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Collaborative
Activities,
HOTS Activities
Creative Learning
Collaborative Activities
any activities where
learners are working co-
operatively in pairs or
groups.
Round
Robin
1
-a brainstorming strategy where the
students are situated around a table in an
academic discussion.
- students generate ideas on a specific topic
or question.
- there is equal participation among
students as well as multiple discussions
taking place.
How to use it:
1. First think of the topic that you want students to discuss.
2. Next, decide on the amount of questions or topics you would like to be
discussed so you know how many tables/groups you will need.
3. Arrange the desks or tables and consider the placement so that groups
won’t be distracted by other groups.
4. Give each table one discussion sheet and assign one person the
leader of the group and another the recorder.
5. Set a timer for each group. Also, give groups tokens so when it’s each
student’s turn to talk , they must turn in a token.
6. Once each group has done, have the leader present their group’s
ideas
Numbered Heads
Together
2
- A cooperative learning strategy that holds
each student accountable for learning the
materials. Students are placed in groups and
each person is given a number. The teacher
poses a questions and students “ put their
heads together” to figure out the answer.
Procedures:
1. Phase I: Numbering
2. Phase II: Asking Question
3. Phase III: Heads Together
4. Phase IV: Answering the question
Pairs
check
3
The students are divided into some groups and each
group consists of two people also each group have a
problem.
They must try to resolve the problem, then the results
of their group discussion will be checked by a couple
of other groups.
1. Stablish pairs of a students.
2. Give each pair a set of problems.
3. Person 1 does the first problem while person 2 acts as a coach
when they agree on the same solution, they move to the next
problem.
4. Person 2 does the second problem , while person 1 acts as a
coach, they agree on the solution.
5. They can check the first two problems with another pair. All
four students work to agree on the solution of the first 2
problem.
Steps to pair check
• Pair work is a natural way for students to talk and learn more. It gives
them the chance to think and try out ideas and new language. It can
provide a comfortable way for students to work through new skills
and concepts, and works well in large classes.
Pair work is suitable for all ages and subjects. It promotes
collaboration and cooperative learning as they work together and
develops skills for a real world collaborative and cooperative
Three step
interview
4
-Three-Step Interview has student pairs take turns
interviewing each other, then asks them to report what they
learned to another pair.
-It enhances student participation in the classroom, it helps
student to process what they are learning while they develop
essential life skills at the same time.
• This strategy is conducted in groups of three.
• ONE of the students is the interviewer. The SECOND one is the
interviewee. The THIRD student is the Recorder.
• The interviewer practices active listening
• The interviewee shares their comments and thoughts.
• The recorder takes notes on key points or significant details on the
material being discussed.
• Students then switch after the amount of time given for the first
rotation is over. The students rotate to switch roles and repeat the
interview process until the three student have had their turn in
performing the three roles.
It is also a collaborative learning strategy where students work
together to solve a problem or answer a problem or answer a
question about an assigned reading.
It requires student to think individually about topic or answer to
a question and share ideas with classmates
Think pair
share
5
Think-pair-share is a technique that encourages
and allows for individual thinking, collaboration,
and presentation in the same activity. Students
must first answer a prompt on their own, then
come together in pairs or small groups, then share
their discussion and decision with the class.
Discussing an answer first with a partner before
sharing maximizes participation, and helps to
focus attention on the prompt given.
Think pair share
Using the think-pair-share technique allows
students time for individual reflection,
thinking, and processing new information
before they may be influenced by other
students’ answers. This process also teaches
students how to explain their thoughts first to
a peer, and then to a larger audience (the
entire class).
HOTS Activities
It distinguishes critical thinking skills from low-order
learning outcomes, such as those attained by rote
memorization. Higher-order thinking skills go
beyond lower-order thinking skills like concept
formation, basic reading comprehension, or rote
memorization to include the abilities to analyze,
synthesize, and evaluate information.
1. In a Venn diagram, compare and contrast
learning skills and literacy skills.
2. Create an diagram/organizer about 21st
century skills
3. Asking questions to students
4.
Creative Learning
Creative learning covers lifelong learning
and applies to a range of settings –
anywhere where learning takes place – in
and out of formal education.
➢ Develops the creativity skills of learners (open
minded, constructively inquisitive, able to
harness imagination, able to identify and solve
problems) and developing creative approaches
to learning
➢ This type of learning is not memorizing information.
It's building knowledge and developing skills using
creative techniques. Rather than dictating how
information should be absorbed, creative
education— guides the learner through the
instruction process using creative methods.

