Activities to use before the official start of a class period, during "house keeping" such as attendance, lunch count, handing back homework.  Examples would be posing a compelling question, answering five or fewer math problems, responding to a piece of art work, working in small groups to solve a puzzle.  All activities should relate to prior lessons and skills so that they can be done independently. Can be used to evaluate the degree to which skills have been learned or a review to prep for new learning.

Questions asked at strategic places in the lesson to ensure students are capable of demonstrating the skill or applying the knowledge required in the objective(s).  Bloom's Taxonomy is used to create levels of thinking.

Lessons are taught by the teacher through a variety of ways in order to drive the information home to the student. The lessons could be taught through lectures, activities, etc.

If you have classroom access to the Internet, use an electronic chat or newsgroup to elicit student response to your questions.

An activity that provides students the opportunity to grasp and development concepts or skills and requires teachers to monitor student progress. Work assigned to students during the class period; to be completed with the assistance of peers and the teacher.

Work assigned to students after they demonstrate proficiency.  Students should be capable of completing the work without adult or peer assistance.

Focus and rationale of lesson, i.e. cognitive level of goal and/or whether the lesson objective is being Introduced, Developed, Mastered or Practiced.  Also known as Objectives.

Modeling, guided practice, direct instruction, checking for understanding within small groups, large groups, differentiation, and cooperative groups.

Interview students about their thinking as they solve problems. This metacognitive strategy works well during guided practice or in the laboratory when using rotating labs.

Anticipatory Set or Building Background Knowledge for the objective(s) in the lesson.  An opening Activity, i.e. anticipatory set, hook, background information.

Refers to the Common Core Power Standards and the Illinois Learning Standards upon which the Geneseo CUSD#228 curriculum is written.

Includes any items, websites, materials, texts, people necessary to provide learning experiences for students to execute the lesson objectives. Technology, reference materials, textbook, projection devices, EBooks, Internet resources, videos, and podcasts.

Demonstrating an assignment or an activity for the class before asking students to complete it.  For example, a  teacher showing the students what they should do by doing it him or herself.

• Linguistic intelligence ("word smart")
• Logical-mathematical intelligence ("number/reasoning smart")
• Spatial intelligence ("picture smart")
• Bodily-Kinesthetic intelligence ("body smart")
• Musical intelligence ("music smart")
• Interpersonal intelligence ("people smart")
• Intrapersonal intelligence ("self smart")
• Naturalist intelligence ("nature smart")

Throughout your lesson, ask students to demonstrate their understanding by answering prompts in their science notebooks. Teachers can scan student responses as they move through the class. If few are writing, then it is likely that few understand.

A method of teaching that is based on an actual situation. The simulation is designed to replicate a real-life situation as closely as desired and requires that the students assume roles, make decisions and solve the problems inherent in the situation.

Provide students with time to write a response to a thought provoking question, then additional time to discuss it with their neighbor before sharing their conclusion with the class.

Provide several possible answers to a question, then ask students to vote for by raising their hands, or by using electronic clickers, or personal wipe off boards.