Active Learning Strategies Expansion Pack

ACTIVE LEARNING STRATEGIES

Expanded and Interactive Experience

Based on course planning cards provided by

The Center for Teaching Excellence & Innovation, JHU

How to use this resource:

Select Planning to view:

• Prep Time
• Student Engagement Time
• Debrief Time needed

Planning

Select Modalities to view:

• In-person synchronous delivery
• Hybrid or online synchronous
• Online asynchronous delivery

Select Tips & Tech for:

• Instructional tips
• Activity extensions
• Useful technologies

Select References to view our sources.

Active Learning Strategies

Select an active learning strategy to learn more. You can return to this screen or navigate through each active learning strategy.

Sticky Note Parade

Jigsaw Group Activity

Concept Maps

Sorting and Sequencing Activities

Three-Response Brainstorm

Simulations

Frequent Quizzes and Spaced Retrieval

What's in It for Me?

Role-Playing

3-2-1 Reading Reflection

Case-Based Learning

Teach Back

Student-Led and Designed Discussions

One-Minute Thesis

How to Usethis Resource

Gallery Walk

Learn More About Active Learning Cards

Think/Pair/Share

Sticky Note Parade

Planning

On a board, wall, or digital slide program, provide prompts for which students need to generate ideas, solutions, or questions. Give students 3 – 4 sticky notes on which they write a single idea and stick the notes on a board or wall in response to the prompts. Once all ideas are posted, the instructor and/or students can then group the notes by topic, theme, question, or chronology.

Modalities

Tips & Tech

Use it to help students generate connections between different sections and/or categories of content, thus expanding their mental schemas around a particular content area.

References

Sorting and Sequencing Activities

Planning

Students sort content (readings, books, problem sets, etc.) into categories or sequence content into order. This can be done with slips of paper, cards, sticky notes, or with the “slide sorter” function of a presentation program and can be completed synchronously or asynchronously.

Modalities

Tips & Tech

Use it when introducing students to multistep tasks or sequences that require memorization. This activity is also beneficial for learners to organize content for purposes of categorization, comparing and contrasting, etc.

References

Frequent Quizzes and Spaced Retrieval Practice

Planning

Offer low-stakes tests/quizzes as formative assessments. These can also be incentives to complete the assigned reading. Test after learning new content either at the beginning, middle, or end of class. To enhance retrieval, test again a few days/weeks after a particular class/module/unit has finished.

Modalities

Tips & Tech

Frequent testing gives learners practice retrieving information, which “arrests forgetting, strengthens retrieval routes, and is essential for hanging onto knowledge you gain” (Make It Stick: The Successful Science of Learning, p. 4).

References

3-2-1 Reading Reflection

Planning

List 3 things learned from the reading; 2 connections to self, other texts, or to the world; and 1 question about the reading. Use this reflection for class discussions or small group activities.

Modalities

Tips & Tech

The three questions scaffold readings by asking learners to self-monitor and self-direct their learning and connect the reading to other content, the real world, or their personal experiences.

References

Student-Led and Designed Discussions

Planning

Students write discussion questions for each other and pose them to a small group or the class. They can provide an introductory rationale for their questions and act as discussion leaders.

Modalities

Tips & Tech

Teaching content and then facilitating a discussion is an extremely effective way of getting students to learn content and can lead to more student engagement overall. Additionally, this is an effective way to ensure a large amount of reading gets discussed and covered.

References

Gallery Walk

Planning

Post prompts around the room or in a shared slide deck for students to address. Have students walk around the room or go through the slide deck and write down their responses. Then have them take a “gallery walk” through the room or deck, reading responses and noting anything interesting. They can interact with responses by using icons/stickers to upvote, star, or otherwise react to them.

Modalities

Tips & Tech

Use this activity to prompt learners to make connections to elicit prior knowledge, make connections between content and themselves, crowd-source queries and questions, etc. This is also a great activity for classroom community-building and eliciting emotions like wonder and curiosity.

References

Jigsaw Group Activity

Planning

For this group activity, divide content into segments. Each segment is one “jigsaw piece,” and together all segments make a complete “puzzle.” Assign a group of students to become an expert on their segment of content and then teach the content to the rest of the class. Continue doing so until all groups have presented and students have all pieces of the puzzle.

