Name | Summary | Step by step | Requirements | Category | Read more 1 | Read more 2 | Read more 3 | Tips | Tool 1 | Tool 2 | Tool 3 |
---|---|---|---|---|---|---|---|---|---|---|---|

With this activity, you provide clear information at the beginning of a new educational program to which new subject matter can be attached. It answers questions like ‘Where do we come from? Where are we going? What are the connections between these and previous lessons?’ Advance organizers thus attract attention, create expectations, activate prior knowledge, and give direction to the further learning process. | • Tell a story, show a video, or create a visual overview (e.g., flowchart) of what will be covered in the educational program. • Indicate in the chart where the new subject matter connects to the material they already know. • Revisit this frequently in the lesson and continually point out what the students already know and what they do not yet know. | The educational program must be made clear by the teacher. | Actief verwerken, zelfregulerend leren | Do you want to easily create it digitally? Then use Draw.io | |||||||

Braindump is literally dumping everything that is in a head in terms of knowledge, experience, and associations around a theme or issue. Students retrieve acquired knowledge and experiences from previous lessons and from their earlier life experiences by writing it down. | • Ask students to silently write down from memory what they know, have experienced, and what associations they have with a topic/issue. • Ask a few students to share what they have written and possibly explain it. • Ask other students if they recognize this and/or have any additions. | No special requirements. | Voorkennis activeren | You can display the input from students in a mind map or write the topics down so that they are visible to the whole group. During the explanation, you can refer back to the knowledge/experiences that students mentioned earlier a few times. | |||||||

In comparative judgement, students compare various pairs of products with each other, each time choosing the best one. This is then discussed centrally. In this way, they work on their quality awareness. | • Compile ±5 pairs of products or examples of answers to open questions. This is a bit of work once, but then you can use the sets for years. Prepare the pairs digitally or printed. • Provide criteria based on which students must make the choice. These can be, for example, the assessment criteria. • Have students individually, in pairs, or small groups study the pairs and choose which one they find the best (A or B) for each pair. Have the students note down why they make the choice for each pair. • Discuss the conclusions centrally. Do this by checking per pair who made which choice and paying close attention to that choice: how did you come to the choice? Why did you as a teacher choose the same or something different? • Let students name or write down what they have learned through this activity and then update their own product or answers with the enriched knowledge where desirable. | Several pairs (sets) with products. | Feedback geven, verwachtingen verhelderen, formatief handelen, zelfregulerend leren, instructie geven | • You can also choose to pair products or answers from the students themselves. This is more meaningful, but it also requires significantly more preparation and can be vulnerable for students. • You can also let students base their choice on their existing prior knowledge (thus without giving the assessment criteria). This keeps the dialogue about quality more open and focuses more on activating prior knowledge. | |||||||

Concept mapping is a activity where students process previously received information (knowledge) into a clear, visual schema. It helps students to organize information and better understand how it is interconnected. | • Students work individually. • Give each student an A3 sheet. • Ask students to write down and connect the different terms/concepts related to the subject matter: what is related to what? This way, certain terms/concepts can be connected to multiple others. • Regularly check progress as a teacher, for example by walking around or discussing examples centrally. This way, you prevent misunderstandings. | A3 sheet per person (+pen, pencil, or markers) | Actief verwerken, zelfregulerend leren, instructie geven | • Optionally, let students add colors or icons to certain terms, concepts, or connections to make it even clearer and easier to remember. • Optionally, work on it over multiple lessons or continuously, for example by adding to it each week. This also makes it a handy framework for students • Concept mapping takes practice and time: initially, do it together by starting on the board | |||||||

In this activity, students summarize subject matter into a few simple icons, making it clear at a glance (‘in 5 seconds’). This can be, for example, a step-by-step plan or process. To do this well, students need to know the subject matter thoroughly; only then can they distill the essence. | • Show students some fun examples of “Life in Five Seconds” (e.g., via Google). • Ask students to summarize the subject matter they are working on in this way on a sheet of paper. • Have students add concepts to the icons/drawings. • Remind students that ‘less is more’: make the summary short but powerful. | • Examples of Life in Five Seconds • Pencil and paper for each student | |||||||||

