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 Name Name

Name Name Name Name

Name Name Name Name

Name Name Name 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:ClearBuggyMuddy

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)

Definition Picture Example

Examples Non-Examples

Concept/KeyWord

Interactive Discussion

Agree Neutral Disagree

Explain your position here and label with your initials.