Modalities

Tips & Tech

Use it to shift learners into the instructor role, teaching peers how to learn the content.

References

Simulations

Planning

Queens University in Canada describes simulations this way: “Students are tasked to solve complex problems in controlled environments through replicated ‘real-life scenarios.’” Students can use a pre-developed simulation scenario using real-life props and other items, and simulations can be delivered online (via simulation software) and/or in-person.

Modalities

Tips & Tech

Use it when learners need to practice applying knowledge and skills in a replicated performance environment (e.g., a lab, a healthcare space, a negotiating table, etc.).

References

Role-Playing

Planning

Students assume a role in a complex or stressful real-life situation that prompts them to examine their responses to the environment.

Modalities

Tips & Tech

Use it when learners need to practice replicating the skills and knowledge associated with a particular role or perspective (e.g., a negotiating table, a high-stakes discussion, etc.).

References

10

Case-Based Learning

Planning

Students study narratives, data sets, or other selected content about specific scenarios that resemble or are real-world examples of the subject matter. Students engage in a structured discussion, activities, and homework around the case study, either synchronously or asynchronously. Often, the actual outcome of the case is not revealed until the end of the session.

Modalities

Tips & Tech

Use it to give learners practice synthesizing content through applied problem-solving with real-world examples.

References

11

One-Minute Thesis

Planning

Create, or have students create, two lists: one with source material and another with concepts and themes. Ask a student to draw a connection between items on list one and list two. Give students one minute to develop a thesis connecting these two items and then debrief as a class. Repeat the exercise until all items have been connected.

Modalities

Tips & Tech

This requires learners to generate knowledge and comprehension about content by increasing mental connections between different parts of the subject matter.

References

12

Think/Pair/Share

Planning

Students individually respond to a prompt, pair-up, and share their response with their partner. During the class debrief, ask partners to share their own or their partner’s response.

Modalities

Tips & Tech

Use it to prompt learners to form connections with each other and the content and generate new ideas about the material.

References

13

Concept Maps

Planning

Students create a map (typically a bubble map) by brainstorming major class themes, concepts, etc. and connecting them to one another in graphical form. They then provide an explanation of their maps.

Modalities

Tips & Tech

Use it when learners need to generate connections between different types of content: new and old, from the present class and previous class, from one category and another.

References

14

Three-Response Brainstorm

Planning

As individuals or in small groups, ask learners to quickly brainstorm three responses to any of the following prompts:

• Name three things you want to learn in this class/module/unit.
• Name three things you learned in our last class/module/unit.
• Name three things you want to learn more about based on what we’ve just reviewed.

Create a list with learners’ ideas and use it to inform teaching in the moment or at a future date. This activity can be done at the beginning, middle, or end of a class/module/unit.

Modalities

Tips & Tech

Use it to help learners self-identify connections between content, knowledge they may already know about the content, and what they want to learn more about. These prompts will help learners mentally self-direct their own learning.

References

15

WIIFM? (What's in it for Me?)

Planning

Ask students to identify how a skill or piece of knowledge will personally benefit them in any area of their lives. These can be written down and debriefed as a class.

Modalities

Tips & Tech

Use it to prompt learners to connect the material to themselves and their own lives.

References

16

Teach Back

Planning

In groups or as individuals, assign students to teach a concept back to the class. This task can be delimited by delivery time, format (e.g., a hand-drawn picture), or structure (e.g., top three points). Provide feedback, either as a class or individually.

Modalities

Tips & Tech

Teach-backs deepen knowledge and reinforce learning by requiring learners to review content at a level that enables them to teach it back to their peers.

References

Active Learning Strategies Cards

A PDF version of these cards can be accessed on the Center for Teaching Excellence and Innovation's website:

CTEI's Active Learning Strategies Cards

Concept Maps

Technology Recommendation:

• Presentation Tool – Use a presentation tool like PowerPoint to create a concept map within one slide.
• Digital Concept-Mapping Tools – Several concept-mapping tools are available online, many of which offer a freemium version that allows users to create several concept maps for free. Examples include MindMup, Miro, and Lucidchart.

