1. Checking for Understanding in Creative Ways

2. Mind Map
Create a mind map that represents a concept using a diagram-making/mind- mapping tool (like Gliffy/Draw Anywhere). m/
here.com/

3. Frayer Model/Graphic Organizer as Concept Map

4. Advertisement
Create an ad, with visuals and text, for the newly learned concept.
Ask students to customize their ad to include certain content-related vocabulary.

5. the COUNTERCLAIM PARAGRAPH!!!
Want something
to make your
argument stronger?
You need me…
the COUNTERCLAIM PARAGRAPH!!!
I can help you show
the opposing viewpoint,
the reasoning behind it,
and why it isn’t quite up to snuff.
I will give you a
chance to offer a
REBUTTAL that drives
home your point.

6. Use an online assessment tool like Flubaroo to assess and grade!
- 3-minute tutorial

7. The 60-Second Paper
Ask students to describe the most important thing they learned and identify any areas of confusion in under a minute. 
Extension – Turn it into a contest  let each row/small group choose which is best and then have class choose top paper = one that most thoroughly and succinctly covers all necessary concepts.

8. Student-Created Study Guide
What are the main topics, supporting details, important person's contributions, terms, and definitions?
Have students work independently to create study guides for sections/chapters.
Extension: let students work with small group to assimilate questions from students’ individual study guides to create one for a section of learning, to insure all learning is covered.

9. Double-Entry Notebook/Intrigue Journal - in response to reading assignment
Create a two-column table. Use the left column to write down 5-8 important quotations. Use the right column to record reactions to the quotations (connections to self/real world, why it was interesting/resonated with them, etc.).
List the five most interesting, controversial, or resonant ideas you found in the readings. Include page numbers and a short rationale (100 words) for your selection.

10. 5 Words
What five words would you use to describe ______? Explain and justify your choices.
U.S.’s Involvement in WWII
retaliation – dropped bombs on Hiroshima and Nagasaki
liberators – freed prisoners of concentration camps
supporters – women worked in factories; some even served
in the military

11. Acrostic Give students a key word/concept from
the lesson. They must then write a detail
or descriptor that starts with each of the
letters of the key word/concept.

12. You Be the Teacher
Create a student answer sheet with one or more problems/items done incorrectly. Let students check and correct.

14. Twitter Post
Define/Explain _______ in 140 characters or less.

15. Letter to Absent Student OR Written Transcript of News Story on Day’s Lesson
Have students write a letter highlighting the major concepts presented that day to a student who missed the day’s class. OR
Have students write a news story about the day’s learning that an anchor/journalist might deliver.
*** Make sure to specify criteria to be included (e.g. major concepts, common misconceptions, real-world applications, etc.)

16. Application Cards
After teaching about an important theory, principle, or procedure, ask students to write down at least one real- world application for what they have learned to determine how well the can transfer their learning.
Quickly read once through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class.

17. Revisit an Anticipation Guide
Begin class with an anticipation guide
that addresses major concepts and some
common misconceptions.
Then have students revisit it to compare initial responses/thought with responses/thoughts after instruction to insure concepts are understood and misconceptions have been avoided.

18. Comic Strip
Use a comic book creation tool like Bitstrips to allow student to represent understanding of lesson’s major concepts.
How to Video Clip - Bitstrips.com
Bitstrips for School Printable Activity Book y_Book.pdf

20. Color Cards - Green, Yellow, & Red Turn-in Boxes – To help students self-monitor
Green = I got this and could teach it to someone else.
Yellow = I mostly understand but could use a little more practice.
Red = Help! I’m confused/don’t get this!
Pair this with any individual student assessment activity to promote a student’s awareness of his/her level of understanding
***Helps you immediately target students who need assistance and students who might serve as peer tutors

21. MIX IT UP!

22. Power Writing: The students are given a topic word/phrase. In response they are to write as many words or as long of a list as possible in 2 minutes. The student with the most words/longest list reads it out loud (and gets a bonus point).
Hot Seat:  Use problems needed to emphasize a concept or strengthen accuracy. For closure, structure the class this way: 1 student from each team is in the “hot seat” at the front of the room facing the others, (their answer is worth 2 points) and the rest of the students are working very quietly as a team (their collective answer is worth 1 point). Answers are checked as each student/team finishes. Bonus points to the team with the most points at the end.
Reciprocal Teaching: This is especially good with vocabulary. The last few minutes of the day are used to go over definitions of words for the chapter/lesson.
Modified Carousel: Take problems, copy them and put one per page on a piece of construction paper. Students work as a team, but on their own papers to solve the problems, spending 3-5 minutes per problem (depending on the kinds of problems). Pass the problems rather than have students move. Circulate and check solutions. If a team gets the problem correct, the recorder gets a stamp on their paper. If not, allow the team to go back and fix their work (if they have extra time) after the next problem is passed and solved. Bonus points can be awarded for the winning team. This gets everyone involved and working, especially the day before a test.
Pairs Check: Pick a topic covered today and do a quick review with 2-4 problems.

23. Hot Seat
Use problems needed to emphasize a concept or strengthen accuracy.
For closure, structure the class this way: 1 student from each team is in the “hot seat” at the front of the room facing the others, (their answer is worth 2 points) and the rest of the students are working very quietly as a team (their collective answer is worth 1 point). Answers are checked as each student/team finishes. Bonus points to the team with the most points at the end.