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Quiz-Quiz Trade:

Can be used to review vocabulary, practice comprehension questions, or before brainstorming for a writing task so that students have a chance to brainstorm aloud with peers before starting their planning papers

Students can design quiz-quiz trade discussion questions themselves to be related to the current reading. This works well for older students who can construct more meaningful questions. This also works better with younger students after working on how to create meaningful questions that get into analysis rather than comprehension.

The format can add some variety to reading groups. Instead of discussing in their literature circles, students can select two of their favourite discussion questions for the chapter, and write one on each side of a small paper. During quiz-quiz trade, they can choose which side of the paper they'd like to discuss.

Coached Annotations

Print out extracts on A3 paper for easier collaboration.

In partners, students can coach each other in highlighting specific text evidence in response to a prompt or task that day.

The student being coached to highlight can for the reasoning/ justification behind the choices. Students then swap roles.

A3 Annotating - I have had better success in cooperative text exploration when printing out texts in a large format. This has worked with literary extracts, short stories, advertisements, images, etc. This also works well in conjunction with whiteboards on which students can keep track of observations that they would like to share with the whole group.

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Quiz Quiz Trade: questions with the answer on the reverse. Students can move around the room and ask the question (perhaps when the teacher says stop or the music stops playing) to a peer. After each has asked and answered, trade cards and the journey can continue!

Quizlet live: various games for reviewing key terms and ideas.

Sticky note competition: multiple choice and two students grab the correct answer.

Heads up/password: for reviewing key terms; two teams and word is displayed on the whiteboard with one student from each team upfront with their back to the word/whiteboard. Each team yells out synonyms/clues and the first person to say the correct word wins a point for their team.

Jeopardy - for reviewing information using subtopics related to a unit of study. https://jeopardylabs.com/

Four corners (predictions/hypothesize) and could also be used for students to reflect on their understanding: very strong, reasonable, limited, very limited.

Rally Coach: students could work together to populate their Cornell-style notes into summarized phrases based on their raw notes from class. The students would then have a review and study-aid with notes that make better sense and key terms, too!

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For a review, you can try the following approach:

1. Break the class into groups of 4’s;

2. Before the teacher reveals the question, each group has to decide which member is responsible for deciding on the final answer and running to grab the answer.

3. Once the member in each group is decided, teacher can then disclose the question and 3-4 possible answers written on different sticky notes.

4. The member from each team will then work out the Math problem, (with coaching from their group-mates)

5. Once the selected team member works out the solution, they will then race out to grab the sticky note with the right answer to receive the point for the question

Repeat the process with a new group member responsible for solving & running.

**Note: for added variety, a freezing tactic can be introduced, that allows teams to freeze someone from coaching during a round

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Feedback Carousel

1. Student displays their work next to this TAG sheet

2. Students move around the table and give feedback. First person will write it on “Person 1” and so on.

You can add more specific questions.

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Idea review game

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Students prepare a 1 minute oral presentation on a topic. They can have notes. After each pair has presented, they will give each other feedback and move on by rotating. "Inside" students rotate so there are always new partners.

On the 2nd or 3rd go around, take away scaffolds such as notes, and require the students to memorize their presentation.

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Self management and social skills-Blob tree

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Self management and social skills-Blob tree

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Students can identify how they are feeling about a particular activity or on a particular day by labelling themselves on the tree. Students can then engage in peer feedback (think, pair, share) on how they're feeling, and what strategies they might recommend to approach a task with more resilience.

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Social and Self management skills:

Using Blob tree to help students express their emotions and relate to each others’ expressions; peer feedback on what strategies they advise each other to deal with emotions

-Collaboration and Social skills using padlet/jamboard

Asking students to share their thoughts through videos/ images and phrases using padlet/jamboad and the asking students to add comments to each others postings.

Promoting real world application of subject specific concepts

Give a new article/ extract and ask students to identify the concepts( for example:change, conflict, sustainability etc) individually. In groups of 4 they vote which concepts are most appropriate and then share group agreements with others

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Team-Building Activities to Help Students Reconnect in the Classroom

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As students return to school after a tumultuous year, here are tips to help them re-engage and ease back into the classroom.