Teach Back

Technology Recommendation:

• VoiceThread – Students could create VoiceThread presentations and then share them with their classmates to view.
• Panopto – Students could create a video using Panopto Capture or upload a video of their presentation to Panopto and post it in a discussion forum in their LMS.
• Other Presentation Tools – Instructors could allow students to choose an online presentation tool of their choice.

Reference

Bowman, S. L. (2009). Training from the back of the room! 65 ways to step aside and let them learn. Pfieffer.

Three-Response Brainstorm - Modalities

Asynchronous

Learners participate in this activity during the module or unit and submit their responses through a form or the LMS discussion board or assignment.

Synchronous Online or Hybrid

Learners participate during the synchronous session by submitting their responses digitally.

In-Person Synchronous

Learners participate in class and provide written responses or submit responses digitally.

Student-Led and Designed Discussions Planning

• Minimal preparation time required
• Medium engagement time
• No Debrief as it is included in the activity
• Suitable as a paired or group activity

Teach Back - Modalities

Asynchronous

Learners create and narrate a presentation and share it with the class through an LMS discussion board or another digital tool.

Synchronous Online or Hybrid

Learners present during class time, whether online or in the classroom.

In-Person Synchronous

Learners present during class time.

Three-Response Brainstorm Planning

• Minimal preparation time required
• Short engagement time
• No Debrief as it is included as part of the activity
• Suitable as an individual, paired, or group activity

3-2-1 Reading Reflection

Technology Recommendation:

• MS Forms – Use a short answer question type and either collect responses asynchronously or use Present Mode during a live session.
• iClickers – Use this student response tool to collect short answer responses and view results in real time.

Stick Note Parade Planning

• Moderate preparation time required
• Moderate engagement time
• Plan enough time to Debrief after activity
• Suitable as a group activity

Reference

Writing in the Disciplines. (n.d.). Lower students’ stress with the 3-2-1 reading strategy. University of Vermont. https://www.uvm.edu/sites/default/files/Writing-in-the-Disciplines/3-2-1_Reading_Strategy_Handout.pdf

Sticky Note Parade - Modalities

Asynchronous

Ask learners to post three or four notes on a shared set of slides or a digital board. Then prompt them to review all of their peers’ responses at the end of the activity.

Synchronous Online or Hybrid

Ask learners to post three or four notes on a shared set of slides or a digital board such as a Zoom whiteboard or a Padlet.

In-Person Synchronous

Learners are given three or four sticky notes on which they write a single idea and stick the notes on a board or wall in response to the prompts.

Reference

Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. Jossey-Bass.

Sorting and Sequencing Activities - Modalities

Synchronous Online or Hybrid

There are several digital tools that could be used to facilitate a sorting or sequencing activity in real time.

Asynchronous

Provide students with digital resources to participate in this activity independently. Consider asking them to submit a screenshot of their sequence or provide a reflection describing their thought process.

In-Person Synchronous

This could involve a physical set of items to sort or access to a digital file to sort or sequence.

Student-Led and Designed Discussions - Modalities

Asynchronous

Learners create and share discussion questions using the discussion tool in the LMS. Most discussion tools have settings that allow a student to create the initial prompt.

In-Person Synchronous

Learners create and share discussion questions in class with small groups or lead class-wide discussions.

Synchronous Online or Hybrid

Learners create and share discussion questions in a digital format and facilitate small group discussion with in-person groups and breakout room groups online or lead a whole group discussion that includes online and in-person formats.

Think/Pair/Share

Extensions:

• Include Prompts on Slides - Consider posing the think-pair-share prompt on your content slide in a “discussion bubble [to] prime students to think and be ready to share” (Harvey, 2025).
• Snowball Discussions - Provide students with a prompt for discussion in pairs, then double the group size to four and provide them with time to exchange ideas. Continue increasing group sizes until you combine the class back together for a whole group debriefing.

