Active Learning

What Is Active Learning?

Active learning refers to instructional approaches that engage students in doing, observing, and reflecting, rather than simply receiving information. It positions students as contributors to the learning process, encouraging them to make connections, apply ideas, and reflect on their understanding.

At U of T, active learning involves:

Collecting and synthesizing information, practicing critical thinking, and problem solving
Connecting classroom learning to real-world or professional contexts
Reflecting on one’s own learning needs and progress
Sharing agency with peers and instructors in the learning process

This definition is grounded in the literature on active learning and was honed for the U of T context through interviews with faculty, administrators, and staff members. Some of the following information is adapted from the Teaching Assistants’ Training Program (TATP) guide on Active Learning and Adapting Teaching Techniques.

Active learning can take place individually or collaboratively, and does not necessarily require group work, technology, or specialized learning spaces. Lectures and content delivery can also be complemented by opportunities for students to apply, question, discuss, and reflect on what they are learning. When designed with accessibility and learner variability in mind, active learning strategies can support Universal Design for Learning (UDL) by providing multiple opportunities for meaningful engagement and participation.

Interested in designing or facilitating active learning at U of T? Explore CTSI’s Active Learning Design Foundations (ALDF), a self-paced learning program that helps you plan, implement, and reflect on active learning across a range of teaching contexts.

Choosing an Active Learning Strategy

Selecting an active learning strategy begins with considering what students should learn and how an activity can support that learning. Different strategies invite students to engage with course material in different ways, from recalling prior knowledge and discussing ideas to applying concepts, solving problems, and reflecting on their understanding.

When selecting an activity, consider the learning outcomes alongside the situational factors that shape your course, including:

Learning purpose: What should students know, understand, or be able to do? How will the activity help them work toward the intended learning outcomes?
Students and their learning needs: What prior knowledge, experiences, and perspectives might students bring? What supports or opportunities for choice may help them participate?
Time and preparation: How much time is available for introducing, completing, and debriefing the activity? What preparation will students and the teaching team need?
Class size and learning environment: How might the number of students, classroom layout, course modality, or available technology influence how the activity is facilitated?
Materials and resources: What readings, prompts, examples, tools, or other materials will students need? Are these accessible and available in appropriate formats?
Assessment and feedback: How will students recognize what they have learned? What opportunities will they have to receive and use feedback, ask questions, or reflect on their understanding?

Active learning does not require grading. Activities can provide opportunities for students to practice skills, explore ideas, receive feedback, and reflect on their understanding without contributing to their course grade. Whether an activity is graded should depend on its purpose and alignment with the learning outcomes.

Active learning does not always require elaborate activities or significant changes to course design. Brief strategies, such as a Quick Write, Think-Pair-Share, or Polling and Classroom Response Activity, can be incorporated into an existing class session. More complex approaches, such as Jigsaw, Case Method, or Problem-Based Learning, may require additional planning and facilitation.

Consider starting with a strategy that aligns with your learning outcomes and teaching context, then adapting it based on students’ experiences, feedback, and evidence of learning. Active learning is an iterative process, and activities can be refined over time.

Active Learning Strategies and Activities

Explore the following 50 active learning activities, organized according to five learning purposes. Each activity includes an overview, instructions for implementation, and considerations for adapting the strategy across different teaching contexts, including large classes and online learning.

Many activities can support more than one learning purpose. The categories are intended to help you find strategies that align with your goals, rather than prescribe how an activity must be used.

Sharing an activity: Open an activity and right-click the “Link to [Activity Name]” hyperlink to copy its link address. On a touchscreen, press and hold the link to access sharing options.

Activate Prior Knowledge and Generate Ideas

These activities help students recall what they already know, generate ideas, and identify questions that can guide subsequent learning.

Brainstorming

🔗 Link to Brainstorming

Overview and Purpose

Brainstorming invites students to generate ideas, questions, or possible solutions related to a topic or problem. It can help activate prior knowledge, surface different perspectives, and create a starting point for further discussion, analysis, or problem-solving.

Brainstorming can be completed individually, in pairs, or collaboratively. It is particularly useful when introducing a topic, exploring an open-ended question, or preparing students for a more complex learning activity.

How to Use It

Present a focused question. Present a focused question, topic, or problem connected to the learning outcomes.
Generate ideas. Give students time to generate ideas individually or in groups. Encourage them to record ideas freely without immediately evaluating or dismissing them.
Collect responses. Collect or display responses using a shared document, whiteboard, or other appropriate method.
Review and organize ideas. Invite students to review, group, compare, or build on the ideas generated, moving from idea generation to analysis.
Debrief. Debrief by identifying emerging themes, questions, or connections to the course material.

Adaptations and Accessibility Considerations

Large classes: Invite students to brainstorm in pairs or small groups, then collect responses through polling, a shared document, or a classroom response tool. Summarize recurring themes rather than reviewing every contribution.
Online learning: Use collaborative documents, discussion boards, or digital whiteboards to support synchronous or asynchronous brainstorming.
Accessibility and participation: Provide the prompt in writing, allow individual thinking time before group discussion, and offer different ways to contribute. Avoid relying exclusively on rapid verbal responses or requiring students to share ideas publicly.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 159–163. Round Robin (CoLT 2), a structured variation of collaborative brainstorming.

Give One–Get One

🔗 Link to Give One–Get One

Overview and Purpose

Give One–Get One is a collaborative activity that helps students activate prior knowledge, exchange ideas, and expand their understanding of a topic. Students first identify what they already know, then share ideas with peers and record new information gained through those exchanges.

The activity can also help instructors identify students’ existing understandings and questions before introducing new course material.

How to Use It

Prepare the columns. Ask students to divide a page or document into two columns labelled Give One and Get One.
Generate initial ideas. Present a topic or question and invite students to brainstorm what they already know, recording their ideas in the Give One column.
Exchange ideas. Ask students to pair with a peer. Each student shares an idea from their list and listens to their partner’s contribution.
Record new information. Students record new ideas or information in the Get One column.
Continue exchanging ideas. Invite students to exchange ideas with additional peers, either through rotating pairs or structured small-group discussion.
Debrief. Ask students to identify new insights, recurring ideas, or questions that emerged. Clarify any misconceptions or inaccurate information shared during the exchanges.

Adaptations and Accessibility Considerations

Large classes: Have students exchange ideas with nearby peers rather than moving throughout the room. Use a shared document or selected responses to summarize the collective knowledge of the class.
Online learning: Use breakout rooms, collaborative documents, or discussion boards to support exchanges between students.
Accessibility and participation: Provide a digital or printable two-column template. Allow students to exchange ideas in writing as an alternative to verbal discussion, and avoid requiring movement around the classroom.

Additional Resources

Adapted from Irvine, J., Buehl, D. R., & Radcliffe, B. J. (2006). Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms. Allyn & Bacon.

Quick Write / Minute Paper

🔗 Link to Quick Write / Minute Paper

Overview and Purpose

A Quick Write invites students to respond briefly in writing to a focused question or prompt. It can help students recall prior knowledge, process new information, identify questions, or reflect on their learning.

A Minute Paper is a short variation, often used to gather formative feedback about what students have learned and what remains unclear. Both approaches require minimal preparation and can be used at the beginning, during, or end of a class.

How to Use It

Develop a focused prompt. Select a question connected to the learning outcomes. For example:
- To activate prior knowledge: “What do you already know about this topic?”
- To process information: “What is one important concept from today’s class, and how does it connect to something you already know?”
- To assess understanding: “What is the most important thing you learned today, and what question remains?”
Provide time to write. Give students a short period to respond independently, allowing sufficient time to formulate their ideas.
Determine how responses will be used. Depending on the purpose, invite students to share their responses with a partner, submit them anonymously, or retain them for personal reflection.
Review and respond. Discuss selected responses, clarify concepts, identify common questions, or use the information to inform subsequent teaching.

Adaptations and Accessibility Considerations

Large classes: Collect responses through a polling or survey tool, or invite students to write individually before discussing with a nearby peer. Summarize common themes rather than attempting to review every response during class.
Online learning: Use a Quercus discussion, short survey, or other supported tool to collect responses synchronously or asynchronously.
Accessibility and participation: Provide prompts in writing, allow sufficient processing time, and consider alternative response formats where appropriate. Avoid requiring students to share personal reflections publicly.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 158–162. Minute Paper (CAT 9).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 105–110. Quick Write (LAT 6).
K. Patricia Cross Academy: Quick Write.

Background Knowledge Probe

🔗 Link to Background Knowledge Probe

Overview and Purpose

A Background Knowledge Probe is a short, typically ungraded activity that helps instructors identify what students already know, understand, or believe about a topic before introducing new material. It can reveal prior experiences, areas of familiarity, and possible misconceptions that may influence subsequent learning.

This activity is particularly useful at the beginning of a course, unit, or lesson, especially when students may enter with different levels of prior knowledge.

How to Use It

Identify prerequisite knowledge. Identify the prerequisite knowledge or concepts students are likely to need for an upcoming topic or activity.
Develop focused questions. Develop a small number of focused questions. These might include multiple-choice questions, short written responses, or prompts asking students to explain their existing understanding.
Explain the purpose and collect responses. Explain that the activity is intended to inform teaching and learning rather than evaluate students’ preparation. Invite students to respond individually before introducing the new material.
Review responses. Review the responses to identify common understandings, knowledge gaps, or areas requiring clarification.
Use the findings to inform teaching. Use the findings to connect new material to students’ existing knowledge and adjust explanations or learning activities where helpful. Share relevant findings with students to help them recognize how their responses informed subsequent teaching.

Adaptations and Accessibility Considerations

Large classes: Use polling or a short online survey to collect responses efficiently. Display aggregated results and discuss common patterns without identifying individual students.
Online learning: Use a Quercus quiz, survey, or discussion activity to gather responses before a synchronous session or learning module.
Accessibility and participation: Provide questions in accessible formats, use clear language, and allow sufficient response time. Explain that the purpose is to inform teaching and learning rather than evaluate students’ prior preparation.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 124–129. Background Knowledge Probe (CAT 2).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 85–90. Background Knowledge Probe (LAT 2).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 148–151. Background Knowledge Probe (SET 1).
K. Patricia Cross Academy: Background Knowledge Probe.

Update Your Classmate

🔗 Link to Update Your Classmate

Overview and Purpose

Update Your Classmate invites students to recall and explain important concepts or activities from a previous class, as though they were helping a classmate who had missed the session. It encourages retrieval, summarizing, and identifying the most significant ideas from earlier learning.

The activity can help students consolidate their understanding while allowing instructors to identify concepts that may need further explanation.

How to Use It

Introduce the scenario. Ask students to imagine that a classmate missed the previous session and needs a concise explanation of the most important material covered.
Identify key information. Invite students to identify the key concepts, examples, or questions that would help their classmate understand what they missed and why this information may be important for the current lesson.
Prepare a summary. Have students prepare a brief written, verbal, or visual summary that would help their classmate understand the material.
Compare summaries. Invite students to compare summaries with a partner or small group, identifying important information they may have overlooked.
Debrief. Highlight key concepts, clarify misunderstandings, and discuss important information that may have been omitted before connecting previous learning to the current lesson.

Adaptations and Accessibility Considerations

Large classes: Ask students to prepare individual summaries and compare them with nearby peers. Collect selected responses through a classroom response tool or shared document.
Online learning: Use a Quercus discussion board or collaborative document where students can post and compare summaries.
Accessibility and participation: Provide clear expectations about the length and focus of the summary. Allow students to communicate their understanding through writing, speech, or an accessible visual format, as appropriate.

Additional Resources

Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 217–220. Update Your Classmate (ALT 5).
K. Patricia Cross Academy: Update Your Classmate.

Affinity Grouping

🔗 Link to Affinity Grouping

Overview and Purpose

Affinity Grouping helps students organize a collection of ideas, observations, or responses into meaningful categories based on similarities or relationships. It is particularly useful after brainstorming, when students have generated many ideas and need to identify patterns or develop a more structured understanding.

The activity supports categorization, collaborative reasoning, synthesis, and discussion about how concepts relate to one another.

How to Use It

Generate or provide ideas. Present a topic, question, or problem and invite students to generate ideas or observations individually. Alternatively, provide a prepared collection of statements or examples.
Record ideas separately. Ask students to record each idea separately, using sticky notes, cards, or a digital collaborative space.
Group related ideas. Invite students to work individually or collaboratively to group related ideas based on similarities or connections.
Develop category labels. Ask students to develop descriptive labels for each group and explain their reasoning.
Compare and revise groupings. Encourage students to discuss, compare, and revise their groupings, recognizing that different arrangements may be reasonable depending on how relationships are interpreted.
Debrief. Compare categories, identify emerging themes, and connect the results to the learning outcomes.

Adaptations and Accessibility Considerations

Large classes: Have small groups organize a limited set of ideas, then compare selected categories through a shared document or class discussion.
Online learning: Use collaborative documents, accessible digital whiteboards, or shared tables to organize and label ideas.
Accessibility and participation: Provide accessible alternatives to physically moving cards or manipulating visual objects. Allow students to contribute to categorization and explanation through text-based or verbal methods, and ensure that the relationships among ideas are communicated clearly.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 263–267. Affinity Grouping (CoLT 19).
K. Patricia Cross Academy: Affinity Grouping.

Engage with and Process Course Content

These activities help students engage with course materials, identify important ideas, make connections, and develop their understanding.

Active Reading Documents

🔗 Link to Active Reading Documents

Overview and Purpose

Active Reading Documents are structured reading materials that include questions, prompts, or activities to help students engage purposefully with a text. Rather than reading solely to absorb information, students are encouraged to identify key ideas, examine arguments, make connections, and reflect on their understanding.

This strategy can support critical reading, comprehension, and preparation for class discussions or other learning activities.

How to Use It

Select a reading. Choose a text connected to the learning outcomes and identify the concepts, arguments, or questions students should focus on.
Develop reading prompts. Embed questions or activities at relevant points in the document. For example, ask students to summarize a claim, identify supporting evidence, compare perspectives, or connect an idea to a course concept.
Provide instructions. Explain how students should engage with the prompts and whether responses will be used for individual reflection, discussion, or another learning activity.
Invite students to complete the reading. Allow students to work independently or collaboratively, depending on the purpose. Encourage students to refer to specific passages or evidence when developing their responses.
Build on the responses. Use students’ observations and questions to guide discussion, clarify difficult concepts, or inform subsequent activities. Where appropriate, invite students to compare and revise their responses after discussion.

Adaptations and Accessibility Considerations

Large classes: Assign a small number of focused prompts before class and use polling, paired discussion, or selected responses to explore key ideas during the session.
Online learning: Provide the document through Quercus and invite students to respond individually or through a discussion or collaborative document.
Accessibility and participation: Use accessible document formats, meaningful headings, and clearly identified prompts. Avoid relying solely on colour or visual placement to distinguish questions from the reading. Allow sufficient time for students to engage with the material, and ensure that prompts can be accessed without relying on annotations embedded in images or inaccessible document features.

