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Give the students a prompt with a time limit. Have them develop an answer.

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Pick a specific topic like how a bill becomes a law. Split the students up into the different branches of government. Select a few students who are pro and con that can address the House and Senate. After the students present the pro and con have the

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Pair students up into groups in some fashion. Have the students create a reenactment of the event to present to the group.

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Provide a question for students to answer.  The students will be able to see all the student responses.  Have the students put their name under their idea.  Students can justify their answer.

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Pick a reading passage. If the passage is from Elizabethan times, have the students read the passage in how it would have sounded in the time period.

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Provide an outline of a topic to a group of students. Students will review the outline add real-world examples through research. After the students gather facts, provide a specific question for each group to answer. The students will answers.

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What, When, Where, and Why is it important

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What, When, Where, and Why is it important

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The teacher will write down a list of what's. The students will go through the list answering the when, where with factual information. Students will then be required to write a statement for why it is important. Pair the students in some fashion to collaborate on their answers then have them report out.

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Split ups into teams by shoe size, hair color, height, eye color, or etc. Give the group a passage to read. Have the group highlight key phrases from the passage. Then have the group develop a response to a series of questions. Have the group report out.

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Split the students into two groups.  Create a list of the students who will be travelling and provide it to the students sitting. One group of students will sit around the room with 4 or 5 specific questions to ask. The students moving around the room will have specific time frame 60 or 120 seconds to answer as many questions. Once the timer sounds the students will switch to another partner. It can only be one student at time. As we get to the end, some students will have to wait in the holding area until the time sounds. Once the time sounds, they can go to the next person. The person who visits all the stations first will be a winner.

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Give the students a topic. Have the students come up with a key statement. You can randomly select students to stand and deliver or go around the room.

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Count out cards two, three, four, five, six, or seven by suit. Shuffle the cards then walk-around to give students a card. Have the students pair up by suit, number, or various combinations. Give the students a list of questions to answer. Have the students report out their answers. Have the students switch groups by some other metric then repeat.

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Have the students stand in two circles. Give the students on the inside circle a question that they must ask the outside student in 60 seconds. Have the students on the outside circle rotate clockwise by one person. Go around until all students have answered the questions. Have the students on the inside report out to answer their question

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Split the students up into teams of 3 or 4 randomly. Place large white pieces of paper around the room with different questions listed. Give each team a marker. Give the Students a time limit then have them rotate to the next white paper. Once they get back to their original white paper. Have the group synthesize all the information to create their answer which they will present to the group

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Have the students get their chairs in a circle. Use a soft object, like a squishy ball, the teacher will toss the ball to the first student to answer a question. The student will then throw the ball to the next student and ask a question. Teachers can frame the questions beforehand or we can allow the students to create their own questions to solicit dialogue.

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Students work together to create a graphic organizer (concept map; timeline; cause-and-effect chart)

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Students work in teams on virtual images with a "ReadMe" that describes a shared workstation and requirements for its secure use by numerous users. Teams must "harden" the image by using good security hygiene rules and by applying requirements hinted at in the ReadMe.
Platt

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Get students moving as they learn or movement for learning techniques

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After students spend several days working through a tutorial they are "tested" on coding tags, rules and concepts by playing a Kahoots that address these concepts.
Platt

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Give Students to chance to guide their learning through a series of choices. It could be to pick a scenario or then have them develop a process for implementation. A good way to improve relevancy would be to have students connect the choice with a current real-world issue.

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Explain what happened in your brain.
Landry

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Split the students into teams. Give two teams a specific question. Have the group develop a position. The teacher can also make one group pro and the group con for the activity.

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Give students the topic then a question. Have them develop a response.

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In my art projects, I always try to frame them in a way that give students buy in to the project. For example, in our color wheel project, they can pick a theme they like (shoes) in all the different colors. Or another was a project they start by taking a personality test and then use that to come up with 30 descriptive words. They will use technology to create their descriptive self portraits.

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- breakout rooms, recreating historical documents -

Danley

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students ask questions and answer within their team using higher order thinking styles and responses.
--learning to communicate

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Students research basic photo composition and portrait photo strategies based on a list I provide. Once they have researched and recorded their findings they use cameras to take photos demonstrating their understanding.
Platt

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Repetition: the same thing at the beginning of the class each day so the student knows what to expect. 

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Repetition: the same thing at the beginning of the class each day so the student knows what to expect. 

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Linda

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modified to develop writing responses

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Have the students turn to an elbow partner to discuss.

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Provide students with a problem to solve. Give each member of the group has a different role. Have the students design a solution to solve the problem

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Select a student or a group of students to come to the board. Allow the students at the board to have white board markers. Give the student the chance to ask a question then write it down. The student who answers the question will need to come forward to repeat the process.

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Students are responsible for their own learning. Give the students or group of students a prompt. Have them complete research then have them present it back to the group.

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Have students come to the board and teach the problems as they work it.-Brown

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Teacher posts a discussion question and gives the students time to think about their answer. Next the teacher plays music. When the music stops, students are required to find a partner and answer the question that was posted.
https://www.youtube.com/watch?v=POsvCYoPVbM
Grossheim

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Students are experts in a topic then share their information.
https://www.youtube.com/watch?v=euhtXUgBEts
Prevallet