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

Strategy

Methods for randomly calling on students

Tape to desks

Write student names sticks/clothespins

Assign each student a number and use the random number feature

Have each student fill out a card with name and interests

Sample Activity

Use any combination of numbers from the die, multiply, add, subtract, etc.

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)

FRACTIONS

Have students show their understanding of fractions by writing _____ on their boards

8Write a numerator that makes the fraction: •Less than ½•Greater than ½•Between 1/3 and 1/2 •Greater than 1

Make questions open-ended

Strategy Sample Activity

• 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

LINEAR EQUATIONS

After teaching about parallel and perpendicular lines use the following exit strategy

Have students write 2 linear equations:

• Parallel to y = -2x + 7• Perpendicular to y = -3/4x + 4

*question is opened

Slips

Strategy Sample Activity

• 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

CHECK MY WORKHand each student an already worked problem from previous material. Students must determine if the problem is worked correctly and if not, find where the error occurred and fix it.

Example: 52 - 3(5+1) + 7 • 6 25 - 3(5+1) + 7 • 6 25 - 3(6) + 7 • 6 25 - 18 + 7 • 6 7 + 7 • 6 14 • 6 84

Slips

Strategy Sample Activity

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

• Add a caption to the illustration

Picture It!! Draw a picture showing the relationship between SIMILARITY AND CONGRUENCE

Strategy Sample Activity

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

CLASSIFY ME!

Label 5 areas of the room with the words quadrilateral, parallelogram, rhombus, rectangle, and square.

Show students various pictures of marked quadrilaterals. Students should move to the area of the room that best classifies the shape. Students should discuss their choices and reach concensus.

Strategy Sample Activity

Students are working in groups conducting a probability experiment

Conduct 20 trials of the following:

• Flip 1 coin and roll 1 six-sided die• Fill in the table with the results of your

experiment.• Compute your experimental probability of

flipping a head and rolling a 2• Compute the theoretical probability of the

same• Compare

Use the cups to signal for help and signal when your group is complete with the activity

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

Strategy Sample Activity

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

StrategySample Activity

How confident are you?

A

B

C

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

Place the above diagram on the board. Give each student a “hot-dot” and post the following question:

The length and width of a rectangle are doubled. What effect will this have on the area of the rectangle?A: The area stays the sameB: The area is doubledC: The area is quadrupled

Have students initial and place their hot-dots to show their answer and confidence level. Have students determine what the scatterplot means regarding the class’ understanding. Discuss.