This is a activity where students create a few (test) questions and have them answered by one or more other students. It helps students to think carefully about the subject matter and gain insight into any upcoming tests. | • Have students work individually, in pairs, or in groups of 3-4 students. • Ask the students to create a number (5-10) of questions about the subject matter. Preferably, these are open-ended questions, provided it fits the objective. • Then rotate the questions among the students and have them answer each other's questions. • Have the original student(s) then review the answers. • Discuss the questions as a class: what was difficult or easy? What were good questions? | • Pen and paper • Prior knowledge about the subject | Actief herhalen, Verwachtingen verhelderen | You use this working form once a considerable amount of subject matter has been covered. | |||||||

With this activity, you demonstrate how an exercise is worked out or how an action is performed. This is very effective in teaching skills. Here you indicate why each step is taken. At that moment, you are the model, after which the students can make these steps their own. | • As a teacher, indicate that you are going to demonstrate a certain skill. Clearly indicate that this is a possible example of how students can approach this themselves. • Involve previously learned (relevant) knowledge and skills as much as possible in your explanation. • Show what problems you might encounter and how to address them. • Ask students questions along the way that promote the thought process and make them think about why you perform certain actions. • Now let students practice themselves and also discuss alternative options/other examples, as there are often multiple correct ways of acting. | A good example (to demonstrate or a video) | Actief verwerken | • You can also show a video in which examples are shown • It is useful to show multiple examples so that it does not seem like there is only one correct way | |||||||

Detective work is a activity where students are only told individually that something is wrong, but not exactly what it is: “There are still five misconceptions/errors in your work, find and correct them.” This way, you keep the review manageable and students must actively engage with the feedback. | • Review the students' work and note general feedback on parts or the whole, such as: ‘5 things are incorrect’ or ‘3 things are missing’. • Give time in the lesson for students to individually (or in pairs) investigate where the errors are and correct them. | No special requirements. | Check op begrip | ||||||||

In this activity, students fill in an 'exit ticket' at the end of the lesson: a number of questions about the lesson and/or subject matter. You can use this to retrieve knowledge and/or provide feedback on the lesson. They can also ask any remaining questions here. You can possibly come back to this next time. | • Have students answer a number of questions at the end of the lesson, for example using the 321 format (see image below). • Review the answers or questions afterwards and possibly revisit them. | Format for exit ticket. These can be standard questions or more content-specific questions. | Checken op begrip | • You can ask content-specific questions about the lesson that just took place, but also about a lesson from last week or a bit longer ago: this way, students review the subject matter. • If you provide space on the Exit Ticket, you can answer any questions in the next lesson. Then randomly choose a number of them or choose the most common ones • Using the Exit Ticket takes some time initially, but as you do it more often, it becomes a useful routine for both the teacher and students • You can also do this at the beginning of your lesson (see: Start Questions) • Do you want to do this digitally (remotely)? Then use ExitTicket.nl | |||||||

This is a activity where students become 'experts' in groups on a certain topic, and then share this with each other. It helps students process the subject matter and learn to collaborate. | • Have students work in groups of 3-4 people. • Ensure that each group can be assigned a subtask/subquestion. • Pose a question or give an assignment for the class to work on. • Let the groups work out or answer their subtask/subquestion, or let the groups delve into a topic. • Then shuffle the different groups, so that each new group has 1-2 experts from each subtask/subquestion. Then have them give the answer or create the product together. • Then visit the different groups and/or discuss it centrally. | • A question or assignment • Information per subtask/subquestion | Actief verwerken | • Ensure that the different experts truly need each other, for example by asking a question that covers all aspects • Make the different experts feel like experts: give them, for example, a color or card, and truly in-depth information, so that they are indeed experts • A variant can be that the different experts start together in a group and then gather information in different locations, for example, to then return to their original group and share this. They can also make a plan of action | |||||||