Additional Resources

Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 200–203. Active Reading Documents (ALT 1).
K. Patricia Cross Academy: Active Reading Documents.

Text and Visual Annotation

🔗 Link to Text and Visual Annotation

Overview and Purpose

Annotation invites students to engage actively with written and visual materials by recording observations, questions, interpretations, and connections directly alongside the content. It encourages students to examine how meaning is constructed, identify important details, and make their thinking visible.

Annotation can be completed individually or collaboratively and is useful across disciplines that involve texts, images, diagrams, graphs, maps, or other representations.

How to Use It

Select the material. Choose a text or visual resource connected to the learning outcomes and identify what students should examine.
Establish an annotation purpose. Provide focused prompts that encourage analysis rather than simply highlighting or labelling information.
Model the process. Demonstrate how to annotate a short passage or visual example, explaining how observations can be supported by evidence.
Invite students to annotate. Students record questions, observations, connections, or interpretations individually or collaboratively.
Compare and discuss annotations. Where appropriate, invite students to examine different interpretations, explain their reasoning, and consider perspectives they may not have identified independently.
Debrief. Connect students’ annotations to key concepts and identify questions for further exploration.

Text Annotation

Students might:

Identify a central claim and annotate the evidence used to support it.
Record questions or points of confusion beside a passage.
Make connections between readings, course concepts, or disciplinary perspectives.
Respond to or build on peers’ interpretations through collaborative annotation.

Visual Annotation

Students might:

Annotate a scientific diagram to explain relationships or processes.
Identify patterns or anomalies in a graph or data visualization.
Mark features of an artwork, photograph, or architectural drawing and explain their significance.
Add observations or questions to maps, timelines, or other visual representations.

Adaptations and Accessibility Considerations

Large classes: Invite students to annotate independently, compare observations with nearby peers, and share selected interpretations through a classroom response tool or discussion.
Online learning: Use accessible document annotation tools, shared documents, or supported collaborative annotation platforms.
Accessibility and participation: Provide accessible source materials and alternatives to visual markup, such as text descriptions, numbered references, or structured observation tables. Ensure that students can contribute without relying exclusively on handwriting, colour coding, or precise visual positioning.

Additional Resources

CTSI: Collaborative Annotation Tools. Guidance on tools that support collaborative annotation of course materials.

IRA Reading Responses

🔗 Link to IRA Reading Responses

Overview and Purpose

IRA (Insights, Resources, and Application) Reading Responses invite students to identify new understandings from an assigned reading, locate additional resources that extend or deepen those understandings, and consider how the ideas connect to real-world situations or applications.

This structured activity supports purposeful reading, critical reflection, information literacy, and the application of course concepts. It encourages students to make connections between readings, additional sources, and broader learning contexts.

How to Use It

Assign a reading. Select a text connected to the learning outcomes and explain the purpose and three components of the IRA response.
Insights: Ask students to identify important ideas or new understandings from the reading and explain their significance.
Resources: Invite students to identify an additional resource, such as an article, book, website, video, or other relevant material, that extends, supports, or challenges an idea from the reading. Ask them to explain the connection.
Application: Ask students to explain how an idea from the reading relates to a real-world situation, example, or application of course concepts.
Discuss and synthesize. Invite students to share and compare their responses, examine the relevance of additional resources, and discuss how the ideas might be applied in different contexts.

Adaptations and Accessibility Considerations

Large classes: Have students complete their IRA responses before class and discuss selected insights and resources in pairs or small groups. Use recurring themes or questions to guide a whole-class discussion.
Online learning: Use a Quercus discussion or assignment to collect responses and facilitate exchanges among students. Where appropriate, invite students to share their additional resources with peers.
Accessibility and participation: Provide the three prompts in an accessible format, clarify expectations with an example, and allow sufficient time for reading and reflection. Ensure students can access suitable resources without unnecessary cost or accessibility barriers. Allow students to use disciplinary or hypothetical examples rather than requiring disclosure of personal experiences.

Additional Resources

Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp.164–168. Insights-Resources-Application (LAT 14).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp.293–295. Insights-Resources-Application (SET 32).
K. Patricia Cross Academy: IRA Reading Responses.

Concept Mapping

🔗 Link to Concept Mapping

Overview and Purpose

Concept Mapping is a visual learning activity in which students identify important concepts and represent the relationships among them using labelled connecting lines or arrows. Unlike simply listing or grouping information, concept maps encourage students to explain how ideas relate to one another.

Concept Mapping can support the organization and synthesis of knowledge, identification of misconceptions, and development of conceptual understanding. It is particularly useful when students need to connect multiple ideas, processes, or theories within a discipline.

How to Use It

Identify a focus. Select a topic, question, or concept connected to the learning outcomes.
Generate key concepts. Ask students to identify important terms, ideas, or processes associated with the topic. You may provide an initial list or invite students to generate their own.
Arrange the concepts. Have students organize the concepts visually, considering which are more general, specific, or closely related.
Identify relationships. Ask students to draw connecting lines or arrows and label them with words or phrases explaining the relationships between concepts.
Review and revise. Invite students to examine whether their map accurately represents their understanding, identify missing connections, and make adjustments. Students may also revisit their maps later to reflect on how their understanding has developed.
Discuss and reflect. Have students explain their maps, compare different representations, or consider how their understanding has changed.

Adaptations and Accessibility Considerations

Large classes: Invite students to create maps individually or in small groups. Display selected examples and discuss differences in how students represent relationships among concepts.
Online learning: Use collaborative documents, concept-mapping software, or accessible shared workspaces. Students can create maps independently and compare them through online discussions.
Accessibility and participation: Provide accessible alternatives to visual mapping, such as structured outlines or tables that explicitly identify concepts and relationships. Ensure connecting lines are labelled rather than relying on colour or spatial arrangement alone. Allow students to explain relationships in writing or verbally where appropriate.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 258–267. Concept Map (CAT 31).
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 283–288. Word Webs (CoLT 23), a collaborative variation of concept mapping.
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 218–224. Concept Maps (LAT 23).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 220–226. Team Concept Maps (SET 16).

Graphic Organizers

🔗 Link to Graphic Organizers

Overview and Purpose

Graphic Organizers are visual frameworks that help students arrange, compare, categorize, and connect information. They can support comprehension, note-taking, analysis, and the organization of ideas for discussion, writing, or problem-solving.

Graphic organizers can take many forms, including comparison charts, timelines, flowcharts, mind maps, cause-and-effect diagrams, and other structured representations. The format should be selected according to what students are expected to understand or demonstrate.

Unlike Concept Mapping, which specifically emphasizes labelled relationships among concepts, Graphic Organizers encompass a broader range of visual approaches to organizing information.

How to Use It

Identify the learning purpose. Determine whether students need to compare ideas, organize information, trace a process, generate associations, or identify patterns.
Select an appropriate format. For example:
- Comparison chart: Examine similarities and differences between concepts, theories, or approaches.
- Timeline: Organize events or developments chronologically.
- Flowchart: Represent stages, decisions, or processes.
- Mind map: Generate and organize ideas around a central topic using branches and associations.
- Cause-and-effect diagram: Explore possible relationships between contributing factors and outcomes.
Introduce the organizer. Explain its purpose, demonstrate how it works, and clarify what information students should include.
Invite students to complete or develop the organizer. Students may work independently, in pairs, or collaboratively, using a provided template or creating their own structure.
Discuss and refine. Ask students to explain their organizational choices, compare representations, and identify gaps or connections.
Connect to subsequent learning. Use the completed organizer to support discussion, writing, assessment preparation, or further analysis.

Adaptations and Accessibility Considerations

Large classes: Provide a partially completed organizer for students to finish individually or with nearby peers. Compare selected responses during a whole-class discussion.
Online learning: Use accessible templates, collaborative documents, or supported digital tools to create and share organizers.
Accessibility and participation: Choose formats that do not rely exclusively on colour, complex spatial arrangements, or precise visual manipulation. Provide text-based alternatives, such as structured tables or outlines, and ensure that important relationships are explained in words.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp.278–282. Sequence Chains (CoLT 22), a collaborative approach to organizing events, actions, or processes.
Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 238–244. Advance Organizers (ALT 9), a related technique using structured frameworks to help students organize and understand lecture content.

Guided Notes

🔗 Link to Guided Notes

Overview and Purpose

Guided Notes are instructor-prepared outlines or structured note-taking materials that students complete during a lecture, presentation, or other learning activity. They provide an organizational framework while encouraging students to identify, record, and process important information.

Guided Notes can help students focus on key concepts, recognize relationships among ideas, and engage more actively with instructional content. They may be particularly useful when introducing unfamiliar terminology, complex processes, or information that requires careful organization.

How to Use It

Identify key learning points. Review the lecture or presentation and determine which concepts, relationships, or examples students should focus on.
Prepare a structured outline. Create notes with headings, prompts, diagrams, tables, or selected gaps that students will complete during the session. Provide enough structure to guide students without supplying all the information.
Explain how to use the notes. Clarify which information students are expected to record and how the activity connects to the learning outcomes.
Provide opportunities for completion. Pause at appropriate points to allow students to record information, respond to prompts, or explain connections.
Invite comparison or discussion. Students can compare notes with a peer, identify missing information, or discuss areas of uncertainty.
Review key ideas. Summarize important concepts and clarify misunderstandings. Where appropriate, provide a completed version or supplementary notes afterward.

Adaptations and Accessibility Considerations

Large classes: Distribute guided notes before class and incorporate brief pauses for completion and paired discussion. Use polling or selected questions to check understanding.
Online learning: Provide accessible guided-note templates that students can complete while watching recorded lectures or participating in synchronous sessions.
Accessibility and participation: Use accessible document formats with descriptive headings and clear instructions. Avoid requiring students to complete extensive notes under time pressure. Provide access to complete instructional information so that students who cannot fill in notes during the session are not disadvantaged.

Additional Resources

Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 260–263. Guided Notes (ALT 13).
K. Patricia Cross Academy: Guided Notes.

Fact or Opinion

🔗 Link to Fact or Opinion

Overview and Purpose

Fact or Opinion invites students to examine statements and distinguish between claims that can be verified through evidence and those that express interpretations, judgments, or perspectives. Students explain their reasoning and consider how evidence supports or challenges different claims.

This activity can strengthen critical thinking, information literacy, and students’ ability to evaluate arguments. It is particularly useful in disciplines where students must distinguish evidence from interpretation or critically examine claims presented in readings, media, or public discourse.

How to Use It

Select statements. Prepare a collection of statements drawn from a course reading, media source, or other material connected to the learning outcomes. Include factual claims, interpretations, and statements that may require further investigation.
Introduce the task. Explain the distinction between verifiable claims and interpretations or judgments. Emphasize that opinions may still be informed by evidence and that some statements may not fit neatly into either category.
Invite individual analysis. Ask students to classify each statement and explain their reasoning.
Compare responses. Have students discuss their classifications in pairs or small groups, identifying where interpretations differ.
Examine the evidence. Invite students to identify what information would be needed to verify a claim, determine its accuracy, or evaluate an interpretation.
Debrief. Discuss ambiguous examples, clarify disciplinary expectations for evidence, and connect the activity to critical analysis and argumentation.

Adaptations and Accessibility Considerations

Large classes: Present statements through polling or classroom response tools, then invite students to discuss their reasoning with nearby peers before reviewing the responses.
Online learning: Use a Quercus quiz, discussion board, or collaborative document to support individual classification and subsequent discussion.
Accessibility and participation: Provide statements in accessible written formats and allow time for students to consider their responses. Offer opportunities to explain reasoning in writing rather than relying exclusively on verbal discussion.

Additional Resources

Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 153–157. Fact or Opinion (LAT 12).
K. Patricia Cross Academy: Fact or Opinion.

Group Grid

🔗 Link to Group Grid

Overview and Purpose

Group Grid is a collaborative classification activity in which students organize information into a grid of categories. Students examine concepts, examples, or other course materials and determine where they belong, explaining the reasoning behind their choices.

This activity can help students recognize patterns, compare concepts, apply classification criteria, and identify relationships among ideas. It is particularly useful when a discipline involves categories, frameworks, taxonomies, or different ways of organizing information.

How to Use It

Identify the categories. Develop a grid with predefined categories or dimensions connected to the learning outcomes. For example, students might classify research methods according to their purpose and the types of evidence they generate.
Prepare the items. Select concepts, examples, statements, or cases that students will organize within the grid.
Introduce the task. Explain the categories and provide an example of how to classify an item.
Invite students to complete the grid. Students work individually or in small groups to place items in the appropriate categories.
Compare and discuss classifications. Ask students to explain their decisions, particularly when an item could reasonably fit into more than one category.
Debrief. Review the completed grid, clarify distinctions among categories, discuss alternative classifications, and connect the activity to the broader course concepts.

Adaptations and Accessibility Considerations

Large classes: Provide a partially completed grid and invite students to work with nearby peers. Display selected responses and discuss differences in classification.
Online learning: Use an accessible table or collaborative document rather than requiring students to manipulate objects on a digital whiteboard.
Accessibility and participation: Provide clear category labels and instructions. Ensure the grid can be navigated using assistive technologies, and offer a structured text-based alternative where needed. Avoid relying solely on colour or spatial position to communicate categories.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 268–272. Group Grid (CoLT 20).
K. Patricia Cross Academy: Group Grid.

Lecture Wrapper

🔗 Link to Lecture Wrapper

Overview and Purpose

A Lecture Wrapper is a brief reflective activity that helps students identify important ideas from a lecture, compare their understanding with the instructor’s intended key points, and evaluate their approaches to listening and note-taking.

Lecture Wrappers support metacognition by encouraging students to consider what they learned, how accurately they identified important information, and which strategies might support future learning. They can also help instructors identify areas that may require clarification or additional support.

How to Use It

Identify key learning points. Before the lecture, identify three to five important concepts or ideas that students should understand.
Introduce the activity. Explain that students will identify the most important points from the lecture and compare them with the instructor’s selections.
Deliver the lecture. Encourage students to listen actively and record important concepts, questions, or connections using their preferred note-taking approaches.
Identify key takeaways. After the lecture, ask students to independently record what they consider the three to five most important points.
Compare and reflect. Share the instructor’s key points and invite students to compare them with their own selections. Ask them to consider what they identified accurately, what they may have overlooked, and how their listening or note-taking strategies influenced their understanding.
Identify next steps. Invite students to consider how they might approach future lectures differently or what additional learning activities would help clarify their understanding.
Follow up. Address recurring questions or misunderstandings and use students’ reflections to inform subsequent teaching.

