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Create an activity to write for understanding and reflect on the content

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Tried out a crossword puzzle with my students and they really enjoyed it. It is a fun way to test terminology and application.

This website is easy use and allows you to create various types of word puzzles.

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Online Puzzlemaker | Create Your Own Puzzle | Discovery Education Puzzlemaker

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Discovery Education’s Puzzlemaker provides teachers, students, and parents, the tools necessary to create crossword, puzzles, word search puzzles, mazes and more online!

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Use concepts such as 30 seconds, monopoly, snakes and ladders, pictionary , jenga to develop question and answers. Questions can be at developed with different difficulty levels and students can explain concepts to each other.

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This strategy can be very useful before an exam.​

Have each student come up with ​

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3 topics that they know well enough to “teach” to the other students, ​

2 topics that they do not understand, and ​

1 possible test question. ​

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Then have each student write the topics on the board. Most of the time, the students’ topics will overlap allowing students to “teach” the other students who need additional assistance. Follow up with discussion of the possible test questions.

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This strategy is designed to help with a difficult piece of reading, e.g. a chapter in a textbook. The chapter should be divided up into meaningful sections and each group should be given one section.​

Ask the students to read and summarise their section. After they all have done this, have each group explain their section to the bigger group. Encourage students to ask questions. Address the areas students may have overlooked.​

Lastly, get them tho share copies of their summaries.

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This process requires  three stages.​

1 Give students a question, concept, or problem. ​

2 Give them time to think about it alone for a while time. ​

3 Then they pair with another student and discuss what they found.​

Lastly, the pairs join the large group and discuss their conclusions as a whole.

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Start by pairing the students into groups, one student should be the problem solver while the other student is the listener. ​

The problem solver must say out loud every step in the reasoning process and the listener must listen and understand every step the thinker is making.  The pair should be working together. Be sure the listener continually encourages the problem solver to talk. The listener should also point out any errors. After the problem is solved, the groups should rejoin the large group and share the problem solving process with the group.​

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Put students in groups of two or three and assign them to write a test question for a specific topic, ensuring that all the topics have been covered. Ask students to write their question on the board or on an overhead for discussion (How can this be asked? What is the answer? etc.) Students will have the benefit of learning to think like the lecturer and they’ll be able to see additional questions that other students have written.

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Note cards can be used for vocabulary, formulas, concepts, questions, etc. Take a stack of cards with you to your session and have the students make the cards during the session. Write the question on one side of the card and write the definition, description, or answer on the other side. Students then ask each other questions in groups.

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Have the students break into a small groups and ask them to identify the central word, concept, or question around which to build the map. Put this main idea a circle. Then extend branches out from the central circle that includes all the subtopics from the main idea. Continue to add additional branches with related topics and circle groups of branches that are linked. This mapping encourages students to see the overall picture and the main ideas. End with an overall discussion of the topic.

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Helps students to activate prior knowledge and link to new information to make connections with what is already known. Make 3 columns: ​

What I Know; ​

What I Want to know ​

What I Learned. ​

This method is used to help focus the session on particular concepts which students feel they want to know.​

Towards end of session go back to chart and have students go back to the K column to see if any info needs to be corrected, then see if there are any questions left unanswered in the W column and then complete the L column.