When engaging in blended learning, a major advantage is that the teacher is able to engage meaningfully with learners in the face-to-face space and facilitate activities that develop active learning skills. Below, you will find a wide range of active learning methodologies summarised from the PDST manual and also the JCT Classroom Strategies resource. Many more are available by clicking the relevant links. Consider integrating these activities in the face-to-face element of blended learning to promote collaborative work, critical engagement, higher order thinking strategies and active learning.
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KWL Chart
This method can be used as an introductory strategy for learners to document their present level of knowledge and what gaps may exist in that knowledge, to structure progress in their learning and to analyse what new information has been learned after research. This activity builds upon prior knowledge and understanding. If the K-W-L is carried out in groups, it may consolidate communication skills and teamwork.
On a K-W-L grid, learners write under ‘K’ what they think they already know about a particular topic or issue. If pupils are working in groups, they may wish to use a post-it's before writing their combined ideas onto the grid.
Learners are then encouraged to think about the gaps in their knowledge by filling out what they want to know in the ‘W’ column.
Once the topic is completed, learners return to their grids to fill in the final ‘L’ column. Here, they confirm the accuracy of their first two columns and compare what they have learned with their initial thoughts on the topic in the ‘K’ column.
I See, I Think, I Wonder
This routine encourages pupils to observe and think critically about an image, object, or text.
I See: Pupils describe what they see.
I Think: Pupils interpret what they think is happening.
I Wonder: Pupils ask questions about what they're curious about.
Think-Pair-Share-Square
This strategy allows you to quickly engage the whole class and reduces the number of answers that a teacher has to elicit from a class.
Think: Pupils spend time in silence writing or thinking about their own ideas.
Pair: Pupils pair up with the person next to them.
Share: In their pairs, pupils share their answers with each other.
Square: Two pairs then work together as a new group of 4 to complete the task of agreeing on a collective response for the class. They elect who will be reporting on behalf of the group.
Snowball
This technique allows learners to think about their own responses to issues and to consider the thoughts of their peers on the same question as in Think-Pair-Share strategy. The difference with Snowball is that eventually two large groups are formed that report back to the class.
A relevant question is asked or a scenario is described by the teacher.
Pupils individually write down their thoughts, opinions and/or suggestions.
Pupils form pairs and compare answers. They discuss their answers and reach an agreed answer, which they then record.
Pupils move into groups of four and undertake a similar process. Another agreed answer is reached and recorded.
The group of four becomes a group of eight and the process is repeated. A further agreed answer is reached.
This is then repeated with the last two groups of 16 and one person from each group is nominated as spokesperson.
A final whole class position is then discussed and justified.
Read and Explain Pairs
This is an excellent strategy to use whenever you give material to learners to read. Learners are more likely to read it more effectively in cooperative pairs than individually. It is useful for any subject where a lot of information needs to be understood by learners.
Divide material into sections/paragraphs suited to the class group.
Pupils form pairs A and B.
Both read the first section. A is SUMMARISER whose job is to turn the page over and summarise the contents of the paragraph in one's own words. B is CHECKER whose job is to listen carefully and correct any mis-statements and add in anything omitted.
Both read next section. Reverse roles and continue until all the material is read and the general meaning agreed and understood by the pair.
Jigsaw
Divide the lesson resource into 5-6 sections/ types.
Divide pupils into groups of 5 or 6.
Appoint one pupil from each group as the leader and assign a section of the lesson resource to each pupil in the group.
Give pupils time to read over their section at least twice and become familiar with it.
Form temporary "expert groups" by having one pupil from each "jigsaw group" join other pupils assigned to the same section. Give pupils in these expert groups time to discuss the main points of their section and to identify the information they will share with their jigsaw group.
Bring the pupils back into their jigsaw groups.
Ask each pupil to present his or her section to the group. Encourage others in the group to ask questions for clarification. Float from group to group, observing the process.
Placemat
Using the placemat technique provides all learners with an opportunity to share prior knowledge and ideas and learn from each other in a cooperative small group discussion. It can be used to summarise learning after the lesson and be used as an opening review for the subsequent lesson. It can be used with a wide variety of questions and prompts.
Divide pupils into groups of 4 and have them gather around a “placemat”. The “placemat” is organised with sections for each pupil to record their ideas and a central section to summarise their individual ideas.
First, pupils individually think about a question or topic and write down their ideas on their own section of the placemat.
Then, pupils share ideas to discover common answers, which can be written in the centre of the placemat.
Walking Debate
The walking debate will give every learner the opportunity to express their opinion on the issues under discussion.
Pin Agree, Disagree and Not Sure signs on the walls in the classroom.
The teacher calls out the motion for a debate or statement and all pupils must move to the sign that corresponds with their individual opinion.
Pupils are then called upon to explain/justify their position. If something that a pupil says strikes a chord with other pupils, they can signal their change of opinion by physically moving towards the pupil who is speaking.
Gallery Walk
Gallery Walk is a discussion technique that gets learners out of their chairs and into a mode of active engagement. For teachers, it's a chance to gauge the depth of pupil understanding and to challenge misconceptions.
The teacher prepares several discussion questions. (Questions could gauge knowledge and comprehension or could tap higher-order thinking skills involving analysis, synthesis, and evaluation.) Questions are posted on flip-chart paper at different locations around the class. (Plan on sufficient space for groups to congregate and discuss questions.)
Divide pupils into teams.
At the first station, each team discusses the question, agrees on their collective response and records it on paper. After a short period of time (depending upon the nature of the question), say "rotate." The group then rotates, clockwise, to the next station.
