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let student A and B practice questions asking and answering in newly learned vocab or sentences structures. then have student C to re-state the question or the answer

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rewarding stamps for class participation, extra stamps for real-life application on spot

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"My Favorite No"

" Everyone makes mistakes. We are going to see your mistakes and you're going to see my mistakes. Mistakes are our oppurtunity to share how much we understand and what we still need to learn."

This is for multistep problems or work.

1. On an index card, Students write the answer and show their work.

2. Teacher collects and sort into Yes & No piles. Look for your favorite wrong answer.

3. Post the "Favorite No" answer for the class to see and analyze.

4. "What are we happy to see? What was done well?" Then go to what do they need to learn? Can you convince me that this is right?"

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Fishbowl Review Game

-Catchphrase->Charades->Sound Effects->One Word.

Four Corners Discussion, Values Continuum, Think/Pair/Share, Vocab Slips (teams organize vocab terms in various ways while discussing meanings and connections)

Simulations, iCivics games

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When learning new foreign language vocab, connect with latin roots- "how many English words do you know that start with ben/bien"? Then kids get excited to guess words and we write on the board.

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Blooket- We use it sometimes to go over vocab. Kids get competitive and they love seeing at the end of the 5,6 min game

who got 1st, 2d and 3d place .

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quick match game for new vocabulary learning

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Jigsaw... assign each group a problem. They solve it together and then break out into groups with one person represented from each problem to explain how their group came up with the solution. 

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Jigsaw... assign each group a problem. They solve it together and then break out into groups with one person represented from each problem to explain how their group came up with the solution. 

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A classic...with class discussion prompts students are asked to share with their neighbor/table group. Then sticks are drawn and students' whose stick is drawn share what the table discussed. If the students gets stuck, they are able to "phone a friend" and then other students can share out too. It keeps everyone involved in the discussion and holds them accountable.

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Simulations,  game play/competitions when possible, voice/choice on their learning

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Simulations,  game play/competitions when possible, voice/choice on their learning

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Grudgeball is a game where teams get questions to practice on white boards. They can work together for the work period and then I select a random person to share their answer. I stress to them to look at everyone's work to make sure everyone is on the same page. This allows kids who aren't sure to get help, & those that do know what to do have to explain their process

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Labs and activities that require movement

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Labs and activities that require movement

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Bell ringer/ or exit ticket (formative assessment)

Note: used in ELA with 9th and 11th grade

Give the class 3-4 words that encompass the learning/ discussion about novel, skill, critical thinking/ analyzing.

As a group, write 1 sentence that sums up the learning.

Challenge groups to use a semicolon and add their analysis of the learning after the "summary of learning"

Collaboration, and a quick check for understanding.

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At the beginning of each class, students share out good things that are going on in their lives. The teacher leads and everyone gets to share out. It serves as a great window into each others lives and a way to find common likes between students..

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Blooket... various games that can be assigned individually or played live in class. I look at the percentage answered correctly, not who "won". The kids know this ahead of time ... faster is not always better.

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Blooket... various games that can be assigned individually or played live in class. I look at the percentage answered correctly, not who "won". The kids know this ahead of time ... faster is not always better.

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Students working to help others with their projects. Especially students who are proficient at the skill. Students are always moving around my room interacting with othersl

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Would you rather with a twist...place two rows of chairs, facing each other and a few feet away from each other. Based on your curriculum/vocabulary, generate a would you rather question to pose to the students. The students choose which side they would rather support. Then have the students discuss why they chose the side they did using resources and learning.

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Students play hot seat (heads up) with math terms both prior and current. They describe the term so their teammate can guess the word on the screen.

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We are learning how to use the GIST method to work together to understand an article. Each student has a role as we read an article together. Roles include: Leader, Announcer, Clunk expert (a person who leads group through discovering meaning for unfamiliar words), Gist expert (person who helps find main idea for a section of reading), an encourager, and a timekeeper. This is way to keep students engaged in reading, develop background knowledge, improve vocabulary, and practice summarizing information as a group.

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5 stations total over a 2 day rotation. Day 1: directions for ALL stations + 2 rotations, Day 2: remaining 3 rotations. Stations should differ: (ex: teacher station with small groups to help or extend learning, chromebook/digital, hands-on, independent work, one other...)

