Bell Work, Do Now

UDL 3.1 UDL 3.3

Warm-Ups are brief academic activities completed by students at the beginning of a class or lesson. Warm-Ups typically reinforce prior learning or introduce new topics and can be presented in a variety of formats (e.g., specific tasks written on board, bell work packets, collaborative activities, etc.). Utilizing Warm-Ups on a regular basis creates a predictable routine for students and promotes successful transitions between classes or activities. In addition, Warm-Ups provide opportunities for students to practice skills, activate background knowledge, and prepare for new learning.

Ready-to-Use Resources

Entrance Ticket

Emotions Entrance Ticket (6-12)

An entrance ticket designed for students that helps student analyze their current emotions and communicate their needs to the teacher.

Grade 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 1 pages

Entrance Ticket

Emotions Entrance Ticket (K-5)

An entrance ticket designed for students that helps student analyze their current emotions and communicate their needs to the teacher.

Grade K, 1, 2, 3, 4, 5 · Behavior & SEL · 1 pages

Implementation Tips

Write the Warm-Up task on the board or distribute necessary materials as students enter the classroom. Preparing the Warm-Up task before a class or lesson, ensures that students are able to begin working right away with minimal prompting.
Building Routines
Use consistent routines for Warm-Ups and provide clear directions that are posted in the same place each day. For example, Warm-Up directions or prompts can be written on the board or printed on the first page of a Warm-Up packet that students receive each Monday. If students are expected to pick up materials for Warm-Ups, place them in same location each day (e.g., at a table near the door, etc.).
Student Expectations
Set clear expectations for student behavior during Warm-Up time. Some questions to consider include: Will students be allowed to work with others? How long will students have to complete Warm-Ups? Will Warm-Ups be turned in? If so, where?
Types of Warm-Ups
Design Warm-Ups that students can complete independently and that do not require teacher guidance. Warm-Ups can focus on reviewing or reinforcing previously mastered skills or be used as a quick assessment of content covered in the previous day’s homework. Additionally, Warm-Ups can include open-ended questions that prompt students to reflect on or consider a new topic (e.g., What are some things you have heard about the Roman Empire?).
Keep Warm-Ups brief -- no more than ten minutes long. Use a timer to remind students of remaining time and to motivate them to stay focused while completing the task.
Teacher Role
Use the time students spend on Warm-Ups to complete various administrative tasks (e.g., attendance, checking homework, collecting or distributing materials, etc.) and check in with students. Because Warm-Up tasks generally require minimal teacher guidance, this can create space for the teacher to prepare for the day’s lesson and provide individual support if needed.
Technology Integration
Incorporate an online student response system such as [[|Kahoot!]] or [[|Socrative]] into the Warm-Up routine if students have access to digital devices. Warm-Ups using technology can include quick assessments or games that can be completed individually, in pairs or groups.


Reinforcing Skills
At the beginning of each month, a math teacher gives students a spiral review packet that includes problems focusing on skills from previous units. Each day, the teacher writes the page number from the packet that students are to work on for their Warm-Up on the board and students complete the page quietly at their desk. After about ten minutes, the teacher models how solve a couple of the problems for the class. The teacher also includes a few questions from the review packet on weekly quizzes.
Extending Lessons
To extend the previous day’s lesson, a science teacher writes the following Warm-Up prompt on the board: Using your notes, draw a diagram of a plant cell with your lab partner. After completing the task, pairs post their drawings on the front board and students view each other’s drawings. The teacher projects a scientific drawing of a plant cell and reviews its features before introducing an activity where students will use microscopes to further study plant cells.
Introducing New Topics
In order to build student interest prior to a lesson on descriptive writing, a teacher puts different objects in paper bags and gives one to each table group. Following Warm-Up directions on the board, students work with their groups to write a paragraph describing the object. Groups then read their descriptions and other students try to guess the object. After all groups have shared, students restate descriptive phrases that were helpful in identifying the objects.

Related Strategies