Active Learning

1. Pupils in small groups receive a range of cards. 

2. Pupils arrange them in order of importance/priority. They might do this in a straight line or build up tiers. 

3. Pupils might then compare each other’s ranking as a starting point for class discussion of the issue. 

4. A debrief after this activity might be beneficial. 

5. Further tools might be used to explore ideas further. 

1. Pupils are divided into small groups. 

2. Each group is given an A3 sized piece of paper with a question relevant to a particular topic at the top. Each piece of paper might have a different question. 

3. Pupils work in their groups within a time limit to write down their responses, thoughts and ideas which stem from the initial question. 

4. Each group might be given a different colour of pen to allow for easy identification of responses afterwards. 

5. After the allocated time pupils rotate to another sheet with a different question. 

6. They read the responses of the previous group and discuss whether they agree or disagree. If they agree, they tick. If they disagree, they could justify this by writing an explanation. 

7. Pupils then write down their own thoughts on the issue. If their ideas have stemmed from the previous groups’ written responses, they could connect the ideas with an arrow. 

8. The carousel could be continued, if time permits, until each group has had the opportunity to see and respond to each question. 

9. A debrief afterwards is beneficial. 

10. Carousel is also a useful evaluation tool. Questions might include: what have you learned today? What was the most surprising/ shocking/ interesting/ useful thing for you today? What might you have done differently? 

1. A piece of card with a particular statement or fact is distributed to every pupil. Ideally there should be a different statement for every pupil.

2. Pupils read their statement to ensure that they understand its meaning.

3. Pupils move around and compare their statement with other pupils’ cards.

4. If two pupils decide that there is a link between their statements they form a cluster.

5. Another pupil might join the cluster if their statement is connected to other statements in the cluster.

6. Pupils might decide to break into sub-clusters if they see patterns within the connections.

7. Pupils might want to give their cluster a name.

8. Pupils might introduce their cluster and explain why they have formed a group and/or sub-group.

9. Main findings might be written on a board or flip chart whilst pupils are presentingtheir formations.

10. A debrief afterwards is beneficial

1. A target consisting of three or more concentric circles is drawn on a board or on A3 paper. 

2. The evaluation question relating to the target is placed at the top of the sheet. 

3. Pupils are given a sticky dot to place on the target. The more they agree with the question, the closer they will place their dot towards the centre of the target. If pupils had reservations about the activity they might place the dot in the second circle from the centre. If they did not find the activity worthwhile their dot might be placed at the outmost region of the target. 

1. Pupils receive (or write out beforehand) nine ideas based on a particular question on card or post-its.

2. They place their first priority card at the top, followed by two in second place, three in third place, a further two and then the card which represents the lowest priority at the bottom. This forms a diamond shape.

3. Pupils should strive for a consensus amongst themselves. This may involve various discussions on the order of cards involving justification.

4. Top priorities might be explored in greater detail using activities such as Five Questions.

1. A slip of paper with a particular fact or statistic is distributed to every pupil. Ideally there should be a different statement for every pupil. 

2. Pupils read their statement to ensure that they understand its meaning. 

3. Pupils move around and share their statement with other pupils. They should aim to explain their fact or fi gure with as many people as possible. 

4. Pupils could be encouraged to extend their explanations by giving examples, if relevant, or by linking their statement with those of other pupils. 

5. After adequate time for communicating their facts, pupils might work in smaller groups to classify the information they have acquired during the process of the activity. 

6. In a subsequent debrief pupils could explain and justify their classification system. 

7. They could also be asked to share their reactions upon hearing various facts/ statistics. What surprised them? What shocked them? Did any particular statement make them feel sad or happy? What particularly interested them? 

8. Pupils might also be asked to think about their own learning. What pieces of information did they find easiest to remember and why? Which did they find most difficult? 

9. Main findings for all debriefing activities might be written on a board or flipchart. 

1. A particular area of the room is dedicated as a graffiti board where pupils can write and record their thoughts on the issues being discussed. 

2. Pupils might be asked to contribute to the graffiti board at different times using a KWL perspective – what they think they ‘know’ about an issue, what they ‘want’ to know and what they have ‘learned’ at the end of the topic. 

3. Any comments which arise as a result of debriefings may also be noted. 

4. Pupils should feel free to contribute to the graffiti board at any time during the course of a topic. 

5. The graffiti board could be used at the end of the topic for summarising issues and drawing conclusions. 

1. Pupils are allocated a particular character, or alternatively they think of a role themselves relevant to the issue in question. 

2. Pupils could research the role in groups or individually. 

3. Other pupils in groups could be encouraged to think up challenging questions for the person in the hot seat. 

4. The character in question is put in the hot seat and questioned by fellow pupils. This may help pupils to feel empathy for a particular person or viewpoint, particularly a view which they do not normally share. 

5. An idea or issue could also be placed on the hot seat, such as the war in Iraq, human cloning, the use of wind farms. Using this technique, answers can come from anyone in the class. Alternatively, for the latter example a Geography teacher might be brought in to share his or her views on the hot seat. 

