Students answer multiple choice questions by choosing the A, B, C or D card.
Helps students sort and cluster large amounts of brainstorming ideas into relationships or themes.
Self-paced, online discussion where students contribute at a time that is most convenient to them.
Facilitate discussions by giving a voice to all students in a blended classroom within a lesson.
Students work together to generate a broad range of initial ideas.
Students explore choices and consequences in a branching scenario, or create their own scenario.
Students develop a visual representation of relationships between ideas.
Students create study guides with support from their teachers.
Students design questions with the correct answers about what they have been learning.
Quickly identify and analyse your students’ understanding of a concept.
A strategy that uses a graphic organiser to support students in identifying and defining target vocabulary and concepts.
A discussion facilitated with a number of prompts or provocations.
Students work together in small study groups to prepare for an individual assessment.
An associative planning strategy that can be used for developing content structure in essay writing, STEM project design or collaborative program-building.
Students arrange ideas, questions or facts on hexagons to stimulate discussion and create links or work toward a solution.
Questioning to get on-the-spot evidence about what students do and don't understand before moving forward in a lesson.
Students post anonymous questions about homework or a task that the teacher can address at the beginning of the class.
Students sit in the hot seat and become the focus of a questioning game that can be about a persona, a topic or a word meaning.
Students work in groups on parts of a task, then gather in mixed groups to present findings.
A technique that supports students to document their learning process from start to finish.
Students reflect on their progress by documenting their own learning.
A purposeful collection of evidence to showcase student learning and academic growth.
A design tool that helps students’ picture how a complex process is supposed to work. It can explain why a strategy is a good solution to the problem at hand.
Students can articulate their ideas and easily modify, start again and share with others.
Students submit their work anonymously and other students provide anonymous feedback according to a provided rubric.
The teacher provides space for students to anonymously 'park' their insights, questions, ideas and next steps about a given topic.
A scheduled discussion between peers, based around a text. Prompts or question stems support effective dialogue.
Students use clear assessment criteria or a simple framework to review peers’ work.
A thinking tool that encourages the examination of ideas and concepts from different perspectives.
A method of questioning students that guides them through a four-step problem-solving technique.
Students provide feedback to peers using a simple rubric and then have an opportunity to incorporate feedback before handing in an assessment.
A six-step process to guide students to generate and refine questions.
A tool that helps students understand and generate different types of questions.
A quick writing process (1-10 minutes) where students respond to a question and then share responses.
Students attempt questions that test knowledge about a topic. Quiz programs offer digital interface for fast completion on a laptop or device.
Use criteria to communicate and evaluate your students’ quality of learning around a task.
Explore words that either lie between two opposed concepts, like impossible/certain, or relate to a common subject, like movement.
Graphic organisers are maps or diagrams that can help students classify ideas and communicate effectively.
A systematic method of approaching problems from different perspectives, allowing greater opportunity to find solutions.
Helps students to plan a visual sequence and structure for presenting information.
Students can generate lists at various points within a unit of work. The lists can be questions, self-reflections or important points.
Helps students find the right information on databases and websites by understanding how to build searches.
Video is taken of performances to use as evidence of student work or for critical analysis by peers.
Students are supported to reflect on their immediate and holistic learning goals using a broad range of teacher led prompts.
Students formulate questions for given answers.