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(1) Click on the "+" icon to start a new sticky. (2) I've placed our discussion topic at the top of the Padlet. (3) Please revisit this Padlet in a few days to add comments to classmates or add a star rating.  New to Padlet?  Here is a tutorial:

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Most often in ELA, i wrote a bulleted list of the day's activities on a corner of the whiteboard that included the day's objectives.  I highlighted or pointed to key steps as I jumped to them.  Not sure if this was that helpful or engaging for the students, but it helped me to stay on track. ~MMc

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For 7th grade ELA, I needed consistency more than excitement. Most days started with a Journal Writing Prompt. Students walked in, picked up their in-class notebooks, read the prompt, and started writing. I did try to offer some creative questions to get them thinking, and doodling was also permitted once in a while instead of writing. ~MMc

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For 8th grade ELA, I enjoyed playing a short audio clip of a poem, especially ones that had sound effects or background music. E.A. Poe generally could get their attention. ~MMc

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I like to use tongue twisters in Spanish that incorporate some of their vocabulary or grammar. For example, Pedro Pablo Pérez Pereira pobre pintor portugués, pinta pinturas por poca plata para pasar por París.

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I typically write the daily/lesson objectives on the board and discuss them at the beginning and end of the day/lesson.   Currently, I teach mostly with a PowerPoint and include the objectives on a slide at the beginning of the presentation.   I might recap them at the end.   I like setting the expectations for the lesson and identifying if that expectation was met.

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I start my lessons by displaying the objectives on the white board, screen or T.V. They are up for all to read prior to class and at class start. I then go through them verbally, filling in all the details.

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I usually start class with objects from the lesson being displayed in the classroom (i.e. pumps, motors, valves, actuators, etc).  Most of the equipment they haven't seen before and it is fun to hear what they think the equipment is/does.

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I generally write the unit objects on the board, and orally discuss which objects or parts of objects will be working with each day. Not very engaging for students, but it gives them an idea of what we are working on and why.

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I teach math and I've used Estimation 180 site problems to start my classes before.  It's basically a site with a bunch of different pictures asking students to estimate values in various pictures.  For instance on day 6 students estimate the number of almonds in 1/4 of a cup.  Then on day 7 students get to see the answer to day 6 and will need to estimate the number of almonds in a large container.  Its a great way to get students thinking and works for all levels.
site: estimation180.com

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When we begin Earth's atmophere chapter, and we encounter air pressure, I like to do my demo. I pour hot water from tap into 2-L bottle, and as I pour out the water, I ask what's in the bottle? Eventually they get HOT AIR. As I cap the bottle, ask, what will happen? S's watch as the plastic bottle implodes. Why?
In 6th grade science, I would write the lessons objective and vocabulary on the board. My warm-up, also called sponge, bellringer, etc. tied to the days lesson. I ask questions of the class about the topic, try and get students to share background info. The student sharing was helpful for me, often times, they would share what they had learned in the lower grades.  Mary

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If there is a brain pop video and quiz that applied to my objective for the learning, I'd use it. Nick and Moby tell the facts (through short video) in a fun, informative way. Sometimes I used this as a warm-up, to get the S's thinking!

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A popular hook I used with young students was putting an item(s) in a closed box and letting students try to guess what was inside. as it was passed around.  It raised curiosity and got them invested in learning more once the item was revealed.    Currently, in my in-person trainings, I use Kahoot! as a way to explore some background knowledge and let the learner recognize what they know/don't know on a particular topic.   This game helps lift the mood and make the learners comfortable and more likely to engage in the lesson.  Almost all of my on-line trainings include a pre/post test.  This helps set the tone with what they need or want to learn, but I also use the score results to assess the effectiveness of the lesson.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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I have yet to actually perform a lesson but one of the best attention grabbers that one of my past professors used was starting the class with music videos that related to the content we were covering that day. The lesson hook would consist of two or three music videos, both old and modern, that held themes or verbage that related to the lesson. I think this would be a great lesson hook for high school aged students to get them thinking about what they are going to learn while still having it be relevant to their world.

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Again, I have yet to perform a lesson however, in my experiences objectives were either covered at the beginning of a powerpoint or posted somewhere on the board. I never paid much attention to objectives as a student so as a future teacher, I want to state my objectives in ways that are easy for my students can understand. Sometimes the wording of objectives can lack meaning to students, so I want to get my students more involved when I state my objectives. This could be done maybe by calling on students to state what they think the objectives means in their own words and why it is important.

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For my little third graders, I have a few attention getting statements: "Class, class, yes, yes." "Hocus Pocus. Everybody focus." Or my favorite, "Linda, Linda, Listen Listen." I'll attach a link so you can see why. Introducing this funny clip to my students makes them laugh, they get to see me laugh, and it really brings down their nervousness!

I'm as real with my kids as possible. So when I tell them what they're going to learn, especially considering the clientele I serve, they really need a day to day purpose. It's hard for the group that I serve to see beyond this week in some cases because their home lives are so traumatic. It is important to keep it simple. So much in their lives is complicated. "Ok, cuties, today I have us working on ______. You'll need to know this in order to do _____ later on in the year." Something else I need to consider is their buy in. What good will it do them to finish the activity, even if it is hard? "When we are all finished, we can take a brain break or (insert coveted activity).
I have to be creative in how I keep their attention. They love anything to do with food! That's an awesome attention getter, and something I can use during my teaching, because while our home lives differ greatly, we all love to eat!

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The last few years in our math department, we've posted small chalkboards in our rooms with the "Big Idea" for the week or day. The boards are supposed to summarize what students are learning at the time in student language. Sometimes we get busy and the objectives don't get changed as often as they should. It definitely helps to tell students what they are supposed to be learning before I start to teach. Students will even ask me sometimes if I don't state the objectives explicitly.

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I'd forgotten that I'd put the Padlet app on my phone last year.  It just beeped to let me know that someone had posted something new. I'm responding and adding this sticky from my phone. Nice feature! MMc

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I have not had many experiences in with teaching a whole group of students. From what I have done such as teaching a writing lesson I might start the lesson off with a question that related to the topic.
When I was a camp counselor this past summer I helped with a day camp. We would start off with a large group circle time then break off into smaller groups. A lot of the time I would start small groups off by have in my campers rephrase what was taught during the large circle time.
- EE

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Most of the time I think I was direct with my students and told them what our objectives of the lesson was. I think in my own classroom I would want to have it posted somewhere in the classroom. This would give students a reminder of what the outcome of the lesson or the unit should be.

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I teach 6th grade Geography.  We learn the 5 Themes of Geography in our first unit.  The first theme we cover is Location.  Last year while taking attendance, after the kids said "here", I asked a few kids "Where?".  So, of course, they would say "here" again and I asked them what they meant by here.  Most of them just looked at me like I was nuts.  After attendance I asked the whole group if anyone could guess why I was asking that and then moved into the objective for the day- define what location means in Geography.  Most of the time though I don't get that creative!  I will be totally honest- most of the time I just point out the posted objective and either ask someone to tell me what we are going to be learning or read it aloud.

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I haven't had much experience doing a lesson hook so far. Looking into the future, I would like to try to hook my students with a random fact.
For example, if we were learning about cells in 7th grade science, then I would use a fun fact or question about the cell. A golgi apparatus sounds like a weird food but did you know...

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I plan to be pretty straight forward with my students. I will put on the board what the plan is for the day, and then why it is important for them to know that information. They need to know the why or they won't really care if they learn it or not.