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Use a Brain Brake every 30 to 50 minutes :-) in order to keep the brain active and able to focus.

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Around the table
Put a piece of A3 paper in the middle of the table. Draw a circle in the middle of the paper and make 4 squares from the circle and out. In groups of 4, the students start by writing their personal reflection on a task/question in the square of the paper closest to themselves. Afterwards everyone has 2-3 minutes to explain to the others what they have written (taking turns). At the end, the students write the main points from their reflections in the circle in the middle (what they agree upon)

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From individual reflection to sharing reflections

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From individual reflection to sharing reflections

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Individual reflection followed by group work in pairs and ending up with a plenary discussion. You can e.g. use post-it's during the exercise or padlet.

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Make sure the students have enough time to work with the questions and let them organize the way they answer them themselves (not necessarily start with question one). Make sure you as a teacher has enough time to stay in the group to understand what they are talking about.

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Reflection on an exam question.
Keywords.
Visually organize thoughts and ideas.
Make these available for all to read and discuss.

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Allow the students to present their work for peers. That would potentially enhance their own knowledge about their topic.

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- Individual reflections on different questions regarding the topic
- Pair/ Group discussions
- Asking questions regarding expectations - e.g. what they want to achieve from class
- Using diff. cooperative learning structures
- Connecting theory with practice - which new perspectives/opportunities on own practice
- Writing down some reflections on distributing leadership (in this case)

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Start your lesson with asking the students to shout out something (slightly) related to the topic of the lesson (e.g. "shout out to me different learning technologies you know"). This (hopefully) creates an athmosphere where students feel confident and welcome to ask questions.

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Structures from Cooperative Learning (ref.: Keegan and Stenlev)

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Structures from Cooperative Learning (ref.: Keegan and Stenlev)

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DOBBLE CIRCLES
Every student gets the number 1 or 2.
All no. 1 makes an inner circle facing out. All no. 2 stands in front of a no.1 person. The students interact/talk/discuss ect. taking turns. When time is up - you ask all no. 2 persons to step two steps to he right. And you repeat the process or you ask the students to interact regarding to another question / task. You can do this for as many times as needed.

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Ensure that the students work can be used for their final assignment

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1. Pose a profound philosophical question - e.g. 'is it possible to think of culture devoid of technology?'
2. Make the students reflect in groups. The discussions can perhaps be structured as Socratic dialogue where one of the discussants has to drive the logic ad absurdum.
3. Tell them to write down some notes - on post-its
4. Ask them to do a short presentation
5. Ask the same questions again by the end of the session/course. How do the answers differ?
6. Enjoy the process of transcending to a new level of clarity!

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Steps:
1. Discuss the question in groups (3-6 persons)
2. Give everyone a number from 1-6. Ask all no. 1 to go together in a group, all no. 2 to go together in a group ect. (Matrix-groups)
3. Ask the matrix-gropus to chare their knowledge from the first groups.
4. Everyone gather in their original groups and share new knowledge.