Creative Closure Activities

Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link to both the past and the future, or in other words – MAKE MEANING.

Closure comes in the form of information from students about what they learned during the class; for example, a restatement of the instructional purpose. This information then provides a knowledge of the results for the teacher, i.e., did you teach what you intended to teach and have the students learned what you intended to have them learn?

Closure is an opportunity for formative assessment and helps the instructor decide:

1. if additional practice is needed
2. whether you need to re-teach
3. whether you can move on to the next part of the lesson

 

Cornell Notes  

Notes can be used in a variety of ways.  Completing the summary, checking with a partner for completeness, comparing to teacher’s idea of what the key ideas were. 

 Outline             

The teacher provides an outline that includes the main points of the lesson.  Students supply the details needed to complete the outline.

Parking Lot Chart    

As students raise questions and share ideas during the lesson, write them on the parking lot chart.  Revisit these questions at the end of the lesson, allowing students to answer questions and respond to others’ ideas.

Footprints         

Students are given a footprint on which they will write what new knowledge or understanding they are “walking away” from the lesson with.

S-T-O-P Summary      

Students summarize the lesson by completing the following sentences:  We Started the lesson…., the Topic was……, Our Opportunities for practice were…., the Purpose of the lesson was…

The Important Thing

Three important ideas/things from the lesson today are ---, ---, and ---, but the most important thing I learned today is ---.

Questions to the Teacher

List 3 (or any number) of questions you would still like clarified.

Squares, Triangles, Circles

List 4 things that “square with my thinking”; 3 “angles” I disagree with (or 3 details to support or 3 things for which I need more information, 3 “different ways to look at the idea,” etc.); and 1 question “circling” in my head.

Acrostics

Give students a key word/concept from the lesson. They must then write a detail or descriptor that starts with each of the letters of the key word/concept.

Carousel Brainstorming

On chart paper around the room (or on paper that is passed around groups), ask small groups of students (3-4) to respond to a question or statement posed at the top of the paper. After a short period of time, student groups move on to another piece of chart paper/topic, and read what has been written about that topic and add to or respond to it. Key reminder: Ahead of time prepare the chart paper and the different topics, insuring that you have enough “stations” so that every group is at one station during each rotation. These charts and responses can be used as a lesson activator or review the next day.

$2 Summaries

With each word worth 10 cents, write a $2 summary of the learning from the lesson.

This can be scaffolded by giving students specific words related to the learning that they must include in their summaries. This can be increased to any amount of money.

Gist

Students are given a grid of blanks (any number, depending on the age/level of the student and the level of complexity of the topic). They must fill each blank with a word or phrase helps capture the “gist” of the learning.

Headline Summaries

Similar to $2 summaries, have students write a newspaper headline that gives the main points of the lesson.

Sell It to Us

Write a jingle that explains the main idea of the lesson.

RAFT

A writing “situation” where students choose Role (from whose point of view), Audience (the specific reader to whom the piece is being written), Form or Format (a letter, memo, list, email, etc.), Topic (specific subject of the writing).

K-W-L

If you started the lesson with a K-W-L (what I Know, what I Want to know, what I Learned), then complete the L(learned) section as the summary.

Revisit Anticipation Guide

Ask students to go back to the anticipation guide from the beginning of the lesson and revise their answers. You can also ask them to justify the changes. Vanity Tag/Bumper Sticker.

Write a vanity tag for a car or a bumper sticker that describes the key ideas from the lesson.

Think-Pair-Write

Similar to Think-Pair-Share, students are given a topic/question, they brainstorm it with a partner, but then each student writes his/her own response.

Think-Write-Share

Similar to above but the sharing is oral. Students think about a question, write a response, then share with their partners.

Word Splash

Students are given a “splash” of the key words from the lesson. They must write a few meaningful sentences (summarize the learning) using these words.

Key Points Summary

Students make a list of bulleted key points of the learning from the lesson.

