Carousel Round Robin

Brainstorming
Brainstorming

Say and Switch

Card Sort

Circle the Sage

Send a Problem

Two Facts and Talking

a Fib Chips

Four Team Pair Solo

Corners
Class is divided into small groups with one person appointed Post charts on the wall with key questions or ideas at the top.
as the recorder. An open-ended question is posed and Groups are formed and one person scribes for the group and
students are given time to think about answers individually. adds to the chart as they brainstorm. Groups move to a new
Next, members of the team share responses with one another, chart, read other groups’ responses and then add to the chart.
round robin style. The recorder writes down the answers of the Teams may use a different color of felt pen.
group members.

Partners take turns responding to topics at signaled times. The Students or teacher can prepare cards with terms on one color
times will be unpredictable and the person listening must pick and definitions on the other. Students work in teams to find
up from their partner’s train of thought before adding new matches.
ideas.

The teacher polls the class to see which students have special
Students write a review problem on a card and ask teammates knowledge to share on a topic. Those students become the sages
to solve their problem. Teammates solve and the question- stand and spread out in the room. The teacher divides the remaining
writer determines if they have come up with a good solution. students evenly into teams and teams send members to different
Other team members repeat the process. sages, (so no two members of the same team going to the same
sage). The sage explains what they know while the classmates
listen, ask questions, and take notes. All students then return to their
teams. Each in turn, explains what they learned from their sage.

Each student is given a certain number of chips. Each time Students or the teacher write down two facts and one fib, the
they talk they must submit a chip, but once their chips are gone job of the team is to identify which is which.
they may no longer talk. Students must use all their chips.

Students do problems first as a team, then with a partner, and Teacher poses a question and gives four potential responses
finally on their own. By allowing them to work on problems they and points to a corner for each one. Students decide which
could not do alone, first as a team and then with a partner, they they agree with or would like to discuss move to that corner.
progress to a point they can do alone that which at first they They discuss the topic with those who also move to that corner
could do only with help.

.
Gallery Walk ThinkPad
Brainstorming

Graffiti Three-minute
Pause

Three stay,
Human One Stray
Continuum

Three-Step
Jigsaw Interview

Think-Pair-
Inside/Outside Share
Circle
Requires students to individually brainstorm and write down After teams have generated ideas on a topic using a piece of
their answers on a sheet of paper. Once they are all done they chart paper, they appoint a “docent” to stay with their work.
are to share their information with a partner or team. Teams rotate around examining other team’s ideas and ask
questions of the docent. Teams then meet together to discuss
and add to their information so the docent also can learn from
other teams.

Teachers stop any time during a lecture or discussion and give Groups receive a large piece of paper and felt pens of different
teams three minutes to review what has been said, and to ask colors. Students generate ideas in the form of graffiti. Groups
clarifying questions. can move to other papers and discuss/ add to the ideas.

In a group of four (or could be more), students solve a problem. Teacher poses a question or problem and students line up
While they work, they send one member to “stray” to another according to their opinion on the answer.
group to compare teams’ solutions.

“Home groups” with a small number of students are formed.

Each group member is assigned a number. Students move to
Partners interview each other than share what they have an “expert group” containing others who have the same
learned with another team of two. number. They work on the same sub-section get together to
decide what is important and how to teach it. After practice in
these "experts" return to the home group and each expert
teaches their section of material

First, individuals think silently about a question posed by the Divide class in half. One group forms a circle facing outward,
teacher. Individuals pair up and exchange thoughts. Finally, the the others find one person in the circle to stand opposite, so
pairs share their responses with the whole class. there are two circles of people facing each other. Information
can be shared and reviewed, and outer circle can move easily
to generate more responses or discuss new information.
Numbered Think-Pair-
Heads Square
Together

Pass a Visible Quiz

Problem
 Students sit in groups and each group member is given a
number. The teacher poses a problem and all four students
The same process as think-pair-share, except that partners discuss. The teacher calls a number and that student is
share with another set of partners before the whole-class responsible for sharing for the group.
discussion.

Teacher poses questions with multiple choices responses and Teacher creates problems for teams to solve and writes or
students sit in teams and discuss the responses. When the attaches them to envelopes. Teams read the problems, place
teacher asks, they hold up their answers and may be called on their solutions in the envelope and then exchange with another
to explain their team’s reasoning. team to check their solution and to determine if they solved the
problem in a different way.