What will I do to establish and communicate learning goals, track student progress, and celebrate success? : Establishing and communicating learning goals ; Designing and using formative assessments -- 2. What will I do to help students effectively interact with new knowledge? : Identifying critical-input experiences and using previewing strategies ; Using cooperative learning, curriculum chunking, and descriptions, discussions, and predictions ; Helping students elaborate on new content, summarize and represent their learning, and reflect on their learning -- 3. What will I do to help students practice and deepen their understanding of new knowledge? : Examining similarities and differences and identifying errors in thinking ; Helping students practice skills, strategies and processes ; Using homework and academic notebooks to deepen student understanding -- 4. What will I do to help students generate and test hypotheses about new knowledge? : Teaching students to support claims and assertions with evidence ; Hypothesis testing and higher-order thinking ; Engaging students in task design, cooperative learning, and self-evaluation -- 5. What will I do to engage students? : Using games and inconsequential competition to promote student engagement ; Rules of engagement: questioning, physical movement, and pacing ; Additional cognitive, affective, and social interaction strategies for promoting student engagement --

What will I do to establish or maintain classroom rules and procedures? : Effective classroom organization ; Establishing and maintaining classroom rules and procedures -- 7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? : Acknowledging students' adherence to classroom rules and procedures ; Acknowledging students' lack of adherence to classroom rules and procedures -- 8. What will I do to establish and maintain effective relationships with students? : Communicating appropriate levels of concern and cooperation ; Communicating appropriate levels of guidance and control -- 9. What will I do to communicate high expectations for all students? : Identifying high-expectancy and low-expectancy students ; Changing behavior toward low-expectancy students -- 10. What will I do to develop effective lessons organized into a cohesive unit? : Identifying the focus of a unit ; Developing effective lessons.