Written Conversations

Each student begins the answer to a question or prompt posed by the teacher. Then after 1 or 2 minutes of writing, they exchange their papers (or pass them around). Then they spend 1-2 minutes responding to the writing/thinking on the paper they receive. Then they pass the paper the paper back (or on) and continue the process. Limit the time, using a timer or other signal, so that students are always left thinking they have more to say.

SQ3R Survey, Question, Read, Recite, Review.

While this is a teaching/reading strategy, the last part of it could constitute a summary at the end of the reading/lesson.

Changing Points of View

Ask students to do a quick-write about a topic related to the learning from lesson from a very specific point of view. (i.e., What would X say about --?)

Sample Test Questions

Ask students to write one or several possible test questions related to the learning of the lesson. These questions should not be yes/no or one-word answer questions. An easy way to do this is to use index cards or half-pieces of paper, and ask the student to write the question on one side and an acceptable, detailed answer on the other. These questions can be collected and then redistributed the next day and used as a “warm up” or “lesson activator.”

One-Sentence Summary

Summarize in one sentence the key point of the lesson (be specific about what to summarize—i.e., the importance of ---).

Paragraph Summary

Instead of writing a sentence, students expand. You can ask them to describe at least 3 reasons or support or details.

Dear Student Letter

Write a letter to an absent student telling him/her --- (the point of the lesson, the steps in a process, the details learned through the lesson, etc.) A variation could be “Dear Teacher” or “Dear Citizen/Voter,” (depending on the purpose of the learning or the topic and the content area).

Aha! and Huh?

Write down 1 or 2 “ahas” (something you learned) and 1 or 2 “huhs” (things you still have questions about).

6-Word Memoirs

Write in 6 words, what did you learn?

Framed Paragraph

Do a paragraph skeleton or frame which students have to complete (for example: XX happened because of 3 important factors. The first is – and it caused ---. The second is – and it caused ---. etc.).

Sentence Starters

Similar to framed paragraphs, start the sentence and have students finish it (for example: One thing I learned about X today is ---, or One important reason why --- is ---).

Inference Frame

Similar to a framed paragraph, this frame helps students draw inferences from what they’ve been reading/viewing/discussing by connecting that new information to their background knowledge to make inferences. “The part where . . . may mean that . . . because . . . .”

Inference Venn Diagram

A variation on the above, one side of the Venn has the TEXT information, the other side BACKGROUND INFORMATION, and the “combined,” middle section of the Venn is INFERENCES or conclusions drawn Sequence or Timeline List in order of importance or in chronological order (or steps) the concepts discussed in the lesson.

Learning Logs

If students keep learning logs for the course, let the summarizing activity be an entry in the learning log (similar to journals).

Foldables

Have each student create a foldable that captures the key concepts of the lesson.

Text Transformation

Students transform a text into a different genre. Say they read a section in a science or social studies text. Then they could transform the information in the text to any of the following: 1) newspaper article, 2) flyer or advertisement, 3) letter from a specific viewpoint (see RAFT), 4) diary entry, 5) comic strip, etc.

Frayer Model

Instead of using this “concept definer” graphic organizer at the beginning of a lesson, use it at the end.

What would X do?

Give students a situation related to the topic of or learning from the lesson. Then ask them to respond to the question, using a specific person (i.e., government official, historical figure, character, scientist, etc.). This is similar to “changing points of view” above.

Graphic Organizers

After a lesson, activity, discussion, etc., give students a graphic organizer and ask them to fill it out.

Plus/Minus/Intriguing

List things you agree with (plus), things you disagree with or question (minus), and something you have found intriguing.

Alphabet Game

Divide the alphabet among the class (or groups). Each student must think of one descriptor about the topic, lesson, etc. that begins with the letter she/she is assigned.

Concept of definition/word map

A great way to teach and reinforce a complicated topic. Focuses on 1) what the term is (definition), 2) what it’s like (properties, qualities), 3) examples.

