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The point of this closing circle activity is to have some space to reflect on the day as well as to get comfortable sharing the positives and negatives of your day with your classmates creating a bond in the classroom. One way that I can apply this to my future classroom would be to have my students circle up and participate in the “Three A” activity as an exit ticket to see how the learned and how the class went for them.

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The point of a rapid review is to help students to try and retrieve what they have recently learned. One way that I can apply this strategy to my future classroom would be to have all of the students participate is a rapid review as a warm up before the class begins to help with any new material being learned

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Example of what students would look like in their circles

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The purpose of the double circle activity is to get students interacting with each other. One way that I will use this in my future classroom is when we are discussing something that requires getting the students thoughts and opinions. Instead of keeping the students at their seats during discussion I will have them circle up with a partner. They will continue rotating until they have discussed the subject and they are confident they know the topic.

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Closing the loop is basically the end of the secession. It is to see if kids understand the concept and it is something that helps reflect instead of just moving to the next class. One way that I can close the loop in my future classroom would be to give an end of class discussion. Something that is maybe 4 or 5 questions that will help the students reflect and retain before moving to the next subject

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A heat warm up is an activity that is given to students as they enter the class. They have only a few minutes to complete it and they will be challenged. I can use this in my future classroom by doing this activity with my students as a warm up bell ringer activity. I would give them a few questions from the subject we learned from the day before and they would have a few minutes to complete it.

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A couple of years ago, high school math teacher Jennifer Feehan taught a group of English language learners who had a wide range of math skills. Some students were catching up on their positive and negative signs, while others were ready to solve equations. To start each class, she needed an activity that would engage students at all levels. And heat warm-ups were born.

But she has a student to thank for the activity's name. "It came about because one of my students-I was just calling them level warm-ups-he went, 'Miss, this problem is hot peppers. They just get harder and harder and hotter and hotter like hot peppers!'"

Today, Feehan starts most classes by giving students a worksheet with at least four problems of increasing difficulty. Their level is indicated by an emoji: a fire extinguisher is the coolest, or easiest, problem, while a problem with four flames is the hardest. Students can choose where to begin, and they complete as many problems as they can within a set time period-usually 10 minutes. This approach guarantees that no student is bored, and it puts agency in the hands of the students to take on their own challenges.

An added benefit of the practice is that students often stretch themselves, because of the competition aspect. "Even my kids that were struggling," says Feehan, "they didn't want to feel like they were getting left out of something. It helped their confidence when they went, 'Oh, well, I don't have to do just the first one or the first two. I was able to do the third one!'"

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Differentiated levels of "heat" for these math worksheets mean every student starts class feeling both challenged and accomplished.