Applying & Analysing activities

Students move around the room in groups to visit different stations, each with its own display of content. At each station students complete a provided task.

Students try solving a problem by closely following a method taught by the educator, e.g., a mathematical formula.

Students have a discussion in groups, each with a specific “conversational move” they should employ during the discussion.   

Students identify the theoretical position of the maker of an unfamiliar quote and identify when they are being used or expressed in an unfamiliar context.

Concept Mapping involves constructing a visual map of different concepts, showing how they relate to one another. Concept maps will often begin with a provided overarching concept.

Responding to a prompt, students brainstorm ideas, writing each idea on a separate sticky note. They then move the sticky notes into groups with other related ideas.  

Categorising and Sequencing involves students sorting mixed items into their correct category or order of occurrence. 

Connection Journal involves students keeping a journal throughout the course, in which they respond to prompts from the educator that involve connecting the content covered in that day or week’s class to their existing knowledge and experiences.

Guide a discussion about a reading by having each student pull a short key passage of an assigned text out of a hat, being given some time to reflect on it, then sharing their passage and their thoughts on it with the class. 

Students share obstacles they are facing and help each other find solutions. In small groups, each student shares something about the content or an assignment that they are facing difficulty with, and the other students suggest problem-solving methods and solutions. 

Peer Instruction involves students thinking about their answer to a question independently, before pairing up and discussing their answers. The students then have a go at answering the same question again.  

The 5 Whys involves students responding to a prompt or problem, then answering “why?” five times to try to understand the root cause.  

Students predict the answer to something, observing the resource that provides the answer (such as a video or reading), then revisit their prediction explaining any differences.

Students work together to annotate a resource.