How is it done? Students are provided with three circles; a red circle, a yellow circle and a green circle. If students are comfortable with the topic and ready to move on, they hold up the green circle. If they are fairly comfortable, they hold up the yellow circle. If their understanding is blocked and can’t move to the second step, they hold up the red circle.

When and why can it be used? Traffic Light Strategy is a fast diagnostic tool that can be used to check if students feel they can apply a concept or idea. The teacher can immediately see the results and adjust his/her teaching during the rest of the class or the following day based on the results provided.

Examples: This strategy can be used in an English class while teaching reading or literature. When the students are going on easily with the reading or the chapter, they raise the green circle. When they have little difficulties with vocabulary but don't block understanding, they raise the yellow circle. If it is too difficult to understand and prevents students from going on, they raise the red circle. Here, the teacher interferes to overcome the difficulties.

How is it done? Before beginning a new unit, make a list of all the skills students will need to demonstrate mastery of the unit’s outcome(s). On a chart, list the students' names down the left hand side and the skills across the top. Clip the chart to a clipboard and position it in an easily accessible place. As students are participating in various learning opportunities, observe the students and check off the skills you see students demonstrating with proficiency.

When and why can it be used? Individual checklists can also be used to gather data about student learning. Students and/or teachers complete the checklists.You use the checklist to identify areas that the student needs more instruction or practice.

Examples: A checklist for writing provides students and teachers with assessment information. Students use the checklist to analyze their piece of writing and determine if they need to make any changes before handing in a copy to you. You use the checklist as you read and assess their written work.

How is it done? - Choose 4 images related to the current unit of study. Write two facts and one clue related to the images.Tell students that they are going to make predictions about what they will be learning about next. Present the facts to students one at a time, allowing time between each fact for collaborative discussion about what they think the topic of study is. Have students cite evidence from the facts to support their predictions about the topic. Present the clue and ask students to refine their thinking based on new information. Allow additional time for discussion and evidence.Share the images and ask students to finalize their predictions.Share responses and reveal the topic to students.

When and why can it be used? This strategy is used as a formative assessment to see what the students know and what they don't know. Students make evidence-based inferences, leading them to logical conclusions about current or upcoming content, with the use of facts, a clue, and images.Inference is a "foundational skill" — a prerequisite for higher-order thinking and 21st century skills.

Examples: In History when talking about the civilization in ancient Egypt, students can demonstrate 4 images for different items (statue -necklace- temple- papyrus). Divide class into 4 groups. Each group will have an image, the groups will not know each other's images. Each group will have two facts about the images , and one clue about the topic. After discussing and learning the questions and answers from each group, they have to give a name to the predicted topic.

How is it done? In each corner of the room, provide a label. Label one corner, “StronglyAgree,” one corner, “Agree,” the third corner, “Disagree,” and the final corner, “Strongly Disagree.” Call out a fact or statement about the current unit of study. 3- Students go and stand in the corner that matches their response. Encourage students to share their reasons for choosing the response. Have one or two students from each corner share their answers with the rest of the class.

When and why can it be used? When students have appropriate “think time”, the quality of their responses improves. More critical thinking is retained after a lesson in which students have had an opportunity to discuss and reflect on the topic. It is important for students to learn that, by listening to different points of view, they can build on the ideas of others.

Examples: An example of using the four corners strategy in language arts is starting a debate. The teacher names the topic of the debate students decide their own opinions whether it is strongly agree, agree, disagree or strongly disagree. Students in each corner start to prepare their discussions for the debate making it clear why they choose this opinion.

How is it done? 1- Ask a question to the class. Have each student write down their answers. Ask students to pair up with a classmate and discuss their answers. After pairs have had a chance to discuss their answers amongst themselves, have them share with a larger group or the rest of the class.

When and why can it be used? Think-Pair-Share given to students at the center of their learning. It gives more ideas , students practice collaborative work seriously.

Examples: In Biology when talking about the types of diseases , teacher asks students to think about 3 diseases individually then share your colleague then all the group members will share their work , that mean they will introduce a list of 10 diseases at least , so they will know the difference between individual work and collaborative work