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1. Paper/Headings: On chart paper/Supersticky Easel Pad (Post-it), Questions and topics are written, by teacher, as headings at the top of the chart paper.
2. Groups/Writing: Students divide into
groups and are given different colored markers. Students walk around classroom clockwise to brainstorm ideas by writing their response, one by one or by group (after group discussion), on the chart paper.
3. Gallery Walk: After
all groups write on each chart, they do a gallery walk to see the ideas that were added.
4: Reflection/Group Discussion: Students answer questions (through writing) that guide their reflection and later discuss what they noticed, learned, experienced, commonalities, etc.

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Every day in English class we take 5 minutes for a "quick write." This is a chance for the students to get comfortable with putting their thoughts on a page in a low stakes setting. Every 3-4 weeks the students take one of their quick writes and complete a thoughtful revision for a grade.

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At the end of every Algebra lesson students write learning statements that are a reflection of what they learned during the lesson. 

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At the end of every Algebra lesson students write learning statements that are a reflection of what they learned during the lesson. 

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During the lesson, ask students jot down their answers to questions on colorful post-it notes!  That way everyone is accountable for participating and can be used as an exit ticket.

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Writing a hypothesis can be challenging. To help narrow the focus for students I give students an If...then... sentence stem. It allows students to easily make a prediction for the lab and better understand what the purpose of the experiment is. As the year progresses I make the stems shorter so by the end of the year they are writing a complete hypothesis on their own.