take a 4 question quiz over a couple days worth of homework to see if they can solve the problem correctly. They can use notes and hw, but may not use a neighbor for help. This helps us see where each student is at with their understanding of the content.

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This gives you evidence of students' ability to describe key concepts.

Lists of key terms or concepts are created beforehand by category or topic. These can be projected on screen with one student facing towards and other away, or students can have separate index cards with the lists.

Students pair up and one is giving 'hints' by describing items on the list and other is trying to guess.

Several lists can be made and students rotate pairs and take turns as describer and guesser.

I have found it useful to pair myself up with students I am concerned about as a guesser to determine if they can describe the concepts

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Place large sheets of paper around the room with a different concept or topic listed at the top.
Each group must go around to each sheet and write a fact about the topic.  Facts cannot be repeated if already listed.  They are also allowed to write 2 lies on the sheets of their choice.

Then using write boards we go over each sheet and the students list the number of lies and truths.
I usually give some sort of prize to the people who are able to identify the most correct.

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write a few questions on one side of flash card and the answer on the other side. Students find a partner to quiz the question. The partner will praise or give hint to help partner to get the correct answer. Then rotate the roll. When they finished, they trade the card and go to find a different partner to quiz.

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We use Quizlet Live to reinforce concepts any time during a lesson. This especially works well when reviewing. The beauty of Live, is that students need to work as a group to succeed. Just create a Quizlet and students can use any device to log in. I suggest making sure students type in their proper name, in order to avoid confusion when forming groups.

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Use a Google Doc Table to create enough boxes for students you have.   Share the document.  

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Use a Google Doc Table to create enough boxes for students you have.   Share the document.  

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Have students claim a box by placing his/her initials in it until all students are represented.

Ask questions and allow each student time to respond in his/her box.

Use answers to springboard discussion - similarities, differences, common themes, etc.

This allows all students to participate at the same time.

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*Each person at your table group should fill out a note card responding to the following three topics:

AGREE - write down something you agree with in regards to the text

ARGUE - write down something that you disagree with in regards to the text

AHA - write down something surprising from the text

*Once everyone in your group is done responding to each topic, take turns sharing your responses. Then, come up with  three things your whole group learned through your discussion:

*Paper clip the note cards and this sheet together - then turn it in!!!!

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At the beginning of the class, I hang a clothesline in the front of the room with the numbers 1-5 on it. Students take a 5 questions pretest, we grade it, and they hang their results on the clothesline to represent the score they received. At the end of the day, they take another 5 question test (on a different color paper,) we grade it, and they hang it up. Students get to see the progress that they made and the progress the class makes as a whole.

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To make sure students are either grasping specific concepts (exponent rules, transformation rules), or vocabulary (parallel lines with a transversal line vocabulary), or formulas:
-Students have to answer a question before entering my room. If they get the answer wrong, they need to stand next to me until another student answers it correctly (so they can learn the concept), then they go to the back of the line to try another question.

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Put the vocabulary works all over the floor on masking tape.
- Throughout the unit, ask kids definitions or examples and have them find words.
- They have to explain a connection between two words before they can sit in their seat.
- Give definitions or examples that when they find the words create a shape, they just turn in the shape.
- Vocab races to find words based on definitions, examples, pictures, etc
- ETC.

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To check for understanding, ask kids to write three different summaries:
One in 10-15 words
One in 30-50 words
One in 75-100 words
The different lengths require different attention to details. Compare/contrast with peers/look at teacher model (via projector or doc camera)