This document provides over 50 classroom activities for gifted and talented students, ranging from challenge walls and video clips to verbal games and differentiation strategies. It emphasizes engaging students in higher-level thinking through activities like questioning, debates, and analyzing complex topics. Many activities can be adapted for students of varying abilities. The goal is to provide intellectual stimulation and appropriate challenges for gifted learners.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
This document provides information and examples about using concrete practice when training adults. It begins with a quiz about concrete practice, then defines it as when learners actively practice a skill or review content. It explains that concrete practice is important for memory, learning, and making learning an active process. The document provides examples of concrete practice techniques like paired teach backs, table teach backs, and skill demonstrations. It emphasizes that concrete practice should include active participation from all learners, collaborative work, and individual accountability. Overall, the document aims to equip trainers with strategies for incorporating hands-on learning through concrete practice activities.
This document provides guidance on using concrete practice strategies when training adults. It begins by explaining that concrete practice involves learners actively practicing skills or reviewing content. It then lists the benefits of concrete practice, including that it reinforces learning, engages multiple senses, and requires action. Various concrete practice examples are presented that involve collaboration, such as creating demonstrations, games, or quizzes. Learners are guided through interactive exercises to identify effective concrete practice strategies and apply them to sample training scenarios. The document emphasizes that concrete practice is an important part of proven adult learning principles.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
This document provides information and examples about using concrete practice when training adults. It begins with a quiz about concrete practice, then defines it as when learners actively practice a skill or review content. It explains that concrete practice is important for memory, learning, and making learning an active process. The document provides examples of concrete practice techniques like paired teach backs, table teach backs, and skill demonstrations. It emphasizes that concrete practice should include active participation from all learners, collaborative work, and individual accountability. Overall, the document aims to equip trainers with strategies for incorporating hands-on learning through concrete practice activities.
This document provides guidance on using concrete practice strategies when training adults. It begins by explaining that concrete practice involves learners actively practicing skills or reviewing content. It then lists the benefits of concrete practice, including that it reinforces learning, engages multiple senses, and requires action. Various concrete practice examples are presented that involve collaboration, such as creating demonstrations, games, or quizzes. Learners are guided through interactive exercises to identify effective concrete practice strategies and apply them to sample training scenarios. The document emphasizes that concrete practice is an important part of proven adult learning principles.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The document discusses strategies for using pair work activities to encourage student speaking in English language classes. It recommends pairing students to share ideas, get more speaking time, and reduce teacher prominence. Effective pair work requires clear goals, preparation time, modeling by the teacher, and monitoring by the teacher. The benefits of pair work include increased speaking time for students, a more dynamic lesson pace, and students learning how to lead and be led by their peers rather than just the teacher.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The document provides guidance on using a 4Cs training map approach to design effective training sessions that incorporate accelerated learning principles. It outlines the 4Cs - Connections, Concepts, Concrete Practice, and Conclusions - as an instructional design tool to show learners where the instruction is going and get them there together through multisensory activities. Examples of learner activities are provided for each C, like graphic organizers, teach-backs, and action planning. The goal is to actively engage learners through movement, images, writing and different approaches rather than passive activities like long lectures.
Teaching Adults ANYTHING in 4 Easy StepsSharon Bowman
This document outlines a 4-step process for engaging adult learners:
1. Get them connected by having learners write down facts and goals to connect to prior learning.
2. Show and tell by demonstrating concepts and having learners explain them to each other.
3. Let them do it through activities like teach-backs where learners practice and demonstrate skills.
4. Stand back and applaud by having learners self-assess and commit to applying what they learned.
The document outlines the structure and content of a 5-week SAT preparation workshop. Week 1 covers an introduction, test structure, target score planning, and homework assignment. Future weeks will focus on specific strategies for the Reading, Writing, and Math sections through practice tests, review of techniques, and homework. The goal is for students to improve their scores by 50-150 points by the end of the workshop through targeted preparation and practice.
The SMART Way to Write Learning Objectiveseyarborough
This document provides guidance on writing learning objectives using the SMART framework. It explains that learning objectives should be specific, measurable, attainable, relevant, and transferable. Examples are provided to illustrate objectives that do and do not meet the SMART criteria. Learners are prompted to practice writing their own SMART objectives and test their understanding. The overall message is that writing SMART objectives helps create clear outcomes for training and guides content development.
This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
The document outlines the structure and content of a 5-week SAT preparation workshop. Week 1 covers an introduction, test structure, target score planning, and homework assignment. Students are instructed to take a practice test, establish study goals, and join a group messaging platform. Future weeks will focus on specific strategies for the Evidence-Based Reading, Evidence-Based Writing, Math, and Essay sections through practice questions and homework.
The document outlines the structure and content of a 5-week SAT workshop. Week 1 covers an introduction, familiarizing students with the test format and structure, and assigning practice problems. Future weeks will focus on specific strategies for the Reading, Writing and Language, and Math sections, including reviewing practice tests and assigning homework. The goal is for students to improve their scores by 50-150 points by establishing a target score and focusing study on their weaker sections.
Engage the Brain: 5 Ways to Create Interactive SlidesSharon Bowman
By Sharon Bowman. Engage the Brain: 5 Ways to Create Interactive Slides. For slide creators, presenters, and trainers who want to make their content interactive and unforgettable.
Copy of 54_ways_to_introduce_learning_objectimissrymill
This document provides 54 different ways to introduce learning objectives to students in an engaging manner. Some of the suggested methods include:
1. Using a dictation by having the teacher dictate clues about the learning objective without revealing it directly.
2. Applying codes or anagrams to the learning objective for students to solve.
3. Showing images related to the learning objective to provide clues without stating it outright.
4. Having students order or expand sentences related to the topic before introducing the precise learning objective.
5. Leaving the learning objective ambiguous and having students guess its meaning and purpose throughout the lesson.
A quick overview of some practical applications of student response systems (clickers) in the classroom. Feel free to use these slides and please post any new ideas as comments.
This document discusses activities teachers can do to help students express and address their anxieties and fears in English. It suggests having students discuss common exam anxieties and ways to overcome them. It also proposes having students come up with unusual phobias and discuss home-based worries. The goal is to help students talk about fears and anxieties in a way that can help them process these emotions and improve their English skills.
This document provides instructions for several grammar games to help students practice different grammar structures. The games have names like "Grammar Games" and "Come on 1 or 6!" and target structures like adverbs of frequency, comparatives, verb forms, and complex sentences. For each game, the document provides the level, focus, materials needed, procedure, and sometimes examples. The goal of the games is to increase learner confidence, independence and excellence with grammar through an engaging and competitive format.
This document provides 15 flashcard activity ideas for preschool English classes. The activities are designed to work with different types of preschool classes and help make flashcard learning engaging for young children. The activities include slow reveal techniques, pictionary-style drawing games, drilling pronunciation, memory games, and high-energy shouting games to reinforce vocabulary.
Un hombre de 42 años le cuenta a su madre un sueño extraño en el que su casa estaba llena de sal y su madre lo amamantaba. La madre le aconseja no preocuparse por los sueños sino interpretarlos, y que en este caso el mensaje es que ya es hora de que deje el nido y se independice.
