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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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I have students periodically reflect on their collaboration skills (which include various things like coming prepared to labs, providing and responding to feedback of their peers, etc.) and they set a goal to work on for the next period of time until their next reflection. They hold group discussions before they reflect so that they have a chance to own up to their performance as a group member and get strategy suggestions for improvement from their groupmates.

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Every ~2 weeks I have students do a reflection assignment where they not only reflect on their learning, but also evaluate what assignments/activities helped them understand a concept the best, and what assignments were confusing or "harder" for them. Their answers help me gauge understanding and help me reflect on my own practice.

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Empower students as peer teachers by assigning expert roles, using structured materials, and rotating groups to collaboratively master and share content.

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Boost participation and critical thinking by giving students time to reflect individually, discuss in pairs, and share out in structured, accountable ways.

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We use graphic organizers and notes to help students organize their thoughts/ knowledge. They have access to them digitally or we cqn print and they can write them manually.

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Increase engagement and content retention through rapid, timed peer discussions that review key concepts, encourage diverse perspectives, and energize your classroom.

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I use the Numbered Heads together strategy combined with a warm-up question to begin the lesson to encourage students to engage and be accountable in preparing themselves for the lesson of the day. 

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I use the Numbered Heads together strategy combined with a warm-up question to begin the lesson to encourage students to engage and be accountable in preparing themselves for the lesson of the day. 

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We have used jigsaw activities to cover topics like electricity generation that have many different related sub-topics

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Students are given an FRQ to answer in class and then in small groups are given the rubric for grading the question and give each other feedback on how to improve. Students are allowed to read what others students wrote and the score they received to see how to improve their writing. Students who struggle are able to see good writing examples and correct their own work.

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I use regular digital check-ins so that I can adjust instruction based on the live data.

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self-assessing warm-up questions and evaluating what they need to improve/what they are confident in

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I have experience with administering standardized special education academic assessments to gather data on students' present levels.

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I love using the activities on this list multiple times throughout a unit for new, yet repetitive practice/multiple exposures. I also tell the students that if this was a challenge for them, that’s a good indication that they should ask a question of myself or a grimace (self assessment)

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I ask the students to show thumbs up or thumbs down to see if:

-they understand or are confused about something

-they agree/disagree with something

This gives me a quick snapshot of how the class is doing

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Student choose a topic and format combination for a project such that no two students have the exact same assignment. All students present in a way that works for their project (e.g. read their poem on bioluminescence to the class, play their video about use of various forms of light in medicine, etc.). Allows students to collaborate within subtopics for a unit without permitting plagiarism, ends up being super fun!

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I constantly refer back to this roadmap when students lose sight of where we are in the course.

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I've used warm-ups to reflect on prior learning or to see what students know before introducing new material.

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I use 4 corners to divide students up for discussions so they aren't always talking in their table groups. For example, I would ask questions about their values/future plans during our interview unit, and then once they are in their 4 corners, I have them find partners within those groups to practice interviewing each other.

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I use edpuzzles as exit tickets to identify student understanding and learning. It helps me to identify what topic needs reinforcement the next day.

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Something I use all the time to check for understanding, pre-assessment, getting to know you type of questions, so may uses! It allows students to speak to others in class that they may not usually gravitate towards and provides a safe and structured setting. Joy-

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Students are given a formative quiz so that they can be better aware of how well they understand the lesson. This gives them the opportunity to decide how much effort they need to spend on the practice.

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I have the students explain WHY they lost each point on a test as a vehicle of where they need to focus their attention going forward.

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We do a chemistry measurement activity that allows students to learn how to scientifically measure correctly, and practice sig fig rules.

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I like using the concept of numbered heads (I’ve never called it this before) to lower the stress for students and help them be prepared for when they are going to share out. It gives them the occasion to make sure they know something so they can share to the class, and they can use their group for support.

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Graphic Organizer (KWL, Frayer model, etc) 

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Graphic Organizer (KWL, Frayer model, etc) 

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At the start of a unit or topic, I have them do a KWL in their notebook, and have them add to it as the lessons progress.

I use the Frayer Model chart and reworded it a bit differently. I have them complete vocabulary as they words come up. They write the definition, draw a pictures theat describes the definition or concept. They also have to write a word that shows a non-example of the word.

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Graphic organizer for decision-making model in Health (create their own scenario involving substances, go through the decision making model chart, then reflect in a box at the bottom --- done individually or with a partner)

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I do my best to associate the parts of words with a gesture. It helps students because the can 'see' the word I'm using/teaching/describing. When I ask them to join me in the gesture it completes the 'learning loop' - it has to go through their brains and out their hands. Other students are also modeling for those who need to see it from more than me. It is also an efficient way to quickly check for understanding and practice. I especially like this for any Latin roots words because it is building the foundation for future units.

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In physics, we discuss, apply kinematic equations, read, and solve followed by labs. equations.tuations and equations by