| Title | Description | Type |
|---|---|---|
| 1-2-3-4 Fingers | Use when you need to quickly assess the skills or knowledge levels of your audience members. | |
| 13 Principals Wrap Up Activity | Use to tie together components of the workshop and help participants reflect on their learning. | |
| 3-2-1 | Use at the end of a teaching segment or end of a workshop to get participants to review notes/learning and identify what they plan to implement. | |
| A-Z | Use with 12 or more participants. This is a great wrap-up activity for a full-day workshop or may be used to break a multi-day workshop into segments. The strategy requires reflection and helps cement the learning. | |
| All Write Rally Robin |
Use to process learning, reflect and share ideas with a written list and notes.
| |
| Background Knowledge Probe | Use when you need to quickly assess the skills or knowledge levels of your audience members. This strategy is especially effective in a workshop that lasts several days or is delivered in multiple sessions over time. | |
| Baggage Claim | People will find things out about each other before putting faces to names.
| |
| Card Organizing | Use to mix people into groups, help stretch and move, or make a point about collaboration. | |
| Charting Strategies | Use as a way to keep track of strategies and resources. Particularly useful during long workshops where many strategies and resources are shared. Can also be used as a review strategy to identify learning over time. | |
| Coded Nametags | Use in situations when you know the names of participants and are making nametags ahead of time. Appropriate for full-day and multi-day workshops. | |
| Colored Dots | Use at the end of a teaching segment or end of a workshop to get participants to review notes/learning and identify what they plan to implement. | |
| Different Colored Cards | Use to encourage movement and allow participants to discuss or talk with people outside of their table group.
| |
| Exit Slip | This activity can be used to identify what participants want to learn more about. | |
| Eye Contact Budding | A quick and easy way to partner people in a group | |
| Five Whys |
Process of asking why 5 times to detect the root cause or meaning of a situation
| |
| Focused Reading | Use this strategy to guide participant thinking during a text reading. It allows participants to affirm prior knowledge and guide post-reading discussion. | |
| Folded File Folders | Use to activate prior knowledge, record new learning, and synthesize information. This is a great pre-reading activity and helps | |
| Get the Pulse | Use to take the pulse of your audience. Find out their prior knowledge, interest in the topic and aptitude to learning today. | |
| Key Learning and Muddiest Point | Use at the end of a learning segment or end of a workshop to get participants to reflect on the session. The strategy is especially useful when conducting a multi-day or multi-session workshop. | |
| Kinesthetic Symbols |
This strategy is particularly strong for engaging the bodily kinesthetic intelligence.
|
