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Students are in small groups and play the classic game where a name, place, or information about the unit is on an individuals forehead, and the group has to give them clues and information to help them guess the answer

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In the last minute of the class, students write down important things they learned, and any questions they have. Used as a feedback and planning assessment activity as well.

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Students have 30 seconds to talk about a topic, then they switch and the other partner tells them stuff they may have missed, or even the same thing for the 20 seconds. Then you change partners around the room until you've gotten and given information from and to everybody.

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Students fill out an HRQ table after a unit. Stuff they Heard, stuff they Refute, and stuff they Question. Helps teachers know what the students are comprehending and what they are not.

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Ask a question, give students time to answer in their heads or discuss with others, and then decide who to call on, that way everyone participates not knowing who could be chosen to answer.

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The instructor gives a question or issue to Group A to discuss. Group B observes the interactions without interacting or interrupting. After a set amount of time, the two groups exchange places.

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Students in small groups answer questions, groups that get it right are ableto send a member to take a shot either into either a trash can or nerf hoop for points.

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A ticket out the door exercise, at the end you have students write down their "muddiest point" (unclear point) from the lesson that day.

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Put discussion questions in the middle of lectures to allow students to re engage, talk to each other, and give feedback of the knowledge they have gained throughout the lecture

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Give students the opportunity to go home and think about how what they are learning in class relates to a real life situation, then next class period, have them write about it. This helps them engage with the content by showing its relevance outside of school

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The simple game of teacher asks a question, the small groups answer and write down their answer, and then boards are all held up to determine who got it right, and teachers are able to give feedback and correct mistakes with all students engaged

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The first job is to educate the students, do that before trying to entertain them. The goal is to have an engaged classroom that learns the content

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Create an environment where you are able to be around your students and easily able to see and evaluate progress of their learning

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Students are asked a question, they pair up and discuss the topic, and then come back to the full class and explain and discuss what they talked about

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(For History) Students pretend to be a newscasting team at the time of history that is being studies, they speak as if the crowd is the viewer, and are able to teach their classmates about what is going on

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Students answer questions on a web document, each set of questions has a link that goes with it and has the information needed to answer the questions. Engages students by using technology.

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Divide the class into pairs or small groups and have students come up with a few questions for discussion with the rest of the class.

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Every 2-5 minute, pause the lecture and allow for students to compare notes, rework notes, ask each other and the teacher questions, and make sure everyone is on the same page for a quick moment.

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(History) Students view a picture of an event during the timeline of the unit, one that we have not covered yet, and describe what might be going on, who is involved, etc.

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Instructor illustrates a concept, idea, or principle with a real- life application, model, or case-study.

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Write questions or prompts onto all surfaces of a beach ball (or tape them on). When the next student catches the ball, they answer one of the questions where fingers are touching the ball.

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Students are assigned to use a smartphone to snap a picture of something at home (or out in the city) that captures a specific concept from the class, as assigned by the teacher.

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Students write a letter of advice to future students on how to be successful students in that course.

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Students debate in pairs, but must defend the opposite side of their own opinion. Variation: half the class take one position, half the other. They line up and face each other. Each student may only speak once, so that all students on both sides can engage the issue.

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Give each group an inflated balloon with the task/problem trapped inside on a piece of paper. At the signal, all groups pop their balloons. Injects fun, noise, and energy to a group assignment.

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- Every table/group works on the same task for a few minutes, then there’s a plenary debrief for the whole class, and finally repeat with a new topic to be discussed in the groups.

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Ask students to write a relevant question about the material, using no more than a minute, and collect them all. Shuffle and re-distribute, asking each student to answer his new question. Can be continued a second or third round with the same questions.

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Teacher role-plays as the student, asking questions about the content. The students are collectively the teacher, and must answer the questions. Works well as test review/prep.

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Also for concepts and terms; one student tries to get his partner to say the key term by circumlocution, and cannot say any of the “forbidden words” on a card prepared ahead of time.

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Tape a term or name on the back of each student, out of view. Each student then wanders about the room, posing yes/no questions to the other students to guess the term on his own back.

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Students are split into small groups to learn and discuss a topic, after a few minutes, every student in every group separates to a different table, and each individual student teaches the other individuals about their topic