Meu primeiro livro escrito em conjunto com meu sócio Ibrahim Cesar sobre a experiência de empreender no Brasil na onde Hype de Startups e os aprendizados tirados.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The document discusses strategies for using pair work activities to encourage student speaking in English language classes. It recommends pairing students to share ideas, get more speaking time, and reduce teacher prominence. Effective pair work requires clear goals, preparation time, modeling by the teacher, and monitoring by the teacher. The benefits of pair work include increased speaking time for students, a more dynamic lesson pace, and students learning how to lead and be led by their peers rather than just the teacher.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The document provides guidance on using a 4Cs training map approach to design effective training sessions that incorporate accelerated learning principles. It outlines the 4Cs - Connections, Concepts, Concrete Practice, and Conclusions - as an instructional design tool to show learners where the instruction is going and get them there together through multisensory activities. Examples of learner activities are provided for each C, like graphic organizers, teach-backs, and action planning. The goal is to actively engage learners through movement, images, writing and different approaches rather than passive activities like long lectures.
Teaching Adults ANYTHING in 4 Easy StepsSharon Bowman
This document outlines a 4-step process for engaging adult learners:
1. Get them connected by having learners write down facts and goals to connect to prior learning.
2. Show and tell by demonstrating concepts and having learners explain them to each other.
3. Let them do it through activities like teach-backs where learners practice and demonstrate skills.
4. Stand back and applaud by having learners self-assess and commit to applying what they learned.
The document outlines the structure and content of a 5-week SAT preparation workshop. Week 1 covers an introduction, test structure, target score planning, and homework assignment. Future weeks will focus on specific strategies for the Reading, Writing, and Math sections through practice tests, review of techniques, and homework. The goal is for students to improve their scores by 50-150 points by the end of the workshop through targeted preparation and practice.
The SMART Way to Write Learning Objectiveseyarborough
This document provides guidance on writing learning objectives using the SMART framework. It explains that learning objectives should be specific, measurable, attainable, relevant, and transferable. Examples are provided to illustrate objectives that do and do not meet the SMART criteria. Learners are prompted to practice writing their own SMART objectives and test their understanding. The overall message is that writing SMART objectives helps create clear outcomes for training and guides content development.
This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
The document outlines the structure and content of a 5-week SAT preparation workshop. Week 1 covers an introduction, test structure, target score planning, and homework assignment. Students are instructed to take a practice test, establish study goals, and join a group messaging platform. Future weeks will focus on specific strategies for the Evidence-Based Reading, Evidence-Based Writing, Math, and Essay sections through practice questions and homework.
The document outlines the structure and content of a 5-week SAT workshop. Week 1 covers an introduction, familiarizing students with the test format and structure, and assigning practice problems. Future weeks will focus on specific strategies for the Reading, Writing and Language, and Math sections, including reviewing practice tests and assigning homework. The goal is for students to improve their scores by 50-150 points by establishing a target score and focusing study on their weaker sections.
Engage the Brain: 5 Ways to Create Interactive SlidesSharon Bowman
By Sharon Bowman. Engage the Brain: 5 Ways to Create Interactive Slides. For slide creators, presenters, and trainers who want to make their content interactive and unforgettable.
Copy of 54_ways_to_introduce_learning_objectimissrymill
This document provides 54 different ways to introduce learning objectives to students in an engaging manner. Some of the suggested methods include:
1. Using a dictation by having the teacher dictate clues about the learning objective without revealing it directly.
2. Applying codes or anagrams to the learning objective for students to solve.
3. Showing images related to the learning objective to provide clues without stating it outright.
4. Having students order or expand sentences related to the topic before introducing the precise learning objective.
5. Leaving the learning objective ambiguous and having students guess its meaning and purpose throughout the lesson.
A quick overview of some practical applications of student response systems (clickers) in the classroom. Feel free to use these slides and please post any new ideas as comments.
This document discusses activities teachers can do to help students express and address their anxieties and fears in English. It suggests having students discuss common exam anxieties and ways to overcome them. It also proposes having students come up with unusual phobias and discuss home-based worries. The goal is to help students talk about fears and anxieties in a way that can help them process these emotions and improve their English skills.
This document provides instructions for several grammar games to help students practice different grammar structures. The games have names like "Grammar Games" and "Come on 1 or 6!" and target structures like adverbs of frequency, comparatives, verb forms, and complex sentences. For each game, the document provides the level, focus, materials needed, procedure, and sometimes examples. The goal of the games is to increase learner confidence, independence and excellence with grammar through an engaging and competitive format.
This document provides 15 flashcard activity ideas for preschool English classes. The activities are designed to work with different types of preschool classes and help make flashcard learning engaging for young children. The activities include slow reveal techniques, pictionary-style drawing games, drilling pronunciation, memory games, and high-energy shouting games to reinforce vocabulary.
Un hombre de 42 años le cuenta a su madre un sueño extraño en el que su casa estaba llena de sal y su madre lo amamantaba. La madre le aconseja no preocuparse por los sueños sino interpretarlos, y que en este caso el mensaje es que ya es hora de que deje el nido y se independice.
Meu primeiro livro escrito em conjunto com meu sócio Ibrahim Cesar sobre a experiência de empreender no Brasil na onde Hype de Startups e os aprendizados tirados.
This document discusses customer value studies and their benefits. It explains that customer value studies measure the perceived value that companies provide customers compared to competitors. This helps identify attributes to improve or leverage for communication to increase market share, loyalty, and profitability. Customer value is determined by evaluating the costs and benefits of a product or service from the customer's perspective.
La computación cuántica y la inteligencia artificial avanzada pronto reemplazarán muchos trabajos humanos. La mayoría de las personas necesitarán capacitación y nuevas habilidades para adaptarse a estos cambios tecnológicos. Se necesitarán políticas gubernamentales para ayudar a las personas afectadas y asegurar que los beneficios de la tecnología se distribuyan de manera justa.
Las ecografías 3D han avanzado mucho la ciencia, permitiendo ahora distinguir claramente al feto a diferentes etapas de desarrollo como las 9, 13, 25 y 30 semanas de gestación, mostrando su progresivo crecimiento hasta convertirse en un adulto a los 18 años.
This document provides copyright information for five architects: Massimiliano Fuksas, Brendan Macfarlane, Matthias Sauerbruch, Kazuyo Sejima, and Kazuhiro Kojima. The copyright is attributed to Stefanie Graul for photos of each of the five architects.
C:\users\hp\desktop\trabajo de lógica triangulosMishellCarvajal
El documento proporciona una descripción detallada de los triángulos, incluidas sus características básicas y varias clasificaciones. Explica que un triángulo está determinado por tres rectas que se cortan dos a dos en tres vértices y lados. Luego describe las diferentes clasificaciones de triángulos según la longitud de sus lados (equilátero, isósceles, escaleno) y según la amplitud de sus ángulos (rectángulo, obtusángulo, acutángulo). Finalmente, combina ambas clas
Este documento clasifica los triángulos de acuerdo a la longitud de sus lados y la medida de sus ángulos internos. Existen tres tipos de triángulos según la longitud de sus lados: equilátero si todos son iguales, isósceles si dos son iguales y escaleno si todos son diferentes. Según la medida de sus ángulos, los triángulos pueden ser rectángulos si uno mide 90°, obtusángulos si uno mide más de 90° y acutángulos si todos miden menos de 90°.
