Retrieve or predict
Ask students to recall what they need or commit to a prediction before a result, demonstration, reading, or explanation is revealed.
Instructional Practice
Active Learning
Give students meaningful work to do with the learning while learning is happening. Active learning can be quiet or social, individual or collaborative, low-tech or technology-supported.
Understand
Start with the learning, not the activity.
A useful active-learning move connects a learning goal, a meaningful student action, a workable participation structure, and a response that students or the instructor can actually use.
Compare, classify, or diagnose
Have students distinguish examples, apply criteria, or locate the source of an error, symptom, failed process, or misconception.
Decide, explain, or revise
Use cases, worked problems, demonstrations, critiques, or practice attempts so students make reasoning visible and act on feedback.
Try it
Use the smallest move that serves the goal.
2 minutes
Retrieve, predict, identify an error, or choose between two options.
5–10 minutes
Compare examples, solve then explain, classify, or make a short case decision.
Extended
Simulation, coached practice, critique, lab investigation, field analysis, or a project decision cycle.
Build one
Five questions before you launch.
- What should students understand or be able to do?
- What thinking or performance should they do during learning?
- How will they participate or respond?
- How will that response be used?
- What is your role during or after the activity?
Keep participation accessible.
Use clear directions, accessible materials, reasonable time, and participation structures that do not add barriers unrelated to the learning goal.