Idea #1

Check Your Windshield (A) Clear? (B) Buggy? (C) Muddy? Take a minute and reflect on your understanding of ______________________. (A) Clear? (B) Buggy? (C) Muddy? In the moment check for understanding. Insert this slide periodically into your lessons. Students use pointer tools/whiteboard/polling to indicate clarity on topics by designating themselves as: Clear, Buggy, or Muddy.

If you are… Clear: Check out this extension/enrichment (website/activity/resource)! Buggy: Check out this (website/activity/resource) for extra practice! Muddy: At the end of class, sign up for a time to work on this topic with [name of teacher]. Students go to the content or action that fits their current level of understanding. You can edit the next steps as it suits your course and class!

Idea #2

How’s the pace? (A) Yes! Losing me (B) Just right (C) It’s dragging Do you need more time to work on or to understand ______________________? (A) Yes! Losing me (B) Just right (C) It’s dragging At an appropriate point in the lesson, see if students need more time with the material or are ready to move on. You can then adjust or differentiate based on their responses.

If we’re going… Too fast: Stay in the main room to go over the material again. Just Right: Jump into Breakout Room 1 to discuss/practice what we’ve just talked about with your group. Too slow: Jump into Breakout Room 2 to learn more about this topic! Be ready to report back to the class. Students go to the content or action that fits their current level of need. You can edit the next steps as it suits your course and class! Create two breakout rooms- one with additional practice, group discussion, or the day’s homework and one with enrichment, a chance to work ahead, or an assessment. If you choose assessment and they do well on it (something that is automatically graded), they can leave early. Group B has to return to the main room to be assessed after they’ve practiced.