At each station, teams review what previous teams have written and add new content. The rotation continues until the questions at each station are addressed. As teams discuss questions, the teacher can circulate around the classroom, clarifying questions, gauging understanding, and addressing misconceptions. In such a way, Gallery Walk becomes a valuable tool for informal assessment. Teachers can write down any misconceptions and address these problems with the collective at the end also.
When the group returns to the station where it started, the group synthesises responses and reports, to the class. This stage of the Gallery Walk is a great chance for involving the entire class in discussion and to address misconceptions.
Fish Bowl
Fishbowl activities encourage learners to actively listen to the experiences and perspectives of a specific group of people. It gives teachers an opportunity to hear the experiences, ideas, and feedback of learners.
1. Divide the class up into small groups. Each group writes down their thoughts and views on the particular question or topic on a piece of flip chart paper with a marker for about 10-15 minutes.
2. The whole room then re-groups, moving their chairs into 2 circles: one circle becomes a large “fish-bowl” around the outside of the room and the other small circle becomes the “spokes-fish” in the middle of the room. One person from each original group should sit in this small circle.
3. The "spokes-fish" tell everyone in the room what was discussed in their group. The "spokes-fish" are the only ones who can talk at this stage. One person from the "spokes-fish" group volunteers to write all the main ideas on a flip-chart paper (the teacher can also do this).
4. Pupils in the large circle are the "fish-bowl" and they are the listeners – they must listen carefully to what the "spokes-fish" are saying, to check that this is an accurate description of the views put forward by their original groups.
5. Any listener who disagrees with what is being said by the “spokes-fish” of their group, or wants to add something, can go up and tap them gently on the shoulder. They can then swap places.
In the Hot Seat
This creative in-role activity can be a useful tool to encourage discussion about a particular issue and to share information. A single hot seat should be placed facing the group. Alternatively, in order to facilitate more relaxed interaction between learners, the hot seat might be placed in the middle of a circle.
The teacher identifies a particular character to seat in the "hot seat", or alternatively invite pupils think of a character themselves relevant to the topic being explored. The role of the character can be researched by a group or individually.
In groups, pupils think up challenging questions for the pupil selected to be the character in the hot seat.
The pupil in role in the hot seat is questioned by the other pupils in the class. This can help learners to feel empathy for a particular person or viewpoint, particularly a view which they do not normally share.
A mystery game could also be played out using this technique, with class members having to guess the identity of the person in the hot seat.
A debrief afterwards could involve asking learners what they learned, what they found interesting and if they would challenge anything which the person in the hot seat said.
Conscience Alley
This role-play strategy allows learners to gain a quick synopsis of all the issues related to a specific topic. It has the advantage over ‘standard’ role play in that it can be carried out reasonably quickly.
Explain the scenario.
Give each pupil a role by giving him or her each a role card which explains who they are and briefly how they feel about the situation.
Invite pupils to stand in two lines facing each other, with a pathway up the middle of the room.
Ask the remaining pupils to think of one statement they would like to make based on the views of the character they are in role as.
One pupil then walks between the lines and the remainder of the class make their statements as they pass by.
Debrief by asking the pupil who walked through the "conscience alley" which arguments they found convincing and what their view is on the scenario.
The activity can be repeated by selecting others to walk in the role through the “Conscience Alley”.
Diamond Ranking/Diamond 9
Rather than ranking in a straight line, using the diamond template (one on the top, two on the next row, three on the middle row, then two, then one) removes the need for exact ranking and leads to a more constructive discussion.
The teacher identifies nine facts and ask groups of learners to rank these in order.
To increase discussion and learning, the group could be given eight facts and a blank card for their own contribution. The number of blanks could be increased according to the group and/or the topic. This increases the thinking process and can be used as a differentiation tool in the classroom.
6 Thinking Hats
The six thinking hats technique is used to look at decisions from a number of perspectives. This forces learners to move outside their habitual thinking style, and helps them to get a more rounded view of a situation. It allows for some emotion and scepticism and opens up the opportunity for creativity within the decision making process.
Each group is assigned one of six coloured hats. They have to view the problem from the point of view of that coloured hat.
In a group setting, each member thinks using the criteria given for the group's coloured hat. The group focuses on the same thinking challenge. This is called focused parallel thinking - a tool that facilitates creativity and collaboration. It enables each person's unique point of view to be included and considered.
Consider All Factors
This methodology encourages pupils to think about all the relevant factors when making a decision or considering an idea. It is a useful tool before deciding and planning a particular course of action to gather together a comprehensive list of factors which may determine a decision or idea.
The teacher discusses with learners the importance of considering all factors in decision-making and planning. For example, if an important factor is forgotten, a route of action which may seem right at the time may ultimately turn out to be wrong.
In groups, learners fill out the Consider All Factors (CAF) template.
Once the CAF sheets are completed, learners rotate in groups and view the factors which other groups have noted. They may wish to use the Two Stars and a Wish strategy as a means of peer assessment.
Learners could then be given time to modify or add to their original factors based on what other groups have written on their sheets.
A debrief afterwards in order to bring together all factors as a whole group is always useful.
Muddiest Point
The purpose of this technique is to force the learner to think about the material and to let you know if there is something that is unclear or confusing them about the lesson.
After the lesson or at a natural break in your presentation, ask the questions, "What was the 'muddiest point', if anything, in today's lesson?" and "What was the "clearest point" in today's lesson?" You can then address the unclear points.
3-2-1
The 3-2-1 method can be used as a strategy to encourage learners to reflect on their learning. It's also a great tool to use to check for understanding.
Sample 3-2-1:
3 : Record three things that they learned from the activity.
2: Record two things they found interesting.
1: Record one question they still have about the topic.
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