# The Raffle

Everyone loves tickets! When students earn tickets during the Vocab Blitz, Bull Boards, and other moments, students drop them into the raffle jar. On Fridays we pull out a few names for Nerddy prizes like pens and highlighters.

Strategy Resources (3)
Teacher In Action

Strategy Explanation

This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
Strategy Explanation

In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.
Teacher In Action

Strategy Explanation

This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
Strategy Explanation

In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.
Daniel Utset-Guerrero
Holmes Elementary School
Miami, FL

Prep Time:
Moderate
Subject:
Math
##### Similar Strategies
Whole-Group Instruction

Sometimes the only thing holding students back is practice time. It's amazing how much they can get done when they get themselves into a work frenzy. During Rapid Fire, we create a "controlled crazy" by playing techno music while students work in pairs to solve as many computation problems as possible in five minutes. This is a great strategy to use before taking the lesson to word problems, and provides a break from sitting quietly and attentively during the lesson. There is also always an element of choice in what the students want to focus on, helping them to adjust their self-evaluation for later on.

Instructional Planning

Digital Content Connection ensures that students, while engaged in online practice, work on targeted skills that will help them achieve their individual goals. Through various forms of data (Exit Tickets, formative/summative assessments, online learning programs, etc.), I identify the skills that each student needs to practice. I will often group my students into homogenous levels and assign them the same practice. Other times I assign my students individual lessons to meet their needs. Through this process, my students receive practice that is tailored to their needs, allowing them to master a skill before moving on to the next level of content.

Independent Student Learning

Yoda Master is a way for students to learn, practice, and assess a skill that they previously did not master. Students utilize the Workshop strategy in a variation: everyone is remediating a past skill. They first access their formative data trackers and choose a skill they did not master. Then they create a playlist using approved resources and incorporating their learning styles. The teacher will approve the playlist and students begin the process. They have to check back in with the teacher once they have gone through the Learn, Teach, Practice,and Retake steps. The teacher serves as a true facillitator in this strategy, and can still pull groups or do data chats. This is the ultimate level of student agency and self driven learning!