Adaptations and Accessibility Considerations

Large classes: Use a short digital survey or classroom response tool to gather reflections efficiently. Share common themes without identifying individual students.
Online learning: Embed reflective prompts before and after recorded lectures or synchronous sessions using Quercus or other supported tools.
Accessibility and participation: Provide prompts in accessible formats and allow sufficient time for reflection. Avoid assuming that all students engage with lectures through the same note-taking or listening strategies. Offer flexibility in how students record their reflections.

Additional Resources

Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 352–355. Lecture Wrapper (ALT 31).
K. Patricia Cross Academy: Lecture Wrapper.

Media Critique

🔗 Link to Media Critique

Overview and Purpose

Media Critique invites students to critically examine media such as films, television programs, advertisements, news articles, podcasts, social media, or other cultural materials using disciplinary concepts and analytical frameworks.

Students consider how media communicate ideas, represent people and issues, construct arguments, or reflect broader social, cultural, political, or professional contexts. This activity can strengthen critical thinking, media literacy, evidence-based analysis, and the application of course concepts to familiar or contemporary materials.

How to Use It

Select a media example. Choose a media text or artifact connected to the learning outcomes. Consider its relevance, complexity, and suitability for the teaching context.
Establish an analytical focus. Identify the concepts, questions, or disciplinary frameworks students should use to examine the material.
Provide guiding questions. For example, ask students to identify the central message, examine the evidence presented, consider whose perspectives are represented or omitted, or analyze how particular techniques influence interpretation.
Invite students to analyze the material. Students may work individually or collaboratively to record observations, identify specific examples, and develop interpretations supported by evidence from the media.
Compare and discuss findings. Encourage students to explain their interpretations using evidence from the media and relevant course concepts.
Debrief. Connect the analysis to broader disciplinary questions, clarify concepts, and consider how different interpretations may emerge.

Adaptations and Accessibility Considerations

Large classes: Provide a short media excerpt or selected examples for analysis. Invite students to discuss focused questions with nearby peers and share interpretations through polling or a classroom response tool.
Online learning: Provide accessible media materials in advance and use discussion boards, collaborative documents, or synchronous discussions to support analysis.
Accessibility and participation: Select media with captions, transcripts, audio descriptions, or other accessible alternatives as appropriate. Provide context for potentially sensitive content and offer alternative materials when needed. Ensure students can demonstrate analysis without relying exclusively on one sensory mode.

Note-Taking Pairs

🔗 Link to Note-Taking Pairs

Overview and Purpose

Note-Taking Pairs is a collaborative activity in which students compare and discuss their notes from a lecture, reading, or other learning experience. By examining what each person recorded, students can identify important ideas, clarify misunderstandings, fill gaps, and consider different ways of organizing information.

The activity encourages students to process course content rather than simply record it. It can also help them reflect on their approaches to note-taking and identify strategies that support their learning.

How to Use It

Identify a suitable point for review. Pause during or after a lecture, reading, or learning activity to provide time for students to revisit their notes.
Form pairs. Invite students to work with a partner and explain the purpose of comparing notes.
Summarize and clarify. Partner A summarizes a section of their notes, highlighting important concepts and identifying questions or areas of uncertainty. Partner B adds information, clarifies concepts, and identifies any remaining questions.
Switch roles. For the next section, Partner B summarizes while Partner A contributes clarification and additional information. Repeat as time allows.
Revise notes and identify remaining questions. Invite students to update their notes based on the exchange and record questions they could not resolve through discussion.
Debrief. Address recurring questions, reinforce important concepts, and encourage students to consider what they learned about their note-taking approaches.

Adaptations and Accessibility Considerations

Large classes: Invite students to compare notes with someone nearby during a short pause in the lecture. Collect recurring questions through polling, a shared document, or an Exit Ticket.
Online learning: Use breakout rooms, discussion boards, or collaborative documents to support comparison and discussion of notes.
Accessibility and participation: Recognize that students may use different note-taking methods, including typed notes, handwritten notes, recordings, assistive technologies, or structured templates. Avoid requiring students to disclose or share personal notes if they are uncomfortable doing so. Provide alternative ways to compare understanding, such as discussing a common outline or instructor-provided summary.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 189–194. Note-Taking Pairs (CoLT 7).
Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 274–277. Note-Taking Pairs (ALT 16).
K. Patricia Cross Academy: Note-Taking Pairs.

Say Something

🔗 Link to Say Something

Overview and Purpose

Say Something is a paired reading activity in which students pause at designated points in a text to share their observations, questions, and interpretations with a partner. Students might summarize an idea, identify a key point, make a connection to prior knowledge, or raise a question about what they have read.

This activity encourages purposeful reading, dialogue, and reflection. It provides a structured opportunity for students to develop their understanding through discussion before moving into more extensive group or whole-class activities.

How to Use It

Select a reading. Choose a text connected to the learning outcomes and identify appropriate stopping points, such as the end of a paragraph, page, or section.
Introduce the activity. Explain that students will pause periodically to share something about what they have read. Provide prompts or examples to help focus their responses.
Read and pause. Invite students to read the first section independently, then pause at the designated point.
Share observations. In pairs, students take turns sharing a summary, question, connection, interpretation, or point of uncertainty. Encourage partners to respond to one another by asking questions, clarifying ideas, or building on observations.
Continue the process. Students read the next section and repeat the exchange, building on their understanding as they progress.
Extend the discussion. Where appropriate, combine pairs into small groups to compare interpretations or explore a guiding question.
Debrief. Invite students to identify important insights, clarify questions, and connect their discussion to the broader course concepts.

Adaptations and Accessibility Considerations

Large classes: Have students work with nearby peers to minimize movement and transitions. Provide clear stopping points and discussion prompts. If time is limited, collect remaining questions through a Quercus discussion or brief reflection activity and address common themes in the next class.
Online learning: Provide accessible readings with clearly marked stopping points. Students can exchange observations through breakout rooms, collaborative documents, or asynchronous discussion boards.
Accessibility and participation: Provide readings and prompts in accessible formats and allow sufficient time for individual reading and processing. Offer written exchanges as an alternative to speaking aloud, and avoid requiring students to disclose personal experiences when making connections to the text.

Additional Resources

Short, K. G., Harste, J. C., & Burke, C. (1996). Creating Classrooms for Authors and Inquirers (2nd ed.), pp. 512–515. Say Something.

Sketch Notes

🔗 Link to Sketch Notes

Overview and Purpose

Sketch Notes, also called sketchnoting, invite students to combine words, drawings, symbols, and visual arrangements to represent their understanding of course content. Rather than recording information in a strictly linear format, students identify important ideas and visually organize relationships, examples, and connections.

This activity can support active listening, synthesis, memory, and reflection. It is useful during lectures, readings, presentations, or other learning experiences where students are encouraged to interpret and organize information.

Sketch Notes do not require advanced drawing skills. The emphasis is on making thinking visible rather than producing polished illustrations.

How to Use It

Identify a learning purpose. Determine which concepts, relationships, or processes students should focus on during the activity.
Introduce sketchnoting. Demonstrate how simple shapes, symbols, keywords, arrows, and brief annotations can communicate ideas. Emphasize that artistic ability is not being assessed.
Provide a prompt or focus. Invite students to represent key ideas, connections, questions, or examples from a lecture, reading, or other learning experience.
Allow students to create their notes. Students combine text and visual elements to organize their understanding. They may work individually or collaboratively, either during the learning activity or afterward by transforming their existing notes into Sketch Notes.
Invite comparison and explanation. Ask students to explain selected elements of their notes, compare different representations, or identify connections they had not previously considered.
Debrief. Connect students’ representations to the learning outcomes and clarify important concepts or relationships.

Adaptations and Accessibility Considerations

Large classes: Invite students to create individual Sketch Notes during a lecture, then compare selected ideas with nearby peers. Use a document camera or shared digital space to discuss representative examples where appropriate.
Online learning: Students can create Sketch Notes using paper or digital tools and share accessible descriptions or summaries through Quercus or collaborative documents.
Accessibility and participation: Offer alternatives such as structured written notes, outlines, or concept summaries that address the same learning purpose. Avoid evaluating artistic quality or requiring precise drawing or visual manipulation. When students share Sketch Notes, encourage them to explain important relationships in words and provide text descriptions where needed.

Additional Resources

Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 278–287. Sketch Notes (ALT 17).
K. Patricia Cross Academy: Sketch Notes.

Polling and Classroom Response Activities

🔗 Link to Polling and Classroom Response Activities

Overview and Purpose

Polling and classroom response activities invite students to respond to questions, predictions, problems, or prompts during a learning session. Responses can help students check their understanding, compare perspectives, and engage in discussion while providing instructors with timely information about student learning.

Polling is particularly useful in large classes, where it may otherwise be difficult to hear from a broad range of students. However, it can be effective in classes of any size.

The value of polling comes not simply from collecting responses, but from how instructors use those responses to prompt reasoning, discussion, feedback, and reflection.

How to Use It

Identify a learning purpose. Determine whether the poll will activate prior knowledge, check understanding, elicit predictions, reveal different perspectives, or introduce a discussion.
Develop a focused question. Use a multiple-choice question, ranking activity, short response, or other format appropriate to the learning outcome. Questions that require interpretation or reasoning may generate richer discussion than those focused solely on recall.
Invite individual responses. Allow students sufficient time to consider the question and submit their answers.
Display or summarize responses. Share the distribution of responses where appropriate, without identifying individual students.
Facilitate discussion. Ask students to explain their reasoning, compare perspectives, or discuss their responses with a peer.
Revisit the question where useful. Invite students to respond again after discussion or additional explanation to examine whether their understanding has changed.
Debrief. Clarify important concepts, address misconceptions, and connect the activity to the learning outcomes.

Example Applications

Check understanding: Ask students to apply a concept to a new example and explain their choice.
Elicit predictions: Present a scenario and ask students to predict an outcome before examining the evidence.
Compare perspectives: Invite students to respond to a statement and discuss the reasoning behind different positions.
Identify questions: Use a short response prompt to surface concepts students would like clarified.
Support peer discussion: Ask students to respond individually, discuss with a partner, and then reconsider their response.

Adaptations and Accessibility Considerations

Large classes: Use a University-supported classroom response tool to collect responses efficiently. Provide sufficient time for students to respond and discuss their reasoning with nearby peers. Summarize patterns rather than focusing only on the most popular answer.
Online learning: Use supported polling tools, Quercus quizzes, or discussion activities during synchronous or asynchronous learning.
Accessibility and participation: Present questions in accessible written formats and read them aloud where appropriate. Avoid unnecessarily short response windows or reliance on speed-based participation. Provide an alternative response method when students cannot access the polling technology. Explain whether responses are anonymous, confidential, or identifiable.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 271–274. Opinion/Attitude Poll (CAT 33), a technique for exploring students’ perspectives on course-related issues.
CTSI: Student Response Systems. Guidance on classroom response technologies that can support polling, formative assessment, and student participation.

Discuss, Collaborate, and Consider Perspectives

These activities create opportunities for students to exchange ideas, examine different perspectives, and develop understanding through discussion and collaboration.

Think-Pair-Share

🔗 Link to Think-Pair-Share

Overview and Purpose

Think-Pair-Share is a collaborative learning activity in which students first consider a question or problem individually, discuss their thinking with a partner, and then share insights with the larger group.

This activity provides time for individual reflection before discussion, helping students formulate ideas, clarify their understanding, and consider different perspectives. It can be incorporated into lectures, seminars, tutorials, and other teaching contexts with minimal preparation.

How to Use It

Pose a question or problem. Present a focused question, statement, or prompt connected to the learning outcomes. Questions that invite explanation, interpretation, or application often generate richer discussion than those requiring simple recall.
Think individually. Give students time to consider the question independently. They may reflect silently, jot down ideas, or prepare a brief written response.
Discuss in pairs. Invite students to share their responses with a partner, explain their reasoning, and consider similarities or differences in their thinking. Encourage students to build on or refine their initial ideas through the exchange.
Share with the larger group. Invite selected pairs to share key insights, questions, or conclusions. Students may also contribute through polling or a shared document, allowing instructors to identify recurring themes without requiring every pair to report.
Debrief. Summarize important ideas, address misconceptions, and connect the discussion to the learning outcomes.

Adaptations and Accessibility Considerations

Large classes: Invite students to pair with someone nearby rather than reorganizing the room. Use polling or a classroom response tool to gather selected insights, then discuss recurring themes.
Online learning: Use breakout rooms, chat, collaborative documents, or asynchronous discussion boards to support the individual, paired, and sharing stages.
Accessibility and participation: Provide the question in writing and allow sufficient individual processing time before discussion. Offer alternatives to speaking aloud or sharing with the entire class. Avoid assuming that every student will be comfortable with spontaneous verbal participation.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 153–158. Think-Pair-Share (CoLT 1).
Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 293–296. Think-Pair-Share (ALT 19).
K. Patricia Cross Academy: Think-Pair-Share.

Small / Large Group Discussion

🔗 Link to Small/Large Group Discussion

Overview and Purpose

Small- and large-group discussions invite students to exchange ideas, examine questions, consider different perspectives, and develop understanding through dialogue. Discussions can help students articulate their reasoning, connect course concepts to examples, and engage critically with the contributions of others.

Small-group discussions can provide opportunities for more students to contribute, while large-group discussions can bring together different perspectives and support collective synthesis. The two approaches may be used independently or combined within a learning activity.

How to Use It

Identify the discussion purpose. Determine what students should explore, analyze, or understand through discussion. Select a question, problem, reading, or case connected to the learning outcomes.
Develop discussion prompts. Prepare open-ended questions that invite explanation, evidence, comparison, or interpretation rather than only brief factual responses.
Establish expectations. Explain the purpose, available time, participation options, and expectations for respectful and constructive dialogue.
Provide preparation time. Invite students to review relevant materials or consider the discussion question individually before contributing.
Facilitate the discussion. Use follow-up questions, invite different perspectives, and encourage students to build on or respectfully question one another’s ideas. Provide opportunities for students who have not yet contributed to participate without requiring everyone to speak.
Synthesize key insights. Summarize important themes, unresolved questions, or areas of agreement and disagreement. Connect the discussion to course concepts and subsequent learning activities.

Adaptations and Accessibility Considerations

Large classes: Begin with small-group discussions among nearby students before inviting selected groups to contribute to a whole-class conversation. Use shared documents or classroom response tools to collect ideas without requiring every group to report verbally.
Online learning: Use breakout rooms, synchronous discussions, collaborative documents, or asynchronous discussion boards. Provide clear prompts and expectations for participation.
Accessibility and participation: Provide discussion questions in advance where possible, allow time for individual reflection, and offer multiple ways to contribute. Establish expectations that support respectful dialogue and equitable participation. Avoid relying exclusively on spontaneous responses or requiring students to disclose personal experiences.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 164–169. Buzz Groups (CoLT 3), including Snowball Discussion as a variation.

Debates

🔗 Link to Debates

Overview and Purpose

Debates invite students to examine a question or issue by developing and presenting arguments, evaluating evidence, and responding to alternative perspectives. Students may be assigned positions or invited to select a position based on their analysis of the issue.