5-3-1 (alone, pair, group)

Pose a question/topic. Students brainstorm 5 answers. Then they work in a pair to come up with the 3 best. Then the pair joins with another pair to come up with the 1 most important.

Sticky Notes

Give students sticky notes and a question or topic with which to respond. They post their notes on the board, door, wall, a chart (that can have divisions/pros/cons, etc.).

Give One-Get One

Pose a question/topic, etc. Students number paper to 5. They write 3 ideas/answers. Then they must talk to at least 2 more students to get 2 additional answers and to give 2 of theirs “away.”

Quick Writes

Pose a question or specific topic. Students are to “quick write” (write whatever comes to mind about the topic, without regards to written conventions—a brainstorming on paper) for a limited amount of time. Begin with short time periods 1-2 minutes, because students must write the entire time.

Cloze Activity

This can be a highly scaffolded writing, where students are given key terms/words from the lesson and a paragraph about the topic with blanks which they must fill in from the given list of terms.

Cause-Effect timeline or chart/WHAT and WHY

Students make (or are given) a timeline, where above the line either has listed (or they must list) WHAT Happened. Underneath the events, they must describe WHY it happened. Paragraph essay outline Have student create just the outline of an essay. They must write the introduction and the topic sentences of the supporting paragraphs only.

5 W’s Summary

Students list information that answers Who, What, When, Where, Why related to the learning from the lesson.

Analogies

Take a key idea from the lesson and turn it into an analogy: something is to something else as – is to --.

Alphabet Sequential Round Table

Give students a grid with each letter of the alphabet in a square. In a small group, students are given a defined time to begin filling in the grid with a word or phrase that starts with the letter in the grid and which relates to the key learning of the lesson. At the signal, the student passes the grid on (and receives another). With each successive pass, students must read the concepts/ideas on the grid they receive, and then continue the grid, adding (not repeating) new information to each grid.

Text Messages

Similar to a sentence summary, ask students to write a summary of the key learning in txt msg form. LOL. BTW.

Snowball Fights

Put a problem on the board or post a question. Ask students to answer it, but not to put their names on their papers. Then they wad up the paper and toss the “snowball” (either in a box or a to designated center spot). Then each student in the class gets one of the tossed snowballs. The teacher explains the problem/answers the question, etc., and asks students to look at the snowball

they received. If their paper has a correct response, they should sit down. Then, while the teacher doesn’t know “who” doesn’t get it, he/she does know quickly “how many” don’t.

Error Analysis

Post a problem or a process on the board—with an error in the computation/writing/process, etc. Then with a partner or alone, students try to find out where the error or mistake is. If done individually, then students can pair up to compare their findings. “How Do You . . .” With any skill that is a process, as a review ask students individually or in pairs to write down the steps or process.

Read and Say Something

Have students read a portion of text and then “say something” to their partners in response to their reading.

Turn and Talk

In response to a summary prompt or question, direct students to “turn and talk” to a shoulder partner (very similar to Read and Say Something).

Think-Pair-Share

Pose a question to the group. Allow time for students to individually process their thinking in response to the question. Then ask them to discuss with their collaborative partners (pairs) and then share with the group or with another pair.

Quick Talk

Establish a specified time frame (1-2 min., perhaps using a timer to signal when time is up). Then, tell students to engage in “quick talk” to summarize their thinking/learning at various intervals in the lesson. (Could also use the A talk for __ time, B talks for __ time.).

Expert Groups/Jigsaw

Form expert groups for each “chunk” of a segment of reading/learning. Allow time for each expert group to discuss and summarize its “chunk.” Then jigsaw the groups so that each new group has one member of each expert group. Direct each expert in the newly formed groups to summarize their “chunk” for their new group members.

Charades/ Improvisation/Role Play

Have students engage in dramatic creations that summarize the learning.

