1. You can use an object to see how much your students do or don't know about a particular thing and then ask something like "Would you like to know something else about _________" once pre-discussed the object.

 2. I think it really depends on the material and where you are at with your lesson. You could be looking for simple or complex information; but one thing I did notice as a common theme, was that these teachers wanted their students asking questions.

 3. She warms them up by using what she considers her favorite wrong answer which is then discussed amongst the class as a review to gather feedback on how much her students did/did not retain from the material.

There are mnay ways a lesson can be started. I think that the most appropriate way is dependent on the lesson and the course. For example, if I was teaching on content matter that is just being expanded on from the prior years' lessons, a quiz would be fitting to see where the students are. 

Reflection:

1. How could you use an object to pique students' interest? You can use an to make previous knowledge connection with your class. You can also use an object to promote critical thinking and point of view.
2. How could you start your lessons in different ways for different purposes? We can star lesson in many ways. For math, I like to start with a previous STAAR release question to get the students familiar with the academic vocabulary. Sometimes I like to talk about answers we can eliminate on a problem and I have the students to justify their answer.
3. How does Ms. Alcala use her warm-up as both an assessment and a teaching opportunity?

By going over the warm up Ms. Alcala is able to get immediate feedback. Great strategy to asses the effectiveness of the lesson to see which students master the lessons and which students need additional support. It is important for the students to show their work and for us, as teachers, to clarify any misconceptions.

1. How could you use an object to pique students' interest? 
   Introducing an object, especially if interesting and unfamiliar, will create interest fromt students.  In the world of theatre technology, there are many different objects that could be introduced at the beginning of the day/lesson that are tangible that can be used to introduce concepts.
2. How could you start your lessons in different ways for different purposes? 
   Depending on the learning goal of the day, a different starter would have different effects.  For instance, in an introductory lecture, having a video could be used.  Or if it is a lesson involving equations to find specific answers, the wrong answer technique could be used.
3. How does Ms. Alcala use her warm-up as both an assessment and a teaching opportunity?
   By having a warmup equation as part of the routine, students expect that they will sometimes have the wrong answer shared with the class.  The process she uses lets her see quickly how the class is understanding a concept, and then uses it as a way to teach the correct way to solve the equation to the class.
    

Effective teachers apply warm up activities before jumping into the lesson planned, this strategy can be easily purposed with all kinds of learning objectives.

By starting the class off in a way that gives away clues to what the lesson has planned for the day. Starting off with a short video, or taking a poll of the classroom to help the teacher assess where students are at in there learning, or even starting the class off with moving around the room for the activity are all great ways to start lessons plans off.

Ms. Alcala uses previous experiences in her life and being able to corelate that experience with a story to form the introduction to a new lesson planned.