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When students seem to be flagging in their energy and enthusiasm, I start a quiz that has the left side of the room compete with the right side of the room.  Random maths-related questions - basically times table or mental arithmetic, but I don't call it that. Just get them to put up their hand if they know the answer.  Differentiated by making some questions very, very easy, and some harder.  Questions can be on topic just covered in class eg. fractions, but getting them to work it out in their head.  Or guess if they aren't sure.  If someone isn't sure of the answer, I will also allow them to call on a team mate to back them up i.e. help them out.

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Students list the five most important concepts they have learnt/already know in relation to a topic.  They then share their list with another student, they combine their lists, choose 5 and then rank them from most to least important. Each pair reports back to the class and explains why the top one was the most important to them.

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Using a variety of activities to check in on students learning and engagement such as 'I have, who has'.

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Every Monday morning session one, my students share their 'peaks and valleys' of their weekends. Without much effort they are working towards their Oracy for Self Expression outcomes, building their confidence to share to a large group and getting to know each others interests.

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Write 5-6 words of key terminology- Current class topic. All student expected to write a sentence using 2/3 of the words to show their understanding of topic. Prior advice that I will call on some- 3 or 4 to share their sentence.

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Students use parlez (online discussion tool) to write their responses to particular questions/ may include a paragraph of creative writing. Their name appears as a pseudonym. Other students read post and can provide more feedback/responses: I tell students they must comment on at least two other students' work.

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Students are given a large choice of research tasks for a CAT. This allows them to follow their interests and hopefully lead to more investment in the quality of their work.

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Trialled something new today... If students are confused with a concept (or disengaged), I asked them today to ask another student for help to explain a particular question BEFORE coming to me. The person they asked was not allowed to give them the answer - rather, they had to explain how to go about answering the question or what to consider. Students seemed to benefit from this and asked their peers numerous questions - possibly making them more confident to ask questions out loud. Also helped those answering to refine their knowledge.

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Quick research and brainstorm - if i am starting a new topic and want some thinking beforehand I get students to do a 5 minute google search and write down 3 things that they have discovered about the topic either for homework or at the beginning of the lesson. We can then share these discoverings in a mind map or other organiser.

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Using 'I have' 'you have' cards and get students to find their matching terms.

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Allow students to develop their own project goals.

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Create a continuum: when a topic is brought up that is contentious, either relating to humanities, persuasive issues, texts, etc, students are required to position themselves on a line that is laid out in the class, usually there are numbers on the line and a neutral point of reference.  It's a very good springboard for discussion, especially for students to provide evidence for their views.

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"Turn and Talk" - can be about what we have just read, views on the topic for the lesson etc. Once done - share what they have come up with. Allows people to discuss on one level with peers and explore thinking, and if comfortable, share with the whole class on another level.

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JigSaw Brainstorm.
Students are split into 5 - 6 groups and each is given a blank page with a question about a specific topic. The group is required to put as much information about that question as possible in a short time. Each group then rotates and adds to the next page. Once each group has moved through each question they return to their first page and read how the responses have developed from their initial thoughts.

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Allow students to choose how they engage with the reading - some will choose to read to themselves, some will prefer to be read to (with discussion and definition), some will prefer to use headphones to listen to a recording of the reading.

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I ask random questions across the room to specific students, if someone is too vague I know to check in with them. This has uncovered a few of my more passive students trying to hide, one of whom detests writing so he tells me his responses and I type for him into a shared doc.

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I ask students to give a score out of five using their fingers during independent work. 5 fingers represents a very confident learner, all the way down to 0 meaning they haven't even begun. This allows for a quick check to see how the entire class is feeling. I also remind students that if they are under a 3 - they need to take action. They might ask for help, relook over the instructions/WAGOLL/resources or even ask for a quick brain break. It helps to remind all students that they need to be aware of their confidence and engagement level and that they can take steps to improve it.

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I used the 1, 2, 4 protocol that we learnt about a few weeks back. It worked really well by getting students to discuss why one definition was better than another. They had to give reasons and it forced them to ask questions. It also stopped them copying the definition straight from the textbook. It gave all students a chance to be successful and come up with a solid definition. It also helps students see the benefit of collaboration. IE: effective learner trait - "collaborates, shares skills and knowledge"

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"No hands up" discussions. Students are called on - always with warning. EG: "Okay - you have 3 mins to think about this and I will call on 4 people to share - No hands up. Go"

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I teach a 'No Opt Out' strategy for answering questions in class. I teach the students that it's ok, and in fact encouraged, to say 'I don't know' in answer to a question. But! They must follow this with something else like: 'I'm not sure but maybe...' or 'Can I have more thinking time?' or 'Can I ask someone else to help?' or 'Can you repeat/rephrase the questions?' or 'Can you show me where to look for the answer?' This ensures every students is aware that they need to be part of the classroom discussion/conversation, but they also know they will be supported.

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Also ties in with differentiation, but I use "open ended" projects/CATs. Students come up with a proposal explaining what they wish to do/achieve and proceed with this once their project has been "approved"

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Three-step interview: Make groups of three after a lesson. During a 5 to 10-minute interview, the interviewee will quiz their classmate on the LI and SC they just learned, while the notetaker records the conversation.

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Quick Write: Have students write down their thoughts and questions in relation to the work we are learning in class. Before, during or at the end of the lesson students can complete a 5-10 minute quick write where they write down their thoughts about the lesson or any questions they may have. Remind students that one of the aims of the activity is to be writing for the whole time, rather than quickly writing something and then sitting there doing nothing for the rest of the time. It encourages them to reflect and think more deeply on the material. Some quick writes can include:
-I was successful today because...
-I was an effective learner today because
-Link it back to the LI and SC
-Today I realised...
Students can share with one another and I also cold call on students to share their response. This way they all know they have to do the quick write and be ready to share their work.

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True/False Statements: Create 5 or so controversial statements around the topic you are covering. The more extreme the better, and then have students work in groups to decide if these are true or false, they have to be unanimous, and then give reasons for their choice. This task allows students to discuss and share thinking on the topic, while using collaboration skills. Students can learn from each other and verbalise themselves prior to completing a written task if you like as extension. The teacher can move around the room and pose questions to prompt thinking and clarification.

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Magnetic Quotes - Students read quotes/statements or ideas about a key topic, which are posted around
the room. They then move to stand by one that interests them and brainstorm with peers their thoughts and ideas about the quote/statement and any wonderings and questions they have. (Read, Think, Wonder)

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For making a shared definition in a classroom group, I sometimes use the 1,2,4, (or 1,2,4,8) routine; whereby each student initially comes up with their own definition. Then they pair up and discuss a definition by comparing both of their own definitions and agreeing on one shared definition. Then this process is undertaken again in groups of 4 (and again again 8 if appropriate). The final definitions would be submitted to the class for a final refining process. This supports all students to have voice and agency in the activity, and removes the issue of the loudest voice (or the first person with their hand up) getting more of a say than other students. The parameters of the activity allow for students to be supported and cognitively engaged in the process.