Debates can support critical thinking, argumentation, communication, and the application of disciplinary knowledge. They are particularly useful when students need to evaluate competing explanations, policies, interpretations, or approaches to complex problems.

Unlike Constructive Controversy, which emphasizes collaborative examination and synthesis of different perspectives, a debate typically involves presenting and defending positions within a structured exchange.

How to Use It

Select a debatable question. Choose an issue connected to the learning outcomes that allows for meaningful analysis of different positions. Avoid framing questions in ways that require students to defend discriminatory or dehumanizing claims.
Establish the format. Determine whether students will debate individually or in teams, how positions will be assigned, and how much time will be available for preparation, presentations, responses, and discussion. Clarify that assigned positions do not necessarily reflect students’ personal views.
Provide preparation time. Ask students to research their positions, identify relevant evidence, anticipate counterarguments, and develop clear arguments.
Introduce discussion expectations. Establish guidelines for respectful engagement, evidence-based reasoning, and responding to arguments rather than making personal judgments.
Facilitate the debate. Invite participants to present their positions, respond to opposing arguments, and consider the evidence offered.
Engage the wider class. Ask observers to evaluate the strength of arguments, identify assumptions, or consider how their understanding of the issue has developed.
Debrief and reflect. Discuss the evidence, reasoning, and perspectives presented. Invite students to reflect on whether their views changed or became more nuanced.

Adaptations and Accessibility Considerations

Large classes: Organize debates within smaller groups or assign selected teams to present while the wider class evaluates arguments using a structured observation guide or polling.
Online learning: Use synchronous debates, recorded presentations, or structured asynchronous discussions with opportunities for responses and rebuttals.
Accessibility and participation: Provide questions, expectations, and relevant materials in advance. Offer different participation roles, such as researcher, evidence analyst, presenter, or synthesizer. Consider alternatives to timed verbal exchanges so students can demonstrate argumentation skills without unnecessary barriers. Establish clear expectations for respectful discussion, particularly when topics involve sensitive or contested issues.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 180–186. Critical Debate (CoLT 6).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 346–352. Debate (LAT 42).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 201–205. Split-Room Debate (SET 12), an alternative debate format.

Constructive Controversy

🔗 Link to Constructive Controversy

Overview and Purpose

Constructive Controversy is a structured collaborative learning activity in which students examine different perspectives on a complex issue, present evidence-based arguments, and work toward a shared understanding or synthesis. Unlike a traditional debate, the goal is not to win an argument but to deepen understanding by considering multiple positions.

This activity supports critical thinking, perspective-taking, collaborative problem-solving, and the evaluation of evidence. It is particularly useful when a topic involves competing interpretations, priorities, or possible courses of action.

How to Use It

Select an issue. Choose a question or problem connected to the learning outcomes that allows for meaningful examination of different perspectives. Avoid requiring students to defend discriminatory or dehumanizing positions.
Form groups and assign perspectives. Organize students into small groups, with pairs or individuals initially responsible for examining different positions.
Research and prepare. Ask students to investigate their assigned perspective, identify supporting evidence, and develop arguments.
Present and discuss positions. Students explain their perspectives to one another, ask questions, and examine the reasoning and evidence presented.
Exchange perspectives. Ask students to temporarily adopt and explain an alternative position, using evidence to identify its strengths, limitations, and underlying assumptions.
Develop a synthesis. Ask groups to work toward a shared conclusion, recommendation, or explanation that draws on insights from the different perspectives. Encourage students to acknowledge unresolved disagreements where appropriate.
Debrief. Discuss how considering multiple perspectives influenced students’ understanding and connect the activity to the learning outcomes.

Adaptations and Accessibility Considerations

Large classes: Organize students into small groups within the lecture hall or tutorial sections. Provide structured instructions and a shared template for recording arguments, evidence, and conclusions. Invite selected groups to share their syntheses.
Online learning: Use breakout rooms, collaborative documents, or asynchronous discussions to support preparation, perspective exchange, and synthesis.
Accessibility and participation: Provide materials and assigned perspectives in advance where possible. Offer different ways to contribute, including written analysis, discussion, and collaborative documentation. Establish expectations for respectful engagement, particularly when issues are sensitive or contested. Avoid requiring students to defend discriminatory or dehumanizing positions.

Additional Resources

Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 197–200. Academic Controversy (SET 11).

Four Corners

🔗 Link to Four Corners

Overview and Purpose

Four Corners is a structured discussion activity in which students respond to a question, statement, or issue by selecting one of four positions or categories. Students then explain their reasoning, listen to others, and consider different perspectives.

The activity can help students articulate their views, examine assumptions, and recognize the range of perspectives within a class. It is often used to introduce a discussion, explore a complex issue, or encourage students to apply course concepts.

Although traditionally conducted by asking students to move to different corners of a room, the activity can also be implemented without physical movement.

How to Use It

Develop a prompt. Select a question, statement, or issue connected to the learning outcomes that can be explored through four meaningful response options.
Identify four positions. For example, use Strongly Agree, Agree, Disagree, and Strongly Disagree, or four different interpretations, solutions, or examples.
Invite individual reflection. Present the prompt and give students time to consider their response.
Ask students to select a position. Students may move to a designated area of the classroom, select an option through polling, or indicate their choice using another accessible method.
Facilitate discussion. Invite students who selected the same position to explain their reasoning to one another. Encourage them to identify evidence, examples, or experiences that informed their choice.
Share perspectives. Ask representatives or volunteers from different positions to summarize their reasoning. Encourage students to listen for similarities, differences, and questions.
Debrief and reconsider. Discuss the perspectives presented and invite students to reflect on whether their understanding or position has changed. Acknowledge that students may remain uncertain or see merit in more than one position.

Adaptations and Accessibility Considerations

Large classes: Use polling or a classroom response tool to collect students’ positions without requiring movement. Invite nearby students to discuss their choices and share selected perspectives with the class.
Online learning: Use polling, breakout rooms, or discussion boards to organize responses and facilitate exchanges among students selecting different options.
Accessibility and participation: Do not require students to move physically to demonstrate their position. Provide the prompt and response options in writing, allow sufficient processing time, and offer multiple ways to participate. Avoid requiring students to disclose personal experiences or identities to justify a response.

Additional Resources

Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 319–323. Stand Where You Stand (LAT 37).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 330–333. Stand Where You Stand (SET 40).

Line of Agreement (Value Line)

🔗 Link to Line of Agreement (Value Line)

Overview and Purpose

Line of Agreement, also called Value Line, invites students to consider their position on a statement or issue along a continuum, such as strong agreement to strong disagreement. Rather than choosing among fixed categories, students indicate the degree to which they agree, disagree, or hold a particular perspective.

This activity supports reflection, perspective-taking, and discussion about the reasoning behind different positions. It can also help students recognize nuances within a topic and consider how their understanding may change through dialogue.

How to Use It

Select a statement or issue. Choose a prompt connected to the learning outcomes that invites a range of reasoned responses.
Establish the continuum. Define the endpoints, such as Strongly Agree and Strongly Disagree, and explain how students can indicate positions between them. Other continua may be used depending on the learning purpose.
Invite individual reflection. Allow students time to consider their position and the reasoning or evidence supporting it.
Ask students to indicate their position. Students may position themselves along a physical line, select a point on a numerical scale, or respond through polling or another accessible method.
Facilitate discussion. Invite students with different positions to explain their reasoning. Consider forming small groups that bring together students from different points along the continuum.
Compare perspectives. Encourage students to identify similarities, differences, assumptions, or evidence underlying the positions expressed.
Debrief and reflect. Invite students to consider whether their understanding has changed and connect the discussion to course concepts.

Adaptations and Accessibility Considerations

Large classes: Use a numerical scale or classroom response tool to collect responses. Display the distribution of positions and invite students to discuss their reasoning with nearby peers.
Online learning: Use polling, shared documents, or structured discussions to represent the continuum and support exchanges among students.
Accessibility and participation: Offer alternatives to physical positioning, including written or digital responses. Clearly label the endpoints and intermediate positions rather than relying solely on spatial placement. Allow students to express uncertainty or a position that does not fit neatly along the continuum. Avoid requiring students to disclose personal beliefs or experiences when these are not necessary to meet the learning outcomes.

Additional Resources

Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, p. 323. Value Lines variation of Stand Where You Stand (LAT 37).

Jigsaw Activity

🔗 Link to Jigsaw Activity

Overview and Purpose

Jigsaw is a collaborative learning activity in which students become responsible for learning one part of a larger topic and sharing their understanding with peers. Each student’s contribution helps the group develop a more complete understanding of the material.

Jigsaw can support collaboration, critical thinking, communication, and the synthesis of information. It is particularly useful when a topic can be divided into complementary sections, perspectives, or problems.

How to Use It

Divide the topic. Identify several related sections, concepts, readings, or perspectives that together contribute to a larger learning goal.
Form home groups. Organize students into small groups and assign each member a different section or topic.
Establish expert groups. Have students studying the same section meet to examine the material, discuss key ideas, clarify questions, and prepare an explanation or learning activity to help their peers understand the topic.
Return to home groups. Students return to their original groups and share what they learned, helping their peers understand the different parts of the topic.
Synthesize learning. Provide a task that requires students to connect the different contributions, such as solving a problem, developing a concept map, or responding to an integrative question.
Debrief. Review key ideas, clarify misunderstandings, and connect the activity to the intended learning outcomes.

Adaptations and Accessibility Considerations

Large classes: Organize students into smaller groups within the lecture hall or use tutorials and labs for expert-group discussions. Provide clearly structured instructions and shared materials to support coordination.
Online learning: Use breakout rooms or asynchronous discussion groups for expert-group work, followed by collaborative documents or discussions within home groups.
Accessibility and participation: Provide materials in advance where possible, clarify group responsibilities, and offer flexible ways for students to contribute. Consider assigning or rotating roles such as facilitator, summarizer, or recorder. Ensure students have access to a shared record of the group’s learning so that understanding does not depend solely on verbal explanations.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 212–218. Jigsaw (CoLT 11).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 296–302. Jigsaw (SET 33).
K. Patricia Cross Academy: Jigsaw.

Fishbowl Questions

🔗 Link to Fishbowl Questions

Overview and Purpose

Fishbowl Questions is a classroom questioning activity in which students submit questions about course material for discussion or clarification. Questions are collected in a shared container, traditionally a bowl, and selected for discussion with the class.

This activity provides students with a way to identify uncertainties, request clarification, and raise questions about how course concepts apply to different situations. It can also help instructors identify areas where students may benefit from additional explanation.

Fishbowl Questions is distinct from Fishbowl Discussion, which involves a smaller group participating in a discussion while others observe.

How to Use It

Introduce the activity. Explain that students will submit questions about course material, including concepts requiring clarification or possible applications of what they have learned.
Invite students to formulate questions. Ask students to write one question on a card, piece of paper, or through an appropriate digital tool.
Collect the questions. Have students place their questions in a container or submit them electronically.
Select questions for discussion. Draw several questions from the collection or select questions representing recurring themes. Depending on the learning purpose, the instructor may respond directly or invite students to suggest explanations and possible answers.
Facilitate discussion. Encourage students to explain their reasoning, connect questions to course concepts, and consider different interpretations.
Follow up. Address recurring themes and provide clarification on questions that could not be discussed during the session.

Adaptations and Accessibility Considerations

Large classes: Collect questions using a digital form, classroom response tool, or paper submissions. Group similar questions and address recurring themes rather than attempting to answer every question individually during class.
Online learning: Use an anonymous question form where supported, a Quercus discussion, or another University-supported tool to collect and respond to questions.
Accessibility and participation: Provide clear instructions and allow students sufficient time to formulate questions. Offer written and digital submission options where possible. If anonymity is intended, select a collection method that supports it and avoid promising anonymity when responses may be identifiable.

Additional Resources

Paulson, D. R., & Faust, J. L. (n.d.). Active and Cooperative Learning. California State University, Los Angeles. See “The Fish Bowl” under Questions and Answers.

Fishbowl Discussion

🔗 Link to Fishbowl Discussion

Overview and Purpose

Fishbowl Discussion is a structured discussion activity in which a smaller group of students engages in a conversation while other students observe, listen, and reflect. Students outside the discussion group may be invited to analyze the ideas presented, examine the discussion process, or contribute during a subsequent round.

This activity can support critical listening, dialogue, perspective-taking, and reflection on how knowledge is developed through discussion. It is particularly useful for exploring complex questions, examining competing interpretations, or modelling disciplinary dialogue.

Unlike Fishbowl Questions, Fishbowl Discussion focuses on observing and participating in a structured conversation rather than collecting questions for clarification.

How to Use It

Select a discussion focus. Choose a question, reading, case, or issue connected to the learning outcomes that would benefit from sustained dialogue.
Establish discussion and observation roles. Identify a smaller group of students who will participate in the initial discussion. Ask the remaining students to observe using focused prompts, such as identifying key arguments, examining evidence, or noting how participants respond to different perspectives.
Prepare students. Provide the discussion question, relevant materials, expectations, and observation prompts in advance where possible.
Facilitate the discussion. Invite the smaller group to discuss the topic while observers listen and record relevant insights or questions.
Rotate or expand participation. Depending on the format, invite observers to join a subsequent discussion round, exchange roles, or contribute through written reflections.
Discuss observations. Ask students to identify important ideas, questions, and patterns in the discussion. Consider both the content of the conversation and the ways participants developed or challenged ideas.
Debrief. Synthesize key insights from both discussion participants and observers, clarify course concepts, and invite students to reflect on what they learned through participating in or observing the discussion.

Adaptations and Accessibility Considerations

Large classes: Conduct several fishbowl discussions in smaller groups or have a selected group participate while the wider class uses structured observation prompts. Use a shared document or classroom response tool to collect observations.
Online learning: Use a synchronous discussion with designated participants and observers, followed by written reflections or smaller breakout discussions. Asynchronous adaptations may involve reviewing a recorded or written discussion and responding to observation prompts.
Accessibility and participation: Provide discussion questions and materials in advance. Offer meaningful alternatives to spontaneous verbal participation, including observation, written analysis, and subsequent contributions. Ensure students can access the discussion through appropriate communication supports, such as captions or transcripts where applicable. Avoid positioning observation as passive participation by assigning purposeful analytical tasks.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 201–205. Fishbowl (CoLT 9).
K. Patricia Cross Academy: Fishbowl.

Gallery Walk

🔗 Link to Gallery Walk

Overview and Purpose

Gallery Walk is a collaborative learning activity in which students examine and respond to materials displayed at different stations. These may include questions, problems, diagrams, research findings, case studies, or work produced by other students. As students move between stations, they record observations, provide feedback, ask questions, or build on previous contributions.

This activity supports collaborative analysis, critical thinking, peer feedback, and engagement with multiple perspectives. It can also help students identify patterns and connections across different examples or approaches.