Storm Thorgerson founded the graphic design company Hipgnosis in 1968. He became known for designing album covers for famous rock bands like Pink Floyd, Led Zeppelin, and Black Sabbath. His process involved listening to the music to understand its style, drawing rough concepts, creating prototypes, photographing album art concepts, and editing the final image before completing the cover design.
Este documento presenta información sobre las tortugas marinas, en particular la tortuga boba. Comienza con un breve resumen de la historia evolutiva y características físicas de las tortugas marinas. Luego describe las 6 especies de tortugas marinas que se encuentran en las Islas Canarias, incluida la tortuga boba. Se proporcionan detalles sobre el tamaño, coloración y comportamiento reproductivo de la tortuga boba. Finalmente, discute las amenazas a las que se enfrentan las tortugas marinas, como
Storm Thorgerson was a British graphic designer known for his memorable album cover designs for rock bands over many years. He had an exhibition in 2010 that showed his design process, which involved 6 stages: discussing ideas with the band (brief), developing rough concepts, creating prototypes (tests), conducting photo shoots, selecting the best photos (editing), and finalizing the design (artwork). His process ensured the album covers properly represented the bands and satisfied both artistic and commercial goals.
How camera shots are used in opening sequencesMatthewAdair
This document discusses different types of camera shots that are commonly used in opening sequences to set the scene and provide meaning. Close-ups are used to show character emotions and focus on important objects. Medium shots allow viewers to see a character's body movements and surroundings. Long shots help establish the location. Tracking and tilt shots follow or angle a character to manipulate perspective. Zoom and cut shots can build tension and pace. Sound, performance, and mise-en-scene also provide context.
La abuela escribe una carta a sus nietos expresando que a pesar de estar enferma y de que una compañera murió recientemente a los 96 años, ella se siente feliz en la residencia. También menciona que sus nietos no la visitan desde hace dos años pero los entiende porque deben estar ocupados, y les envía la carta con fotos y cariño.
O documento descreve a plataforma DekDu, que visa criar uma rede social online e offline para promover o desenvolvimento sustentável. A plataforma permite a customização de perfis sociais e a conexão entre usuários e empresas. Ela também busca medir o bem-estar e a qualidade de vida das pessoas além do PIB.
Este documento resume diferentes técnicas de reproducción asistida como la inseminación artificial, la fecundación in vitro y la ICSI. Describe los procedimientos, indicaciones y posibles complicaciones de cada técnica. También cubre temas como la donación de gametos y los riesgos asociados con estas intervenciones médicas.
This document lists 55 different consolidation activities that can be used to summarize and review learning at the end of a lesson. The activities include having students list key things they learned, writing summaries, giving feedback to peers, creating diagrams, answering questions, and reflecting on their understanding through discussion or informal assessment methods like traffic light cards. The variety of active learning strategies are intended to solidify understanding of lesson content.
The document provides descriptions of 18 differentiated instruction strategies teachers can use in the classroom, including choral response, clothesline, fist of five, and four corners. It also lists exit cards, entrance cards, index card summaries, one minute essays, jigsaws, three minute pauses, idea spinners, and think-pair-share among other strategies. The strategies are designed to engage students, assess understanding, and check for learning in a variety of formats.
The document provides a list of activities and ideas that can be used for modern foreign language (MFL) lessons. It includes activities that develop different skills like reading, numeracy, listening, speaking, writing, and using ICT tools and dictionaries. Some specific activity ideas mentioned are "Sit 'n' Spin", "Trapdoor", "Darts", using adjectives for homework, creative writing descriptions, "Guess Who", challenge capsules, guessing songs, number flashcards, question chairs, guessing words, and having a phrase of the week. The document also includes some example materials for activities like color words, a mini dialogue, sentence completion, and a fill-in-the-blank paragraph using dice.
The document discusses using games in the classroom to improve student learning and engagement. It provides the rationale that students learn best when learning is active and hands-on. Several example games are described that involve movement, teamwork, drawing, and acting to reinforce lesson concepts in an enjoyable way. The benefits of games include maintaining student attention and motivation, while developing skills like collaboration and problem-solving.
This document discusses strategies for effective brain-based learning and assessment. It explains that the brain has three main parts - the neocortex, limbic system, and reptilian complex - and learning is most effective when it engages both the logical neocortex and emotional limbic system. The teacher's role is to create learning experiences that elicit an emotional response. Some suggested activities include questioning techniques, competitions, debates, and self-assessments to engage students and provide feedback. The goal is frequent, formative assessment to identify gaps and misconceptions.
Angelika and Asia, our EVS volunteers, who take part in Erasmus+ project in organization Young Women’s Christian Association-Beirut in Lebanon prepared their final publication
This document describes 8 easy games that can be used to teach English with few resources. The games include Lines Quiz, Bingo, Conversation Circles, Whisper Game, Conversation Ball Toss, Charades, Drawing Dictation, and Clap/Don't Clap. Most of the games are used to review vocabulary, grammar, or other target language through physical movement, competition, and active participation of all students. The teacher should monitor students' attention and switch activities if attention starts to wane.
This document provides a list of potential non-subject games and activities that can be used during break times, lunchtimes, or inserted into lessons. It includes suggestions such as using magic tricks, having student show-and-tell sessions, keeping an "assorted activities box" with interesting items, and using various drilling techniques like catchball drilling. Additionally, it outlines many review games that can be played on the whiteboard like blackboard races and relays to reinforce vocabulary and concepts from lessons.
Class room activities general reg classKerry Allen
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
This document outlines various teaching strategies:
1. Buzz groups, concept mapping, graffiti, and U-shaped seating arrangements encourage student discussion and debate on topics.
2. Question generation, one minute papers, and 3-2-1 activities assess student understanding and identify areas of confusion.
3. Additional strategies like learning partners, sending problems around the room, paper slams, and mock press conferences engage students and promote collaboration.
1. The document describes several speaking activities that can be used to practice conversational English skills, such as discussing cards with expressions, playing bingo with conversational phrases, roleplaying conversations from flow charts, and playing tennis by batting questions back and forth.
2. It also presents activities like blocking games which practice responding unpredictably in conversations, games where students move between circles and interview each other, and exercises where students take turns adding to a group story.
3. The goal of these activities is to provide students with opportunities to engage in authentic conversations and to develop their ability to converse spontaneously.
This document provides descriptions of several vocabulary mini-games that can be used to review words in a fun and engaging way. The games require minimal preparation and are designed to be played in short bursts. They include: Simple List, where teams list as many words as they can remember; Conversation Competition, where students use vocabulary words in a conversation with a partner; Erase a Word, where teams take turns erasing words from the board; and Vocab Shot, where answering questions correctly earns a chance to make a basket. The document suggests ways to modify the games for English language learners and students with special needs.
This document provides descriptions of various revision activities teachers can use with students, including: using mini-whiteboards or hand signals for quick questions; having students create songs to remember key facts; turning quizzes into engaging PowerPoints with images; competitive drawing games like Pictionary; an A-Z activity where students think of related words for each letter; having students teach parts of a topic to the class; and more interactive games and assessments to boost engagement like Splat, Taboo, storytelling, Blockbusters, and carousel questions.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
The lesson plan is for a 5th year intermediate English class with 14 students. It focuses on asking subject and object questions. The plan includes 7 activities: 1) an introduction game to review countries, 2) identifying question patterns in a quiz, 3) practice identifying question types, 4) a Kahoot game with questions, 5) a grammar exercise, 6) pairwork asking questions, and 7) a group conversation with self-made questions. The plan aims to develop listening, speaking and grammar skills around question formation.
