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Teacher asks the students a question and gives each group time to discuss the answer with their team members. The teacher will randomly call on a student to give an answer on behalf of their team. If the student gets the answer correct, a representative for the team gets to come up and shoot a “paper basketball” into the trashcan. The team gets a point if the student makes it in the trashcan.

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Students are put into small groups. After a few lecture slides the group must review the information provided for three minutes. Alternatively, students can do this in pairs.

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Students are given a lab activity and the materials needed to perform the experiment. Students can write up a lab report or answer questions on a handout to demonstrate understanding.

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Students stand in a circle and toss a ball around while music plays. When the music stops, whoever is holding the ball must answer the question posed by the teacher. As the students answer the question they can sit down and circle gets smaller and smaller.

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Students can create a physical representation of a concept or phenomenon that they are studying. Collect materials that the students need and explain how it should be presented.

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Students can do hands on activities in small groups, rotating through a variety of activities. Good way to do differentiation in class for different levels. Good way to use technology.

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As students arrive to class, give each student a piece of paper with a question or problem on it, telling them to make a paper airplane but not to answer the question. One at a time students will come to the front of the room and throw their airplane. The student closest to the airplane gets to try to answer the question, with teacher assistance as needed.

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Get cheap white paper plates. Write questions or vocabulary terms on one set of plates using one color of marker. Write the answers and definitions on the other set of plates using another color of marker. Distribute the plates randomly to students and tell them to find their match. When the partners find each other, the entire class should answer each question or define each vocabulary word.

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Give each student a set of ten blank note cards. Individually the students find ten words or short phrases from the reading that they think are important. Students are then placed into small groups and must categorize all the words they found into different categories. The small groups will share with the class what grouping they chose and why.

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A small group of students is given a topic to discuss or a section of text to read and discuss. The rest of the class gathers around and listens to their discussion. The rest of the class can give their own opinions and ideas.

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After 10 minutes of direct instruction and note taking, allow students 3-5 minutes to share with each other and fill in any missing notes or correct mistakes. Students can anonymously write down any lingering questions on a note card, which the teacher takes up and uses to guide instruction.

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Using a plastic beach ball, write numbers on each color of the ball. As each student catches the ball they must answer the corresponding question that their index finger is touching on the ball. They then throw the ball to another student and continue the process.

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Everyone writes down an idea, question, answer, etc. Write your name on top of your paper. Students wad up the paper and throw it into the middle of the room. Each student picks up a “snow ball” and adds something new to the paper. Repeat the process.

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Individually, students write down the six most important concepts from the reading. Students get in groups of three and narrow down their lists of concepts to the three most important. As a whole class discussion, each group shares one idea from their list.

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Students stand in pairs back to back with individual white boards. The teacher poses a question and the students write their answer on the board. When the teacher says, “Whip around!” the students turn and face each other and compare answers. They can discuss the problem before the teacher discusses the answer.

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Teacher poses a question related to the content objective. Students stand up if they agree or sit down if they disagree.

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Students are placed into small groups. Teacher poses an open ending question with more than one possible answer. Each group chooses a recorder to write down ideas. Remaining group members offer ideas one at a time and the recorder writes down each idea without any group evaluation. Process repeats around the group until everyone has a chance to share their ideas.

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Students get into small groups and are asked to problem solve an issue. They need to develop a concise 90-second argument for whatever their position on the issue is. The group pretends to ride in an elevator (for 90 seconds) with the person they need to convince on the issue. Each group member should provide a sentence for the argument!

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Give students a question that has no “factual” answer. Students use material that they have been learning to develop a position on the question. Students pick a side of the room to discuss with other students about how they feel regarding the question. The two groups of students then argue their side of the discussion with each other.

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Start with a sheet of paper for each row or group in the class with a question at the top of the page. The first student in the row or group answers the question. The next student has to add a different idea. Continue on throughout a group or a row of students.

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Each student develops a discussion question related to reading assignment. Write down the question on a paper cut out of a bone. Each group selects a bone from the pile to “knaw” on. When the group believes they have “finished” the bone, they can share their response with the class.

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Place 3 sheets of chart paper on the wall (C- Challenges, S- Successes, I- Investigate). Groups are given sticky notes. Students write one sticky note to place under each letter regarding the topic at hand.

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Each student in a group has a different question. Each student in the group leads a discussion of their question. During the whole class discussion the students who were the question leader shares what their group discussed.

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Each student writes down 10 words that are important in the reading/content. Students get into small groups and sort all of the words into 3 or 4 categories. The group will choose the 5 most important words and write a sentence using those words.

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Students write down their ideas and move around the room, sharing one idea with each classmate and getting an idea back from them. Repeat the process until at least 6 new ideas are collected.

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Students are arranged into groups, and each group becomes an expert on one topic. Students are then mixed into different groups. Students will share with their new group what they know from their main topic.

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Students think about the question silently, writing down ideas if they want to. Students then pair up and discuss their ideas. Finally, each pair shares their ideas with the class.

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Students are paired up in two rows that face each other. First partner answers the question for 60 seconds, partner 2 listens. They switch turns for the next minute. The first partner will then slide down one seat to a new second partner. Repeat this process as many times as needed.

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Place posters around the room with questions/topics. Students are assigned to small groups and each group gets a colored marker. Groups will rotate through the posters and make a comment on each poster that is different from the other groups.

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Put students into groups of 4 and give each member a number (1-4). Give the group a question to answer; they can work together to answer the question. Teacher will call out a number (1-4) and the corresponding student from each group will answer the question.