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Pink notes: Intellectually Active
Yellow notes: Socially Active
Green notes: Physically Active
Blue notes: A mixture of any of the two or all three types of active learning

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If participation and listening is dwindling then try asking a student a question and after they answer, ask a 2nd student to summarize what the first student's answer. This will make students pay more attention to the class discussion because they think they will get called on

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After an important principle, generalization, theory, or procedure has been given, the teacher will hand out index cards for students to write individually at least one possible real-world application of what they just learned

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Students will summarize the overall concepts in a one-sentence format of what, how, and why?

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The teacher asks the students a question that requires reflection on what they learned or to think critically. The students write for one minute individually and then they share what they wrote with the class for a discussion

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A teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

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Students will write down individually 3 things they learned from the day's lesson, 2 examples of how they could apply the lesson to another subject or real-world situation, and 1 question that the student is still confused on

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Each row of students gets a sheet of paper with a question on it. The first person on each row answers the questions. The 2nd period on each row adds something different, and so on.

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The teacher asks the students what they are still confused on after a lesson and the students write individually for one minute and then share with the class for a discussion

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Students will individually write down 3 takeaways from the day's lesson that they learned (triangle), they will write what prior knowledge they had that is "squared" or confirmed to be true, and what is still "circling" in their mind that they still have questions or confusion.

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Students will create a visual representation to show the elements or components of a topic or process

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Students will create 3 statements about the course content with 2 truths and 1 lie that is so challenging that it looks like a truth and their group partners or the class as a whole will have to decide which one is a lie

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Students will review and comment on another classmate's assignment

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The teacher will pose a different question to each group and they will work together to answer it and then share with the class to foster conversation

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After a lecture, ask students to pose one or two challenging questions to their partner next to them to try and "stump" them

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Each member in a group receives a number. Each group will have a different question or problem. The group works together to answer the question and every member should be able to answer if called on. The teacher calls a number, let's say 2 and each member that was assigned the number 2 at the beginning has to answer the question for their group.

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Students will go to the whiteboard in small groups to solve problems. If there is not enough room then they can work from their desks using chart paper and markers

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The teacher will give students the steps in a process on strips of paper that are mixed up and the students will have to work in groups to put them in order

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A collaboration strategy that requires students to participate in multiple small group discussions. In this strategy, groups of students sit at “café tables” around the classroom and discuss a prompt or question provided by the teacher.

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Groups of 3-4 students work on their assigned concept or question from the teacher and then after research they turn around and teach/explain it to the other groups

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Index cards are passed out to every single student in class. Half of the cards will have a question or problem or vocabulary word, the other half will have the answers to the questions or problems or the definitions. The students will have to find their equivalent and then stand back to back and pose the question to the rest of the class to answer.

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Physical locations in the classroom where students are asked to solve a problem or answer some questions using the materials provided at each station. The students are allowed to work individually or with a small group. Some ideas for each station (problems/questions, video, using manipulatives, direct instruction, etc).

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The teacher writes questions or problems on an inflated beach ball or numbers of problems from a worksheet and then throws it at each student one by one. The student will answer the question closest to where their right index finger is located when they catch it.

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Every student writes an idea, question, answer, step in a problem, etc on a sheet of paper with their name on it and balls it up and throws it across the room. Every student then picks up a balled up paper that was tossed near them and writes something new and throws again. At the end of the activity, the paper should go to the original owner to see the answer to what they asked or wrote down

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The teacher will write C-Challenges, S-Successes, and I-Investigate at the top of 3 chart papers on the wall. The students will walk around individually or in small groups and write on sticky notes their challenges, successes, and things they almost understand but need to investigate further and will stick to each paper

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Students will individually write 6 important facts or concepts of information from that day's lesson, then will get into groups of 3 and narrow down their list to the 3 more important facts or concepts, and then will share one of the three with the entire class for a discussion

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The teacher will show the class a list, diagram, picture, or a series of steps in a process related to the course content but will omit a piece of information. The teacher will then ask the students to explain "what's missing?" This can be done as a whole class or in small groups

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A small inner circle of students discuss a topic or question given by the teacher while the rest of the class sits arounds them observing and listening and taking notes. To include the entire class in the discussion, the teacher can rotate the students in and out of the inner circle

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Students create questions about a topic or lesson they just learned and they can ask their partners those questions in small group or they can be used on a future test

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Playing games that are related to the content students are learning. This can be in the form of board games, computer games, etc.

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The teacher will ask the students a higher order thinking question. The students will think or write the answer individually for one minute, then will pair up with a peer to discuss answers for two minutes, then share their answers as a whole class with teacher explanation if needed