Case-Based Learning Planning

• Maximum preparation time required
• Long engagement time
• Plan enough time to Debrief after activity
• Suitable as an individual, paired, or group activity

3-2-1 Reading Reflection Planning

• Minimal preparation time required
• Medium engagement time
• No debrief as it is included in the activity
• Suitable as an individual, paired, or group activity

References

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.Center for Teaching and Learning, University of Georgia. (n.d.). Active learning techniques. https://www.ctl.uga.edu/faculty/teaching-resources/salt/

References

Center for Teaching and Learning, University of Georgia. (n.d.). think–pair–share. https://activelearning.uga.edu/instructor-development/instructor-resources/think-pair-share/

Harvey, A. (2025). Tired of awkward silences? Upgrade your think-pair-share. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/tired-of-awkward-silences-upgrade-your-think-pair-share/

Western Sydney University. (n.d.). Snowball activity. https://lf.westernsydney.edu.au/engage/strategy/snowball-technique

3-2-1 Reading Reflection - Modalities

Asynchronous

Provide learners with the 3-2-1 prompt and ask them to submit their responses asynchronously to a digital form, to a discussion board within the LMS, or as a reflective assignment.

Synchronous Online or Hybrid

Provide learners with the 3-2-1 prompt and ask them to submit their responses to a student-response tool.

In-Person Synchronous

Provide learners with the 3-2-1 prompt and ask them to write their responses in class.

Simulations - Modalities

Asynchronous

Learners can use software programs that replicate labs, healthcare settings, etc.

Synchronous Online or Hybrid

Direct learners to have available props on-hand in their immediate environment; or, they can walk through the steps of scenario, discussing their actions at key points. This can be done in various formations: in pairs, groups, or as a class.

In-Person Synchronous

Learners practice in a simulated physical environment with props and interactions that replicate real-life scenarios.

What's in it for Me? - Modalities

Asynchronous

Learners would write a reflective statement and either submit it to the instructor or share it in a discussion within their LMS.

Synchronous Online or Hybrid

Learners participate in a synchronous class possibly using a digital tool to submit their response.

In-Person Synchronous

Learners participate in class, possibly using a digital tool to submit their response.

Think/Pair/Share - Modalities

Asynchronous

Create discussion partner threads in a discussion forum. Learners respond to the prompts in their partner thread.

Synchronous Online or Hybrid

Learners participate during class time, either in pairs while in-person or in video conference breakout rooms.

In-Person Synchronous

Learners participate during class time.

Role-Playing Planning

• Maximum preparation time required
• Long engagement time
• Plan enough time to Debrief after activity
• Suitable as an individual, paired, or group activity

Jigsaw Group Activity

Extension:

• Instead of having each content group teach the entire class, make a second set of groups with members from the different content groups. Then have each content expert teach within their small group.

Tip:

• Planning the initial content groups and the secondary groups that contain someone from each content “piece” may help ensure smoother transitions during class time.

Reference

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.

References

Center for Teaching and Learning, University of Georgia. (n.d.). Active learning techniques. https://www.ctl.uga.edu/faculty/teaching-resources/salt/

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Role playing. https://www.niu.edu/citl/resources/guides/instructional-guide/role-playing.shtml

One-Minute Thesis - Modalities

Asynchronous

Provide learners with two lists, then asked to identify a connection, write a thesis statement, and share this connection within a small group discussion board in their LMS. Other participants would try to connect different items from the lists.

Synchronous Online or Hybrid

Learners participate during the live session.

In-Person Synchronous

Learners participate during class time.

Gallery Walk Planning

• Moderate preparation time required
• Long engagement time
• Plan enough time to Debrief after activity
• Suitable as an individual, paired, or group activity

References

Bowen, J. A. (n.d.). Teaching naked: AI workshop prompts. https://teachingnaked.com/prompts/

Queen’s University Experiential Learning Hub. (2021). Simulation-based experiential learning: Faculty toolkit. https://www.queensu.ca/experientiallearninghub/faculty/simulation-based-el-faculty-toolkit

Reference

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.

Reference

Instructional Moves. (n.d.). Facilitating student-led discussions. Harvard Graduate School of Education. https://instructionalmoves.gse.harvard.edu/facilitating-student-led-discussions

Simulations Planning

• Maximum preparation time required
• Long engagement time
• Plan enough time to Debrief after activity
• Suitable as an individual, paired, or group activity

One-Minute Thesis

Technology Recommendation:

• MS Forms – can collect student responses asynchronously or display results in real time while using Present Mode.
• iClickers – student-response tool that allows students to provide responses from a phone or laptop in real time.

Jigsaw Group Activities - Modalities

Asynchronous

Divide learners into groups and assign groups to research an assigned topic independently. Then, ask each group to facilitate a discussion about their topic within the LMS.

