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Students are being asked questions randomly. Everyone has to be prepared to answer. 

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Students are being asked questions randomly. Everyone has to be prepared to answer. 

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True or false, no wrong answer just tell me WHY!

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True or false, no wrong answer just tell me WHY!

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Create allowance for perspective and experience to be acknowledged.

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Create allowance for perspective and experience to be acknowledged.

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Asking follow up questions to the students instead of feeding them the answers.

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Questions broken down into steps and positive praise after the questions
- Barnhart

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Emphasizes for other students to respect and listen when other students are talking 

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Emphasizes for other students to respect and listen when other students are talking 

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-Amanda Baldwin

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Students know the routines (e.g., think tank) and all start doing it immediately when asked and seem engaged. 

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Students know the routines (e.g., think tank) and all start doing it immediately when asked and seem engaged. 

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Use of bracelet to visualize circumference 

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Use of bracelet to visualize circumference 

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Positive reinforcement and high expectations. You can tell his kids are bought into the routine.

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Positive reinforcement and high expectations. You can tell his kids are bought into the routine.

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-Jesse

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Encouraging. "what do we we like about their answer?"_Sis

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Encouraging. "what do we we like about their answer?"_Sis

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Allows for entitlement in students own learning through small group discovery and discussion.

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Allows for entitlement in students own learning through small group discovery and discussion.

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"What do we like?" --> referring to student's work on board, allowing students to informally evaluate/validate peers' responses instead of only teacher

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"What do we like?" --> referring to student's work on board, allowing students to informally evaluate/validate peers' responses instead of only teacher

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Positive praise,

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Responds to student misunderstanding in a positive way- by building upon those ideas and clarifying with questions

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Responds to student misunderstanding in a positive way- by building upon those ideas and clarifying with questions

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-Amanda Baldwin

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Clear directions and expectations. (Teresa)

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Clear directions and expectations. (Teresa)

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Relating the content to a snap bracelet (something sts can relate to)

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Multiple opportunities to get the answer, but does not put it negatively to students. Instead offers further thinking.

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Multiple opportunities to get the answer, but does not put it negatively to students. Instead offers further thinking.

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- Students discussing their answers without teacher "expertise"
- Short discussions

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Clear instructions positive praise. His system to answering questions with a deck of cards is engaging  - Diana

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Clear instructions positive praise. His system to answering questions with a deck of cards is engaging  - Diana

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- Circling back (at least appears to be)

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Students are naturally discussing their answers. 

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Students are naturally discussing their answers. 

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The essential question or objective can be seen on the board behind him

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The essential question or objective can be seen on the board behind him

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Work is shared and feedback given full class

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Work is shared and feedback given full class

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The engagement in the activity and exercise helped them demonstrate mastery. -Jesse

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The engagement in the activity and exercise helped them demonstrate mastery. -Jesse

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Students have the opportunity to share their ideas

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Students have the opportunity to share their ideas

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Using a fair and random calling system for the students

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Using a fair and random calling system for the students

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There was a lot of established accountability in the classroom. (Cards, call and response, cold calling and explaining their responses.) -Jesse

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Students use academic language

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Focus on explanation rather than right/wrong binary

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Focus on explanation rather than right/wrong binary

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Students feel comfortable sharing their answers, regardless if they are correct or not. 

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Students feel comfortable sharing their answers, regardless if they are correct or not. 

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Calling group discussions the "Be heard Discussion" - promotes a positive spin on group work

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Calling group discussions the "Be heard Discussion" - promotes a positive spin on group work

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There is a clear objective for the day and schedule that outlines the activities that will work toward meeting that goal on the board for students to refer to throughout the lesson.

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There is a clear objective for the day and schedule that outlines the activities that will work toward meeting that goal on the board for students to refer to throughout the lesson.

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Students are showing multiple pieces of evidence of their knowledge

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Students are showing multiple pieces of evidence of their knowledge

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Oral discussion , Written Discussion, Community Understanding being built on the idea of circumference - King
.

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Able to tangibly identify students progress.

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Able to tangibly identify students progress.

