University of Georgia

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.

Individual / Group Activity: Individually
Class Size: Small (<25), Medium (25-50), & Large (51-200)
Bloom’s Taxonomy Level: Apply
Development Initial: Independent Knowing
Minimum Time to Facilitate: <15 Minutes
Minimum Time to Debrief: Varies
PDFs: Here

Discipline-Specific Examples

STEM (Science, Technology, Engineering, and Mathematics)
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Humanities
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Social Sciences
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Co-Curricular
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Universal Design for Active Learning

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

Coming Soon!

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

Joseph, L. M., & Hunter, A. D. (2001). Differential Application of a Cue Card Strategy for Solving Fraction Problems: Exploring Instructional Utility of the Cognitive Assessment System. Child Study Journal, 31(2), 123+. https://link.gale.com/apps/doc/A81143124/HRCA?u=anon~a2658dad&sid=googleScholar&xid=8a3d87bb

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