• Musical Intro - Play a song with lyrics that relate to that days lesson. You can even have the song playing with a prompt on the board as students enter the class. How do you think this song relates to today's lesson. (Musical)

• Write for 5 - "Kelly Gallagher says that students should write four times as much as a teacher can grade. Students need to write—a lot—if they are to improve. One way to achieve that is to start each day with an essential question that students must spend five minutes answering. " (Edutopia) ( Linguistic)

• Question board - This can be done physically in class with magnets (buy business card magnets and have the student stick their picture or stylized name to them) or virtually in a google slide deck. Link a slide deck where each day the students open via a link in classroom. On the slide deck place a textbox/shape/colored tag with each students name. You can then ask an opinion of thought question and the students move their icon to a pre sectioned area to choose their response. (Spatial, Interpersonal)

• KWL Chart - A KWL chart is a type of advance organizer that get student thinking about their target learning. K= What the student already know. W= What the students want to know and the L=what they ultimately learn. (Mathematical/Logical)

• Caption This! - You've seen the contests on the internet where you are given a picture and asked to caption it. This is the same type of engagement giving the students a photograph and ask them to caption it or add speech bubbles. ( Linguistic)

• Shared Presentation - Create a shared Google slide presentation with a slide placeholder for each student. As an exit ticket have the students on there slide summarize their learning. It can be bullet points, images, an animation, etc. ( Linguistic)

• Annotate an image in Jamboard - Provide the students with a drawing, image, map or have them find their own. Have them draw/label the item explaining the important details, concepts that demonstrate the principle being taught. Sample templates (Linguistic)

• Graphic Organizer using Jamboard - Create a graphic organizer to sort the information you have just been provided. Chemistry, Biology and SS examples (Visual/Spatial, Natural)

• Flow Chart - Use Google slides/Jamboard/Google Draw to create a flow chart diagraming/describing a process, or series of events. (Visual/Spatial, Mathematical/Logical)

• Art Gallery - Create an Art gallery (virtual or real) showcasing different events, stages, or concepts in a process. (Visual/Spatial)

• Sketchnoting - Use Google Jamboard/Google Canvas/Mini Whiteboard to have the student sketch a picture of what they learned in class today instead of a traditional note taking activity. (Visual/Spatial)

• Icon Board - "Icon boards include an open space for students to organize what they’re learning visually, combining text and images. They include plenty of icons that students would likely use." Whether you create your own icon boards or use my pre-created templates, there are a few simple steps to using them.

1. Distribute the icon boards to students. The easiest way is creating an assignment in Google Classroom and attaching the file to the assignment (choose “Make a copy for each student”).

2. Students open their boards (through Google Classroom or the method you choose).

3. Students organize their ideas using the items you’ve placed in the space around the board.

4. Students add additional items, like icons, shapes, text boxes, etc. that they might need. (ditchtahttextbook)" (Visual/Spatial)

• 25 graphic organizer templates using Google Drawing (can be assigned in classroom) (ditchtahttextbook)(Visual/Spatial)

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• (2) Jigsaw - Have each student in a medium sized group ( all students in the group read same article) read a short article (engagement #1), briefly have them discuss this article with each other to establish that they have a collective understanding of the article. For the 2nd engagement have 1 student from each of the article groups (3 to 4), pair up with a counterpoint from the other groups. Alternate each person having them present their article and the interpretation of what the article was trying to be informative about. Once each person has presented, if applicable have a discussion about what the selected articles are trying to convey (ie: what ties them together). (Interpersonal)

• Think, Pair, Share - This type of activity first asks students to consider a question on their own, and then provides an opportunity for students to discuss it in pairs, and finally together with the whole class. The success of these activities depends on the nature of the questions posed. This activity works ideally with questions to encourage deeper thinking, problem-solving, and/or critical analysis. The group discussions are critical as they allow students to articulate their thought processes.

The procedure is as follows:
Pose a question, usually by writing it on the board or projecting it.
Have students consider the question on their own (1 – 2 min).
Then allow the students form groups of 2-3 people.
Next, have students discuss the question with their partner and share their ideas and/or contrasting opinions (3 min).
Re-group as a whole class and solicit responses from some or all of the pairs (3 min). (Brown, 2021) (Interpersonal)

• Skit - (Bodily/Kinesthetic, Musical/Rhythmic, Interpersonal)

• Create a team website - Use google sites to create a team website to organize your group learning on a topic for others to view/digest. "An effective website design should fulfill its intended function by conveying its particular message whilst simultaneously engaging the visitor. Several factors such as consistency, colours, typography, imagery, simplicity and functionality all contribute to good website design. " (feelingpeaky, 2021)
  * Create a mini-encyclopedia * Create a newspaper/blog site * Create a Vlog

• Mediation - Students should be divided into three roles. Two of the roles shall be (pro, con) on an issue, with the third role being that of mediator.