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Quick 4 corners... can be used with any multiple choice question ... sometimes the answer can be all 4 corners depending on how the student is looking at the question.  Defend their answers to other groups.

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Quick 4 corners... can be used with any multiple choice question ... sometimes the answer can be all 4 corners depending on how the student is looking at the question.  Defend their answers to other groups.

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Simulation of street dance battle for team contest on one topic sentences practice

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lots of talking and engagement between students during instruction for breaks to maintain attention. think pair share ect.

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In foreign language acquisition, going from 2nd person question to 1st person answer is just the first step. I encourage student engagement and attention then by asking a third student how the second student responded. It works verb conjugations on a "natural, conversational style," and students don't know who will be called on next.

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Groups competing around learning targets (long-term games like a whole unit with strategic game play - social studies, teams are different city-states competing for resources and earn moves on the board based on their work that week)

OR short games: vocab races, sorting games, board races, etc.

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Keeping authentic, positive, high energy. Keeps kids' engagement up. They need plainly see you want to be there and believe in them.

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Have students discuss a question or a stimulus at their tables and then share out whole group. This gives students the opportunity to build language around an idea instead of just cold-calling.

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Not often in ELA do we take notes, but sometimes what I will do is I make some slides going over whatever concept we are learning. On those slides I will underline, bold, and change the text color of the most important pieces of info on that slide. (this also helps them understand what is important when they have to take notes on their own someday instead of writing everything down) On the student's end, they have a blank BINGO sheet that they pick any box and write that bold, underline piece down. At the end of the notes, I will have questions where the answer is the bold/underline. It's a great way to get them engaged in something that can be kinda boring like notes.

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I still love the old tried but true "think/pair/share." Once students have shared with their shoulder partners or table groups, I have found they even feel comfortable enough to get in front of the classroom to share with the rest of the class. We then get to practice "courteous listening" practices.

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We use hand, arm, head, and body movements to illustrate concepts, memorized vocabulary definitions, AND to reduce body tension.

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Activities to get the students sharing out, think/pair/share

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Activities to get the students sharing out, think/pair/share

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Think-Pair-Share is very commonly used, however from my experience it is not implemented in a way that truly allows students to hear other viewpoints as well as give students a test-run of their answers before sharing with a larger group. Be patient and build in time to for students to think on their own, even more time to share with a partner, and allow a method for every student to be heard even if it is not verbal.

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Gallery walks with math problems... each team works on one and then posts their work. The groups walk around and check the other groups to see if their work is correct. 

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Gallery walks with math problems... each team works on one and then posts their work. The groups walk around and check the other groups to see if their work is correct. 

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After a unit, require students to come up with a way to show their learning. This could be a review game they create and lead, a short skit they perform for the class, a video they create, a song, etc. Gets them thinking about their learning and how to display it, also works on their presentation skills :)

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This is a good activity for "debate" types of formats. Option 1 is on one side of the room, option 2 on the other. Discussion then ensues, but you select one kid from a side at a time. The kicker is that the kid that is about to speak must summarize what the last student said. It forces active listening.

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I have students discuss their ideas with their group. Then ask them to individually write on a whiteboard an idea they heard and agreed with during the discussion.

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I have students take 30 seconds of "personal practice time" where everyone plays what they need to work on at the same time. That way they can pace themselves on a small task they need to improve without worrying about other people hearing them. It also allows kids that are advanced to work ahead.

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Engage student interests and get the student's input on projects.

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For science, we have students share out a claim (based on evidence), and students go do different corners of the room based on how much they agree. This also prompts debate and discussion.

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Act it outs: Students act out land forms, climate, and economic activities

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The Unfair game

Timed questions, pick a number to answer and students steal prizes

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Turning learning into fun and engaging games!!

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task cards, stations, partner games, dry erase boards

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Quizlet Live... each student is apart of a team and they have to work together to answer the questions as each student has answers on their chromebook. 

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Quizlet Live... each student is apart of a team and they have to work together to answer the questions as each student has answers on their chromebook. 

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Esti-mysteries

This website has PPT that ask students to make estimates of how many items are in a jar. The clues use number sense skills to eliminate choices. (Nicole loves this warmup!)