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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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Using warm-ups for many different purposes, including developing relationships, making connections to prior learning, and frontloading.

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We use Amplify pre-assessments, critical juncture assessments to assess students' prior knowledge and help to determine students at risk. This will help us inform our instruction.

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I plan to use Google Forms almost daily at the end of each class for a check for understanding formative assessment, 3-5 questions. I like the bar graphs that shows the class median score; it provides instant evaluation of whether or not students learned the lesson.

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Giving the students some warm-up activities to activate their prior knowledge.

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Have one table expert teach the next table after a group discussion for a specific prompt. Next time, choose a different table expert.

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I like to tie the warm up question to something relevant to current events, especially something that is in their world (young people). Sometimes it's not related to the unit we are currently on. For example, wildfires and climate change.

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Use Amplify resources (Ch. 4 for units) to make sure their are two possible answers

Encourage students during their research to make sure claims are "evenly" argued

Explicitly promote certain pieces of evidence to diversify thoughts and claims

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Interactive group discussions helps students to learn and use key concepts, vocabulary words, and collaborate with each other.

Learn from others. Even though they are not participating but listening to others- gives an opportunity participate by hearing from others. ELA and all learners students benefit from these activities.

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Students make a comic strip style drawing that allows them to express what they learned about the driving question. I give them wide leeway on what to draw/write.

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Have students attempt a problem or answer a question on an index card anonymously, and then I collect them. I quickly scroll through and find ones with common mistakes, and then share with the class and celebrate the mistake.