Synchronous Online or Hybrid

Learners participate in groups through either in-person groups or video conference breakout sessions.

In-Person Synchronous

Learners participate in groups during class time.

Student-Led and Designed Discussions

Extension:

• Make it a jigsaw-like activity (a strategy also included in this resource): Small groups can work together to split up the readings and teach each other the concepts.

Gallery Walk - Modalities

Asynchronous

Learners share their contributions digitally by a specified deadline and then are given a second deadline by which to review their peers' contributions.

Synchronous Online or Hybrid

Learners share their contributions digitally and then review peer contributions.

In-Person Synchronous

Learners share their contributions either physically or digitally, then review the contributions.

What's in it for Me?

Technology Recommendation:

• MS Forms – can collect student responses asynchronously or display results in real time while using Present Mode.
• iClickers – student-response tool that allows students to provide responses from a phone or laptop in real time.

Case-Based Learning

Tips:

• Generative AI platforms are adept at developing case studies.
• Distribute guidelines ahead of time about how to analyze a case study so learners know the steps.

Extension:

• Social Annotations – Consider asking learners to asynchronously analyze the case study using a social annotation tool.

Technology Recommendation (Social Annotations):

• Hypothes.is and Perusall – These are two social annotation tools that can be used asynchronously by a group of learners.

Gallery Walk

Extension:

• In an online course, Gallery Walks can follow up formal, graded presentations. Learners can post links or a copy of their presentation on a discussion board, and other learners can comment on/ask questions about the presentation.

Technology Recommendation:

• LMS Discussion Tool – Learners can post their thoughts or creations to a discussion board within the LMS and then review each other’s contributions.
• VoiceThread – An interactive, collaborative slide deck that allows learners to comment with audio, video, or text-based comments. Learners could each add their contributions to a VoiceThread and then review their peers’ contributions. Conversely, each learner could submit their own VoiceThread and publish it for the whole course to see. The Gallery Walk would then involve learners reviewing each individual VoiceThread.
• MS PowerPoint – Each learner could add a slide to a PowerPoint deck, then the class would review all other contributions and could add comments to the slides.

Jigsaw Group Activity Planning

• Moderate preparation time required
• Long engagement time
• Plan enough time to Debrief after activity
• Suitable as a paired, or group activity

Reference

Bowman, S. L. (2009). Training from the back of the room! 65 ways to step aside and let them learn. Pfieffer.

Sorting and Sequencing Activities Planning

• Minimal preparation time required
• Short engagement time
• Plan enough time to Debrief after activity
• Suitable as an individual, paired, or group activity

Role-Playing

Extension:

• Additional examples include a mock trial, model UN session, model Congress session, press briefing, sales pitch, mock interview, or reenactment of a historical event.

Technology Recommendation:

• LMS Discussion Tool – In a pros and cons debate or something comparable, creating different discussion boards for each perspective may help organize the experience for learners.
• VoiceThread – The instructor can use different slides to represent each perspective or each varying role. Then, learners would weigh in with audio-, video-, or text-based comments on the corresponding VoiceThread slide.
• Video Conference Tool – Have students use a video conference tool such as Zoom to record their role-playing session.

References

Center for Teaching and Learning, University of Georgia. (n.d.). Active learning techniques. https://www.ctl.uga.edu/faculty/teaching-resources/salt/ Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning (2nd ed.). Jossey-Bass.

Frequent Quizzes and Spaced Retrieval Practice - Modalities

Asynchronous

Learners complete a quiz in the LMS or a survey tool.

Synchronous Online or Hybrid

Learners can complete using a quiz in the LMS, a survey tool, student-response tool, or a review game tool.

In-Person Synchronous

Learners can complete a paper-based quiz, a quiz in the LMS, a survey tool, student-response tool, or a review game tool.

Concept Maps Planning

• Minimal preparation time required
• Short engagement time
• No Debrief as it is included as part of the activity
• Suitable as an individual, paired, or group activity

Sticky Note Parade

Technology Recommendation:

• MS PowerPoint – allows for real-time collaboration. Shapes can stand in for sticky notes.
• Collaborative Bulletin Board Tools – allow users to contribute their ideas to a shared space. Boards include Zoom whiteboard, Padlet, and Miro.