In this activity, students receive feedback on a (formative) product or test, but they must figure out where the feedback specifically comes from. This is because written feedback or explanations are often insufficiently read. In this way, the thinking process and learning are with the students, instead of the teacher. | • Create a ‘feedback legend’ (see image). • Provide students with feedback: place dots next to answers or parts of the product. • Have students figure out where the feedback comes from (‘I’m missing something… but what…’) and then improve it. • Allow students to help each other where desirable and only come to you if they really can't figure it out. | • A feedback legend • Tests or products from students | Feedback geven | • Clearly explain to students why you are using this working form • Reviewing in this way may take some getting used to, but it results in higher learning outcomes for students | |||||||

A feedback sheet is an overview in which you, as a teacher, indicate general (common) feedback. In this way, you spend much less time as a teacher, and students can learn from and with each other. | • Review the work of students and note the errors/misconceptions at a central point. • Record the errors/misconceptions with feedback in the feedback sheet. • Share (present) the feedback sheet during a lesson. • Have students (in groups) improve their work. | • A blank feedback sheet (see above) • Tests or products from students | Feedback geven, formatief handelen, zelfregulerend leren | By noting names next to points, you can make it a collective learning process: let students find each other and collaborate. A safe classroom climate is necessary for this. | |||||||

In this activity, students must discover the error(s) in a video, image, or text related to the subject matter they are currently working on. This is because they see things that are incorrect or go wrong. | • Show students a video, film clip, image, or text. • Ask students (individually, in pairs, or in groups) to identify the error(s) in it. • Discuss the found errors as a class. | Relevant video, image, or text with errors. | Checken op begrip, instructie geven | ||||||||

Fishbowl is a activity where students discuss in a group while other students observe, provide feedback, and possibly switch roles. It helps students to actively process subject matter. | • Have 3-4 students sit in the middle or front in a group. This is the fishbowl. The rest of the students sit around them. • Pose a complex question or present a statement to the students in the fishbowl. Preferably, this should appeal to their prior knowledge. • Let the students in the fishbowl discuss the statement or complex question with each other. • The other students observe and take notes. • As a teacher, keep your distance and guide the conversation when necessary. • Afterwards, discuss the conversation with the students: what stood out? Was anything missing? | • A question or assignment • Information per subtask/subquestion | Actief herhalen, formatief handelen | • Optionally, let students switch places. For example, when they have finished speaking or think they can add something. You can, for instance, ask students to come forward and, on your signal, tap another student on the shoulder to switch places. In this way, you engage all students even more actively. • Do you want to do this digitally (remotely)? Then, for example, let a few students have a conversation on Microsoft Teams, and let the rest just listen. Then discuss the conversation with all attendees as described above. | |||||||

In this activity, students are shown a number of final products which they will arrange in order from 'less good to good'. It helps students gain insight into what they are working towards and what makes a good product. | • Form groups of 3-4 students. • Go through the assignment description of the product they are working towards with the group. • Give each group a number of products (from previous years). Preferably, these are good and less good products, which are sometimes very similar. • Ask students to arrange these from 'less good to good' and justify their choices, for example by making notes. • Discuss the findings centrally: what orders are there? On what basis was the order determined by the different groups? | • The assignment description • 3-5 products that students are working towards • Optionally, an assessment form or rubric | Verwachtingen verhelderen, checken op begrip | • By also providing the rubric or assessment form, students immediately get a clear idea of what is expected of them and how the criteria look in practice • You can also have students grade the products using the rubric or assessment form, and then as a teacher, mention the original grades given for the different products • You could have the groups look at each other's work before discussing it centrally, and possibly allow them to change their order | |||||||

This is a activity where you give students thinking time before they answer a question centrally. It helps to actively retrieve knowledge from students and also gives students who find it a bit more difficult a chance. | • Pose a relatively complex question centrally and mention that everyone gets thinking time (1-2 minutes) and that you will then ask a random person to answer. • Let students think about it and possibly take notes. • Ask a random student for the answer. | 1 or more good questions | • You can obviously use this working form spontaneously as well • Carefully consider which student you designate to give the answer. An incorrect answer can be very educational, but it can also be vulnerable for the student. You can also ask who knows the answer: the thinking process has already occurred, and that is the most important thing. • Optionally, use whiteboards (A4/A5 size) and have all students write the answer on them. This way, you encourage everyone to participate actively, and as a teacher, you can see how well the entire class has understood something. | ||||||||