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Collaborative Activities for Creative Learning

  • 2. Collaborative Activities any activities where learners are working co- operatively in pairs or groups.
  • 4. -a brainstorming strategy where the students are situated around a table in an academic discussion. - students generate ideas on a specific topic or question. - there is equal participation among students as well as multiple discussions taking place.
  • 5. How to use it: 1. First think of the topic that you want students to discuss. 2. Next, decide on the amount of questions or topics you would like to be discussed so you know how many tables/groups you will need. 3. Arrange the desks or tables and consider the placement so that groups won’t be distracted by other groups. 4. Give each table one discussion sheet and assign one person the leader of the group and another the recorder. 5. Set a timer for each group. Also, give groups tokens so when it’s each student’s turn to talk , they must turn in a token. 6. Once each group has done, have the leader present their group’s ideas
  • 7. - A cooperative learning strategy that holds each student accountable for learning the materials. Students are placed in groups and each person is given a number. The teacher poses a questions and students “ put their heads together” to figure out the answer.
  • 8. Procedures: 1. Phase I: Numbering 2. Phase II: Asking Question 3. Phase III: Heads Together 4. Phase IV: Answering the question
  • 10. The students are divided into some groups and each group consists of two people also each group have a problem. They must try to resolve the problem, then the results of their group discussion will be checked by a couple of other groups.
  • 11. 1. Stablish pairs of a students. 2. Give each pair a set of problems. 3. Person 1 does the first problem while person 2 acts as a coach when they agree on the same solution, they move to the next problem. 4. Person 2 does the second problem , while person 1 acts as a coach, they agree on the solution. 5. They can check the first two problems with another pair. All four students work to agree on the solution of the first 2 problem. Steps to pair check
  • 12. • Pair work is a natural way for students to talk and learn more. It gives them the chance to think and try out ideas and new language. It can provide a comfortable way for students to work through new skills and concepts, and works well in large classes. Pair work is suitable for all ages and subjects. It promotes collaboration and cooperative learning as they work together and develops skills for a real world collaborative and cooperative
  • 14. -Three-Step Interview has student pairs take turns interviewing each other, then asks them to report what they learned to another pair. -It enhances student participation in the classroom, it helps student to process what they are learning while they develop essential life skills at the same time.
  • 15. • This strategy is conducted in groups of three. • ONE of the students is the interviewer. The SECOND one is the interviewee. The THIRD student is the Recorder. • The interviewer practices active listening • The interviewee shares their comments and thoughts. • The recorder takes notes on key points or significant details on the material being discussed. • Students then switch after the amount of time given for the first rotation is over. The students rotate to switch roles and repeat the interview process until the three student have had their turn in performing the three roles.
  • 16. It is also a collaborative learning strategy where students work together to solve a problem or answer a problem or answer a question about an assigned reading. It requires student to think individually about topic or answer to a question and share ideas with classmates
  • 18. Think-pair-share is a technique that encourages and allows for individual thinking, collaboration, and presentation in the same activity. Students must first answer a prompt on their own, then come together in pairs or small groups, then share their discussion and decision with the class. Discussing an answer first with a partner before sharing maximizes participation, and helps to focus attention on the prompt given. Think pair share
  • 19. Using the think-pair-share technique allows students time for individual reflection, thinking, and processing new information before they may be influenced by other students’ answers. This process also teaches students how to explain their thoughts first to a peer, and then to a larger audience (the entire class).
  • 20. HOTS Activities It distinguishes critical thinking skills from low-order learning outcomes, such as those attained by rote memorization. Higher-order thinking skills go beyond lower-order thinking skills like concept formation, basic reading comprehension, or rote memorization to include the abilities to analyze, synthesize, and evaluate information.
  • 21.
  • 22.
  • 23. 1. In a Venn diagram, compare and contrast learning skills and literacy skills.
  • 24. 2. Create an diagram/organizer about 21st century skills 3. Asking questions to students 4.
  • 25. Creative Learning Creative learning covers lifelong learning and applies to a range of settings – anywhere where learning takes place – in and out of formal education.
  • 26. ➢ Develops the creativity skills of learners (open minded, constructively inquisitive, able to harness imagination, able to identify and solve problems) and developing creative approaches to learning ➢ This type of learning is not memorizing information. It's building knowledge and developing skills using creative techniques. Rather than dictating how information should be absorbed, creative education— guides the learner through the instruction process using creative methods.