1) Stand and speak with a purpose a) b) c) 2) Use visual stimuli/anchor charts as a catalyst for student thinking a) b) c) 3) Get up and circulate the room with purpose a) b) c) 4) Give crisp instructions with as few words as possible a) b) c) 5) Get a whole class back on track to reestablish students' expectations and routines a) b) c) 6) When giving instructions stop moving and strike a formal pose a) b) c) 7) Map out how many minutes each part of the lesson should take and keeo those markers a) b) c) 8) Push the thinking back on students by asking them "Why is this important?" a) b) c) 9) After correcting an error, go back to students who answered wrong and have them revise answers. a) b) c) 10) Do laps with pen in hand to check to determine if students are learning what you're teaching a) b) c) 11) Use total response techniques/whiteboards or poll the room. a) b) c) 12) Implement an exit ticket and review it against an exemplar to check for mastery. a) b) c) 13) Use randomization techniques to ensure that all students are on the hook to answer. a) b) c) 14) Give students multiple structured opportunities to linguistically practice applying what they are learning. a) b) c) 15) Use a timer and stick to time-stamp to ensure that you get through the different phases of the gradual release model. *I do, we do, you do. a) b) c) 16) What is DISD's number one student outcome? a) To graduate all students, ready for college, career or military b) To graduate all students as per their expected graduation date, ready for college, career or the military. c) To graduate everyone ready for college, career or the military.

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