A. "Strategies for Vocabulary Instruction" (post) outlines some appraoches to "domain-specific, Tier 3 vocabulary terms ... in complex science texts [that] can present a major comprehension obstacle for students."
A. "Engage Learners with Bell-Ringer Activities" (post) introduces a variety of warm-up or "entry ticket" activities, "simple 5- to 10-minute task[s] students complete as soon as they walk into class, allowing the [instructor] time to attend to other business (such as taking attendance)."
- The text elaborates a variety of prompts and activities and lists helpful tips.
a. "The main purpose of a bell ringer is to help teachers and students prepare for the upcoming lesson."
b. "To design a bell ringer':
1. "Open Lessons with a Bang" (post) lists some quick and easy "anticipatory set" activities (a.k.a. hooks, leads, advance organizers, set inductions, etc.) instructors can use "to prepare students for the lesson by setting the students' minds for instruction."
1. "Flipping Foundation" (post) outlines an easy-to-use, reading-based, active-learning activity "to help learners improve their critical thinking skills."
- "As we consider the need for writing test items at the application and analysis level (key strategy for creating effective exams), it is essential to teach in that way as well."
- "It is not appropriate to test at the application/analysis level (crucial to assess critical thinking ability) and teach at the knowledge and comprehension level."
2. Preparation: Before Class