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I try to focus on the student who is having the hardest time, hoping the rest will get it.

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I correct tests in class.
Kahoot Is awesome too,

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-Pair share
-Student discourse - students share ideas, collaborate on their responses...

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I ask them about how I am teaching, and ask them which way would make it easier to learn.

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I use data from achieve 3000 to identify low level readers and give them additional one on one support plus a assigned peer tutor

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I ask them one thing they have learned today.

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I ask them one thing they have learned today.

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I use an app called Socrative to have the whole class participate in a formative assessment. It is nice because it can remain anonymous to the students, but the teachers can collect the data at the end of the class period to monitor each student's comprehension level of the content.

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I use exit tickets with the 3-2-1 method.
Students write 3 facts, 2 questions they may have, and 1 connection.

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I ask students to compare and contrast making a poster Venn diagram

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I ask students to compare and contrast making a poster Venn diagram

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I collect exit tickets after lessons. After I have reviewed their exit tickets, I use questions that challenged the students the most and use another form of it as a warm up, next day.

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I either reteach the objectives to a small group or pair students with stronger students to reinforce concepts

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I use google sheets, which shows what students are writing in real time. Each student has their own row to submit answers while I place questions in each column. It is a good way to keep students accountable and on task, while I can instantly assess their responses to what is going on in class- lecture, slides, activity, lab, data collection, etc. Adjusting instruction could be in the form of clarifying questions or highlighting input from students who have the right idea.

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I use quizzes

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When possible, we correct tests in class. That way I can review the material, and go over what students may have done wrong,(or right!).

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When possible, we correct tests in class. That way I can review the material, and go over what students may have done wrong,(or right!).

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Schoology quiz
Red, yellow, green...green means I'm ready to move on, red means I'm lost, and yellow means need more practice

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I use thei info t to work on low areas

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Whenever possible, we correct tests to

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We use easycbm.com to get student present levels by grade. Exit tickets are also used in the classroom (usually before quizzes). Analyzing scores and feedback to target groups based on need.

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I use peer editing. In addition, I have the students write a first draft and then I check to see what we need to review before they do the second draft.  I also use exit tickets to review before continuing with further instruction. 

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I use peer editing. In addition, I have the students write a first draft and then I check to see what we need to review before they do the second draft.  I also use exit tickets to review before continuing with further instruction. 

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I use the data to guide instruction and based on results I reteach it with a different modality or move on to the next part of the unit. 

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I use the data to guide instruction and based on results I reteach it with a different modality or move on to the next part of the unit. 

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I have the students repeat back to me the key points orally

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I use three trays in my class that each represent three different levels of understanding: I totally get it, I kind of get it, and I have no clue what's going on. Students write responses to the lesson and then place their response in the tray that best represents their level of understanding. This informs pacing and future instruction.

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I use test data to see where learning takes place.  Typically, the "A" students do fine, but the rest falter.  I many cases, students determine their own outcome; that is, students will learn when they put in the required effort.  However, I do acknowledge that certain activities engage learners in various ways.  If there are common errors even among my A students, I may modify the test and clarify some terms for next season...

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I use test data to see where learning takes place.  Typically, the "A" students do fine, but the rest falter.  I many cases, students determine their own outcome; that is, students will learn when they put in the required effort.  However, I do acknowledge that certain activities engage learners in various ways.  If there are common errors even among my A students, I may modify the test and clarify some terms for next season...

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I compare scores and decide if I need to reteach the lesson or concept

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After collecting data, e paired up with someone to help the,

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I use my favorite no activity to gauge  student common misconceptions.

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I use my favorite no activity to gauge  student common misconceptions.

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The data collected is used to inform my instruction.

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I use kahoot to get students engaged and find what they need to study

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I use the data to sort students into mixed ability groups. Students are resorted regularly.

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I use the data to sort students into mixed ability groups. Students are resorted regularly.

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Based on the data, I group students according to 3 categories: those who need support, those who are approaching the objective, and those who are ready to move on. This guides my lesson for the next day and also allows me to pull out groups for reteaching.

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I have students write summaries of "things we learned" in a class discussion on schoology as their exit ticket. Also, multiple choice mini-quizzes help me monitor the level of comprehension of lessons.

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Check for understanding and determine if to reteach lesson or move on to next skill.