Crossword Puzzles

The Purpose of the Method

Students create a crossword puzzle based on the concepts of a previously studied topic. The activity involves two different learning situations:

• the puzzle creator must select the key concepts and write accurate definitions or clues;

• the puzzle solver must recall the appropriate subject-specific terms using the clues and the letters already entered in the grid.

The method can develop:

• the understanding and accurate use of subject-specific concepts;

• the ability to formulate definitions;

• the identification of essential information;

• logical thinking and reasoning;

• reading comprehension and writing skills;

• spelling;

• digital competence;

• independent and collaborative learning.

Creating the puzzle is a particularly valuable part of the activity. To formulate a good clue, students must understand the meaning of the concept, know its defining properties and be able to distinguish it from similar concepts.

Preparing the Activity

Students can work individually, in pairs or in small groups. First, they collect the most important concepts related to the topic. It is advisable to specify the required number of answers in advance, for example 8–12 terms.

Students then write a short definition or another type of clue for each concept. The clues should:

• be accurate from a subject-specific point of view;

• lead to the intended answer as clearly as possible;

• avoid including the answer itself or an easily recognisable part of it;

• be appropriate for the students’ age and prior knowledge;

• avoid unnecessary length;

• distinguish between closely related concepts.

Instead of traditional definitions, students can use properties, examples, formulae, images or incomplete sentences as clues. In mathematics, however, it is especially important to ensure that the stated property is genuinely characteristic of the intended concept.

Creating the Digital Crossword

Several online crossword generators can be used to create the activity:

• The Crossword Puzzle Generator creates a puzzle from clue–answer pairs. The completed crossword can be downloaded as a PDF and printed, and an optional solution word can also be added.

• The Puzzel.org Crossword Maker can also be used to create interactive activities. Puzzles can be shared, embedded, saved as images or printed. Image clues, a word bank, a hidden solution and an answer key can also be added.

Before entering the information into the generator, students should prepare a list of concept–clue pairs. It is advisable to have this list checked by the teacher or another student group before the final puzzle is created.

The creators should always test their own crossword and check:

• whether all the answers are spelled correctly;

• whether special characters and accents are displayed properly;

• whether the clues are clear and unambiguous;

• whether every answer fits into the grid;

• whether an accurate answer key is available.

Classroom Procedure

1. Students or groups prepare concept–clue pairs related to the chosen topic.

2. They check the clues for subject accuracy and clarity.

3. They create the crossword using an online generator.

4. The groups exchange their puzzles.

5. Students solve one another’s crosswords individually, in pairs or in groups.

6. After completing the puzzle, they compare their answers with the answer key.

7. The class discusses clues that are unclear, inaccurate or allow more than one possible answer.

8. The creators revise their puzzles based on the feedback.

The final stage is particularly valuable because identifying and improving inaccurate definitions can deepen students’ conceptual understanding.

Example: Quadrilaterals

When reviewing quadrilaterals, the following concepts and clues could be included in the crossword:

Answer

Possible clue

quadrilateral: A polygon with four sides and four vertices.

diagonal: A line segment joining two non-adjacent vertices.

trapezoid / trapezium: A quadrilateral with at least one pair of opposite sides parallel.

parallelogram: A quadrilateral with two pairs of parallel opposite sides.

rectangle: A parallelogram in which every angle is a right angle.

rhombus: A parallelogram in which all sides are equal in length.

square: A quadrilateral that is both a rectangle and a rhombus.

kite: A quadrilateral with two pairs of adjacent sides of equal length.

perimeter: The sum of the lengths of the sides of a polygon.

area: The measure of the region enclosed by a plane figure.

mid-segment: The line segment joining the midpoints of the two non-parallel sides of a trapezoid.

symmetry: A property in which a figure maps onto itself under a particular transformation.

When working with quadrilaterals, checking the definitions is especially important because some categories are nested within others. For example, a square is also a rectangle, a rhombus and a parallelogram. Under an inclusive definition, it is also a trapezoid. Definitions should therefore be adapted to the classification system used in the lessons or the relevant textbook.

English terminology may also vary between education systems, particularly in the use of the words trapezoid and trapezium. The appropriate term should be selected according to the target audience. If more than one answer could match a clue, the number of letters and the intersecting letters can help identify the intended solution.

Extending the Activity

After solving the crossword, students can complete further tasks:

• Choose three concepts and give their definitions without referring to the crossword clues.

• Write a different but equally accurate definition for one of the answers.

• Find two concepts that have a hierarchical relationship.

• Draw the quadrilaterals included in the crossword and mark their defining properties.

• Find a counterexample to an inaccurate definition.

• Arrange the different types of quadrilaterals in a set or inclusion diagram.

• Decide whether a given statement describes a necessary condition, a sufficient condition, or both.

Differentiation

For students who require more support:

• provide the list of concepts to be used;

• offer a selection of possible clues;

• give the length of each word or reveal some of its letters;

• use pictures or diagrams as clues;

• organise pair or group work;

• add a word bank to the digital puzzle.

For students who progress more quickly:

• ask them to select the most important concepts independently;

• have them write more complex clues combining several properties;

• ask them to include a hidden solution in the crossword;

• let them create deliberately inaccurate definitions for their classmates to correct;

• ask them to write several clues of different difficulty levels for the same concept;

• replace traditional written clues with formulae, diagrams or practical examples.

When students work in groups, specific roles can also be assigned, such as concept selector, clue writer, subject checker and digital editor. This ensures that every student contributes actively to the final product.

Further Applications

The method can be used in almost every school subject. In language lessons, crosswords can review vocabulary and grammatical concepts. In history, they can focus on people and events; in science, on subject-specific terminology; in literature, on authors, works and genres; and in geography, on place names and natural phenomena.

Crossword puzzles can be used:

• to review a topic;

• to revise before a test;

• as homework;

• as a group project;

• for assessment or self-assessment;

• as an addition to a student presentation;

• as a multilingual activity in an Erasmus+ or other international project.

Conclusion

Creating a crossword puzzle is a more complex learning task than simply solving one. Students must review the concepts of a topic, select the essential elements and formulate clues that are both accurate and easy to understand.

The method is most effective when the class evaluates not only the correctness of the answers but also the quality of the clues. Correcting inaccurate or ambiguous definitions is particularly useful for developing conceptual thinking. In this way, a crossword puzzle becomes more than an entertaining activity: it becomes a learning tool that supports the organisation, application and precise communication of knowledge.

Note: The opinions and positions expressed herein reflect the author's views only and do not necessarily reflect the official position of the European Union or the Tempus Public Foundation. The European Union and the funding authority cannot be held responsible for them.