This document provides examples of games and activities that can be used in EFL classrooms. It discusses using games and activities to help students practice language in a fun way. Some warm-up activities described include Mystery Object, Similarities, and Mystery Identities. Structured activities given include Changing Sentences, Sentence Starters, Pulling up a Sentence, and What has Just Happened? The document also provides references and lists of websites for additional EFL teaching resources and games.
20 Best Interactive Teaching Activities | CIO Women MagazineCIOWomenMagazine
Here are some interactive teaching activities; 1. Think, pair, and share 2. Brainstorming 3. Buzz session 4. Exit slips 5. Misconception check 6. Circle the questions
The document provides an overview of the four aspects of sports history that will be studied: popular recreation, 19th century public schools, rational recreation, and state elementary education. It lists key terms related to these aspects and five sports/activities that will be studied through time: football, cricket, tennis, rowing, and association football. The document also includes a timeline with important dates in the history of these sports.
This document contains summaries of 14 notable sports figures and sporting events:
1. The Ashes cricket series between England and Australia since 1882.
2. American swimmer Gertrude Ederle, the first woman to swim the English Channel in 1926.
3. American sprinter Jesse Owens' victories at the 1936 Berlin Olympics.
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5. American swimmer Mark Spitz who won 7 gold medals at the 1972 Olympics.
6. English tennis player Fred Perry, the last British Wimbledon men's champion in 1936.
7. The 1968 Black Power salute by American athletes Tommie
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2. Contents:
1. Challenge Wall 35. Question generator
2. Video Clips 36. Six degrees of separation
3. True or False? 37. Where would we be without…?
4. Big Question 38. Mnemonics
5. Last Man Standing 39. Quiz, quiz, trade
6. Fantastic Nine 40. Take a letter
7. Verbal Football 41. Memory board
8. Verbal Boxing 42. Hide and seek
9. Differentiation 43. Discussion circle
10. You Say We Pay 44. Wheel of knowledge
11. TV Screens 45. Thinking graphs
12. Give Us A Clue 46. Fortune lines
13. Taboo 47. Relay essay
14. Connections 48. My Space/Facebook page
15. Headbands 49. Corners
16. Weakest Link 50. Speed teaching
17. Revision Cards 51. Electronic treasure hunt
18. Speed Dating 52. Write your own exam paper
19. Alternative activities to 53. Great Big Balloon Debate
copying from text 54. Produce a revision booklet
20. Rolling Shows 55. Provide 5 fascinating facts about…
21. Hangman
22. Catchphrase
23. Yes / No game
24. Top 10 lists
25. Greatest Hits (related to Idea 24)
26. Dominoes
27. Key Word Bingo
28. Jargon!
29. Roll up, roll up!
30. Just a minute!
31. Venn Diagrams
32. Room 101
33. Democratic dots!
34. Verbal tennis
Although all of the above activities are specifically aimed at the gifted and talented, they
can still be used very effectively when working with pupils of lower ability, either in their
existing form or with slight variations. Dave B (Jan 2011)
3. 1. Challenge Wall
Assign an area of your classroom called ‘Challenge Wall’ or ‘Challenge Corner’. In that
area, put up laminated puzzles / activities that relate to your topic and the Year group.
When a student finishes the set task ahead of the rest of the class, they can go to the
corner and select one of the activities. If the puzzles are laminated, the students can
attempt them with a felt marker. When completed, the teacher simply wipes the sheet
clean with a cloth and returns it to the wall.
The puzzles / activities can be changed every term or half-term.
2. Video clips
If you are due to show a short video clip to your class, why not show it twice: once with
the commentary / sound, then again with the sound off but with commentary from a more
able student (warn them first!!)
3. True or false?
One student reads out a passage, which contains truths and errors. Listeners say ‘true’ or
‘false’ after each sentence. Award points to the listeners if they guess correctly or to the
reader they are wrong. The less able students tend to spot the lies, the more able tend to
spot the truths. You could arrange your class into teams with different passages to be read
out, making it more competitive.
4. Big Question
For questions that require long and detailed answers, or a number of shorter separate
ones, write them down on sheets of sugar paper (one question per sheet). Each pair, or
individual has a limited amount of time to answer the question before they pass that sheet
to the person or pair in front (or behind) them. The next person or pair has, again, a
limited amount of time to continue to answer that question. They should be encouraged to
read through the answer already given and cross out anything they feel is incorrect. This
process is continued until you think they have had enough time.
Blu tack the sheets on the wall at the front of the room and go through the answers. The
sheets can then be passed back to the students who take them away to ‘polish up’ for
homework by word processing and producing enough ‘model answers’ for the rest of the
class.
4. 5. Last Man Standing
A more able student stands at the front of the class. Everyone else stands and is asked to
think of a word or phrase associated with a particular topic. The more able student then
proceeds to name as many of those as possible. The class members sit down when their
word or phrase is mentioned. If you have a number of more able students in your group,
make it competitive by timing each of them to see how long it takes to get the class to sit
down.
6. Fantastic Nine!!
Similar to ‘Last Man Standing’ but – give your more able student a clipboard* with a
piece of paper to draw a simple 3 x 3 grid. In each box, they write down a different word
or phrase that is associated with a given topic (they should try to think of things the class
would find difficult). The rest of the class then have to eliminate those words/phrases by
shouting them out. Again, this can be made competitive by timing the activity and
comparing against another more able student.
*if you had a flip-chart this would work well.
7. Verbal Football
Divide the class into two teams. Appoint team captains (more able student). Ask a
question. The first team to answer correctly gains possession. Their team receives another
question, which they* must answer correctly within 5 seconds. If they do, they receive
another question. Three questions correct = three consecutive ‘passes’ and therefore a
goal! If a question is incorrectly answered, or not answered within the allocated time,
possession goes to the other team. Yellow and red cards can be shown for flouting the
rules.
*the students should answer in order of seating (ie no random shouting out). If he / she
does not know the answer, they can nominate the team captain to answer on their behalf
by shouting ‘nominate’. However, only allow one nomination per possession.
5. 8. Verbal boxing
Divide your class into teams of 3 to 6 pupils. Set up home and away matches and give
each home team a motion to ‘propose’. Away teams oppose the motion. Give pupils time
to prepare their arguments for both the home and away match.
Each match begins with two teams sending one of their members into the ‘ring’ (a space
created in the classroom) for the first round.
After two minutes of robust debate in which each ‘boxer’ tries to out argue their
opponent, the round ends and the ‘boxers’ return to their respective corners for one
minute: either to tag a fellow team member into the ring or to collect new ideas to use in
the next round. The best argument over three rounds decides the winning team.
Your more able pupils could take a lead role by speaking first, entering several
rounds or acting as coach in the corner between rounds
9. Differentiation
By task:
Use an able pupil to quickly recap on the previous lesson’s learning for the other pupils.
If you are taking feedback during the lesson, enlist an able pupil to record ideas on the
board while you lead the discussion.
Use more able pupils to provide the plenary. Alert them at the start of the lesson to be
ready to present their findings.
By outcome:
Try to use the ‘must do’, ‘should do’ and ‘could do’ tasks for classwork or homework. If
you have not seen an example of this type of work, let me know.
