16 skills.
Use when asked to set up the routines, procedures, and behavior systems that keep a whole class running — as distinct from [[student-behavior-intervention-plan]], which targets one student's specific behavior pattern rather than the group's shared systems.
Use when asked to arrange where students sit for behavior management, learning needs, and social dynamics — as distinct from [[classroom-management]], the broader system of routines and procedures this seating layout is one specific tool within.
Use when deciding whether and how a digital tool genuinely serves a lesson's learning objective rather than being used for its own sake, as distinct from [[instructional-materials-selection]], the broader process of selecting all course materials that digital tools are one category within.
Use when designing structured small-group or peer activities — think-pair-share, jigsaw, numbered heads together — with individual accountability built in, as distinct from [[differentiated-instruction]], the broader adaptation strategy this is one instructional method within.
Use when asked to adapt content, process, product, or environment to varied learner readiness, interest, or profile within a lesson — as distinct from [[individualized-education-program]], a formal legal document written for one student with a disability rather than an informal adjustment available to any learner.
Use when planning how a student who is still acquiring the language of instruction will access grade-level content — language objectives, scaffolds, and comprehensible input — as distinct from [[differentiated-instruction]], which adapts to readiness rather than to language proficiency.
Use when asked to design a short end-of-lesson prompt or task that checks whether today's objective landed — as distinct from [[formative-assessment]], the broader practice of checking understanding throughout a lesson, of which this is one specific technique.
Use when asked to design ongoing, in-the-moment checks for understanding during instruction — as distinct from [[summative-assessment]], which evaluates mastery after a unit or course is finished rather than while it's still being taught.
Use when planning extension work for a student who has already mastered grade-level content and needs depth or complexity beyond it, as distinct from [[differentiated-instruction]], which adapts across the full readiness range rather than only for advanced learners.
Use when asked to draft or plan an IEP for a student with a disability under special education law — goals, services, and accommodations — as distinct from a [[student-behavior-intervention-plan]], which addresses only a behavior pattern, and from general [[differentiated-instruction]], which is informal and applies to any learner rather than being a legally binding document for one specific student.
Use when asked to plan a single teaching session — objective, hook, main activity, check for understanding, and materials — as distinct from [[curriculum-design]], which plans the overall course or program a lesson plan belongs to.
Use when planning and running a live meeting with a student's parent or guardian about academic or behavioral progress, as distinct from [[report-card-comments]], the written, asynchronous counterpart to this conversation.
Use when writing individualized narrative comments that summarize a student's progress for a report card under tight per-student time and space limits, as distinct from [[parent-teacher-conference]], the live, two-way conversation this written summary is the counterpart to.
Use when running a structured circle to address conflict or harm, or to build classroom community, through shared dialogue rather than punitive discipline, as distinct from [[classroom-management]], the broader preventive day-to-day system this is one response within.
Use when asked to build a targeted plan addressing one student's specific, recurring behavior pattern — functional assessment, replacement behaviors, data tracking — as distinct from [[classroom-management]], which sets up whole-group systems, and [[individualized-education-program]], the broader legal document a behavior plan may sit inside.
Use when asked to prepare a lesson or day plan for a substitute teacher who doesn't know the class, its routines, or its students — as distinct from an ordinary [[lesson-plan]], which is written for the regular teacher who already knows all of that.