Although Gallery Walk traditionally involves moving between physical stations, it can be adapted for participation without physical movement.

How to Use It

Identify a learning purpose. Determine what students should examine, compare, discuss, or contribute during the activity.
Prepare the stations. Display materials, questions, or student work at several locations in the classroom or within a digital space. Provide a focused prompt or task for each station.
Explain the process. Clarify how students will engage with the materials, record responses, and move between stations. Establish expectations for constructive, specific, and respectful feedback.
Invite students to explore. Students work individually or in small groups to examine the materials and record observations, questions, or responses.
Rotate or exchange materials. Allow students to engage with additional stations, building on or responding to previous contributions where appropriate.
Review the contributions. Invite students to examine the responses collected at their original station or across the gallery.
Debrief. Discuss emerging themes, differences in interpretation, and connections to the learning outcomes.

Adaptations and Accessibility Considerations

Large classes: Divide students into small groups and assign different starting stations to manage movement and congestion. Alternatively, circulate materials among seated groups or use a digital gallery.
Online learning: Create a gallery using accessible shared documents, presentation slides, or discussion spaces. Students can review and comment on contributions synchronously or asynchronously.
Accessibility and participation: Provide alternatives to moving around the room, including digital access or rotating materials between groups. Ensure displayed materials are accessible, including text alternatives for visual content. Allow students to contribute through writing, discussion, or other appropriate formats.

Additional Resources

Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 165–168. Stations (SET 5), a closely related activity in which students examine and respond to materials at different stations.
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 241–244. Poster Sessions (SET 20), a related variation in which students display their work and engage in discussion and peer feedback.

Analytic Teams

🔗 Link to Analytic Teams

Overview and Purpose

Analytic Teams is a collaborative activity in which students examine the same material, problem, or presentation from different analytical perspectives. Each team member or subgroup takes responsibility for a particular aspect of the analysis, and the group brings these contributions together to develop a more complete understanding.

This activity encourages focused listening, critical thinking, collaboration, and the synthesis of information. It is particularly useful when students need to analyze complex material that can be examined through several complementary questions or disciplinary perspectives.

How to Use It

Select the material. Choose a lecture, reading, case, presentation, or problem connected to the learning outcomes.
Identify analytical roles. Develop complementary roles that direct students’ attention to different aspects of the material. Select roles that are meaningful for the particular analytical task. For example:
- Summarizer: Identifies the central ideas or arguments.
- Evidence Analyst: Examines the evidence, examples, or reasoning presented.
- Questioner: Identifies uncertainties, assumptions, or questions requiring further exploration.
- Connector: Relates the material to other course concepts, readings, or applications.
Assign roles. Organize students into small groups and assign each member or subgroup a role. Explain the expectations and provide guiding questions.
Engage with the material. Students examine the material from their assigned perspective and record observations or questions.
Share analyses. Group members present their findings, compare interpretations, and consider how their contributions complement or challenge one another.
Develop a synthesis. Ask groups to produce a shared summary, explanation, recommendation, or response that integrates the different analytical perspectives.
Debrief. Discuss key insights, clarify concepts, and reflect on how the different analytical roles contributed to understanding.

Adaptations and Accessibility Considerations

Large classes: Assign analytical roles to nearby groups and invite selected groups to share their findings. Use a shared document or classroom response tool to collect and compare contributions.
Online learning: Use breakout rooms, discussion boards, or collaborative documents to assign roles, record observations, and develop a shared synthesis.
Accessibility and participation: Provide role descriptions and materials in advance where possible. Offer flexible roles and contribution formats, recognizing that students may engage differently with speaking, listening, reading, and writing tasks. Ensure that all students can access the group’s collective findings.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 249–254. Analytic Teams (CoLT 17).
Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 249–252. Listening Teams (ALT 11), a lecture-specific variation of Analytic Teams.
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 206–210. Analytic Teams (SET 13).
K. Patricia Cross Academy: Analytic Teams.

Paper Seminar

🔗 Link to Paper Seminar

Overview and Purpose

Paper Seminar is a structured peer discussion activity in which students share and examine written work in progress. Students explain their ideas, receive questions and feedback from peers, and consider how their work might be developed further.

This activity supports critical reading, disciplinary dialogue, constructive feedback, and reflection on writing. It can be particularly useful for research papers, essays, proposals, reports, or other substantial written assignments.

Paper Seminar emphasizes dialogue about ideas, arguments, evidence, and organization rather than simply identifying errors in a draft.

How to Use It

Identify the focus. Determine which aspects of students’ written work will be discussed, such as the central argument, use of evidence, organization, or application of disciplinary concepts.
Prepare students. Ask students to share a draft, excerpt, outline, or proposal in advance where appropriate. Provide discussion prompts or feedback criteria.
Establish discussion expectations. Explain how students should offer specific, constructive feedback and distinguish observations, questions, and suggestions.
Organize small groups. Invite students to share their work and briefly explain the questions or challenges they would particularly like peers to consider. Consider assigning one or two group members as designated respondents who prepare questions and feedback in advance.
Facilitate peer discussion. Group members respond to the work by identifying strengths, asking clarifying questions, examining evidence, and offering suggestions connected to the criteria.
Invite reflection. Ask the author to summarize what they learned from the discussion, evaluate the feedback received, and identify possible next steps for developing their work.
Debrief. Discuss common writing challenges, effective feedback practices, and connections to disciplinary expectations.

Adaptations and Accessibility Considerations

Large classes: Organize students into small peer-review groups or use tutorials to facilitate discussion. Provide structured prompts and limit the focus to one or two aspects of the work to keep the activity manageable.
Online learning: Use Quercus discussions, collaborative documents, or breakout rooms to support peer review and discussion. Allow students to provide feedback asynchronously when appropriate.
Accessibility and participation: Provide materials and feedback criteria in advance, allow sufficient time for reviewing drafts, and offer written or verbal feedback options. Establish respectful feedback expectations and avoid requiring students to share personal or sensitive writing without appropriate alternatives.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 324–329. Paper Seminar (CoLT 30).
K. Patricia Cross Academy: Paper Seminar.

The Final Word

🔗 Link to The Final Word

Overview and Purpose

The Final Word is a structured small-group discussion activity in which students select a significant passage or idea from a reading, share their interpretation, listen to others’ responses, and then have an opportunity to reconsider or extend their thinking.

This activity encourages close reading, critical listening, reflection, and engagement with different perspectives. Its structured format helps ensure that each participant has an opportunity to contribute and that students listen to others before responding.

How to Use It

Select a reading. Choose a text connected to the learning outcomes and invite students to identify a passage or idea they find particularly significant, challenging, or thought-provoking.
Form small groups. Organize students into groups of approximately three and identify a facilitator or timekeeper to support the discussion.
Share a significant idea. The first student reads or identifies their selected passage and briefly explains why they chose it. They might discuss its significance, connections to course concepts, questions it raises, or assumptions it challenges.
Invite responses from peers. Other group members take turns responding to the passage and the presenter’s interpretation. They may offer alternative perspectives, ask questions, extend the analysis, or identify connections. The original presenter listens without responding during this stage.
Give the presenter the final word. After hearing the responses, the presenter has an opportunity to reflect on what others have contributed, clarify their thinking, or explain how their understanding has developed.
Rotate roles. Repeat the process so that each group member has an opportunity to introduce a passage, listen to responses, and offer a final reflection.
Debrief. Invite students to identify important insights, questions, or shifts in understanding that emerged through the discussion.

Facilitation Considerations

Allow approximately five to six minutes per round for a group of three, adjusting the timing to the complexity of the reading and students’ needs. A facilitator or timekeeper can help ensure that each participant has an opportunity to contribute.

The defining feature of this activity is that the original presenter listens to others before offering the final response. This creates space for reflection rather than immediate rebuttal.

Adaptations and Accessibility Considerations

Large classes: Organize students into small groups within the lecture hall or tutorial sections. Display the discussion sequence and provide written instructions so groups can work independently. Invite selected groups to share insights during a whole-class debrief.
Online learning: Use breakout rooms or structured asynchronous discussions. Students can share a passage, receive responses from peers, and contribute a final reflection after reviewing the discussion.
Accessibility and participation: Provide readings and discussion instructions in advance where possible. Allow students to prepare their selected passages and initial reflections. Offer written contributions or other appropriate participation options, and use flexible timing to support thoughtful engagement.

Additional Resources

CLEE: Final Word Protocol. A structured discussion protocol adapted by Jennifer Fischer-Mueller and Gene Thompson-Grove.

Visual Lists

🔗 Link to Visual Lists

Overview and Purpose

Visual Lists invite students to collaboratively generate, organize, and compare ideas or arguments using a structured list. The activity is particularly useful when examining different perspectives, identifying advantages and limitations, or considering the arguments for and against a position.

By making ideas visible, students can compare contributions, identify patterns, and develop a more comprehensive understanding than they might through individual reflection alone.

Visual Lists can support critical thinking, collaborative analysis, and evidence-informed discussion.

How to Use It

Select a question or issue. Choose a topic connected to the learning outcomes that invites comparison of different perspectives, arguments, or possible approaches.
Establish the list structure. Provide a format appropriate to the task, such as a two-column list of advantages and disadvantages, supporting and opposing arguments, or opportunities and challenges.
Generate ideas. Invite students to work individually or in small groups to identify relevant points for each category.
Record and organize contributions. Ask students to add their ideas to a shared list using paper, a whiteboard, or a collaborative document.
Analyze the lists. Encourage students to examine the arguments, identify recurring themes, question assumptions, and consider the strength of the evidence supporting different points. Emphasize the significance of the contributions rather than simply comparing the number of items in each category.
Compare perspectives. Invite groups to share selected arguments or observations and discuss similarities or differences in their analyses.
Debrief. Connect the discussion to course concepts and consider what the lists reveal about the complexity of the issue.

Adaptations and Accessibility Considerations

Large classes: Have students create lists in small groups using paper or shared documents rather than requiring everyone to contribute to a central board. Invite each group to share one or two points from different categories, then synthesize the results for the class.
Online learning: Use accessible tables, collaborative documents, or discussion boards to develop and compare lists synchronously or asynchronously.
Accessibility and participation: Provide clearly labelled categories and accessible templates. Allow students to contribute in writing or through discussion, and avoid relying solely on visual positioning or colour to communicate relationships. Where appropriate, share a text-based summary of the completed lists.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 230–234. Pros-Cons-Questions (CAT 25), a related technique for examining advantages, disadvantages, and unresolved questions.
Paulson, D. R., & Faust, J. L. (n.d.). Active and Cooperative Learning. California State University, Los Angeles. See “Visual Lists” under Cooperative Learning.

Apply Knowledge and Solve Problems

These activities invite students to apply course concepts, investigate questions, analyze situations, and develop evidence-informed solutions.

Case Method

🔗 Link to Case Method

Overview and Purpose

The Case Method engages students in analyzing real-world or realistic situations that involve complex problems, competing priorities, and decisions made under particular constraints. Students examine a case, consider possible courses of action, and develop recommendations supported by evidence and disciplinary knowledge.

This approach can help students apply course concepts, develop analytical and decision-making skills, consider different perspectives, and connect learning to professional or real-world contexts.

How to Use It

Select or develop a case. Choose a situation connected to the learning outcomes that presents a meaningful problem, decision, or dilemma. Include sufficient context and information for students to analyze the situation.
Introduce the case. Ask students to consider themselves in the position of a decision-maker or stakeholder. Clarify the central challenge, relevant constraints, and the decisions to be considered.
Provide time for individual analysis. Invite students to identify key issues, examine available evidence, consider possible actions, and develop preliminary recommendations.
Facilitate small-group discussion. Students compare interpretations, question assumptions, evaluate the potential consequences and trade-offs of different approaches, and work toward recommendations.
Discuss the case as a class. Guide students in examining underlying issues, comparing proposed approaches, and considering how recommendations address the goals and constraints of the case.
Debrief and connect to learning. Summarize key insights, clarify disciplinary concepts, and invite students to reflect on how their thinking developed through the analysis and discussion.

Adaptations and Accessibility Considerations

Large classes: Provide the case in advance and use structured small-group discussions within the lecture hall. Assign focused questions or decision-making tasks, then collect representative recommendations through polling or shared documents.
Online learning: Distribute cases through Quercus and use discussion boards, collaborative documents, or breakout rooms to support analysis and group decision-making.
Accessibility and participation: Provide case materials in accessible formats and allow sufficient time for preparation. Use clear discussion prompts and offer multiple ways to contribute, such as written analysis, verbal discussion, or collaborative documentation. Avoid relying solely on rapid verbal participation.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 238–243. Case Study (CoLT 15).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 243–247. Case Study (LAT 27).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 276–279. Case Studies (SET 28).
K. Patricia Cross Academy: Case Studies.

Problem-Based Learning

🔗 Link to Problem-Based Learning

Overview and Purpose

Problem-Based Learning (PBL) engages students in investigating complex, often authentic problems that do not necessarily have a single correct solution. Students work individually or collaboratively to identify what they already know, determine what they need to learn, investigate relevant information, and develop evidence-informed explanations or possible solutions.

PBL supports inquiry, critical thinking, problem-solving, collaboration, and self-directed learning. Unlike the Case Method, which typically provides a defined situation for analysis and decision-making, PBL often uses a problem as the starting point for identifying and pursuing new learning.

How to Use It

Develop a meaningful problem. Select or create an open-ended problem connected to the learning outcomes. The problem should be sufficiently complex to require investigation, application of knowledge, and consideration of different approaches.
Introduce the problem. Present the situation, relevant context, and any constraints. Explain the intended learning outcomes and expectations for the investigation.
Identify existing knowledge and learning needs. Invite students to discuss what they already know, what they need to understand, and which questions should guide their investigation.
Plan the investigation. Students identify relevant information sources, divide responsibilities where appropriate, and determine how they will approach the problem.
Investigate and develop possible solutions. Students gather and evaluate information, apply disciplinary concepts, and consider alternative explanations or courses of action. Encourage them to revisit their initial assumptions and questions as new information emerges.
Present and evaluate findings. Invite students to share their proposed solutions or explanations, explain their reasoning, and consider feedback or alternative perspectives.
Reflect and debrief. Discuss the knowledge developed through the investigation, the effectiveness of students’ approaches, and questions for further exploration.

Adaptations and Accessibility Considerations

Large classes: Divide the problem into manageable stages and organize students into smaller groups within lectures, tutorials, or labs. Provide clear milestones, guiding questions, and opportunities for instructor or TA feedback.
Online learning: Use Quercus, collaborative documents, discussion boards, or synchronous group meetings to support investigation, planning, and presentation of findings.
Accessibility and participation: Provide the problem and expectations in accessible formats, clarify the stages of inquiry, and offer flexible ways for students to contribute. Consider how students will access research materials, collaborate, and demonstrate their learning. Provide appropriate scaffolding without removing opportunities for student-directed inquiry.