By support:
Whilst other pupils may be working on a simple starter, use this time to explain to your
more able pupil(s) which lower-level tasks they can by-pass and which tasks they should
tackle to stretch themselves.
6. 10. You Say, We Pay!!
i) Normal game: select a student to sit at the front of the class. Behind them,
you show an image or a word / phrase that is relevant to your subject*. The
class (I suggest you do it table by table to avoid unnecessary calling out) then
give clues to its identity. Repeat this process as appropriate. To prevent
anyone ‘mouthing’ the word to the participant, you could blindfold the
student.
ii) G and T version: split the class into teams making sure that you have more
able students in each team. The more able student comes to the front and
looks at a series of images / words / phrases that the rest of the class cannot
see. These could be on the staff computer or a sheet of paper or on a series of
flashcards. The student then has to give clues to his team in order to identify
them. Give each team an appropriate amount of time.
*You could use an interactive whiteboard by entering images / words /
phrases into a template from www.ClassTools.net
11. TV Screens
Divide your class up into groups of approx. 6. Five of the six should have ‘show me’ /
‘wipe boards’. The other student has a pen and a wipe. The groups should stand in a line
with their backs to the other groups. For example, one facing the back wall, one facing
the front wall, one group faces a side wall and so on.
Having prepared a series of questions related to the relevant topic, you now ask the
groups to answer them in the following way:
The student with the pen in each group writes the answer to the first question on the first
board in line. This student then moves down the line to the next board to write the answer
to the second question. This process is then repeated until all questions have been
answered. Anyone in the group can assist with the answers, taking care not to be heard by
other teams. The number of questions should match the number of boards in each team. If
there are fewer students in a particular team, one student could hold an extra board.
Once all the questions have been answered, the teams turn around to face each other, thus
revealing their answers. You go through the answers with them and announce the
winners. The above process is repeated according to however many questions you have.
The teams may swap the ‘writer’ if they wish after each round of questions.
This activity can be made more challenging by insisting that only the person holding the
board can assist the ‘writer’ in answering that specific question.
7. 12. Give us a clue!!
Divide the class up into an appropriate number of teams. One person from each team
takes turns to come to the front to ‘act’ out a key word or phrase from the topic you are
studying (you show them the word/phrase from prepared cards or a list). Give them a set
time to ‘demonstrate’ their word/phrase. If their team cannot guess correctly, points can
be awarded to the opposition.
13. Taboo!
Prepare a set of ‘post-it’ size cards*. At the top of each card should be a key word or
short phrase from the topic(s) you are studying. Below, there should be two or three
words associated with the top word/phrase.
The game: students sit in pairs. One student from each pair has a set of cards. On the
word ‘go,’ that student has to describe the word/phrase at the top of the first card without
using any of the words/phrases on that card, ie the key word at the top and any words
below. If the other student guesses correctly, move on to the next card and so on. The
guessing student can ‘pass’ at any time. At the end of a specified time, (I suggest two
minutes) the students swap roles and repeat the process. At the end of the game, the
students compare how many cards they have each – the winner is the one with the most
cards. You can set up a system of promotion and relegation within your class – winner
moves up one table, loser moves down. The new pairings then play another game.
*photocopy, laminate and cut out enough sets for one between two in your class. I
suggest approx. 20 cards per set. You can produce sets of cards which cover the same
topic or several topics. Make sure you either colour code the cards if you are covering
several topics or number the backs of each set – some of these cards can end up on the
floor!
14. Connections
Use the sets of taboo cards from ‘Idea 13’. Students sit in pairs and place the cards face
down on the desk in a grid. (if there are 20 cards, place in a 5 by 4 grid). The first student
picks any three* cards and attempts to provide a ‘connection’ between them. The
connection must be a valid one! If correct, the student keeps the cards. If incorrect, the
student places them back in the grid. The next student takes their turn and so on. After a
specified time (I would suggest 2 - 3 minutes), stop the game. The winner will be the
student with the most cards. As with ‘Taboo’, you can set up a promotion and relegation
system in your room.
*more able students should be able to cope with three cards, less able students pick two.
8. 15. Headbands!
Use the same cards as Ideas 13 and 14. Students sit in pairs. The cards are in a pile, face
down on the desk. One student lifts a card and, without looking at it, places it on their
forehead. They should keep it there with a finger. The word/phrase should be showing.
They must then ask their partner as many questions as possible to identify the
word/phrase. If successful, they take the next card from the pile. They can pass on any
card if it is taking too long to guess correctly.
i) The questions must only elicit a ‘yes’ or ‘no’ response
ii) They cannot simply ask ‘What is it?’
After a designated time, the students swap roles. As with Ideas 13 and 14, you can play a
promotion and relegation system.
16. The Weakest Link!
Divide your class up into two teams A and B (or name them). Give both teams sufficient
bits of paper (I suggest quarter A4 size) to write down questions and answers to a
particular topic. Each team should be given a different topic from which to generate
questions. Give the students 15 minutes (or longer) to provide questions and answers on
the bits of paper – one question and answer per piece of paper.
Collect the questions in, making sure you keep them in two separate groups. Team A will
now face the questions that were compiled by team B. Give a time limit for team A to
amass as many points as possible (the powerpoint has ‘smarties’ but you can change it).
They* can bank at any time but obviously lose any current points if a question is
answered incorrectly.
This process is then repeated for team B who will answer questions compiled by team A.
*
I suggest having an order in which the team answers questions e.g. table by table, to
avoid unnecessary calling out.
9. 17. Revision cards
Give each of your students some index cards (alternatively, they could make their own).
The number of cards given should match the number of topics within your module /
syllabus. On one side of each card the students should write the title of one of the topics.
When all cards have been titled, the students can then begin to complete the other sides.
They should write down, in note* form the relevant / important points from that
particular topic.
When all cards have been completed, students can then carry out the following task.
Place all the cards on the desk in front of them with the topic title facing up. Then try to
visualize what is written on the first card. Turn the card over to check that what they
thought was on the card was actually on the card. If yes, leave the card turned over and
repeat process with the next card. If not, turn card over again and try again. This process
is repeated until all cards are turned over.
This activity could take place over a series of lessons (with homework to complete the
cards). Obviously, less able students are likely to cope better with less information on
their cards.
*could be a mini mind map
18. Speed dating
The basic idea is that pupils will move around the room from table to table, swapping
information about the topic they have prepared.
Materials needed: revision cards (you could use the revision cards from the previous
activity or pre-made ones like the topic cue cards from Philip Allan Updates which cover
a variety of subjects). Each pupil also needs a pen and a sheet of A4 lined paper.
Students sit in pairs. The first pupil is given one minute to speak* about a particular topic
whilst the other listens. The listening pupil then has one minute to write as much as
he/she has remembered. (a bit of prompting can be allowed from the other pupil). After
one minute, the roles are reversed. One pupil in each pair then moves around the
classroom in a direction of your choice. This process is repeated.
*homework in preparation for this lesson could be to produce a short speech about a
particular topic which lasts approx one minute. Or, the speech could be prepared at the
start of the lesson.
10. 19. Alternative activities to copying from text
1. A simple ‘conversion’ exercise
Ask the students to take material that is presented in one format and convert it into a
different format. Eg
• A mind map
• A flow diagram
• A storyboard
• A chart
• A key word plan
• Ranked bullet points
Give students a choice of formats. Over time, the students can practice them all. They can
then choose the ones that suit their learning style independently.
