Do Now Essentials: Purposeful Starts to Every Lesson

The components of a strong lesson were introduced to me even before I became a teacher. During my interview for the New York City Teaching Fellows program, I was told that my demo lesson needed a clear beginning, middle, and end.

When I began teaching, I always started my lessons with a “Do Now” (also affectionately called warm-ups, bell ringers, or bell work).

Although I (almost) always started my lessons with a Do Now, my understanding of their importance and impact deepened as I gained experience as a teacher, instructional coach, and curriculum writer.

In this blog post, we’ll explore the definition of a Do Now, its purpose and importance, and best practices for using them with a diverse student population—including English learners, students with special needs, and developing readers and writers.

What is a Do Now?

A Do Now is a brief, targeted activity that students complete (individually or collaboratively) immediately upon entering the classroom. Typically lasting 3-5 minutes, it serves as a warm-up that, depending on its structure, can fulfill multiple purposes.

Do Nows should be designed to be accessible to all students, allowing them to work independently as soon as they sit down.

For middle and high school science teachers, a well-crafted Do Now might involve reviewing key concepts from previous lessons, prompting predictions for a new experiment, or solving a quick problem related to the day’s topic.

The goal is to get students ready to learn—engaged and thinking critically from the moment they arrive. A well-structured and intentionally designed Do Now is also a key component of a strong classroom management strategy.

Additionally, Do Nows provide teachers with a valuable opportunity to activate and assess prior knowledge, identify areas where students might need extra support, and tailor instruction to meet the diverse needs of their classroom.

The Importance of a Do Now

Do Nows play a crucial role in setting the stage for a productive lesson. Their importance extends beyond simply filling the first few minutes of class.

When implemented effectively, they help establish a structured start to the lesson, enabling students to transition smoothly into learning.

This routine can help to enhance classroom management by minimizing disruptions and focusing students’ attention right from the beginning of class.

A well-crafted Do Now offers several benefits for both teachers and students:

1. Immediate Feedback for Teachers: Quick assessment of student responses allows teachers to gauge understanding and adjust instruction as needed.
2. Engagement for Students: A thoughtfully designed Do Now captures students’ attention right away, setting a positive tone for the lesson and reducing off-task behavior.
3. Preparation for Learning: For students, Do Nows activate prior knowledge and link it to new content, preparing them for the day’s lesson.
4. Time Management for Teachers: Effective use of time as students enter the classroom enables teachers to start the main lesson promptly and efficiently.

It is important to note that Do Nows are not intended to be long, complex assignments or unrelated busy work. They are not meant to serve as the main instructional activity but rather as a quick, engaging way to prepare students for the lesson.

Making your Do Now Accessible to all Learners

Scaffolding Do Nows involves breaking down tasks into manageable steps or providing additional support to help students succeed. This especially important for English learners, students with special needs and developing readers and writers. For example:

• Provide Clear Instructions: Use simple, concise language and visual aids to clarify what students need to do. Less is more here. Concise language helps English learners and developing readers to feel empowered to complete the activity. Small icons that you use consistently can help English learners understand the directions.
• Offer Examples: Include examples or models to guide students in completing the task. Please keep in mind that the model should be something that sets an expectation for students, but shouldn’t be something they can copy.
• Use Checkpoints: Integrate quick checks for understanding to ensure students are on track. (While a do now is meant for students to complete individually or with a classmate(s), it doesn’t mean the teacher shouldn’t check in to evaluate whether or not students are on the right track.
• Allow Use of Home Language: If the do now is collaborative, group your English learners according to home language so they can negotiate the understanding of the task in whatever language they are most comfortable with. And while you may ask them to share out or write out their ideas in English, translation devices can help them to do so.

Differentiating Do Nows means tailoring the activities to meet varied learning needs and abilities. This can be achieved by:

• Adjusting Complexity: Create different versions of the Do Now with varying levels of complexity to meet students where they’re at.
• Offering Choices: Allow students to select from multiple tasks that align with their interests or strengths.
• Providing Supports: Use tools like graphic organizers or sentence starters to assist students who may need extra help.

Practical Do Now Ideas for Science Teachers

Here are three practical Do Now ideas to help you get started:

1. Word Web: Begin the lesson by asking students to create a word web around a central science term, such as “ecosystem” or “gravity.” Students can brainstorm related words, concepts, and images that connect to the term, helping to activate prior knowledge and build connections. Students should be encouraged to write responses in their home language and use images to ensure all students can participate. Please note: this is VERY different from, “Tell me what you know about…” which should be avoided.
2. Agree-Disagree Statements: Pose a thought-provoking statement related to the day’s lesson, like “Climate change is the greatest threat to humanity.” Ask students to indicate whether they agree or disagree and explain their reasoning. This strategy not only engages students in critical thinking but also promotes discussion and helps surface any misconceptions they might have about the topic. Again, students should be encouraged to discuss in the home languages and/or use vocabulary that is familiar to them.
3. Images and Short Videos: Use compelling images or brief videos that relate to the lesson’s topic, such as a time-lapse video of a plant growing or an image showing the effects of pollution on a coral reef. Ask students to make observations or predictions based on what they see. These visual prompts are excellent for engaging students’ curiosity and encouraging them to think more deeply about the scientific concepts they will be exploring.

Next Steps

Ready to implement what you’ve learned in this blog post? Check out Lit Science’s FREE graphic organizers to get started. The see-think-wonder and think-pair-share are a great way to scaffold and differentiate your do nows!

References

Engaged Teaching: “Do Now” Activities for Your Lessons

‘Translanguaging Is What Bilinguals and Multilinguals Do’: A Primer for Teachers

Translanguaging