6. 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. 

7. A debrief afterwards could involve asking pupils what they learned, what they found interesting and if they would challenge anything which the person in the hot seat said. 

1. Pupils in groups of four-to-six receive a large piece of paper. 

2. Pupils decide on their roles within the group. Such roles might include scribe, timekeeper, facilitator and presenter. 

3. The groups generate as many ideas or options as possible around the given topic, and note them on the top half of the piece of paper. 

4. Groups then prioritise their ideas by selecting the five which they believe are most important or relevant to the given topic. They write these on the bottom half of the sheet. 

5. The presenter in each group brings their A3 page to the front and presents their findings and five priorities to the class. 

6. In groups once again, pupils decide upon the one idea which they feel is the most relevant to the topic. This may be an idea from their own list or one from another group which they have heard during the group presentations. Each group should aim to reach agreement on their choice through negotiation and justification. 

7. The one idea from each group might be noted on a flip chart and similarities or differences between groups could be discussed. The ideas noted on the flip chart could also be referred to at various times through the course of the topic. 

1. Beforehand, the facilitator creates a jigsaw with a set of challenges written on it. This may be created simply on A4 paper/cardboard and cut into pieces.

2. Pupils receive a piece of the jigsaw. 

3. Pupils must move around the room to find others with a piece of their jigsaw. Jigsaws, for example, may be colour-coded.

4. Once pupils have found their random group, they work as a team to put the jigsaw together and to complete the challenges. 

5. The teacher may wish to set a time limit to add an element of competition. 

4. Once pupils have found their random group, they work as a team to put the jigsaw together and to complete the challenges. 

5. The facilitator may wish to set a time limit to add an element of competition. 

1. Pupils research a relevant topic and highlight what they consider to be key information. Pupils could research the role in groups or individually.

2. After adequate research time, pupils are hot-seated and asked to present their key findings/information in just one minute. 

3. Other pupils must listen carefully – if they suspect hesitation, deviation or repetition they may challenge the person in the hot seat. If a challenge occurs, timing is stopped for its duration. 

4. A facilitator or group of facilitators must decide whether the challenge is valid and justify their decision. 

5. If the challenge is deemed to be valid, the pupil in the hot seat is out and must leave the seat. The pupil who made the challenge receives a point. 

6. If the challenge is rejected, the pupil continues until another challenge is made or until the minute is up. If the pupil manages to stay in the seat until the end they receive a point. 

1. The facilitator may need to discuss with pupils the meaning of PMI and explain what each term means: Plus = a benefit, Minus = a downside, Interesting = an interesting point stemming from the topic under discussion. 

2. Pupils use a Plus-Minus-Interesting template to note the plus points of the issue as they see it, followed by the drawbacks and then any interesting points. Pupils might hopefully come to understand that ideas which they perceive to be bad can also be interesting, if they lead on to other ideas. 

3. A debrief afterwards could compare and contrast pupils’ PMIs, followed by an exploration of any interesting points highlighted. 

1. A relevant question is asked or scenario described. 

2. Pupils individually write down their thoughts, opinions and/or suggestions. 

3. Pupils form pairs and compare answers. They discuss their positions and reach an agreed or compromised position on the issue, which is then recorded. 

4. Pupils move into groups of four and undertake a similar process. Another agreed position is reached and noted. 

5. The group of four becomes a group of eight and the process is repeated. A further agreed position is reached. 

6. As the groups get bigger it will be necessary to elect a spokesperson/facilitator, time-keeper, resource manager, scribe, etc. 

7. A final whole-class position is then discussed and justified. 

8. The view of any pupil who objects strongly to the agreed position could be recorded if the individual feels that their opinion is not adequately represented. 

1. An imaginary line or spectrum is set up across the room – each end of the room represents opposing viewpoints. 

2. A range of statements are read out. 

3. Pupils are allowed time to consider their opinion. 

4. Pupils then position themselves along the spectrum between the two viewpoints, depending on their opinion on the given issue. 

5. Pupils should justify their position on the line. 

6. If pupils switch their position then they should explain why. 

7. This activity could be used as a pre-cursor to methods such as Giant Steps, Five Questions and Stick Debate. 

8. A debrief after the activity could discuss the issues upon which there was consensus and issues that divided the class. 

1. A range of statements are read out. 

2. Pupils are allowed time to consider their opinion. 

3. Pupils then move to the corner that best describes how they feel about the statement. Pupils could be encouraged not to ‘go along with the crowd’, as there are no right or wrong answers. 

4. Statements should evoke a range of responses (e.g. “footballers earn too much money” is a better statement to use than “all footballers earn too much money” since the first statement leaves room for some interpretation). 

5. As pupils move, they should explain why they are in that corner. Views could be obtained from all corners. 

6. Subsidiary questions could be used to draw out more complex issues and to refine the initial statement. 

7. Pupils are allowed to move during the discussion of each statement if issues arrive that challenge their original opinion. 

8. If pupils do switch then they should explain why.