2. A ‘hierarchies’ exercise
Each student draws a page-sized pyramid. In pairs, or individually, the students should
find the ‘big idea’ in the text and write this in the apex of the pyramid.
Students then work out the next level of information – the main points – and note them
down in the next ‘layer’ down.
This process continues until the details are written within the base of the pyramid.
The students could be asked to memorise the material by covering up different layers,
attempting to recall what they contain, then looking to check. In time, they should be able
to work from just the higher layers, which prompt the recall of detail.
3. A ‘filtration’ exercise.
Draw a large filter funnel and beaker on the board. Students work on the given text in
pairs. You challenge them to find the five (or ten, or appropriate number) most important
words.
As soon as a pair is ready, one of them comes to the board and writes their proposed five
words in the filter funnel. Other pairs follow and from their selection can only add words
that are not already in the funnel.
As soon as every pair has contributed, lead a debate with the class about which five (or
ten, or….) words to let through into the beaker.
The agreed filtered words then become the basis for notes, which everyone can make
individually.
11. 4. ‘Market Place’ activity.
1. This exercise is conducted through a series of strictly timed stages. The number of
stages and timing of each stage will vary according to the topic. Here is a typical
example.
2. Students work in groups of 3. Each group is allocated a sub-division of a topic
and given resource material on their sub-division. Each group also has a large
piece of sugar paper and 3 / 4 differently coloured thick felt pens. In a regular
class there might be 8 or more groups, so each sub-division is given out twice, to
different groups in different parts of the room.
3. Write up the sequence and timing of the stages on the board so that students can
follow the exercise easily.
4. Have a gong, bell or buzzer to signal the start and end of each stage.
Stage 1 (1 minute) Show the students the learning objectives and the test that they will
take later (on interactive whiteboard if poss). Give them one minute to read through the
test, then switch it off. Make sure that they understand that they will sit the test under
exam conditions without reference to any materials.
Stage 2 (15 minutes) Each group converts the resource material for their sub-division
into a visual display (a poster) using the large paper and pens. The poster must be
designed for visitors to view and understand (at stage 3). The poster can have up to 10
words and no more – abbreviations count as whole words. Numbers, diagrams, symbols
and pictures can all be used. Remind the group at this stage that, as a minimum, they
must include material that can be used to answer the test questions.
Stage 3 (10 minutes) By now each group will only have a fraction of the info. needed for
success in the test. Therefore, groups will need to learn from each other at this stage. One
member of the group will ‘stay home’ and be the stall holder, the other two members will
go out into the Market place to gather information. The stall holder explains the group’s
poster to visitors and is allowed to answer questions asked by visitors. The researchers
who go out into the Market place will need to visit all the other sub-divisions of the
topic. They can divide the labour up and work separately. If they have enough time, they
should go to other versions of the same sub-division to cross-check information.
Stage 4 (10 minutes) Everyone returns to their home base. Those who went into the
Market place to research info. now take turns to teach what they have found out. It is an
opportunity to clarify understanding. Students can run back to look at posters again or to
ask questions in order to check details. The aim is for everyone by the end of this stage to
be ready for the test. Even though they will not be able to use them during the test,
encourage students to take notes – seeing and doing, as well as hearing, helps information
to stick. During this stage, distribute test papers, face down to each group.
Stage 5 (10 minutes) All resource material is put out of sight. The test is conducted under
exam conditions.
12. Stage 6 (5 minutes) – optional. In each group, students now put their heads together to
see if they can come up with a complete and accurate set of answers between them. It is
important that, if you use this stage, they did not know about it at the beginning.
Variations
Use for revision rather than to learn new material.
Instead of a test at the end, there might be a task e.g. writing a report.
Sustain the activity over a series of lessons. Groups might take one lesson to research
their material from a range of resources, then half the following lesson to prepare their
poster.
20. Rolling Shows
Create a selection of images or video clips which are displayed via a powerpoint rolling
presentation on the whiteboard as students enter the class. The images/videos should be
relevant to the lesson topic. The slide transition could be set to ‘’automatically after’’ 5
seconds. For maximum effect, the show could be accompanied by an appropriate backing
track. You could give students a task to do during this rolling show or just leave it
running in order to get them thinking about the topic.
21. Hangman
As a slightly different start to your lesson you might ‘’dash’’ the objectives out on the
whiteboard and then ask students to identify the letter words and sentences that make up
those objectives. In some ways this will test their knowledge of previously met key
words, how to spell them and become familiar with assessment expectations such as
‘evaluate’, ‘identify’ and ‘explain’.
22. Catchphrase
Display a collection of images on an interactive whiteboard (if you have one) from which
students have to guess the key word or phrase. Clearly, with more able students, you can
make the images quite difficult. Or how about getting your more able students to create
the images themselves as a test for the others? ‘’Just say what you see!’’
23. Yes / No game
Tape a key word / phrase / theory etc…. on the back of some students as they come into
class or at the end or the lesson (or use post-it notes on their foreheads). Either with the
entire class or in a small group, have the students one at a time ask questions with ‘’yes’’
or ‘’no’’ as the answer in an attempt to figure out what is written on their back / forehead.
The number of questions could be limited. Another variation could be to count the
questions asked and construct a leader board.
13. 24. Top 10 lists
Throughout the year, it is likely that many theories, concepts, scientists, writers etc…. are
presented. A good way to review these is to have students make Top 10 lists in small
groups to decide which are the most useful / significant. Allow students to share their lists
and discuss with other groups about the rankings.
25. Greatest Hits (related to Idea 24)
Having decided on the Top 10 list, students have to think of a well-known song that
could represent each list item as a theme tune - ie based on the topic area the students
have studied.
E.g. In psychology, Freud – ‘Lets talk about sex!’
26. Dominoes
Prepare a set(s) of domino cards, each divided in half by a line. On one half of the card
there is a question and the other half there is an answer. Give each member of the class a
domino. One student begins by asking their question. Students must indicate if they think
they have the right answer. The other class members must indicate they agree or disagree
with that student (perhaps using thumb meter?). Whoever had the right answer then asks
their question and so on.
27. Key Word Bingo
Ask the class to draw a blank nine-square ‘bingo’ grid. Then, on the whiteboard, write 12
key words or terms from the current topic. Ask everyone to fill in their nine squares with
a term from the board. Call ‘eyes down’. Read off the definitions of the terms one at a
time in random order. Students cross off their terms when they match their definitions.
When someone calls a line (either horizontal, vertical or diagonal), they read back the
terms and their meanings. Then proceed to full house and repeat the process.
28. Jargon!
Preparation - Type out a passage of work relevant to the lesson topic. Better still,
construct a passage that covers a module of work. However, instead of putting in the key
terms, type in the definitions of the key terms.
Students must then replace the definitions with appropriate key terms.
14. 29. Roll up, roll up!
Draw a table on your whiteboard with two column headings: dice number, and key term /
theory / concept etc… Ask students to roll the dice and then explain the equivalent term /
theory / concept etc…
Depending on the lesson and the learning content you wish to check, you could use one
or two dice i.e. have 6 terms or 12.