• Use Pear Deck/Classflow - to prepare a short 10-15 introduction to a topic, be sure to include a couple of formative assessments/checks for understanding in this presentation. (Visual/Spatial)

• Show a video segment - Choose a very short video segment to reinforce a recently taught topic or to introduce new learning. Pair this video segment with an informal assessment by having the students each leave a comment (WWL) in classroom below the video.

• PlayPosit - Have the student complete a PlayPosit bulb. This can be done as a flipped classroom activity where the student watch and answer the question at home in preparation for in class engagements that will build off that knowledge. (Visual/Spatial)

• Interactive Demonstration - Before conducting this teacher led demonstration you should set the students up to predict what might happen, make observations during the demo then compare the results. (Mathematical/Logical)

• Group or Individual Presentations - Rotate these so that students are responsible for 1 presentation in a month on a predetermined topic. (Verbal/Linguistic, Interpersonal)

• Create and Perform a Song, poem or rap to relate the events of... (Musical/Rhythmic)

• (2) Debate teams - Split the students into groups and have them prepare to defend one side of an issue. Then pit groups against each other to conduct their debate. 15 minute prep time, 15 minute debate. This would be two engagements. A debate consists of 1 to 2 minute each group for uninterrupted opening statement. 10 minute questioning period equally divided between both sides and then a 1 to2 minute closing for each side. (Verbal/Linguistic, Interpersonal) You can also assign a mediator/judge role to the debate. That person would be in charge of navigating through each groups allotted time and transitioning to the next step in the process. During the prep time the Mediator/Judge should be presented with a legal brief prepared by the teacher to give them a view of both sides of the issue.

• Skit - (Bodily/Kinesthetic, Musical/Rhythmic, Interpersonal)

• Movie - Create a short movie (2 minutes length) using WeVideo, stock footage and narration. The video can be a movie/book trailer, documentary, interview or fictional story. This product can be used in almost any lesson at the creating stage of Bloom's Taxonomy. (Visual/Spatial)

• Write a poem or a ballad that tells the story.

• Journal Entry - Complete a journal entry of your reflections on topic X.

• Essay -

• Letter Writing -

• Legal Brief - Use the issue you are studying to write a fictional legal brief stating the cogent points of the issue. For help with writing a legal brief here are a few resources. JD advising, Quimbee, Template lab (Linguistic)

• Peer Review - Take one of the above writing exercises and as a second engagement have student peer review another's work. This can be done by having the student give comment access to another student to their Google doc. (Interpersonal)

• Empathy Mapping - From the perspective of someone in the story/historical event write down what the person would say, think, do and feel. (Nureva.com) (Interpersonal)

• Create a team website - Use google sites to create a team website to organize your group learning on a topic for others to view/digest. "An effective website design should fulfill its intended function by conveying its particular message whilst simultaneously engaging the visitor. Several factors such as consistency, colours, typography, imagery, simplicity and functionality all contribute to good website design. " (feelingpeaky, 2021)
  * Create a mini-encyclopedia * Create a newspaper/blog site * Create a Vlog (Linguistic, Visual/Spatial)

• Choose your own adventure - Use google slides to create a hyperlinked presentation that allows users to jump to different slides based on their answers. Remember to turn off the click to advance slide feature in Google slides by adding a transparent shape that cover everything on the slide and is behind only your active items.

• Play a game (Blooket, Jeopardy (flippity template) - Create a game that can be quickly used to either reinforce a concept that was just taught or to recall information that will be built upon later in the lesson. (Interpersonal, Visual/Spatial, Bodily-Kinesthetic)

• Round Table Review - “I have students get out a sheet of paper and write a list of numbers from 1 to 10. Then instruct them to put one important idea from the previous lecture on the first line. The paper is passed to the person on the left. Each time the paper is passed, the person receiving the paper writes a different idea. After a few minutes I call time, and the papers go back to the original owner. This represents a collection of ideas for future review and study.” (Edutopia) (Linguistic)

• Badges- Have student self monitor and chart their progress. Create badges that students can earn and that are scaffolded with prerequisites. The more badges and combination you create the more compulsive your students will be in trying to earn them. Flippity also has a badge tracker/creation tool.

• Simulation - Create a simulation that takes players through the steps in a process. The simulation should start with a problem that they have to solve and allow them to apply a methodology to solve it, that was recently learned in class.