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Most classes I say "Make sure everyone at your table has... " whatever needs to bedone correctly or is ready. I do have one class that I have to go see who has it done correctly and then ask "Whoever is in seat 1 check to see that everyone is ..." Some classes need a point person. (My tables/chair spots are numbered). Without this support I would have to put there notes in their journals.

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Point Processing/Defend my claim (Steffen)

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Point Processing/Defend my claim (Steffen)

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After note taking we read or watch a video clip. We stop several times to quote the text or video using two column notes. Students share what they think on the right hand side - answering the anchor question from the notes or coming up with their own thought. Next we share.

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When students are completing CFA corrections, I give them the answers. They must then use textual evidence to support their answers to get full credit. This makes them go back into the text for every single question.

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I have found these to be helpful and necessary this year. It lets the class hold each other accountable. When I say, " Make sure everyone around you has their computer put away, " students are then correcting each other. Students are more receptive to their peers directing them.

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I use the Red Imp hand signal daily in every class to get their attention. It is to the point that students start using it when they lead Good Things and students are responding to other students using the signal.

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This works really well for inclusion classes when you don't want to put students on the spot about getting to a certain point in a book, on an assignment, or to make sure everyone has heard directions.

"Summarize directions for your neighbor" "Make sure your neighbor is on page LL2 in your notebook"

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I use the silent lama signal to get class attention. Good to use when class is working in groups and you want to do a quick check. It is also good to use as a quiet way to get students attention. You are not competing to be heard.

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After giving "Silent Copy" notes, students have time to think about what was happening in a problem. They then shared their thoughts with their group members.

Students take the main concept in the class examples and write what they think are the key examples in the Learning Log they keep in their notebook.

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After a group discussion, "Please give me a question from your group."

Please make sure everyone in the class has the sheet glued in on a page in their notebook.

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Please make sure your table partner has/does/receives...
OR
Ask me a question that somebody else in the room may have...

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We give answers to practice tests or more challenging assignments and tell the students that they must defend the correct answers by showing work/writing explanations.