Turn and

• Pose a question, scenario, what if statement… to the class

• Ask students to talk to their “elbow partner” about the question

• Circulate around the room to listen to the discussions

• After allowing time to discuss, randomly call on students to share their thoughts

• Pose a question, scenario, problem, what if statement… to the class

• Ask the class to write about this in their journal/ interactive notebooks

• Circulate around the class to read what is being written – mark student journals when they have answered in a way that demonstrates understanding

• Have students with marks share and allow others to add to their journaling

• Pose a question, scenario, what if statement to the class

• Have students pass notes at their table discussing the question

• Circulate around the room reading some of the notes to assess understanding

• Randomly select students to share what their group discussed

InkThink and Silent Discussion

• Pose a question or problem with possible answers to the class

• Have students use the turning points technology to select an answer

• Discuss the responses given• Discuss the data in order to

reinforce statistical learning objectives and allow students to draw conclusions

Synectics(Simile summary)

• After discussing a concept, ask students to create a simile, analogy, or metaphor of their understanding

• __________ is like ___________ because…

• As a modification, give students pictures or objects to compare the concept to

• Circulate around the room to assess student understanding of the concept

• Randomly select students to share their similes, analogies, or metaphors

Turning Points

Whiteboards (Turning Points with no technology)

• Pose a question or problem to the class

• Have students reply on whiteboards• Have students hold up whiteboards

to check for understanding

(if you don’t have a class set of whiteboards, cardstock in a sheet protector works the same

way)

• During the last 5 minutes of class, have students demonstrate their understanding of the day’s objective on an index card (or other small piece of paper)

• Collect index cards as they leave the class

• Use the data to determine if a re-teach is needed or to create small group instruction for the following day

Slips

• As students enter the classroom, pose a problem, question, or scenario related to the day’s learning objective

• Use the information to assess students prior knowledge

• Randomly select students to share their responses

• As a modification, provide students with a pre-worked problem from previous learning; students must determine if the problem is worked correctly and identify any possible errors

Think – Pair – Share

• Pose a problem, question, or scenario to students

• Give students a few minutes to think about or solve the problem (having students write their thoughts will ensure participation)

• Pair students up to discuss their thoughts or solutions

• Circulate around the room as students are discussing

• Choose students at random to share their ideas with the class

Slips

• Create an illustration of a word, concept, or as a summary of a piece of text

• Add a caption to the illustration

Conferencing

• While students are engaged in practice, circulate around the room conferencing with students

• The conversation can start with a question as simple as, “So how’s it going?”

• Note if the student has any misconceptions or incorrect understandings of skills or concepts for small group instruction

Picture It!!

4 Corners

• Label the 4 corners of the classroom with the letters A, B, C, or D (or 4 words or concepts)

• Pose a question to the class and have students move to their answer choice

• Have students discuss why they chose the answer and their solution process; as students listen to their peers reasoning they may choose to move to a different corner

• Circulate around the 4 corners listening and clarifying misconceptions until all students come to a consensus

Card Sorts

• Have students work in pairs or small groups to sort cards into “pre-picked” categories or “student picked” categories

• Encourage students to discuss their ideas as they agree/disagree on which categories to place each card

• Circulate around the room listening to students ideas and misconceptions

• Provide students with a recording tool, if necessary

Traffic LightCups

• Students place color cups on their desk to signal their level of need

• Use during group work to signal the teacher when help or feedback is needed.– Green Cup – group is proceeding and no

assistance is needed– Yellow Cup – students are continuing to work, but

need teacher assistance– Red Cup – group is stuck and cannot proceed

without teacher assistance• Teacher is constantly moving around the

room monitoring groups and providing assistance, when needed

3 – 2 – 1

• Students respond in writing to three reflective prompts

• Teacher uses information to assess how well the learning goals were achieved and what topics may need a re-teach or small group instruction

• Prompts should be changed periodically • Sample:

– Three key ideas I will remember– Two things I am still struggling with– One thing that will help me tomorrow

TEN – TWO

• Reflection strategy• After ten minutes of instruction (if the

flow of the lesson is not compromised), give students two minutes to reflect on, process, or practice what they have learned

• Teacher circulates around the room determining struggles and misconceptions that students may have

Human Scatterplots Front of room

Low -------------------------------------------------------------- High Confidence in my response

• Teacher creates a grid in the classroom as shown above

• Students respond to a question by moving to a position on the “floor graph” that corresponds to their choice and how confident they are in their choice

• Teacher and students have a “snapshot” of the class’ understanding and confidence level

• Modification: Create the same grid on paper, have students initial “hot dots” and place on the paper

A

B

C

No – HandsQuestioning• Students are not permitted to raise

their hands when a question is asked• All students are provided an

opportunity to think about or solve the problem while the teacher practices wait time

• Teacher “RANDOMLY” calls on students

• Teacher continues to practice wait time between responses to allow students time to think about whether they agree or disagree with a student’s response

FIRST

• Higher order questioning technique• State the “FACT” first and ask

students to explain or elaborate on it• Utilize wait time• Randomly select students to share

their understanding