This activity ensures that students actively recall and process the key concepts and connections of the newly learned knowledge. This way, students and teachers gain insight into what they already know and what they do not. This provides direction on where they can still place emphasis in the learning process. | • Write the conclusion or summary of the subject matter in a few sentences beforehand (in a PowerPoint or on a flip chart), and leave out the important concepts or connections. • Read the summary to the students. • Have all students write down which word they think is missing. • Discuss this first in pairs and then centrally. | A written summary of the subject matter in which a number of important words/connections are omitted on a flip chart or PowerPoint. | Feedback geven | You can also have students complete each other's summaries before discussing them as a class. | |||||||

Live assessment is a activity where students answer questions that you, as a teacher, simultaneously and visibly for the rest of the class, review out loud. In this way, the whole class can learn from each other. | • Have students answer (open) questions during the lesson, for example on a Padlet (see toolbox). • Make the answers visible live via a projector. • Pause the lesson occasionally and highlight one or more answers, providing feedback. • Then have students review their own work or that of another using that example. | • Good questions • A tool, such as Padlet | Checken op begrip, feedback geven, blended leren, formatief handelen | • Open questions are best suited for this working form • You can also ask questions like: 'which answer do you think is the best?' or 'how many points would you give this answer?' | |||||||

In this activity, students match questions and answers together. They actively engage with the subject matter, and both the student and the teacher have a clear understanding of the learning points after the game. | • Make memory cards: one set with questions and one set with answers. • Distribute the individual cards among students (class-wide). • Have a student with a question card read out a question. • Have the same student answer the question themselves or ask who has the correct answer. • Discuss the answer centrally. • Go through all the questions this way. | Homemade memory set with questions and answers. | Actief herhalen | • You can also have the students perform this working form themselves in groups of 4 instead of class-wide. This works especially well if the entire group is very large. Afterwards, you can discuss the difficult question cards class-wide. • You can also play this as a 'classic' memory game in groups, where all the cards are placed face down on the table and students have to find the matching sets. | |||||||

Numbered heads is a activity where students work in groups of 3-4 on an assignment, and then one is chosen to report back to the group. | • Form groups of 3-4 students and have each member assign themselves a number (1-4). • Have students work individually on a large or several small assignments. • Then have students compare answers within their groups to come up with the best answers. • Now call out one number (1-4). All students with that number are involved in the discussion: ‘What did your group come up with as an answer? And what did the other groups come up with?’ etc. | One or more assignments for students to work on. | Check op begrip | ||||||||

In this activity, a student receives tips to improve his/her (written) product because peers give tips from specific expertise. It is important that peers know when feedback is effective, so this must be explained beforehand. It is good to know that particularly the students who give feedback achieve the highest learning outcome. | • Discuss with students tips and rules for giving and receiving feedback. • Let students indicate themselves where they want to receive feedback (using learning objectives, assessment criteria, or process criteria). • Create expert groups of 3-4 students who each give feedback on a specific part of the product (e.g., expert group for writing style, expert group for analytical skills, etc.). • The developer of the product always remains the owner of their own text: they decide which changes are implemented or not and in what way. | Clear goals/criteria for what a student must deliver/be able to do | Feedback geven, motivatie, formatief handelen | First teach students how to use feedback effectively | |||||||

In this activity, students build knowledge together by thinking aloud about problems collectively. | • Give all students one or more relatively complex multiple-choice questions (see example in the image) and have them answer these quietly on their own. Have students indicate for each answer how certain they are of it: a 1 for ‘certain’, a 2 for ‘uncertain’, and a 3 for ‘guessed’. • Form groups of 2-3 students and have them share their answers and certainty levels with each other. • Have students then individually review their answers and certainty levels and make any necessary changes. • Discuss the answers and the reasoning behind them centrally now. What did students have? What misunderstandings are there? | One or more relatively complex multiple-choice questions. | Actief verwerken, feedback geven, differentiatie, instructie geven | ||||||||