One-Minute Thesis Planning

• Minimal preparation time required
• Medium engagement time
• No Debrief as it is included as part of the activity
• Suitable as an individual, paired, or group activity

Simulations

Technology Recommendations:

• Textbook Publisher Content – Many STEM, medical, and language textbooks have accompanying content online that supports instruction by providing students with simulation labs and other interactive experiences.
• AI-Generated Simulation - Create a prompt or prompts to guide learners through an interactive simulation in a generative AI platform.

Three-Response Brainstorm

Modification:

• Use a similar approach but use a K-W-L Chart.
• K: What do I know?
• W: What do I want to know?
• L: What do I want to learn?

Technology Recommendation:

• MS Forms – Use a short answer question type and either collect responses asynchronously or use Present Mode during a live session.
• iClickers – Use this student response tool to collect short answer responses and view results in real time.

Concept Maps - Modalities

Asynchronous

Learners create concept maps independently and share them within a discussion board in their LMS or submit them to the instructor.

Synchronous Online or Hybrid

Learners create concept maps and use Zoom or other video conferencing tools to screenshare and showcase their creations.

In-Person Synchronous

Learners work independently or in small groups to develop their concept maps.

Teach Back Planning

• Moderate preparation time required
• Medium engagement time
• Plan enough time to Debrief after activity
• Suitable as a paired or group activity

Case-Based Learning - Modalities

Asynchronous

Learners engage in small-group discussions within the LMS or use a social annotation tool to analyze the case study.

Synchronous Online or Hybrid

Learners engage in small-group discussion within breakout groups online and if hybrid, in-person groups.

In-Person Synchronous

Learners engage in small-group or class discussion around the case study.

Frequent Quizzes and Spaced Retrieval Practice

Technology Recommendation:

• MS Forms – offers quizzes and surveys that can be provided to learners asynchronously or display results in real time while using Present Mode.
• iClickers – student-response tool that allows students to provide responses from a phone or laptop in real time.
• Review Game Tool – Review games, such as Kahoot, provide an opportunity for students to review while competing against each other.
• LMS Quiz Tool

Role-Playing - Modalities

Asynchronous

Learners could participate in the activity within an LMS discussion tool or VoiceThread. Learners could also be asked to prepare a position summary that explores the perspective of a role in the context of the role-playing scenario.

Synchronous Online or Hybrid

Learners may prepare before class and then participate in the activity during an online session or in small groups in-person and video conference breakouts.

In-Person Synchronous

Learners may prepare before class and then participate in the activity during class time.

Reference

Instructional Moves. (n.d.). Case teaching. Harvard Graduate School of Education. https://instructionalmoves.gse.harvard.edu/case-teaching

Reference

Bowman, S. L. (2009). Training from the back of the room! 65 ways to step aside and let them learn. Pfieffer.

Think/Pair/Share Planning

• Minimal preparation time required
• Short engagement time
• No Debrief as it is included as part of the activity
• Suitable as a paired or group activity

What's in it for Me? Planning

• Minimal preparation time required
• Short engagement time
• No Debrief as it is included as part of the activity
• Suitable as an individual activity

Sorting and Sequencing Activities

Extension:

• Ranking Rationale – A variation of this activity could involve asking students to rank items in terms of importance or impact. This encourages students to think about the cause and effect of a concept or event. Afterward, the instructor would ask the students to write a reflection to explain their reasoning or to share their reasoning with a small group of peers.

Technology Recommendation:

• Slide Deck – Create a slide deck that contains items for students to drag around or a set of slides to reorder. Set permissions on the slide deck so that students must create their own copies to edit the slide(s), so they can have their own digital copy to manipulate.
• MS Forms – Include a ranking question type that allows you to arrange items in a sequence, order, or ranking.
• Canvas New Quizzes – Include a categorization question type that prompts students to sort terms into different categories and an ordering question type that prompts students to sequence a list of items or events.

Reference

Center for Teaching and Learning, University of Georgia. (n.d.). Jigsaw discussion. https://activelearning.uga.edu/instructor-development/instructor-resources/jigsaw-discussion/

Frequent Quizzes and Spaced Retrieval Planning

• Minimal preparation time required
• Short engagement time
• No debrief needed
• Suitable as an individual activity

Reference

Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning (2nd ed.). Jossey-Bass.