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I have used "Which one doesn't belong?" - I put up 4 of anything (can be used across content areas), and students have to decide which one doesn't belong. This helps to activate learning and builds on prior knowledge.

Math example: 3, 6, 8, and 12 - (multiple answers for this one)

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Diagnostic: share data with students and across course team.

Clear learning targets: every lesson starts with what students should know by the end. Recap the list of learning targets prior to assessments.

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I use Exit tickets every day to see what students have learned and identify the learning gaps. Learning gaps helps to plan the lesson for next day. Collaborations with the course alike team to talk about what went well and what needs improvement.

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I use Exit tickets every day to see what students have learned and identify the learning gaps. Learning gaps helps to plan the lesson for next day. Collaborations with the course alike team to talk about what went well and what needs improvement.

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Normalizing making mistakes. When a student offers the correct answer, praise it and then move on by asking what mistakes were made and praising the bravery to share and encouraging everyone to learn from the mistake.

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Have a pre-teach/review slide presented at the Warm-up introducing the main concepts that students need to know, to fill in the gaps and allowing access to content, before doing the activity for the day. Keep that slide opened and presented while students are doing the work so they can use as references if needed.

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Warm ups like turn and talk, pair share, number talk helps students to discuss what they already know. This also helps teacher to know and address prerequisite gaps. 

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Warm ups like turn and talk, pair share, number talk helps students to discuss what they already know. This also helps teacher to know and address prerequisite gaps. 

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Use self talk and create that self talk environment with my students. This guides students to think through problems so that they have the ability to work on the problems.

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allowing students to use whiteboards to solve and show understanding throughout the lesson

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If students don't know where to start on a problem, I have them "ish" their answer. Using what they have learned so far, what should we expect the answer to be around. Emphasize that no answer is wrong as long as they explain why they chose their ish number or how they got to it. Start with what is a number that is way too high and way too low. From there they can get an estimation of what the answer should be near.

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Engages the kids with themed movies, TV shows, music, sports, etc.