In this activity, students explain parts of the theory to each other. In this way, students need to recall and process knowledge so that the other understands it. An advantage is that the teacher immediately sees what the students already know and where additional explanation is needed. You can use the activity after the theory has been covered or at the start of the lesson to discuss the subject matter studied at home. | • Create pairs or groups of 3-4 students. • Have students explain certain terms, concepts, or a topic to each other. • Optionally, have them work this out on paper or a flip chart. • Then have each subgroup present the theory to the whole group in the form of a short pitch. • Provide students with feedback based on the pitches: indicate what went well, where a student ultimately needs to end up, and how he/she can take further steps to get there. | • Timer • Flip chart or sheets | Actief herhalen, checken op begrip | • You can also randomly distribute the concepts, topics, or subjects among the groups • You can also use this working form to explain new information (e.g., through articles) to each other • You can also use this working form to teach each other how to give good feedback | |||||||

The placemat method is a activity that is suitable for mapping the prior knowledge of the students or getting the students to think about what they have learned during a lesson. Additionally, it encourages students to work together in a structured way with the goal of developing knowledge together. | • Form groups of up to 4 students. • Each group receives a placemat (see image) and some questions. • Each student individually answers the questions in their section. • The groups discuss each other's answers and note the best ones in the center. • Each group centrally presents their final (top) answers. | • 1A3 sheet per group • Some questions about the subject matter | Voorkennis activeren | • Add a round where 1 student per group can look at other groups' work (before they put answers in the center) • This working form can also be used effectively to activate prior knowledge or review subject matter | |||||||

With this activity, you can have students predict an answer based on prior knowledge. This way, you ensure that they are more receptive to the new knowledge you want to teach them. | • Without having given students any lessons on a topic, ask them to predict what the answer might be. • Have each student write down their prediction (with justification). • Then ask a few students what their answer is. • Next, explain the new knowledge. • Afterward, have students respond to who had predicted this and discuss it. | No special requirements. | Voorkennis activeren, instructie geven | • You could also use this working form to have students make a prediction without further discussion, as the main goal is to make students receptive to new knowledge by getting them to think about it in advance. • If students find it difficult to make predictions, you can also ask what they would like to learn about this topic. | |||||||

Pyramid is a cooperative structure where students first solve assignments in a team and then become increasingly independent. By first completing an assignment together, they can draw on each other's prior knowledge. Afterwards, students should be able to complete the assignment without each other's help. | • Form groups of 3-4 students and have each group answer some (complex) questions together. • Then form groups of 2 students and have each group answer some equivalent, but different questions together. • Finally, have students individually answer some equivalent, but different questions. | Approximately 9+ (3+ per round) relatively complex questions about the subject. | Actief verwerken, motivatie | • By having students work together first and then independently, you can have them tackle relatively difficult exercises. So think about the increasing difficulty of the given assignment • Monitor whether certain groups should remain or split up, depending on their performance • Emphasize aspects of the 'growth mindset' to students if they feel uncertain | |||||||

Students individually answer a number of questions to bring out existing (prior) knowledge. In this way, students are less likely to forget it next time (repetition) and both the students and the teacher gain insight into the (starting) level. You can then adjust your lesson accordingly as a teacher. | • Develop a number of (online) questions/statements about the topic to be covered. • Have students answer the questions individually. • Discuss the answers per question and ask a few students specifically for clarification. • Explain which answer is the correct one. • Then have students write down learning points for themselves: what do I still need to learn? | • Quiz questions matching the theme/topics of the subject matter. • students and the teacher need a device (for digital questions) Useful tools are: • Socrative • Mentimeter • Kahoot | Check op begrip, feedback geven | • You can also do this in groups ('pub quiz') • You can also have students (group) check each other's answers | |||||||

This is a activity where students can bring up all the questions they have after covering the knowledge/skills. Other students can answer these questions. The advantage of this is that the students who provide the answers also learn effectively by formulating the answer. | • First, cover the theory or practice with a number of skills. • Then ask the students if they have any questions and note all these questions on a flip chart or the board. • Select a few questions and ask if another student who knows the answer would like to answer the question. • As a teacher, supplement the answer if necessary. • Questions that have not yet been answered, give as an assignment to the student to look up themselves. • In the next lesson, discuss the answers to the questions that students have studied at home. | No special requirements. | Checken op begrip | • You can also perform this working form with small whiteboards on which students write their questions. • You can also collect the questions via a program like Padlet or Mentimeter. | |||||||