30. Just a minute!
Give students a small period of time to go over their notes in preparation for talking about
a topic for one minute. Pick a name out of a hat and sit them at the front of the class. If
possible, display a countdown timer on an interactive whiteboard behind them so others
can see their progress. Encourage them to use key words, names, theories etc..
This activity could be done individually or as pairs.
31. Venn Diagrams*
This activity involves pairs of students sorting key terms (or whatever is appropriate for
your subject) into areas within a venn diagram. The diagram could include 2 – 5
concentric circles depending on the topic you wish them to consider. The circles would
represent categories you choose. The activity could either be paper based, a
cutting/sticking exercise or using physical venn diagrams and moving around cards.
*There some challenging interactive quizzes involving venn diagrams for all subjects on
ICT on Vostok – Dragonfly Interactive Quizzes.
32. Room 101
This activity could be carried out at the end of a topic. In small groups, students must
choose one item* from their studies to throw into Room 101 and explain their reasons.
The teacher and / or class must decide whether their reasons are justified.
*the item could be a writer / scientist / theory / historical figure etc…
33. Democratic dots!
Place a series of statements around the room on paper (about six would be sufficient).
Give the students 3 small, coloured sticky circles (you know the ones!!). Ask them to
place their sticky circles on the statements which they agree with the most. Discuss the
results and ask them to justify the reasons for their choices.
15. 34. Verbal tennis
Students sit facing each other in pairs. The teacher sets a topic and the pair decides who
will serve first. The server begins by saying a word or phrase associated with the topic.
The partner then immediately returns service by giving a second word or phrase. Play
continues in this way until one person either
i) repeats a word / phrase already used
ii) hesitates for more than three seconds
Just like in real tennis you could introduce ‘three challenges’ whereby the challenger
could stop the game briefly to question the validity of their opponents choice of word /
phrase. Scoring should follow the rules of tennis (if they do not know this – play first to 5
points).
This activity could be extended by introducing divisions and a promotion / relegation
system.
35. Question Generator
Instead of guessing what students might find interesting about a topic, why not ask them?
Explain to the students the topic they are about to study. Ask them to generate as many
questions as they can about the topic. What would they like to know? What would they
find interesting? The questions could be ranked into those the whole class are most
interested in. Teaching can then take place around these questions
This could be useful for areas of the syllabus where students have enough general
knowledge to frame intelligent questions.
36. Six degrees of separation
This is a logic game that can be used to promote creative thinking. The class is given two
words (ideally illustrated with photos) which describe people, objects or processes. They
are then challenged to write six sentences that logically link them together.
The only rules (other than the requirement for six sentences) are that the first sentence
must start with the first object and the last must end with the second. Intermediate
sentences must follow logically, with the end of one sentence forming the start of the
next.
Once students become familiar with the game, you can limit their time to, say, three
minutes. See example below.
• A caterpillar is the larva of a butterfly
• Butterflies are insects, which are classified as animals
• Animals respire in order to provide themselves with energy
• Energy can exist in many forms
• One form of energy is thermal energy
• Thermal energy and light energy are produced by burning a candle
16. 37. Where would we be without….?
As a simple end of lesson activity, ask students (in pairs or individually) ‘’Where would
we be without …theory/scientist/author/process etc.’’.
They could then perform a short presentation which would encourage them, and the rest
of the class, to consider the impact of that subject/topic on the world.
38. Mnemonics
This simply involves giving students time at the end of a lesson or topic to create a
mnemonic to remember lesson material.
Students should share their mnemonics so that other students can note down which ones
stick out most to them.
39. Quiz, Quiz, Trade
This can be used as a starter or plenary.
Ask each student to write two* questions and their answers on a piece of paper. The
questions should be on something they have recently studied and there should be no
collaboration with other students when writing the questions.
The students then stand and pair up. They take turns to ask ONE of the questions on their
paper. If the question is not answered correctly, the answer is to be given. After they have
each asked ONE question, the students swap papers (ie trade) and move on to find
another person to repeat the process.
*you could of course extend this activity by getting the students to prepare more
questions. You could also collect in all of their questions to play a ‘weakest link’ type
quiz game later.
40. Take a letter
Preparation: small cards with letters on them (laminated for longevity)
Put the students in groups of 3 or 4. One person from each group comes to the front of the
class to take one card with a letter from the alphabet on it. They return to their group and
try to think of some ‘item’ from a specific topic that begins with that letter. One person
from the group can be nominated as ‘scribe’ to write answers down. If successful, they
keep the letter and collect another from the front of the class.
If they cannot think of an ‘item’ they must return the letter card and take another one.
After a set time, you can check their answers as a whole class activity but afterwards,
they must then try to create a word using the letters they have collected.
17. 41. Memory Board
A useful starter activity.
12 terms from a particular topic are written in a three by four grid on the IWB or OHT.
Students have 30 seconds to remember the list. Put up the next slide which has one of the
terms missing but all the others are jumbled up into different locations on the grid.
Variations: students have to explain what the terms mean or write definitions in the grid
and the students have to state which ‘term’ is missing.
42. Hide and Seek
Students do all the preparation work by writing a definition on one side of a small piece
of paper and the technical term to which the definition relates on the other. They should
repeat this process as many times as you think is appropriate.
Students then line up the pieces of paper which the definitions face down. They are timed
to see how long it will take them to learn all the definitions. They can only turn a piece of
paper over and keep it turned over if they have learned the definition.
Variation: you can issue index cards for them to write more detailed information. They
can be completed for homework, laminated and used as a more permanent revision
resource.
43. Discussion circle
Preparation: students revise a particular piece of information (either one that has already
been covered or an item to be studied in future)
The class is organised into two circles – an outer one and an inner one. The students need
to be facing each other (ie outer circle faces in, and inner circle faces out). Each pair of
students then has approx 2 minutes (one minute each student) to explain to each other,
what they have found out. At the end of this process, the outer circle ONLY, moves in a
clockwise direction so that there are now new pairings. The process of swapping
information is repeated.
The students could all be given the same broad topic to research/revise, or different but
nevertheless, interlinked pieces of information.
18. 44. Wheel of knowledge!
Preparation: sets of cards with numbers 1 – 6 on one side and questions on the other.
The class is divided into small groups, each given a set of cards and a die. The students
must answer the question when that number is rolled. The students should take turns to
roll the dice and answer the question themselves initially, but answers should be
discussed as a group.
Gradually the number of cards is reduced and the die is passed around more quickly.
Variation: students could create the questions themselves on card before you laminate
them.
The questions should try to create a broader base of knowledge by incorporating
‘evaluative’ tasks. Remember Bloom’s Taxonomy!!
45. Thinking Graphs
This can be used as a main body activity and would take approx. 15 to 20 minutes.
Preparation: Students (individual, pairs or threes) are provided with a number of
statements on card and a graph on A3 sized paper. A good thinking graph activity will
contain statements that can be placed in a number of places on the graph, although
students have to be able to justify why each statement goes in each place.
Examples
History
In a lesson about the first world war, students could be given a graph of the number
British ships lost 1914-18 and a graph of the number of U-Boats in use at the same time.
Statements could relate to people losing their jobs, cricket pitches being dug up to grow
vegetables, the German surrender, British military tactical changes, women receiving
black-edged telegrams.
Geography
Students could be provided with a graph that shows how the temperature of a country has
fluctuate over a 100 year period. Statements could be used referring to global warming,
use of renewable and non-renewable fuels, flooding, population changes and other
environmental factors.
