Learners are asked to respond to a statement or an open-ended question with a single word. Once each learner has considered and chosen their word, the instructor directs each student to share their word until every learner has had a chance to contribute before debriefing about the topic more fully.
Group
09.28.2026
Whip Around
09.28.2026
thINK-pair-share
The instructor poses a question, scenario, or problem, and learners individually think about possible responses (and ideally write their thoughts down). Following the self-reflective time, learners pair up to discuss their answers. Finally, pairs either share their individual thoughts or their collective insights with the whole class.
09.28.2026
Student-Led Discussion
The instructor steps back and lets learners lead the discussion. Learners need to be prepared with the material and discussion topics ahead of time, the goals of the discussion made clear, and the class should assist the leader in contributing to the success of the discussion through engaged participation.
09.28.2026
Send a Problem
Groups of learners receive a problem, try to solve it, and then pass the solution to a nearby group. Without looking at the previous group’s solution, the next group works to solve the problem. After as many passes as seem useful, groups analyze, evaluate, and synthesize the responses to the problem they received in the […]
09.28.2026
Ques-cussion
In a Quescussion, learners must engage with an idea using only questions. The instructor starts the discussion with an open-ended question. Participants then respond with ONLY open-ended questions (if someone makes a statement, the whole class shouts “Statement!”). Ideally, every student/learner should contribute, and the questions may be recorded.
09.28.2026
Peer Review
Learners improve their work by reviewing each other’s work using a rubric and constructive feedback modeled by the instructor. As an extension, students reflect on what they learned about their work while reviewing the work of their peers.
09.28.2026
Pair-Square-Share
A variation of Think-Pair-Share in which learners pair with a partner to discuss a question. After a set amount of time, pairs merge to form a group of four to discuss the topic further. Finally, learners share with the whole class.
09.28.2026
Opinion/Knowledge Checklist
The instructor creates a checklist of both the content covered in the course and the skills practiced within the course. Learners use this checklist to assess their interest and knowledge of each item at the beginning of a course. The instructor then uses these assessments to discuss the learners’ interests and preexisting knowledge around each […]
09.28.2026
Muddiest Point
After a lecture, learners are asked to concisely record what is still unclear on a piece of paper. The facilitator collects all the muddiest points and addresses the concerns in the following class by identifying patterns/themes in the responses. Addressing the muddiest points may include a summary of the class’s responses, a discussion, or an […]
09.28.2026
Jumbled Sequence
This activity focuses on processes. Give learners the steps in a process on jumbled paper strips and ask them to work together to reconstruct the proper sequence. This approach can strengthen learners’ logical thinking processes and test their mental model of a process.
09.28.2026
Jigsaw Discussion
Learners begin in small groups where everyone in each group has been assigned to review the same information, but every group is reviewing different information from other groups. Each group discerns the key points in the material. After they have finished, the groups reshuffle to form new groups with one person from each old group. […]
09.28.2026
Invented Dialogues
Learners select and weave together quotations from primary sources to create a speech for a character (e.g., literary or historical figure). Speeches are then presented to the class. Active Learning Technique is commonly used in Reacting to the Past games (more here).
09.28.2026
Human Tableau
Groups of students/learners use their minds and bodies to create “living” scenes or model processes to show what they know. This activity can stimulate group discussion and problem-solving depending on what they are asked to model.
09.28.2026
Human Histogram
Designate a continuum along one side of the classroom (e.g., strongly agree to strongly disagree). Learners are given a statement or question to respond to, and each student must align themselves single-file along this continuum.
09.25.2026
Group Work Evaluations
Learners who have completed group work evaluate the overall performance of the group and each member’s contributions. Best practices include using guided questions or a rubric and allowing group members to reflect individually before sharing their perspectives publicly.
09.25.2026
Four Corners
Designate each of the four corners of a classroom as A, B, C, or D. Pose a multiple-choice question and have students stand in the corner representing their answer choice. Give learners in each corner a chance to share their reasoning and even try to persuade other students to join them.
09.25.2026
Fishbowl
A group of students form a circle to discuss, conduct a lab experiment, or engage in another observable event while other students surround these students, observing the ongoing activity. Students should rotate places.
09.25.2026
Dot-ocracy
Have students place a dot sticker on a blank bar chart you’ve created to cast a vote anonymously. At the end of the Dot-ocracy period, all participants can visually assess the group’s opinion through a gallery walk or whole class discussion.
09.25.2026
Concept Map
Concept maps are visual representations of relationships among various concepts. Ask students to produce a graphic representation of this relationship using pen and paper, whiteboards, post-its, or concept mapping software (e.g., Coggle)—video with details here.
09.23.2026
Community Norm Building
This activity engages students in generating a list of two to five mutually agreed-upon behaviors that promote learning. Write norms as specific, positive behaviors students/learners want from each other.
09.23.2026
Chain Notes
During a lecture, the instructor pauses at critical points to allow students/learners to catch up on their notes and then exchange them with their neighbors to discuss information they may have missed or written down differently.
09.21.2026
Case Studies
Case studies involve an in-depth analysis of situations or circumstances that unfold over time. They offer multiple perspectives, do not allow for easy solutions, and allow students to explore complex problems in a field and offer thoughtful solutions.