Retrieval Practice Challenge Grids, or simply Retrieval Grids, are like chessboards on which students jump back and forth to answer questions. They do this at their own pace and in their own order, and they can choose whether to go for an easier or more difficult question. It is a fun way to refresh knowledge and test yourself. | • Have students form groups of 2-4 people (depending on the size of the grid). • Give each group a retrieval grid on paper and a pen. • The students take turns choosing a box and answering the question. Did they get it right? Then they get the number of points assigned to it. • The student with the most points wins! | A retrieval grid of the subject matter. | Actief herhalen, differentiatie, zelfregulerend leren | • Give students an answer key to check their answers or assume that there is always a group member who knows the answer. This also makes students ask (and thus learn) if no one knows • Optionally, let students jump back and forth with a pawn and then check off the boxes, making it more of a fun game • Afterwards, check as a class who had the highest score. Who knows the subject matter best? | |||||||

In this activity, you have students actively take notes or summarize: you let them listen or read for a while, and only then take notes. In this way, you ask students to listen or read more actively and then actively process the information. | • Ask students to listen actively: no writing! • Give students time to take notes after a few minutes or longer (depending on how full your story or instruction is). • Optionally discuss centrally or through Think-Pair-Share what they have written down. | Notebook or computer per student. | Actief verwerken, actief herhalen | You can also have students apply this well when summarizing: teach them to read, close the book, then write the summary, and then supplement it by opening the book again. This makes summarizing an active process. | |||||||

Rubric Carousel is a activity where students collaboratively create a rubric. This makes them actively engage with the (success) criteria, providing clarity about expectations and direction for learning. The idea of the assignment is that groups of students create a unique part of a rubric (for example, 2 out of 6 criteria). This rotates several times so that all groups have seen it. In this way, the groups work together step by step on one rubric. | • Form groups of 2-4 students. • Give each group an analytical rubric (see image), where only the criteria and not the levels are filled in. • Have each group fill in the levels for a number of criteria (e.g., 2/6). • Rotate the partially filled rubrics several times between a number of groups and have each group supplement the filled-in levels until all groups have seen it. • Do this again and possibly more times until it has gone through all the groups. Have each group finalize their original criteria. • Create a single rubric by discussing it centrally in class. • Discuss the choices for levels in class: why is something level 1, 4? etc. | A (partially) blank rubric per group. | Verwachtingen verhelderen | • Optionally, you may also choose not to provide the criteria yourself. This does make it significantly more complex for students • It is necessary that there is already some knowledge about a topic: you will notice that students often have relatively high expectations for themselves • Engage in good expectation management: it is a working form, an exercise: students are not creating their own assessment. Although you can of course use elements ('the best examples') • Optionally, create the rubric outside of class to form a cohesive whole and use it intermittently to guide learning | |||||||

In an S-O-S, the teacher provides a statement (S) on which students give an opinion (O) supported by arguments (S). It can be about the students' own opinions, but also about the opinions of authors of texts they have read. | • Students bring their (interim) product. • The students give each other peer feedback using the Rubric of one, by filling it in for each other. • Any notable or important points are discussed in class. | • Students with an (interim) product • A 'Rubric of one' per person or group | Voorkennis activeren | • You can also choose to give students feedback as a teacher • Working with this (open) type of rubric often takes some getting used to: practice this with students, for example by discussing a product in class • Optionally, towards the end, refer to the official, analytical assessment rubric as a reference (but be aware that this can also be directive) | |||||||

In this activity, students receive feedback (from each other or the teacher) using a Rubric of one (Single-point-rubric). This is a rubric where the criteria are in the middle, and on the left and right, it can be filled in what is going well or what can be improved. The advantage of this format is that it does not focus on levels (insufficient, sufficient, etc.), but rather looks more holistically at criteria. This can be used on the way to a final assessment using a standard, analytical rubric. | • Formulate a statement as a class on which students must give a substantiated opinion. • Students indicate (individually or in groups) whether they agree or disagree with the statement. • Then they formulate the arguments with which they want to support their opinion. • Discuss some arguments and justifications. | Some good criteria. | Feedback geven | • Use the modeling technique to explain this working form to the students. Here you perform the task yourself while verbalizing the thought process you go through out loud: “The question is …. . To answer that question, we first need to … .” • This working form can be used at the beginning of a topic to activate prior knowledge • This working form can also be used to help students with reading and writing argumentative texts | |||||||