Additional Resources

Loyens, S. M. M., Wijnia, L., Van der Sluijs-Duker, I., & Rikers, R. M. J. P. (2020). Problem-based learning. Oxford Research Encyclopedia of Education. Oxford University Press.

Structured Problem Solving

🔗 Link to Structured Problem Solving

Overview and Purpose

Structured Problem Solving is a collaborative activity in which students work through a complex, course-related problem using a defined sequence of steps. Group members examine the problem, consider possible solutions, agree on an approach, and explain both their solution and the reasoning used to develop it.

This activity supports logical reasoning, collaborative decision-making, and the application of disciplinary knowledge. It also helps students identify where their reasoning may need clarification or revision.

Unlike Problem-Based Learning, which often involves extended inquiry and student-directed investigation, Structured Problem Solving provides a more explicit process for approaching a defined problem, often within a limited period.

How to Use It

Prepare the problem. Select or develop a problem connected to the learning outcomes that requires analysis, reasoning, and consideration of possible solutions. Work through the problem yourself beforehand to identify potential challenges and determine appropriate guidance.
Establish the process. Introduce a sequence of problem-solving steps. For example:
- Identify and define the problem.
- Generate possible solutions.
- Evaluate and test alternatives.
- Select a solution supported by reasoning and evidence.
- Implement or describe how the solution would be implemented.
- Evaluate the proposed solution and its outcomes.
Organize students into groups. Assign each group a problem and explain the available time, expected outcome, and responsibilities.
Work through the problem. Students follow the established steps, discuss alternatives, and develop a solution. Encourage group members to explain their reasoning and revisit earlier steps when necessary.
Present the solution and process. Invite groups to share their conclusions and explain how they arrived at them, including challenges, assumptions, or alternatives considered.
Compare approaches. Facilitate discussion about differences among proposed solutions and the reasoning used by each group.
Debrief. Clarify disciplinary concepts, examine the effectiveness of different approaches, and invite students to reflect on what they learned about problem-solving.

Adaptations and Accessibility Considerations

Large classes: Organize students into small groups with nearby peers and display the problem-solving steps and available time. Collect selected solutions through a shared document or classroom response tool. If a full-class discussion is not feasible, invite groups to submit brief reflections and address recurring themes in the next class.
Online learning: Use breakout rooms, collaborative documents, or discussion boards to support group problem-solving. Provide a shared template that helps students document their reasoning and decisions.
Accessibility and participation: Provide clear written instructions, an accessible problem-solving template, and sufficient time for students to work through each stage. Offer different ways to contribute to the group, such as analyzing evidence, documenting reasoning, evaluating alternatives, or presenting findings. Avoid relying exclusively on rapid verbal discussion or strict time limits when these are not essential to the learning outcomes.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 244–248. Structured Problem Solving (CoLT 16).
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 226–231. Think-Aloud Pair Problem-Solving (CoLT 13), a paired variation emphasizing the reasoning process.
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 261–265. Think-Aloud-Pair-Problem Solving (SET 25), a paired variation emphasizing the reasoning process.
K. Patricia Cross Academy: Think-Aloud Pair Problem Solving.

Group Investigation

🔗 Link to Group Investigation

Overview and Purpose

Group Investigation is a cooperative learning activity in which students work together to plan and carry out an investigation into a topic, question, or problem. Students help identify what they want to investigate, determine how to approach their inquiry, gather and analyze information, and share their findings.

This activity supports inquiry, collaboration, critical thinking, research skills, and student agency. It is particularly useful for complex topics that can be explored through related subtopics or questions and that benefit from sustained investigation.

Compared with more structured collaborative activities, Group Investigation gives students greater responsibility for planning, organizing, and directing their learning.

How to Use It

Introduce the topic and form groups. Present a broad topic or problem connected to the learning outcomes. Invite students to generate questions, organize them into related subtopics, and form groups based on their areas of inquiry.
Plan the investigation. Ask groups to clarify their research questions, identify relevant sources and methods, establish responsibilities, and develop a manageable plan for completing the work within the available time and resources.
Carry out the investigation. Students gather and evaluate information, examine evidence, discuss findings, and reconsider their initial questions or approaches as needed. Provide opportunities for progress checks and feedback throughout the investigation.
Organize and synthesize findings. Groups identify important insights, draw conclusions, and determine how best to communicate their findings.
Present findings. Invite groups to share their investigations through presentations, reports, demonstrations, or other formats appropriate to the learning outcomes.
Evaluate and reflect. Provide opportunities for students to reflect on what they learned, how their investigation developed, and how effectively they worked together. Include feedback on both the findings and the inquiry process.

Adaptations and Accessibility Considerations

Large classes: Use tutorials, labs, or smaller groups within a lecture course to support investigations. Establish clear milestones and shared expectations, and use structured check-ins to monitor progress without removing student responsibility for the inquiry.
Online learning: Use Quercus, collaborative documents, discussion boards, or online meetings to support planning, research, and sharing findings. Provide a common workspace where group members can track responsibilities and progress.
Accessibility and participation: Provide accessible research materials and clear expectations for each stage. Offer flexible ways for students to contribute to research, analysis, coordination, and presentation. Consider how group responsibilities, timelines, and access to resources may affect participation.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 255–260. Group Investigation (CoLT 18).

Elicit–Confront–Resolve

🔗 Link to Elicit–Confront–Resolve

Overview and Purpose

Elicit–Confront–Resolve is an activity that helps students examine their existing understandings, identify possible misconceptions, and reconsider their thinking through discussion, evidence, and alternative explanations.

The activity encourages students to make their reasoning visible, compare their ideas with new information, and develop more informed understandings of course concepts. It is particularly useful when students bring familiar assumptions or intuitive explanations to topics that require more complex disciplinary reasoning.

How to Use It

Elicit existing understandings. Present an open-ended question, problem, or scenario that invites students to explain what they already know or believe about a concept. Encourage students to articulate their reasoning rather than simply provide an answer.
Identify different explanations. Review students’ responses to identify common understandings, assumptions, or misconceptions that could benefit from further examination.
Confront existing thinking. Introduce evidence, examples, questions, or situations that challenge students to reconsider their initial explanations. Invite students to work in small groups to compare ideas and examine inconsistencies.
Explore alternative explanations. Encourage students to develop or evaluate different ways of understanding the concept, using evidence and disciplinary reasoning.
Resolve and clarify. Facilitate a whole-class discussion to examine the explanations developed, clarify important concepts, and connect students’ revised understandings to the learning outcomes. Emphasize how evidence supports or challenges different explanations.
Reflect on changes in understanding. Invite students to revisit their initial responses and explain whether or how their thinking has changed.

Adaptations and Accessibility Considerations

Large classes: Use polling or short written responses to gather initial explanations. Invite students to discuss contrasting evidence with nearby peers, then summarize common interpretations and clarify key concepts with the class.
Online learning: Use Quercus discussions, short surveys, or collaborative documents to collect initial explanations and support subsequent discussion and reflection.
Accessibility and participation: Provide questions and evidence in accessible formats and allow sufficient time for students to develop and reconsider explanations. Frame misconceptions as opportunities for learning rather than individual failures. Avoid publicly identifying students whose initial responses differ from disciplinary explanations.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 130–134. Misconception/Preconception Check (CAT 3), a complementary technique for identifying prior understandings and misconceptions.

Role Play

🔗 Link to Role Play

Overview and Purpose

Role Play invites students to explore a situation, problem, or interaction by taking on assigned roles or perspectives. Students apply disciplinary knowledge, consider different interests or responsibilities, and make decisions within a structured scenario.

This activity can support communication, perspective-taking, decision-making, and the application of concepts to professional or real-world contexts. It is particularly useful when students need to understand how different perspectives, constraints, or responsibilities influence decisions and interactions.

Role Play does not necessarily require theatrical performance. Students may engage through structured conversations, written exchanges, simulations of decision-making, or other forms of participation.

How to Use It

Identify a learning purpose. Determine which concepts, skills, perspectives, or decisions students should explore through the activity.
Develop a scenario. Create or select a situation connected to the learning outcomes. Include relevant context, challenges, and decisions that students will need to consider.
Establish roles and expectations. Identify the roles students will assume, including their responsibilities, perspectives, goals, or constraints. Explain the activity’s purpose, process, and expected outcomes.
Provide preparation time. Give students opportunities to review relevant information, consider their assigned perspectives, and prepare possible responses or decisions.
Facilitate the role play. Invite students to engage with the scenario through discussion, negotiation, decision-making, or other interactions appropriate to the learning outcomes.
Observe and document learning. Ask participants or observers to identify important decisions, evidence used, communication strategies, or challenges that emerge.
Debrief and reflect. Invite students to step out of their roles and discuss what they learned, how different perspectives influenced the interaction, and how the experience connects to disciplinary concepts or professional practice.

Adaptations and Accessibility Considerations

Large classes: Organize students into smaller groups with shared scenarios or assign selected groups to demonstrate an interaction while others analyze the decisions and reasoning involved. Use structured observation prompts to support meaningful participation.
Online learning: Use breakout rooms, collaborative documents, or asynchronous written exchanges to explore assigned roles and scenarios.
Accessibility and participation: Provide scenarios and role descriptions in advance, allow preparation time, and offer alternatives to spontaneous verbal performance. Avoid assigning roles that require students to disclose personal experiences or represent an identity based on assumptions about them. Establish respectful participation expectations and provide opportunities to step out of role during the debrief.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 206–211. Role-Play (CoLT 10).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 293–297. Role Play (LAT 34).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 234–240. Role Play (SET 19).
K. Patricia Cross Academy: Role Play.

Contemporary Issues Journal

🔗 Link to Contemporary Issues Journal

Overview and Purpose

A Contemporary Issues Journal invites students to identify and examine current events, developments, or issues through the lens of course concepts and disciplinary knowledge. Students maintain a journal in which they summarize relevant issues, analyze their significance, and make connections to what they are learning.

This activity supports critical thinking, information literacy, reflection, and the application of disciplinary knowledge to real-world contexts. It can help students recognize the relevance of course material beyond the classroom and develop a deeper understanding of how disciplinary ideas inform contemporary questions and challenges.

How to Use It

Identify a focus. Determine which course concepts, themes, or disciplinary questions students should explore through contemporary issues.
Establish journal expectations. Explain how frequently students should contribute, what types of sources or issues are appropriate, and how entries should connect to course learning outcomes.
Invite students to select an issue. Ask students to identify a current event, development, debate, or problem relevant to the course. Students may draw on news reporting, professional publications, research, public policy, or other appropriate sources.
Analyze the issue. Encourage students to summarize the issue, evaluate the credibility and relevance of their sources, identify different perspectives or evidence, and apply course concepts to interpret its significance.
Reflect on connections. Ask students to consider how the issue extends, challenges, or illustrates their understanding of the course material.
Share and discuss. Where appropriate, invite students to share selected entries or discuss common themes in pairs, small groups, or class discussions.
Review learning over time. Encourage students to revisit earlier entries, identify recurring themes, and reflect on how their understanding has developed.

Adaptations and Accessibility Considerations

Large classes: Ask students to maintain individual journals and periodically share selected examples in small groups. Use discussion boards or classroom response tools to identify common themes without requiring every student to present.
Online learning: Use Quercus discussions, assignments, or other supported tools to collect journal entries and facilitate exchanges among students.
Accessibility and participation: Provide clear prompts, expectations, and accessible examples. Allow flexibility in the types of sources students examine and how they communicate their analyses, where appropriate. Consider access to news and other information sources, including paywalls, multimedia accessibility, and differences in students’ familiarity with particular contexts.

Additional Resources

Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 225–229. Contemporary Issues Journal (LAT 24).
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 281–284. Contemporary Issues Journal (SET 29).
K. Patricia Cross Academy: Contemporary Issues Journal.

Assess Understanding and Reflect on Learning

These activities help students examine their understanding, receive and use feedback, and reflect on their learning and progress.

3-2-1

🔗 Link to 3-2-1

Overview and Purpose

3-2-1 is a structured reflection activity in which students respond to three prompts about a learning experience. Typically, students identify three important ideas, two observations or connections, and one remaining question. The prompts can be adapted to different learning outcomes and teaching contexts.

This activity helps students summarize and organize their learning, identify areas of uncertainty, and reflect on their understanding. It also provides instructors with formative feedback that can inform subsequent teaching.

How to Use It

Identify the learning purpose. Determine what students should reflect on, such as a lecture, reading, discussion, presentation, or other learning experience.
Develop three prompts. Use a 3-2-1 structure appropriate to the learning outcomes. For example:
- 3: Identify three important ideas from today’s class.
- 2: Describe two connections to other course concepts or possible applications.
- 1: Identify one question you still have.
Provide time for reflection. Invite students to record their responses individually using a structured template, paper, or a digital tool.
Share and discuss. Depending on the purpose, ask students to compare responses with a partner, discuss selected ideas in small groups, or submit their reflections to the instructor.
Review responses. Identify recurring themes, questions, or areas where students may need clarification.
Follow up. Share recurring themes or questions with the class, address common areas of uncertainty, and connect students’ reflections to subsequent learning activities.

Adaptations and Accessibility Considerations

Large classes: Have students complete the activity individually and collect responses through a classroom response tool, short survey, or Exit Ticket. Summarize recurring themes and address common questions during the next class.
Online learning: Use a Quercus discussion, assignment, or survey to collect responses synchronously or asynchronously.
Accessibility and participation: Provide prompts in accessible written formats and allow sufficient time for reflection. Offer flexibility in how students record responses where appropriate, and avoid requiring students to share personal reflections publicly.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), p. 377. Three-Two-One or 3-2-1.
Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 331–335. 3-2-1 (ALT 27).
K. Patricia Cross Academy: 3-2-1.

Flash Review

🔗 Link to Flash Review

Overview and Purpose

Flash Review is a rapid, structured review activity in which students respond to a sequence of questions about course content. Students typically work in pairs to discuss their responses while the instructor observes and identifies concepts that may require clarification.

This activity encourages retrieval, peer explanation, and reflection on understanding. It can help instructors identify areas where students are experiencing difficulty and provide timely feedback.

How to Use It

Prepare review questions. Develop approximately 10–15 short, open-ended questions related to important concepts or themes from the course.
Create a timed presentation. Display one question at a time using presentation slides or another accessible format. Allow approximately 20–30 seconds per question as a starting point, adjusting the timing to the complexity of the questions and students’ needs.
Explain the process. Invite students to work in pairs and discuss their responses and reasoning as each question appears.
Facilitate the review. Move through the questions while listening to students’ discussions and noting recurring uncertainties or misconceptions.
Discuss responses. After the sequence, invite students to share answers, explain their reasoning, and identify areas where additional clarification would be helpful.
Provide follow-up. Address common questions and share a summary of key concepts, explanations, or additional resources through Quercus or another appropriate channel.

