3 Minute Pause The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience… Examples of prompts… I changed my attitude about… I became more aware about… I was surprised about… I felt… I related to… I empathized with…

Analogy Prompt This quick activity will help students in identifying patterns, making comparisons (DOK Level 2) and explaining responses with evidence (DOK Level 3). This is a great activity to use with Google forms or socrative.com Concept/idea/principle is like __________ because __________.

Decisions, Decisions with moveable names Two sides, give prompt, students move their name to one side or other. Call on someone to share their opinion from each side. Then let students decide if they want to change sides. Variation of moveable names and cold call

Matrix Characteristics Tax Base Example #1 Property Tax Example #2 Income Tax Who is taxed? Tax burden? (Fairness) Cost of Collection? This is a 2-dimensional diagram, to organize information and illustrate relationships. Row/column headings are given, but cells are left empty. This strategy assesses the ability to recall content (DOK level 1) and display skill in organizing information (DOK Level 2).

Two Roses & a Thorn with Google forms Students name two things they liked / learned from a chapter or lesson and one thing they still have a question about. Google forms would be a great platform to use this strategy.

Answer the LEQ Have students answer the essential question of the unit based on the specific objective / instructional outcome presented in the lesson. Can be done verbally or written. If verbal, use the cold call and no opt out strategies of engagement. If written, use waterfall, Google form, socrative.com, etc.

Quick Write Waterfall Students respond to an open ended question/prompt by writing down what ever comes to mind. Tell students how long they have to write in the chat (2-5 minutes). Wait for signal from teacher and then “waterfall.” Possible ideas include: summarize, predict, interpret, compare, draw conclusion, etc.

Twitter Board

3-2-1 Summarizer with Google form This is a great exit ticket exercise. There are multiple variations to this activity such as: 3 facts, 2 questions, 1 personal connection 3 Recall, 2 Skill, 1 strategic thinking based on Webb’s Depth of Knowledge chart (as shown on this page)

Twitter Poll (twtpoll.com) Create an exit ticket, multiple-choice format question and create a Twitter poll.

Student FA Grid Name

Name:DIRECTIONS: Practice & Assess

Today’s REAL LIFE Application Important Concept of the Day: How Can I Apply This to “Real Life”?

Check Your Windshield Take a minute and reflect on your understanding of ___________. Are you: Clear Buggy Muddy

Higher Order Thinking Verbiage for Use in Questioning Remembering: define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: appraise, argue, defend, judge, select, support, value, evaluate Creating: assemble, construct, create, design, develop, formulate, write.

Exit/Admit Tickets Exit Slips are written responses to questions the teacher poses at the end of a lesson. They should take no more than 5 minutes to complete and are “collected” as students leave the virtual classroom. The teacher can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept and should be assigned follow-up sessions.  Admit slips are exactly like Exit Slips, but they are done prior to or at the beginning of the class. They are particularly useful if the teacher is using an “inverted lesson” format.

Elluminate Style Think, Pair, Share Group students (randomly or purposefully) in pairs in breakout rooms to execute the brick and mortar style think, pair, share.  REMEMBER: Think-Pair-Share is a summarization strategy that can be used before, during, and after a lesson. The activity involves three basic steps. During the "think" stage, the teacher tells students to ponder a question or problem. Finally, students are called upon to share with the rest of the class.  If think, pair, share is executed properly, “cold calling” students can yield substantive responses.

Constructed Writing in Math Teachers encourage students to put math in writing:  What is the problem about?  What am I supposed to find?  Explain my process in detail using transition words in a template.  Close with, “My answer makes sense because…”

One Minute Papers  In its basic format, the instructor takes the last three minutes of class and asks students to write down short answers to two questions:  What was the most important point made in class today?  What unanswered question do you still have?

Quiz/Polling  Use the quiz and polling features in Elluminate to create quick quizzes for students.  Hide responses so that students are forced to use their own knowledge.

In My Own Words… In my own words…

Restate the question in your own words Identify your plans. What approach will you use? Solve the problem. Show your work. Show how to solve it another way OR explain your thinking. Quadrant Solving

Frayer Model #2 (with picture example) DefinitionPicture Example ExamplesNon-Examples Concept/Key Word

Interactive Discussion Agree NeutralDisagree Explain your position here and label with your initials.