Start your lesson with a number of questions about subject matter from the previous lesson(s). Students answer these for themselves upon arrival, after which you briefly discuss them at the beginning of the lesson. This way, you allow students to recall knowledge and you can immediately see where the students stand before proceeding with new material. | • Write 3 questions on the board or on your PowerPoint. • Have students answer these upon entering. • Discuss the questions with the whole group. | Questions that pertain to previously learned subject matter | Voorkennis activeren, Verwachtingen verhelderen | • As you do this more often, it becomes a habit that takes only a few minutes. This way, your lesson starts calmly and usefully • You can also do this at the end of the lesson (see: Exit Ticket) | |||||||

The Cornell Method is not so much a activity, but an effective way of taking notes, remembering, and learning. The Cornell Method leads to systematic notes that are organized and therefore easy to review. This ensures better understanding and an effective way of storing information in memory. | Divide the page on which you are going to write (you remember better than typing) into three parts: a narrow vertical column on the left, a wide vertical column on the right, and a horizontal section at the bottom of the page: • In the right column, your detailed notes will be written. • In the left column, the most important keywords will be written. • In the section below, a summary of a few sentences will be written. Summarize the page in a few sentences. | A blank sheet of paper + pen per student | Actief verwerken, instructie geven | By placing a sheet on part 2 (right side), you can quiz yourself by checking if you know the meanings of the terms on the left from memory. | |||||||

This is a activity in which you introduce students to a new topic or issue in three steps. This gives you, as a teacher, insight into the students' learning process, allowing you to determine your next steps. In the first step, students think for themselves, giving everyone the chance to participate. | • Ask the students a question or give them an assignment. • Students first think individually in silence for a few minutes about the issue (think). • Then they share their thoughts in pairs or in a group of 3-4 students and formulate an answer together (share). • Let pairs or groups exchange their results centrally. | No supplies needed | Formatief handelen | • If there are misconceptions about terms or concepts, address them • Randomly call on students using 'Wheel of names' or Wheel decide' | |||||||

Three Facts and One Lie is a activity where students, based on acquired knowledge, complete an assignment and classmates then try to figure out what is incorrect. | • Students individually write down four statements (three facts and one lie) about the subject matter. • Have the students form groups of 3 to 4. • One student takes turns presenting their statements, without revealing which one is the lie. • The other students collectively try to choose which statement is the lie and justify their choice. • Finally, the student reveals whether they were correct or not. • Discuss some good lists centrally. |
| Checken op begrip, actief herhalen, formatief handelen | • Have students prepare the lists as homework • Put some good lists in a Kahoot (or Mentimeter/Socrative) and do it as a class or possibly work with colored cards in class (analog) to vote | |||||||

Three minutes of thinking time is a activity where students connect new subject matter to previous subject matter and complement each other, without the teacher's help. | • Students individually summarize the core of the new subject matter and how it relates to prior knowledge. • Form groups of 2-3 students. Each group gets 3 minutes to: • Complement each other and come up with the best description. • Formulate a question they still have. • Discuss any questions that arise. |
| Actief verwerken, feedback geven, blended leren | • The question can also be a quiz question for other students. • Use this working form especially when large chunks of subject matter need to be processed. | |||||||

When presenting theory, combine words with corresponding images or icons. This way, you engage both the verbal process (deciphering words) and the iconic process (deciphering images) in your brain. Thus, you are double coding, and the theory sticks better. | • Create a presentation where keywords are supported by images (such as icons that you can easily insert in PowerPoint). • During the presentation, do not read the text verbatim, but let students read the text as much as possible themselves. | PowerPoint or Prezi with icons, photos, pictures | Samen leren, leren stimuleren | • Free icons at Flaticon • Keep the icons simple and goal-related. Less is more • PowerPoint offers the possibility to add icons | |||||||