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Asking students speculate / defend answers then discuss reasoning in groups

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Asking students speculate / defend answers then discuss reasoning in groups

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- Barnhart

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Students all had a chance to think on their own for the think tank and then an opportunity to defend their answer

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This is clearly a thoroughly thought out lesson and the level of preparedness is exemplary. 

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This is clearly a thoroughly thought out lesson and the level of preparedness is exemplary. 

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-Amanda Baldwin

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Love the "Think tank" paper. Also clear directions.

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Recognizing and affirming good ideas during discussions - Sevilla

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Recognizing and affirming good ideas during discussions - Sevilla

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Real life examples relevant to the lesson

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Real life examples relevant to the lesson

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Real world connections-wrapping present fro grandma

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Real world connections-wrapping present fro grandma

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clear expectations and directions

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Cold calling with cards on table in hand (I've tried this) so not even the teacher knows who will be called on next. EVERY student needs to be prepared to answer.

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Cold calling with cards on table in hand (I've tried this) so not even the teacher knows who will be called on next. EVERY student needs to be prepared to answer.

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- Beckman

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The teacher doesn't offer easy answers. They push all students to be prepared to own their learning and are accountable to foster learning among themselves (ex. cards to call on students, discussions & "Think Tank" with peers).

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Learning centered around consistent discussion, holding students to high expectations in discussion etiquette.

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Students explained their responses (strategy) - Jesse

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Students explained their responses (strategy) - Jesse

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Using randomized way of asking for student participation, makes sure all students are ready to answer

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"You get something down on your own before you start talking."

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"You get something down on your own before you start talking."

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With the fast pacing, I don't feel like all students are able to be responsible for learning.  One student answers a question and it moves on so fast.

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With the fast pacing, I don't feel like all students are able to be responsible for learning.  One student answers a question and it moves on so fast.

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Pushing students to think and analyze without giving out the answer right away

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Pushing students to think and analyze without giving out the answer right away

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- Katy Fievet

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Students answering questions with their own words and examples, the instructor gives feedback. - Ted

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Students answering questions with their own words and examples, the instructor gives feedback. - Ted

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When teacher asks group how they got to an answer, he makes sure everyone in the group helps answer.

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Every student is engaged which is demonstrated by the can activity and when he asked "true or false and explain why" most of the class raised hands.

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Every student is engaged which is demonstrated by the can activity and when he asked "true or false and explain why" most of the class raised hands.

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- Beckman

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"What do you need to know and how will you find it?"

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"What do you need to know and how will you find it?"

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The task is getting students to really explore what they already know in order to get to a desired result.

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Allowing the class to hold onto their think tank papers as a resources.  Showing kids its ok  to utilize resources and information rather then trying to memorize/retain on the fly in fast paced class.

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Allowing the class to hold onto their think tank papers as a resources.  Showing kids its ok  to utilize resources and information rather then trying to memorize/retain on the fly in fast paced class.

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Occasional comments, examples used demonstrate a relationship with students and comfort around students. Gives him some room to do certain management things that may have negative connotations otherwise (probable male privilege contributes as well)

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Occasional comments, examples used demonstrate a relationship with students and comfort around students. Gives him some room to do certain management things that may have negative connotations otherwise (probable male privilege contributes as well)

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"Stop where you are, that's where you need to be."

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"Stop where you are, that's where you need to be."

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Helping students create their own resources to utilize later.

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Helping students create their own resources to utilize later.

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-Katy Fievet

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Lots of independent practice and opportunities to explain with partners or groups.

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Lots of independent practice and opportunities to explain with partners or groups.

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-Katy Fievet

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Students are using specific vocabulary- Diana

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Students are using specific vocabulary- Diana

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"Good. How did you do that?"

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Tasks and shapes are being related to each other

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Tasks and shapes are being related to each other

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Rectangles to cylinders, Circumferences to 3D shapes, etc.

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Students come up with their own strategy for solving the problem, and write it down in advance. - Ted

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Students come up with their own strategy for solving the problem, and write it down in advance. - Ted

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Stack of cards.  Students know they are all expected to participate.

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Ability to explain lesson to "absent kid"

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Ability to explain lesson to "absent kid"

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Variety of ways to learn (individual, partner, from teacher)

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Variety of ways to learn (individual, partner, from teacher)

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He uses examples students may know to relate to the content