Adaptations and Accessibility Considerations

Large classes: Invite students to work with nearby peers rather than forming new groups. Display the questions clearly and allow additional time where needed. Collect recurring questions through polling or a shared document to guide the debrief.
Online learning: Use presentation slides, short quizzes, or collaborative documents to guide the review. Students can discuss responses in breakout rooms or complete an asynchronous version with opportunities for feedback.
Accessibility and participation: Provide questions in advance or in an accessible document alongside the presentation. Avoid automatic slide transitions that prevent students from controlling their reading or response time. Use flexible timing and allow students to revisit questions where appropriate.

Additional Resources

Teaching Assistants’ Training Program (TATP): Active Learning. See Flash Review, attributed to Romain (2014).

Self-Assessment

🔗 Link to Self-Assessment

Overview and Purpose

Self-Assessment invites students to examine their own learning, work, or performance in relation to clearly defined expectations or criteria. Students identify strengths, recognize areas where further learning or development may be needed, and determine appropriate next steps.

This activity supports metacognition, self-regulated learning, and students’ ability to take an active role in monitoring their progress. It can help students identify knowledge or skill gaps, set realistic learning goals, revise their work, and reflect on their development over time.

Self-Assessment can be used independently or alongside peer and instructor feedback.

How to Use It

Identify the learning focus. Select a task, skill, assignment, or learning outcome that students will assess.
Establish clear criteria. Provide a rubric, checklist, exemplars, or other criteria that describe what successful performance looks like.
Model the process. Demonstrate how to apply the criteria to an example, explaining how to identify strengths and areas for further development.
Invite students to assess their work. Ask students to review their work or performance against the criteria, identifying evidence that supports their judgments.
Identify next steps. Encourage students to determine what they have learned, what requires further attention, and what strategies might help them progress.
Provide opportunities for action. Where appropriate, invite students to revise their work, establish learning goals, or apply their reflections to a subsequent task.
Reflect on progress. Encourage students to revisit their self-assessments over time to recognize changes in their understanding, skills, or approaches to learning.

Adaptations and Accessibility Considerations

Large classes: Use structured self-assessment checklists or rubrics that students can complete independently. Invite students to compare their judgments with exemplars or discuss strategies for addressing common challenges.
Online learning: Provide accessible rubrics, reflection prompts, or self-assessment activities through Quercus. Students can document their progress through reflective journals or learning portfolios.
Accessibility and participation: Use clear, accessible criteria and provide examples of how to apply them. Allow students to demonstrate reflection through appropriate formats and avoid requiring disclosure of personal circumstances. Recognize that students may need opportunities to practice self-assessment before making confident judgments about their work.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 291–309. Self-Assessment as Learners, a complementary chapter on developing students’ self-awareness and self-regulation.

Peer Assessment

🔗 Link to Peer Assessment

Overview and Purpose

Peer Assessment invites students to examine and provide feedback on one another’s work using established criteria. Students consider the strengths of their peers’ work, identify opportunities for development, and offer constructive suggestions that can inform revision.

This activity supports critical thinking, disciplinary judgment, feedback literacy, and reflection on learning. By evaluating the work of others, students can also develop a clearer understanding of the expectations and qualities of their own work.

Peer Assessment can be used formatively, allowing students to receive and apply feedback before submitting their work for final evaluation. It does not necessarily involve students assigning grades to one another.

How to Use It

Identify the purpose and criteria. Select an assignment, task, or learning activity that would benefit from peer feedback. Establish clear criteria that describe the qualities students should examine.
Prepare students to provide feedback. Explain the purpose of peer assessment and model how to offer specific, constructive, and evidence-informed comments. Consider using examples to demonstrate the difference between general judgments and actionable feedback.
Organize the exchange. Arrange for students to review one another’s work individually or in small groups. Clarify expectations for confidentiality, respectful communication, and the scope of feedback.
Provide structured feedback. Ask students to examine the work against the criteria, identify strengths, and suggest possible revisions or questions for consideration.
Review and interpret feedback. Invite students to consider the feedback they received, identify recurring observations, and determine which suggestions are relevant to their work.
Revise the work. Provide an opportunity for students to apply feedback and explain how it informed their decisions.
Reflect on the process. Ask students to consider what they learned from reviewing others’ work, receiving feedback, and revising their own work.

Adaptations and Accessibility Considerations

Large classes: Use structured rubrics, checklists, or guided feedback prompts to support consistency. Peer assessment may be organized within tutorials, small groups, or through a University-supported peer feedback tool.
Online learning: Use Quercus or an appropriate supported platform to distribute work, collect peer feedback, and facilitate revision.
Accessibility and participation: Provide accessible criteria and instructions, allow sufficient time for reviewing work, and offer appropriate written or verbal feedback options. Establish expectations for respectful and constructive feedback, and clarify whether students’ work and feedback will be identifiable to peers. Consider privacy when students are sharing personal or sensitive work.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 307–311. Peer Editing (CoLT 27), a related technique for providing structured feedback on written work.
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 45–46. Creating Peer Evaluation Forms.

Quiz / Test Questions

🔗 Link to Quiz / Test Questions

Overview and Purpose

Quiz/Test Questions invites students to develop questions based on course content rather than simply answer questions prepared by the instructor. Students identify important concepts, consider what constitutes meaningful evidence of understanding, and develop questions that require different levels of thinking.

This activity encourages retrieval, synthesis, critical thinking, and reflection on learning expectations. It can also help students distinguish between recalling information and applying, analyzing, or evaluating course concepts.

How to Use It

Identify the learning focus. Select a topic, reading, lecture, or unit connected to the learning outcomes.
Introduce question design. Explain how different types of questions assess different aspects of learning. For example, compare a question asking students to recall a definition with one requiring them to apply a concept to a new situation.
Invite students to generate questions. Ask students to develop one or more quiz or test questions, along with appropriate answers or response criteria and explanations of their reasoning.
Review and compare questions. Have students exchange questions with peers and consider their clarity, accuracy, difficulty, and alignment with the learning outcomes.
Revise the questions. Invite students to refine their questions and answers based on feedback.
Use the questions for learning. Select questions for a practice quiz, group review, discussion, or other formative activity.
Debrief. Discuss what students learned about the course material and how different question types reveal different kinds of understanding.

Adaptations and Accessibility Considerations

Large classes: Invite students to generate questions individually or in small groups, then submit selected examples through Quercus. Use representative questions for polling, review sessions, or discussion.
Online learning: Use Quercus discussions, assignments, or collaborative documents to collect, exchange, and refine questions.
Accessibility and participation: Provide examples and clear question-writing criteria in accessible formats. Allow sufficient time for developing and reviewing questions. Offer different question formats where appropriate, recognizing that the purpose is to demonstrate understanding rather than proficiency with a particular test format.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 253–257. Student-Generated Questions (CAT 30).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 376–381. Invent the Quiz (LAT 46).
Paulson, D. R., & Faust, J. L. (n.d.). Active and Cooperative Learning. California State University, Los Angeles. See “Quiz/Test Questions” under Questions and Answers.
K. Patricia Cross Academy: Invent the Quiz. A related technique involving student-generated quiz questions.

Ticket Out the Door / Exit Ticket

🔗 Link to Ticket Out the Door / Exit Ticket

Overview and Purpose

Ticket Out the Door, also called an Exit Ticket, is a brief formative assessment activity in which students respond to a question or prompt near the end of a class. Their responses help instructors identify what students have learned, which concepts may require clarification, and what questions remain.

This activity provides a low-stakes opportunity for students to reflect on their learning and communicate their understanding. It can also help instructors gather feedback about learning activities and make informed decisions about subsequent teaching.

How to Use It

Develop a focused prompt. Identify a question connected to the learning outcomes or an aspect of the learning experience you want students to reflect on. For example:
- What is one important concept you learned today?
- How would you apply today’s learning to a new situation?
- What is one question you still have?
- Which part of today’s activity helped you understand the material, and why?
Introduce the activity. Explain the purpose of the Exit Ticket and how students’ responses will be used.
Provide time for reflection. Near the end of class, give students a few minutes to consider the prompt and prepare a brief response.
Collect responses. Invite students to submit their responses on paper, through a digital form, or using another appropriate method.
Review the responses. Identify recurring questions, areas of understanding, or concepts that may require further attention.
Close the feedback loop. Respond to common questions, clarify misunderstandings, or explain how the responses will inform subsequent teaching. This might involve a brief discussion at the beginning of the next class or a summary posted in Quercus.

Adaptations and Accessibility Considerations

Large classes: Collect responses through a classroom response tool, short survey, or digital form. Review common themes rather than responding individually to every submission, and provide a summary during the next class or through Quercus.
Online learning: Use a Quercus quiz, discussion, or other supported tool to collect responses at the end of a synchronous session or learning module.
Accessibility and participation: Provide prompts in accessible written formats and allow sufficient time for reflection. Offer appropriate alternatives to handwritten or digital submissions. Explain whether responses are anonymous or identifiable, and avoid requiring students to disclose personal experiences.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 374–377. Exit Ticket and Four More (CAT 55).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 91–95. Entry and Exit Tickets (LAT 3).

Post-Test Analysis

🔗 Link to Post-Test Analysis

Overview and Purpose

Post-Test Analysis invites students to review their performance on a test or other assessment, examine the reasons behind their responses, and identify strategies for future learning. Rather than focusing solely on grades or correct answers, students reflect on their preparation, understanding, and approaches to completing the assessment.

This activity supports metacognition, self-assessment, and self-regulated learning. It can help students recognize patterns in their performance, distinguish between conceptual misunderstandings and other difficulties, and develop more effective approaches to learning.

How to Use It

Identify the learning purpose. Determine what students should learn from reviewing their assessment performance, such as recognizing misconceptions, evaluating preparation strategies, or identifying areas for further development. Where appropriate, invite students to predict their performance and reflect on their preparation before receiving their assessment results.
Provide assessment feedback. Return students’ work with appropriate feedback, explanations, or opportunities to review correct and alternative responses.
Invite students to analyze their performance. Ask students to examine questions they answered correctly and incorrectly, identifying patterns in their understanding and reasoning.
Explore possible causes. Encourage students to consider whether difficulties arose from gaps in knowledge, misinterpretation of questions, application of concepts, time management, or other factors.
Reflect on preparation strategies. Invite students to consider how they prepared, which approaches supported their learning, and what they might do differently.
Develop an action plan. Ask students to identify one or two specific next steps, such as reviewing particular concepts, seeking feedback, changing study strategies, or practicing different types of questions.
Revisit learning. Where appropriate, provide opportunities for students to apply their reflections to subsequent assessments or learning activities.

Adaptations and Accessibility Considerations

Large classes: Provide a structured analysis worksheet or digital reflection activity. Use aggregated patterns from assessment results to address common misunderstandings during class without identifying individual students.
Online learning: Use Quercus assignments, quizzes, or reflective activities to support analysis of assessment feedback and planning for future learning.
Accessibility and participation: Provide feedback and reflection prompts in accessible formats and allow sufficient time for analysis. Avoid assuming that assessment performance reflects effort or preparation alone. Encourage students to consider the effectiveness of their strategies without requiring disclosure of personal circumstances.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 330–336. Exam Wrapper (CAT 46), a related technique for reflecting on assessment performance and preparation.
Barkley, E. F., & Major, C. H. (2020). Student Engagement Techniques (2nd ed.), pp. 348–351. Post-Test Analysis (SET 44).
K. Patricia Cross Academy: Post-Test Analysis.

Test-Taking Teams

🔗 Link to Test-Taking Teams

Overview and Purpose

Test-Taking Teams is a collaborative assessment activity in which students first complete questions individually and then work with peers to discuss their reasoning and reconsider their responses. The activity combines individual accountability with opportunities for explanation, feedback, and collaborative learning.

Test-Taking Teams can support retrieval, critical thinking, peer explanation, and the identification of misconceptions. It is particularly useful when questions require students to apply concepts, analyze information, or distinguish among plausible responses.

How to Use It

Develop assessment questions. Prepare questions connected to the learning outcomes that encourage reasoning, application, or analysis. Determine whether the activity will be used for formative practice or as part of a graded assessment.
Explain the process. Clarify the individual and collaborative stages, expectations for discussion, and how responses will be used or evaluated. Where appropriate, provide opportunities for teams to prepare together before the individual assessment.
Complete questions individually. Ask students to respond independently, recording their answers and, where appropriate, the reasoning behind them.
Form teams. Organize students into small groups and invite them to compare their responses.
Discuss and reconsider. Students explain their reasoning, examine differences, and work toward shared answers or explanations supported by evidence. Where appropriate, invite groups to identify disagreements they could not resolve.
Submit or review team responses. Depending on the activity’s purpose, groups may submit a collective response or compare their conclusions with instructor feedback.
Debrief and reflect. Review important concepts, clarify misunderstandings, and invite students to consider how peer discussion influenced their understanding.

Adaptations and Accessibility Considerations

Large classes: Have students complete questions individually before discussing with nearby peers. Use polling or classroom response tools to collect individual and team responses and identify common areas of uncertainty.
Online learning: Use Quercus quizzes for individual responses and supported collaborative spaces for group discussion. If the activity is graded, ensure that the assessment settings and procedures support the intended individual and team components.
Accessibility and participation: Provide questions and instructions in accessible formats, allow sufficient time for individual reasoning and group discussion, and offer different ways to contribute. Clarify grading expectations in advance and ensure that collaborative participation does not create unnecessary barriers.

Additional Resources

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques (2nd ed.), pp. 219–223. Test-Taking Teams (CoLT 12).
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 122–127. Team Tests (LAT 9).
K. Patricia Cross Academy: Test-Taking Teams.

Peer Instruction

🔗 Link to Peer Instruction

Overview and Purpose

Peer Instruction is an active learning strategy in which students respond individually to a conceptual question, discuss their reasoning with peers, and then reconsider their responses. The activity encourages students to explain their thinking, evaluate alternative explanations, and develop a deeper understanding of course concepts.

Originally developed by Eric Mazur in physics education, Peer Instruction is now used across disciplines. It is particularly useful for addressing conceptual misunderstandings and helping students apply knowledge rather than simply recall information.

Peer Instruction often uses polling or classroom response tools, but technology is not essential. Its defining feature is the combination of individual reasoning, peer discussion, and reconsideration of an initial response.

How to Use It

Develop a conceptual question. Prepare a question connected to the learning outcomes that requires students to apply, interpret, or reason about a concept. Multiple-choice questions with plausible alternatives can be particularly useful.
Invite individual responses. Present the question and allow students time to consider their answer independently. Ask students to commit to a response before discussing it with peers.
Review the initial responses. Examine the distribution of answers to identify differences in understanding. Depending on the responses, determine whether peer discussion or additional explanation would be most helpful.
Facilitate peer discussion. Invite students to discuss their answers with a partner or small group, explaining their reasoning and considering alternative responses.
Invite students to respond again. Present the same question and ask students to reconsider their answer based on the discussion.
Discuss the reasoning. Compare the initial and subsequent responses where appropriate. Invite students to explain the reasoning behind different answers and clarify important concepts.
Debrief and extend learning. Summarize the key concept, address remaining misunderstandings, and consider using a related question to help students apply their understanding in a new context.