Freeze Frame

Similar to an improvisation, a small group of students create a tableau related to the reading/discussion/topic. Then the rest of the class must guess the topic/situation of the freeze frame or tableau.

Bloom’s Taxonomy Summary Cubes

Provide for students “cubes” with one of Bloom’s levels of learning on each side. Ask each Collaborative Pair to roll the cube; one student in the pair then asks a question based on the level of learning rolled (analyze, evaluate, synthesize, etc.) of his/her partner about the learning. The other student gives a response.

Stand the Line (1 step in, 1 step back)

Put a piece of masking tape down the center of the classroom. Have students stand on either side of the tape, about two steps away. Pose a series of prompts for which students must take a stand. Direct students to take one step in/toward the line if they agree, or one step back from the line if they disagree. Randomly ask given students to share their thinking verbally.

Red Light, Green Light

In an open area of the classroom or hallway, engage students in the childhood game of Red Light, Green Light. When you turn as they freeze, ask one of the participants to respond to a summary question/prompt. If they are unable to do so, they must return to the starting line. The first student to reach you must summarize the overall specified learning or forfeit his “win” and start all over.

25,000 Pyramid In Collaborative Pairs

Have students try to get their partners to guess key words and concepts on a pyramid projected the screen or distributed on handouts (Rounds I and II). Members of each pair sit back-to-back or side-to side, with one facing the screen and the other’s back to the screen.

Meet and Greet (or “going to a ‘Math’—or other content-- party” or “Speed Dating”)

As a review of important content vocabulary, each student is given a different vocabulary word (if there aren’t enough to go around, there can be duplicates). Have students do a Frayer or Concept of Definition Map for their words. The teacher reviews how a person would introduce him or herself to a stranger in professional, polite conversation. The introductions in this “meet

and greet” are actually the vocabulary terms being introduced and discussed. As in interpersonal conversation, the parties ask each other questions about themselves, etc. Then the students are to “go” to a Math party, or Computer party, or Econ party (whatever the content area/course is). At the party, they must “Meet and Greet” (which should be modeled ahead of time) others in the class, introducing themselves as their individual concepts/terms, and talking about themselves and asking each other questions.

Kinesthetic Tic Tac Toe

Draw or outline with masking tape a large tic tac toe grid on the floor (you will need to have each square about 3 X 3 or 4 X 4). Create a paper version of the grid with different summary prompts for the given content in each square. Distribute the paper Tic Tac Toe grids to students and tell them that when you give the signal (clapping hands, flicking lights, etc.), they are to

step into a square with 1-2 other people and converse with each other in response to the prompt in that square on their paper. Each time they hear/see the signal, they should move to different blocks, with different people and respond to the prompts for those blocks. Repeat the process until students have had multiple opportunities to summarize their thinking/learning about

the different aspects of the content. (Note: Be sure to establish where the top of the grid on the floor is in relation to the top of the paper version.).

Story Board

Give students a blank “story board” and ask them to create a non-linguistic summary of their learning, filling the blocks of the story board with stick figures, drawings, etc. in an appropriate sequence.

Graffiti Wall

Divide the class into groups of 3 or 4, and give each group a sheet of poster paper and markers. Assign each group a different chunk of the learning to summarize in graffiti from (pictures, symbols, graphics). When groups have finished, display all the posters side by side along a wall of the classroom. Then have the groups do a “gallery walk” to view and discuss what they see

on the “graffiti wall.”

Gallery Walk Students create graphic representations of their learning and post them.  Students can either share out the posters or students can move from station to station – writing questions or comments, noting similarities and differences, reflect on what they might do differently if they were to repeat the process.

Smiley Faces, Sad Faces or Red or Green Cards

As a really quick assessment of understanding, have the students make index cards with smiley faces on one side and sad faces on the other, or one side red and one side green. The teacher then can pose a question and have students quickly indicate by holding up or flashing the appropriate side of the card their understanding or their questions.