Business Studies
A graph showing the value of share prices over a five year period could be used.
Statements referring to wars, recession, supply and demand, company take-overs, job
losses and bankruptcy could be used.
19. 46. Fortune Lines
Activity overview
Students have to produce a graph in response to a piece of text they have read or listened
to. When drawing the graph, students have to infer the feelings or emotional state of the
characters in the text and they must try to plot the graph accordingly.
The graph has a vertical axis that charts the feelings or fortunes of the characters and the
horizontal line is either an axis of time or a list of the main chronological events within
the text.
Examples
French
Students could be asked to plot a graph which shows the fluctuation in fortune of two
friends who have arranged to meet at the cinema. The story could involve details such as
the journey being rainy and cold for one person but war and sunny for the other, not
meeting in the right place, feeling stressful because they are running late, laughing during
the film, crying when the film is sad and so on.
Maths
Students could be asked to plot the fortunes of poker players in a game of cards where
certain percentages, fractions and ratios of cash are won and lost during the course of the
game.
History
The activity can be used to show the fortunes of armies during key events in a war, or the
feelings of real or imaginary characters during a particular period.
47. Relay essay
This idea requires use of one computer throughout the lesson and access to email
accounts.
Start by typing an essay title based on the topic being studied at the top of a word
document. Ask for a student volunteer to begin the essay. Each student must add no more
than two or three sentences to the essay. The student must type up their addition and save
before ‘passing the baton’ to one of their classmates. This can continue throughout the
lesson until everyone (or selected students) has contributed.
You should then create a mailing list and email the finished essay to every student. Their
homework is to mark the essay using a mark scheme provided by you and bring it to the
next lesson. A whole class discussion can then take place about how the essay could be
corrected to make it better. A volunteer can change the essay on the computer as the
discussion unfolds. When all of the group are satisfied with the essay, it can be emailed
out to all students.
20. 48. MySpace/Facebook profile
To help students learn about key people in your subject, ask them to create a MySpace or
Facebook profile page for a particular person. For example, if students need to know key
facts about Sigmund Freud ask them to create his profile page including information
under headings such as Interests (groups he belonged to, achievements etc), Personal life
(married to/children/born/education etc). Students can also include a profile picture of
their person and a quotation for them. Get them to add pictures and even videos if they
can find them. Finally create a list of friends for the person (maybe other key figures who
have influenced them) and include some comments from these friends. Students can use
their imagination to build these profiles. They might be done on paper or even better use
software online to create the profile electronically. Hopefully good fun and a great way to
learn about relevant figures in the topic.
49. Corners
Devise four categories/people/theories/studies from the topic previously studied. Write
each one on a large sheet of paper and blu tack one in each corner of the classroom.
Students start in the middle of the classroom. You ask a series of questions relating to the
topic, for example ‘Which theorist said that……’ and students must move to the corner
of the room which they believe is the correct answer. To avoid students acting like sheep,
tell them they may bluff and stand in the wrong corner. Then allow 5 seconds for them to
move if they wish to do so. Any students standing in the 3 corners which are not correct
are eliminated. The game continues until a winner emerges. You will need a number of
tough questions for the elimination process to work.
50. Speed Teaching
Just like speed dating but with teaching! Set up tables into blocks of 4. Students are
divided into groups of 4 and are given a topic that they have to research and teach to
other students. Give groups 15 minutes to research their topic and note down the key
points to teach to others. You need to check their content is correct before they teach it. 2
members of the group stay put to act as teachers and 2 members of the group act as
learners. When the whistle is blown the learners move clockwise to the next table
teachers remain static, learners move. Teachers have 5 minutes to impart their
knowledge (without simply reading out their notes). The learners take good quality notes
on the topic. After 5 minutes learners move round again to the next table, keep rotating
until learners return to their original group. Learners must then feedback what they have
learned to their original group who also take notes. Each member of the class should end
up with a full set of notes on all of the topics. To add an extra twist, learners could rate
the teachers on a scale and decide who were the best teachers at the end of the activity.
21. 51. Electronic Treasure hunt
Set up an electronic treasure hunt where students must collect information from different
websites and collate the information for homework. You can provide students with
websites they must visit, quotes they must collect, pictures to include and facts must find.
Evidence that they have done the treasure hunt will be in the form of a wordprocessed
document including the relevant information copied and pasted from the websites. This
can be used to encourage students to carry out further research on the topic they have
studied in class.
52. Write your own exam paper.
Using past exam papers as a template, divide your class into small groups and ask each
group to write 1 or 2 short exam questions using the correct terminology. The group
should also produce a brief marking scheme for their questions. The questions may
require stimulus material and the group can have fun making this up too. All of the exam
questions can then be collated by asking groups to take turns to type both their questions
and mark scheme separately creating one complete exam paper. This exam paper may
then be used with the class as a test, or could also be given to another class who in turn
swap over the paper they have written. This task enhances students’ understanding of
how the exam is set out and how it might be marked - all questions and mark schemes
must be carefully checked by you before being typed up.
53. Great Big Balloon Debate
Choose at least 4 opposing theories/theorists/themes/ideas/approaches etc and allocate
one to each group of students. Each group has to research their theory/approach etc and
also research the opposing groups theories etc. The aim is to provide support for their
own theory and evidence to criticise other groups’ theories. Each group has one person
in the ‘hot air balloon’ and the debate commences to decide which theory is the most
worthy of remaining in the balloon. Only one person is allowed in the balloon at the end.
Work out a scoring system such as 1 point for a valid contribution but 1 point deducted
for someone criticising your ideas. To avoid a free for all, allow each group one minute to
speak without interruption, then allow opposing groups to challenge.
22. 54. Produce a Revision Booklet
Divide up the class into small groups and allocate a topic to each group. Provide the
group with plain A4 paper and pens (colours used must be suitable to be photocopied).
Allow 2 sides of A4 per group and explain to them their task is to summarise the key
points only using headings and notes in a clear and appealing way. Encourage the use of
illustrations (drawings, clip art, graphs, tables and diagrams) to make their pages
eyecatching. The page must not be overcrowded. Collate each group’s pages and
photocopy all of them to form a revision booklet on the topic. Each student receives a
copy of the finished booklet.
54. Find 5 fascinating facts about….
For a brand new topic, ask students to come to the lesson with 5 fascinating facts that
they have found out about the topic or person. The aim is for students to find and present
facts that nobody else will have heard about. A small prize might be offered as an
incentive for finding out the most fascinating fact as judged by you, the teacher. Facts can
be presented verbally or using an interactive whiteboard or mini whiteboards.
23. Teaching more able learners
I will not burden you will a huge list of websites that supposedly offer help and guidance
on teaching gifted and talented pupils, I am sure that you have your own subject specific
ones. However, here are a few that have proved useful in the past:
GT: London Gifted and Talented
Cutting edge e-resources and online tools.
www.londongt.org
QCA: Tasks for the more able
www.qca.org.uk (type in gifted and talented)
Optimus Education, which offers free resources, articles and advice.
www.teachingexpertise.com (type in gifted and talented)
All of the activities in this booklet, and a bit more, can be found on the school intranet
page: Staff – LCS Information – Gifted and Talented resources – Classroom activities.
Biss (Jan 2011)