Learning research shows that asking students to use their existing knowledge to make predictions before they are taught new course content can increase student learning. Take a few minutes at the beginning of class to active their prior knowledge! 

–Small Teaching (Lang, 2021) 

Have students engage in retrieval practice to improve retention. Use a low-stakes 3-question quiz at the end of class to practice vocabulary. 

Multi-genre Approach, https://writing.colostate.edu/gallery/multigenre/introduction.htm

List of genres, https://writing.colostate.edu/gallery/multigenre/genrelist.html

The 3-2-1 strategy is a simple format by which students can record their own comprehension and summarize their learning. It also gives teachers the opportunity to identify areas that need re-teaching, as well as areas of student interest.

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Muddiest point is a classroom assessment technique (C.A.T.) that gives students opportunities to point out what they are most confused about and clearly explain what is muddy.

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The wise-feedback strategy appears deceptively simple but is powerful in application. Wise feedback prevents the student from misconstruing teacher comments as negatively biased by proactively offering an alternative, positive explanation: the teacher is giving detailed, ambitious feedback because the standards of the course are high and the teacher is confident that the student has the skills and motivation to meet them.

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Fish bowl is a strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle or fishbowl, students have a discussion; students in the outer circle listen to the discussion and take notes.

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