Thumbs Up, Thumps Down

Similar to the objective of the Smiley Faces above, student just give a thumbs up or down sign, close to their chests to indicate understanding or questions. Pose some questions that can be answered thumbs up/down/ sideways, ask for explanation of the decisions.

Following Directions

Have students guide their partners through specific steps or processes by giving detailed directions that the partner must follow explicitly. This might be modeled in a fun way using the old “making a peanut butter sandwich” game, where one person gives directions for making a peanut butter sandwich and the partner has to just the steps dictated.

Think Alouds

Utilizing a well-established, research-based instructional practice, model for students a think aloud yourself. Then, with a given problem, question, or passage, have students do think alouds in pairs, taking turns thinking aloud while the silent partner listens.

Key Concept Clothesline

Give each student of Collaborative Pair a piece of construction paper. Ask them to choose a key concept from their reading/learning and represent that visually with drawings, symbols, etc. Hang all of them with clothespins on a line in an area of the classroom. Encourage them use the “clothesline” as an interactive concept/word wall whenever they are asked to summarize.

Two-Dollar Summary

Kids write a two-dollar (or more) summary of the lesson. Each word is worth ten cents. For extra scaffolding, ask students to include specific words in their statement.

Snowstorm

Students write down what they learned on a piece of scratch paper and wad it up. Given a signal, they throw their paper snowballs in the air. Then each learner picks up a nearby response and

reads it aloud.

High-Five Hustle

Ask students to stand up, raise their hands and high-five a peer - their short-term hustle buddy. When there are no hands left, ask a question for them to discuss. Solicit answers. Then play "Do the Hustle" as a signal for them to raise their hands and high-five a different partner for the next question.

Parent Hotline

Give students an interesting question about the lesson without further discussion. Email their guardians the answer so that the topic can be discussed over dinner.

Paper Slide

On paper, small groups sketch and write what they learned. Then team representatives line up and, one at a time, slide their work under a video camera while quickly summarizing what was learned. The camera doesn't stop recording until each representative has completed his or her summary.

DJ Summary

Learners write what they learned in the form of a favorite song. Offer extra praise, if they sing.

Gallery Walk

On chart paper, small groups of students write and draw what they learned. After the completed works are attached to the classroom walls, others students affix Stickies to the posters to extend on the ideas, add questions, or offer praise.

Sequence It

Students can quickly create timelines with Timetoast to represent the sequence of a plot or historical events.

Cover It

Have kids sketch a book cover. The title is the class topic. The author is the student. A short celebrity endorsement or blurb should summarize and articulate the lesson's benefits.

Question Stems

Have students write questions about the lesson on cards, using question stems framed around Bloom's Taxonomy. Have students exchange cards and answer the question they have acquired.

So What?

Kids answer the following prompts:

• What takeaways from the lesson will be important to know three years from now?
• Why?

So What’s Up With ….?

Students raise questions about something they either were unsure about or need clarification.  Can be done orally or written.

Dramatize It

Have students dramatize a real-life application of a skill.

Beat the Clock

Ask a question. Give students ten seconds to confer with peers before you call on a random student to answer. Repeat.

Find a First-Grade Student

Have kids orally describe a concept, procedure, or skill in terms so simple that a child in first grade would get it.

Review It

Direct kids to raise their hands if they can answer your questions. Classmates agree (thumbs up) or disagree (thumbs down) with the response.

CliffsNotes, Jr.

Have kids create a cheat sheet of information that would be useful for a quiz on the day's topic. Students prepare a “cheat sheet” that would be useful for having during a quiz over the day’s topic.

Students I Learned From the Most

Kids write notes to peers describing what they learned from them during class discussions.

Elevator Pitch

Ask students to summarize the main idea in under 60 seconds to another student acting as a well-known personality who works in your discipline. After summarizing, students should identify why the famous person might find the idea significant.

Simile Me

Have students complete the following sentence: "The [concept, skill, word] is like _______ because _______."

