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.
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include!
Universal Design for Active Learning
Universal Design for 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 manipulating physical materials is not viable, offer a digital drag-and-drop alternative or clearly labeled digital materials.
Timing & Pacing Allow adequate review time before sequencing. Encourage group discussion before finalizing order.
Social Interaction Allow individual work before group discussion. Avoid requiring immediate consensus.
Information Accessibility Allow reference to course materials or notes — focus on understanding order, not memorization.
Ways to Participate/Express Allow sequencing by arranging physical cards, digital drag-and-drop, or a written numbered list.
Online Adaptations
Coming Soon!
Additional Resources
Arjanaiti, R. (2020). THE USE OF JUMBLED SUMMARY STRATEGY TO IMPROVE STUDENTS’READING SKILL OF NARRATIVE TEXT TO THE TENTH GRADE OF MADRASAH ALIYAH NEGERI 2 PALEMBANG (Doctoral dissertation, 021008 Universitas Tridinanti Palembang): https://repository.univ-tridinanti.ac.id/955/
Bernstein, D. L., Le Lay, J. E., Ruano, E. G., & Kaestner, K. H. (2015). TALE-mediated epigenetic suppression of CDKN2A increases replication in human fibroblasts. The Journal of clinical investigation, 125(5), 1998-2006: https://www.jci.org/articles/view/77321
Hawkins, J., Pea, R. D., Glick, J., & Scribner, S. (1984). “Merds that laugh don’t like mushrooms”: Evidence for deductive reasoning by preschoolers. Developmental Psychology, 20(4), 584–594. https://doi.org/10.1037/0012-1649.20.4.584
