I love your suggestions for activities. I’ll add some of my own, but first I’m going to try to classify the activities that were provided in the notes for this module. According to the instructions in this learning engagement, we are supposed to make our own classification. I’m not sure whether we have to classify those that weren’t using the same axis from the screencast or come up with our own factors for classification. If we are to add more of the activities provided in the notes, it could look something like this (click on the picture to see it bigger). What do you think? Where would you put the activities you suggested yourselves?

Whole-class group discussions: At the beginning of units, to start thinking about the topic and see what the students think and know about it. At the end of the unit, to close.

Small groups or pairs: After reading a text or watching a video.

Socratic seminars: Neither at the beginning nor at the end of the unit. They make sense at a point when students have worked on the topic a little and we want them to delve deeper on some particular issues as presented in a text or video. 

Panel of experts: at any point where a discussion is planned which will need to be informed by accurate data.

Student presentation + questions + discussion: same as Socratic seminars.

Video + listening comprehension + discussion: same 

Role-play situations / Role-play roles: Either at the beginning of the unit, when we need students to empathize with a particular situation to start thinking about the topic of the unit, or towards the end. Role-plays should be followed by whole-class discussions or formal debates in order to extract conclusions from the experience.

Panel discussion and formal debates: these activities work well in closing sessions, to wrap up the unit.

2.       Then groups of four students are created by joining two pairs. 

3.       Each pair is given the questions of the other pair. 

4.       Members of each pair must discuss their answer for each question and reach an agreement or develop a balanced answer that includes both their opinions. 

5.       Once they’ve done that, they answer the other pair what they have agreed to say. Each member of the pair should present the answers to two questions. 
6. Finally, each pair tells the class what they have learned about what the other pair thinks about the topic and whether they were able or not to present a coherent answer that they had agreed on.