Out-the-Door Activity

After writing down the learning outcome, ask students to take a card, circle one of the following options, and return the card to you before they leave:

• Stop (I'm totally confused.)
• Go (I'm ready to move on.)
• Proceed with caution (I could use some clarification on . . .)

Exit Ticket Folder

Ask students to write their name, what they learned, and any lingering questions on a blank card or "ticket." Before they leave class, direct them to deposit their exit tickets in a folder or bin labeled either "Got It," "More Practice, Please," or "I Need Some Help!" -- whichever label best represents their relationship to the day's content.

Exit Pass 

Student must answer in writing questions or reflect in some way about the learning before being allowed to leave the room. This can be the answer to any question about the day’s work that you pose. One “clever” way to pose the question is to ask them to answer “So What?” Other generic questions could be “What do I want to remember?,” “What was I supposed to learn from this lesson/reading/topic?,” “How could I communicate what I’ve learned to someone else?,” etc.

You’re Stuck Here Until…

This is a variation of the exit pass and great for a 90-30 second gap before dismissal.   Depending on time, have students discuss the day’s vocabulary and then they have to define one word in their own words, to you, before they go out the door.  If they are having difficulty, have them step to the side and listen to several other students and then try again.  This should be framed in good humor, not in a punitive way.

Whip Around

Students quickly and verbally share one thing they learned in the class today.  You can have them toss a ball from one to another or just have volunteers. 

3-2-1

3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know or 3 main points (or 3 “somethings”), 2 controversial ideas (or two things I disagree with), and 1 question related to the key concept or learning.

Illustration/Drawing/Cartoon/Tattoo

Have students create an illustration, drawing, or cartoon to summarize their reading/learning.

Fishbowl

Student writes one question they have about the topic of this lesson.  This can be something for which they know the answer or for which they want an answer.  Form an inner and outer circle.  Share question with the person in front of you see if they know the answer, switch who is asking question, if time rotate to a new partner.

Summary Paragraph

What was learned today – be specific with examples!

Explain a Procedure

Write to an absent student and explain how to ……..

Here’s How…

Students write a detailed explanation of a procedure - with an example to demonstrate their understanding of the concept.  They then give their partner the un-worked example and the detailed instructions and have the partner work the example from the directions. Then they peer edit the procedures for clarity.

Pair/Share

Tell the person next to you 2 (3,4,5,…) things you have learned today, then the groups report out.

Variation is to have students Think/Write/Pair/Share.

Quick Doodles

Doodle/draw two or three concepts presented in the lesson, may include words or numbers.

Three W’s

Students discuss or write 

• What did we learn today ?

• So What? (relevancy, importance, usefulness) 

• Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going) 

The Five W’s

Students explain the who, what, where, when, why and how of the lesson.

Choose from The Daily Dozen

Student choose two questions from a generic list to respond to about the day’s lesson. Example,

1.)  The thing that made the most sense to me today was…

2.)  One thing that I just don’t understand is…

3.)  When someone asks me what I did in math today, I can say…

4.)  One thing I would like more information about is…

5.)  I need more examples of…

6.)  I enjoyed…

7.)  The most important concept that we discussed today was…

8.)  Today’s class would have been even better if we had…

9.)  I was confused by…

10.) The thing we did in class today that best fit my learning style was…

11.) The one thing the teacher did today that worked well for me was…

12.) The one thing the teacher did today that did not work well for me was…

Key Ideas

Students list the key ideas from the lesson and why they were important.

“What am I?” (riddles for key terms)

Have students construct clues (riddles) about the key terms and quiz partners or the room.

Jeopardy

Teacher gives answer. Students create the question. This works well with dry erase boards.  

Be Alex Trebek

Student poses answer/question to group about lesson–responses should come from other students, not the teacher.

Be the Teacher

Students present three key ideas they think everyone should have learned.  Could be done with a group or individually–responses can be either oral or written.