In 'Which Word Doesn't Belong,' students are shown 3 or 4 words (people, places, concepts, etc.) and must justify which term does not belong in the list. Often, there are different words that can be excluded, depending on the arguments. A simple and fun way to actively engage with the subject matter. | • Give students a list of 3-4 words individually, in groups, or as a class. • Have students note which term they would exclude and why, either individually or in groups. • Have students discuss this with each other or as a class. What arguments are there? | • A few rows of 3-4 words that are related to each other, but with at least one concept that is less fitting in the row. • Example: car - bicycle - bus - truck. You can leave out the bicycle because it has two wheels, or the truck because it is not made to transport people. Preferably, the arguments should not be too easy to find. | Checken op begrip, formatief handelen | • Do this prior to the assignment with a simple example (as above), so that the students clearly understand how it works and what thinking options there are. | |||||||

Students individually answer a number of questions to bring out existing (prior) knowledge. This way, students are less likely to forget it next time (repetition) and both students and the teacher gain insight into the (starting) level. Subsequently, you can adjust your lesson accordingly as a teacher. By having students write their answers on a whiteboard and hold them up, you ensure that everyone actively participates and thinks. | • Each student gets a mini whiteboard. • The teacher asks a number of questions about the subject matter. • Each student writes his or her answer(s) and holds up the whiteboard. • Discuss which answers are correct as a class. | • Mini whiteboards for each student • Whiteboard markers for each student • A number of questions about the subject matter | Checken op begrip, formatief handelen | • Afterward, you can ask students to write down the most important learning outcomes for themselves and take them home • You can also perform this working form digitally (remotely) with Whiteboard.fi | |||||||

In ‘Who or what am I?’, students are assigned a concept and must guess who or what they are by asking questions to fellow students. | • Give all students a concept from this lesson or one of the previous lessons. Do this in such a way that they cannot see it themselves, but the rest can. For example, by sticking it on their back (post-it) or with an elastic band around the head. • Now let students walk around and ask each other yes-no questions to find out who or what they are. Students may only ask each person one question. • When a student has figured out the correct answer, he or she may sit down. | • One concept per student on a card. Concepts can be repeated (it is good to mention this in advance). • Material to attach it to the students. For example, use post-its or an elastic band around the head. | Checken op begrip, actief herhalen, motivatie | • These tasks can also be done by having students sit in groups at a table and guess as much as possible. • Variant: one student goes to the hallway and discusses with the teacher which concept he or she is. Then the student returns to the class and the other students (possibly in groups) take turns asking yes-no questions to find out who or what the student is. | |||||||

This is a cloud in which all associations are visually represented through words provided by students. Terms that occur more frequently are displayed larger. With this, you can connect to the prior knowledge of the students when introducing a new theme or topic. | • Choose an online program where you can create a word cloud. • Briefly introduce a theme/topic that you want to discuss with the students. • Let students input words via the online program. • Review the word cloud together and ask questions such as: • What stands out? • Which words appear frequently? • Do you understand all the words? | Students and teacher need a device. | Voorkennis activeren | You can also have this working form done in groups of 3-4 and compare the different word clouds with the whole group | |||||||

In this activity, students investigate the steps that need to be taken to reach the final product. It helps students gain more insight into the (learning) process they will go through and what they are working towards. | • Create groups of 3-4 students. • Go through the assignment description of the product they are working towards with the group. • Give each group one final product. • Ask students to think about what actions are needed to reach this final product: gathering information about…, creating a layout, conducting an interview, etc. Have them write this down or make it visual. • Discuss the findings centrally: what actions are needed? • Then link this to the planning for the coming weeks: what will we work on and when? And what do you really have to do all by yourself? Where is assistance desirable? | • The assignment description • 1 product that students work towards (+ assessment form/rubric) | Actief verwerken, verwachtingen verhelderen, zelfregulerend leren, zelfregulerend leren | You could ask the groups to allocate time to the different actions. Possibly by saying: split everything into tasks of a maximum of 30 minutes. This gives them insight into the work they will be doing in its entirety. You could then link this to scrum, for which you could use Trello, for example. |