In the 3-2-1 technique, students write about 3 things they learned in the lecture, 2 things they found particularly interesting from the lecture, and 1 question they still have about the lecture content.
Students look for recent events or developments in the real world that are related to their coursework, then analyze these current affairs to identify the connections to course material in entries that they write in a journal.
In Jigsaw, students work in small groups to develop knowledge about a given topic before teaching what they have learned to another group.
In Analytic Teams, each team member assumes a different role with specific responsibilities to perform while listening to a lecture or watching a video.
Paper Seminar provides a framework for meaningful discussion centered on student work.
Active Reading Documents are carefully prepared forms that guide students through the process of critical and careful reading.
Fact or Opinion encourages students to critically evaluate information by questioning what they read.
For Sketch Notes, students use handwritten words and visual elements such as drawings, boxes, lines, and arrows to illustrate the main concepts from a lecture, as well as their interrelations.
Update Your Classmate is a short writing activity where students explain what they learned in a previous class session to set the stage for new learning.
In Translate That!, you pause your lecture and call on a student at random to “translate” the information you just provided into plain English for an imagined audience that you specify.