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Asking the student the same question about a similar but different situation to confirm they understood instead of memorized

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Instead of asking “can you guys tell me what we learned yesterday” I learned to ask “what did we do yesterday” (eg. Plane throwing activity, and the purpose was to measure to find correlation btwn height thrown and distance it flies)

scaffolding the question so that it isn’t daunting and unapproachable for the students

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Stood at the door and asked students “what’s one thing you learned today?” On their way out.

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Informal: during pauses in lectures would ask things like “does anyone have any questions?” or “is this clear”.

Otherwise I never took the time to check in. I think it was because I felt rushed to fill in content that I didn’t really have time to do additional formative activities.

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At the beginning of a lesson, I conducted an oral review of certain concepts learned the day before. This helped remind them of what was learned (and saying it in their own words) in addition to giving me the chance to clarify any misconceptions or review concepts that were not understood.

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My AT would play episodes of TV shows that addressed topics in her curriculum and would stop the episode at intervals to ask students to recall answers to questions on a provided worksheet. She also had students generate “free writes” in their classroom journals and used these as evidence of learning throughout the course.

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For a Gr.10 drama class unit on scene study, to try and move students away from viewing things as good or bad, we asked them to discuss what elements made each exercise more or less interesting. 🤠

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Can you provide an example of a sentence using this grammar-related concept we just talked about?

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I conducted mindful reflections after some lessons

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When teaching about fibres and fabrics, asking students about different fabrics they wear and differences they notice between them.

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Offering minds on questions after a lesson to hear them justify their positionality rationally

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After a kahoot/game I’d verbally question them on the content they just engaged with to…varying…degrees of success.

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Vertical space white board annotations reflect student comprehension and analysis after teacher instruction