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Can be used to briefly introduce a topic that you will go over in more detail later.

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This can be useful for a larger project where students can collaborate and use a range of skills and abilities.

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Can be used simultaneously to reinforce content knowledge while also classbuilding and creating a productive learning environment

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When we want students to relate it to real life

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When there is an need to build a sense of belonging.

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At the end of the unit. The students may preform the overall skills they learned in a game or activity.

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at the end of the unit, use group work activities for reflection

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When students have been introduced to a new unit/ topic and they need to get a deeper understanding

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activating background knowledge

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Group projects!
Example: Students work together to create a presentation on a novel that was read or when analyzing a genre

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When teaching a new skill such as how to swing a badminton racquet.

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When a concept is critical and you want the students to retain the information. If they come up with the ideas themselves they will hold them better.

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When a topic can be broken into stations and learned with different facets - Marcus

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When students are being introduced to a new unit/ topic. This is will help them understand what they are going to be learning in a short amount of time

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When the lesson calls for critical thinking. Example: Allowing students to compare different writing styles by different authors

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When you want to dive deeper into a topic that you have already introduced the students to.

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When there is more time to work with the lesson material. Since it takes time for teams to become comfortable.

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Current events create driving questions!

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When time is limited and there is a large amount of content that the class will come back to later in the term.

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When introducing a new strategy. Example: Teaching students how to annotate while reading