Students write down one possible real-world application for a concept they are learning in class. After class, read through the cards for accuracy, practicality, and creativity. Sort into piles, and pick out a broad range of examples that are strong and share with the class.
Universal Design for Learning (UDL) & Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations If handwriting is not a requirement of this activity, consider allowing students to submit their response digitally.
Timing & Pacing Consider providing a brief individual thinking period before students write. Allow reference to notes if quick recall is difficult.
Social Interaction Allow voluntary sharing. Consider pair discussion before whole-class sharing.
Information Accessibility Allow students to reference notes or instructor-provided examples.
Ways to Participate/Express Allow students to write, type, or verbally record their application example.
Online Adaptations
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Additional Resources
Triyanto, A. T., & Aryani, I. K. (2022). Increasing learning motivation and learning outcomes in mathematics using modules for elementary school students. Dinamika Jurnal Ilmiah Pendidikan Dasar, 14(1), 54. https://doi.org/10.30595/dinamika.v14i1.11541
Narayan, J. S., Heward, W. L., Gardner, R., Courson, F. H., & Omness, C. K. (1990). Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis, 23(4), 483–490. https://doi.org/10.1901/jaba.1990.23-483