Credit Cards

Students are given an index card and required to state the lesson’s objective and if they feel that objective was met. Credit given for participating.

Postcard 

Students are given an index card and they write a postcard to their parents explaining the day’s lesson.

Pros and Cons

Students list pros and cons of the issue discussed in class (might be a challenge in a math class.).

Quiz

Could be daily or intermittent.  Two-four (2-4) questions to show what they learned.  Small individual whiteboards work well for a formative assessment and reduces the paperwork.  Don’t forget to ask conceptual questions!

Quiz Master

Students prepare a short quiz (+ 5 questions with answers). At least 2 of the questions must start How…? or Why…?

Low-Stakes Quizzes

Give a short quiz using technologies like Socrative, BubbleSheet, GoSoapBox, or Google Forms. Alternatively, have students write down three quiz questions (to ask at the beginning of the next class).

Journals

If students keep journals for the course, have the summarizing activity be an entry in the journal. You might include a prompt to get them started.

Journal Entry

Each day students write about two (2) things they learned (use of a journal could incorporate most of these other closure examples.).

I Care Why?

Students explain relevancy of the concept to their life or how they might use it.

It Fits Where?

Students create a “timeline” of the concepts taught (sequence the concepts) or explain a connection to something else they know.

Element of Surprise

Students receive an envelope containing a card with a word or phrase selected by the teacher.  Students discuss the concept and list the content-specific vocabulary necessary to discuss it.

We Learned What?

Students write open ended questions on index cards.  Two students are selected to come forward. The first student draws a question card and poses the question to the class. After the class discusses the question and answers with their partner - the second student draws a student name card to respond to the question.  (These questions could also be used to launch the next day’s lesson.).

We’re Going Where?

Students predict the topic of tomorrow’s lesson – be sure to refer to the predictions the next day as either an opener or in closure.

It Looks Like This

An actual object or model  that directly relates to the lesson is shown and students explain how it connects to the day’s concept.

Numbered Heads Together

Have Collaborative Pairs “square” to form groups of 4. In each group, tell them to number themselves 1, 2, 3, and 4. Meanwhile, you assign the groups letters (A, B, C, etc.). Tell them to pull their group’s chairs close so they can “put their heads together.” Pose the 1st question out loud. Then give them 2-3 minutes to quietly discuss the answer. When you signal time is up, everyone should be silent. Then randomly call a group letter and one number (e.g., A3

or C2 or D1, etc.). Whoever happens to be that number in the particular group – Person 3 in Group A, for example – must answer the question. If the question can be answered in more than one way, then you can call another letter and number to get additional responses.

            

  Commercial  

Students write a 1 – 2 minute commercial to use at home when asked, “What happened in math class today?”

Narrator  

Videotape the lesson.  Play a segment of the lesson.  Turn down the volume and have students This could also be done with videos already in existence on the internet. 

Create a chant   

Groups construct a chant based on the military marching patterns.

4 box Synectics

Synectics connect unrelated ideas through metaphor.  Students have a sheet with four boxes.  In each box is a stem.  Solving equations in like eating and orange because…”  “Solving equations is like driving a car because…”

KWL Chart

(What do you Know? What do you Want to know? What did you Learn?)
At the beginning of a lesson, introduce students to a concept such as fractions or adverbs by asking them what they already know about it and what they want to learn. Then, as the closing activity, have students fill out the “What did you learn?” column.

Cl OSE R           

Graphic organizer – Concept Learned, One Specific Example, Relevance

Concept Learned Concept Learned – Restate the learning target or describe the skill/concept in your own words.
One Specific Example One Specific Example – Complete a sample problem.  Show and explain all work.  Include diagrams and labels when applicable.
Relevance Explain how the concept or skill relates to “real world” skills or career and/or make connections to other concepts you have explored.

SUPU                

Stand up, pair up – 

pair based on some criteria and share an idea about the lesson you found interesting/confusing/worth remembering.