Making the videos is easier when I use the backward planning process. Once I have my learning objectives, I then create my mastery check. This then feeds into the practice. Once I have all that, my videos are almost an afterthought! I know exactly what information they need to know to be successful. 

I always try to include areas where students tend to have misconceptions or make mistakes. I also like to make short videos (two minutes or less) of a few problems for students to use if they get stuck. 

I tend to use both Edpuzzle and guided notes. I do this because I found that using just Edpuzzle left my students without notes. I give completion on the guided notes and grade on a sliding scale of correctness on Edpuzzle. For example, if there are 10 questions, 3 wrong is still full credit. 4-6 wrong is partial, and >6 is a zero. 

I love adding practice problems on the guided notes (similar to Mastery check questions). I have found that asking them to draw or sketch increases long-term retention.

I also keep my guided notes In a Google Doc "packet" for students (seen on the left). Each learning objective number Is hyperlinked to the page In the packet to make finding the correct guided notes easier. The specific guided notes for this lesson can be found here. 

Practice includes many different modalities. It can be worksheets, vocab games, activities, hands-on labs, etc. The practice will depend on the age of the student. In my upper-level classes, like AP Psychology, some of the practice includes designing and running experiments, summarizing case studies, etc.

In this lesson, I have two types of practice: a partner practice activity (seen on the left) and individual student practice. 

In my Chemistry class, safety is an issue. Labs tend to be either station-based or whole-class. This is based on safety issues. The pre-work must be completed on the Friday before if the lab requires acids, flames, etc. We will do the lab together the next class period. Students who don't complete the lessons before the lab will use class time to complete them, and I will give them data for the post-lab. It is a nice incentive since students love labs!

I try to have all my mastery checks on Canvas. I use question banks, and each quiz is slightly different as it randomly chooses a predetermined number of questions from the bank. This works well for content-heavy classes like AP Psychology. For more conceptual classes like Chemistry, I make my quizzes a mix of Canvas (three to four mastery check questions) and a paper portion (ex: draw an atom of sodium). 

I like paper quizzes for the same reason I added guided notes - they are good resources to use for studying.

My progress tracker is the heart of my class. It is how I determine grouping, who I need to meet with, and how the class is doing in terms of pacing.

I have a public-facing tracker containing only Must Do’s and a student-facing tracker. The student-facing tracker contains all lesson classifications, on-pace dates, and miscellaneous information. These are Google Docs with drop-down color-coded menus so students can mark where they are. 

I always leave the public tracker up on the projector during class, and students submit their personal tracker to Canvas before taking a Mastery Check.