Adaptations and Accessibility Considerations

Large classes: Use a classroom response tool to collect individual responses before and after peer discussion. Invite students to discuss with nearby peers, minimizing the need to reorganize the room. Display response patterns and explain the reasoning behind the answers.
Online learning: Use polling and breakout rooms during synchronous sessions, or structure an asynchronous activity in which students submit an initial response, discuss their reasoning, and reconsider their answer.
Accessibility and participation: Provide questions and response options in accessible formats and allow sufficient time for individual thinking and peer discussion. Avoid requiring rapid responses or relying exclusively on verbal exchanges. Offer alternative ways to participate when students cannot access polling technology.

Additional Resources

Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques (3rd ed.), pp. 135–140. Concept Questions (CAT 4), a related technique for assessing conceptual understanding and identifying misconceptions.
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques, pp. 116–121. Snap Shots (LAT 8).
Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing, pp. 297–301. Snap Shots (ALT 20).
Mazur, E. (1997). Peer Instruction: A User’s Manual. Prentice Hall.
CTSI: Student Response Systems. Guidance on classroom response technologies that can support polling and peer discussion.

Facilitating Active Learning

Effective facilitation helps students understand the purpose of an active learning activity, participate meaningfully, and connect their experiences to the intended learning outcomes. While some activities require minimal preparation, others involve more complex instructions, group arrangements, materials, or technologies.

Anticipating potential challenges and establishing clear expectations can help create a supportive learning environment. The following considerations can guide instructors before, during, and after an active learning activity.

Before the Activity: Prepare Students and the Learning Environment

Communicate the purpose. Explain why students are being invited to participate and how the activity connects to the learning outcomes. Students may be more willing to engage when they understand the value of the activity.
Provide clear instructions and expectations. Explain what students will do, how they will participate, how much time is available, and what they are expected to produce or discuss. Make instructions available in writing and clarify expectations for collaboration, respectful communication, and successful participation.
Plan for accessible participation. Anticipate potential barriers related to the physical environment, learning materials, technologies, communication, or group arrangements. Offer different ways to engage and contribute where appropriate, without requiring students to disclose individual access needs.
Prepare materials, spaces, and technologies. Ensure that students can access the materials and tools they need. Consider seating arrangements, movement between groups, visibility of instructions, and alternatives if technology is unavailable.
Coordinate with the teaching team. When working with teaching assistants or co-instructors, clarify facilitation roles, timing, group arrangements, and approaches to responding to student questions. Consider modelling the activity together before introducing it to students.

During the Activity: Support Participation and Learning

Introduce and model the process. Walk students through the activity and demonstrate a step when helpful, particularly for unfamiliar or complex strategies.
Provide time to think and participate. Allow students sufficient time to process instructions, consider questions, and formulate responses. Individual reflection before group discussion can support more meaningful participation.
Facilitate equitable participation. Establish expectations for sharing ideas, listening to others, and engaging respectfully. Recognize that meaningful participation can take different forms, including individual reflection, written contributions, and collaborative discussion. Use structured roles, discussion prompts, or alternative participation methods to support students in contributing in ways appropriate to the learning outcomes.
Monitor progress and respond flexibly. Circulate among groups or observe responses to identify questions, misconceptions, or challenges. Clarify instructions, provide prompts, or adjust the activity when students need additional support.
Manage time and transitions. Communicate the time available for each stage and provide reminders before transitions. Allow sufficient time for students to complete the activity and avoid rushing the final discussion or reflection.
Support constructive group dynamics. Encourage students to consider different perspectives, share responsibilities, and address disagreements respectfully. Intervene when necessary to clarify expectations or support productive collaboration.

After the Activity: Debrief and Build on Learning

Connect the activity to the learning outcomes. Invite students to identify what they learned, how their understanding developed, and how the activity relates to broader course concepts.
Clarify and synthesize key ideas. Address recurring questions or misconceptions, compare different approaches, and highlight important insights. Students should not be expected to make all the connections independently.
Provide opportunities for reflection. Ask students to consider what they found useful, challenging, or surprising and identify questions for further exploration.
Use evidence of learning to inform next steps. Review students’ responses, discussions, or completed work to identify where additional explanation, practice, or feedback may be helpful.
Close the feedback loop. When students provide questions or feedback, acknowledge their contributions and explain how these will inform subsequent teaching or learning activities.

Active learning does not always unfold exactly as planned. Students may need additional time, instructions may require clarification, or an activity may reveal unexpected questions. These experiences can provide useful information for adapting future activities and refining teaching approaches.

Adapting Active Learning Across Teaching Contexts

Active learning can be incorporated into a wide range of teaching contexts, including large lectures, seminars, tutorials, laboratories, online courses, and specialized learning environments. While the methods, materials, and environments may differ, the underlying goal remains the same: creating meaningful opportunities for students to engage with course content, apply knowledge, collaborate, and reflect on their learning.

The following considerations can help instructors adapt active learning to their teaching contexts.

Active Learning in Large Classes

Large classes can present challenges related to participation, communication, classroom layout, time management, and providing feedback. However, active learning does not require every student to speak during a whole-class discussion or move into a different group.

Many activities can be adapted for large classes by creating opportunities for individual reflection, interaction with nearby peers, or structured responses that allow instructors to gauge student understanding.

Consider the following approaches:

Use manageable group arrangements. Invite students to work with nearby peers or in small groups rather than reorganizing the entire classroom. Provide clear instructions for forming groups, assigning responsibilities, and transitioning between activities.
Make instructions visible and predictable. Display prompts, activity steps, and time expectations so students can refer to them throughout the activity. Consider providing instructions through Quercus before class, particularly for more complex activities.
Use classroom response tools strategically. Polling, short written responses, and shared documents can help gather ideas or identify questions from a large number of students. Use the responses to prompt discussion and provide feedback rather than simply displaying results.
Plan for timing and transitions. Allow time for students to understand instructions, engage in the activity, and return to whole-class learning. Communicate transitions clearly and build in flexibility when activities require additional discussion.
Coordinate with the teaching team where available. Teaching assistants or co-instructors can help facilitate small-group discussions, observe student progress, respond to questions, and identify recurring areas of uncertainty. Clarify their roles and provide appropriate preparation before class.
Synthesize and follow up. Rather than asking every group to report, invite selected contributions or collect responses digitally. Summarize recurring themes, address questions, and provide follow-up through Quercus where appropriate.

Many activities in the catalogue, including Think-Pair-Share, Quick Write / Minute Paper, Peer Instruction, and Structured Problem Solving, can be adapted for large classes. Consult the individual activity descriptions for specific suggestions.

Active Learning in Online and Hybrid Courses

Active learning can occur synchronously or asynchronously, with students engaging individually or collaboratively through digital learning environments. The key is to design purposeful interactions rather than assuming that the use of technology automatically creates active learning.

Consider the following approaches:

Align activities with the course modality. Determine whether an activity requires real-time interaction or can be completed asynchronously. For example, a discussion may occur in breakout rooms during a synchronous session or through a structured Quercus discussion over several days.
Provide clear instructions and expectations. Explain what students will do, how they will participate, when activities should be completed, and how their contributions connect to the learning outcomes.
Support collaboration and communication. Use accessible collaborative documents, discussion boards, or other University-supported tools to help students exchange ideas, develop shared work, and provide feedback.
Consider access to technology and learning materials. Select tools and formats that are accessible and appropriate for students’ devices, internet connectivity, and learning needs. Provide alternatives where necessary.
Create opportunities for feedback and reflection. Use short quizzes, discussion prompts, peer feedback, or reflective activities to help students monitor their understanding, receive and use feedback, and identify questions for further learning.
Connect activities across learning environments. In hybrid courses, consider how activities completed online can prepare students for in-person learning and how classroom experiences can be extended through online discussion, practice, or reflection.

For additional guidance, explore CTSI’s resources on online teaching and learning, as well as the Active Learning Design Foundations (ALDF) self-paced program.

Active Learning Classrooms and Physical Learning Environments

Active Learning Classrooms (ALCs) are designed to support a range of active learning approaches through features such as flexible seating, group workspaces, shared displays, and classroom technologies. These environments can create opportunities for students to work together, share ideas, and engage with learning materials in different ways.

However, specialized classrooms are not a prerequisite for active learning. Many strategies can be implemented in conventional lecture halls, seminar rooms, laboratories, and other teaching spaces.

When planning activities for a physical learning environment, consider:

Classroom layout and movement. Examine how seating, tables, circulation routes, and available space may support or constrain group arrangements and interaction. Provide alternatives when movement is not necessary to meet the learning outcomes.
Visibility and communication. Ensure students can access instructions, presentations, shared work, and discussions from different locations in the room.
Group work and transitions. Plan how students will form groups, access materials, move between activities, and return to whole-class discussion.
Classroom technologies. Familiarize yourself with available displays, microphones, collaboration tools, and other technologies. Prepare alternatives in case equipment is unavailable or does not function as expected.
Accessibility and participation. Consider the physical and sensory characteristics of the space, including seating, movement, acoustics, sightlines, and access to instructional materials. Design activities that allow students to participate meaningfully without unnecessary barriers.

Instructors teaching in an Active Learning Classroom for the first time may benefit from visiting the space in advance, testing the technology, and discussing facilitation plans with their teaching team or local teaching and learning support unit.

Experiential and Community-Engaged Learning

Experiential and community-engaged learning are broader pedagogical approaches that can incorporate a range of active learning activities. They provide opportunities for students to connect disciplinary knowledge with experiences, practices, and challenges beyond conventional classroom instruction.

Experiential learning may involve laboratories, simulations, fieldwork, placements, design projects, or other experiences in which students apply knowledge and reflect on what they have learned. Community-engaged learning is a form of experiential learning involving purposeful partnerships with community organizations, responding to community-identified priorities, emphasizing reciprocal benefits, and incorporating structured reflection.

When incorporating these approaches, instructors should consider how experiences connect to learning outcomes, how students and community partners will be prepared and supported, and how opportunities for reflection and feedback will help students make meaning from their experiences.

Activities such as Case Method, Problem-Based Learning, Role Play, and Contemporary Issues Journal may complement experiential or community-engaged learning experiences.

For additional guidance, explore the following University of Toronto resources:

Experiential Learning Hub: Course and Program Development Resources. Self-directed resources for designing experiential learning opportunities, including purposeful experiences and reflection.
Centre for Community Partnerships: Faculty Resources. Practical guides for developing community-engaged learning courses, working with community partners, and incorporating reflection and reciprocal engagement.

Augmented and Virtual Reality

Augmented Reality (AR) and Virtual Reality (VR) are technologies that can support active learning by creating opportunities for students to interact with digital representations, environments, or simulations.

AR typically overlays digital information onto a physical environment, while VR creates an immersive digital environment. Depending on the learning outcomes, these technologies may help students explore complex systems, examine spatial relationships, practice skills, or experience situations that would be difficult to reproduce in a conventional classroom.

The educational value of AR and VR depends on how the technologies are integrated into a learning activity. Students should have opportunities to make observations, apply concepts, solve problems, discuss their experiences, or reflect on what they have learned.

Before incorporating AR or VR, consider the learning purpose, available equipment, technical support, accessibility, and potential physical or sensory barriers, including motion-related discomfort. Provide alternative ways to achieve the intended learning outcomes where necessary. Immersive technologies are not appropriate or necessary for every learning experience.

For guidance on selecting and integrating educational technologies, consult CTSI’s educational technology resources or your divisional teaching and learning support team.

Reflecting on Active Learning

Reflecting on active learning helps instructors understand how students engage with activities, what they are learning, and how different approaches support the intended learning outcomes. Reflection can inform decisions about which activities to retain, adapt, or reconsider in future teaching.

Consider drawing on different sources of information, including:

Student learning: Review students’ responses, discussions, completed work, or assessment results to identify evidence of understanding, application, and areas requiring further support.
Student feedback: Invite students to share which aspects of an activity supported their learning, what they found challenging, and what adjustments might be helpful. Brief reflections, Exit Tickets, or mid-course feedback can provide useful insights.
Instructor observations: Reflect on participation, timing, group interactions, instructions, and how students responded to the activity. Consider recording observations shortly after a class while the experience is still fresh.
Teaching team perspectives: Discuss observations with teaching assistants, co-instructors, or colleagues who helped facilitate or observe the activity.

As you review this information, consider whether the activity supported its intended purpose, what students learned, and which aspects you might retain, adapt, or explore further. Student perceptions and evidence of learning may offer different insights, so drawing on multiple sources can provide a more complete picture.

Active learning does not require every activity to work perfectly or produce the same results across teaching contexts. Small adjustments to prompts, instructions, timing, materials, or participation options can help instructors respond to students’ learning needs.

For more in-depth guidance, explore CTSI’s Gathering Formative Feedback with Mid-Course Evaluations, Reflecting on Your Teaching at U of T, and Active Learning Design Foundations (ALDF).

Support and Additional Resources

Instructors interested in incorporating active learning into their teaching can access professional learning opportunities, consultations, and practical resources through CTSI and other University of Toronto teaching and learning units.

U of T Teaching Support and Resources

CTSI Consultations: Individual or group consultations to discuss active learning strategies, course design, facilitation, and other teaching and learning considerations.
Teaching Assistants’ Training Program (TATP): Professional development and resources for teaching assistants, including guidance on active learning and adapting teaching techniques.
Student Response Systems: Guidance on classroom response technologies that can support polling, formative assessment, and student participation.
Collaborative Annotation Tools: Tools for engaging students in shared annotation of texts and other learning materials to support analysis and discussion.
Online Discussion Tools: Tools for facilitating synchronous and asynchronous discussions, collaboration, and student participation.
Divisional Teaching and Learning Support: Local support for instructors seeking advice about teaching approaches, learning environments, and educational technologies.

Active Learning

What Is Active Learning?

Choosing an Active Learning Strategy

Active Learning Strategies and Activities

Activate Prior Knowledge and Generate Ideas

Engage with and Process Course Content

Discuss, Collaborate, and Consider Perspectives

Apply Knowledge and Solve Problems

Assess Understanding and Reflect on Learning

Facilitating Active Learning

Before the Activity: Prepare Students and the Learning Environment

During the Activity: Support Participation and Learning

After the Activity: Debrief and Build on Learning

Adapting Active Learning Across Teaching Contexts

Active Learning in Large Classes

Active Learning in Online and Hybrid Courses

Active Learning Classrooms and Physical Learning Environments

Experiential and Community-Engaged Learning

Augmented and Virtual Reality

Reflecting on Active Learning

Support and Additional Resources

U of T Teaching Support and Resources

Further Reading and Resources

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