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 |
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