Active Learning Strategies

A handbook for student-centred teaching

in cooperation with
Acknowledgment

This handbook is an adaptation of the Handbook of Active Learning Strategies for Afghan Students, designed
and developed in a collaborative work by the General Directorate of Curriculum (GDC) of the Afghan Ministry
of Education (MoE), UNICEF in Afghanistan, and the UNESCO Office in Afghanistan, published in 2019. This
version was created with the support of UNICEF, 2022.
Table of Contents

Introduction 5

Who is this handbook for? 5

What are active learning strategies? 5

Why are active learning strategies important? 5

Practical guidance 6

Bloom’s Taxonomy 6

Think – Pair – Share 7

Find Someone Who… 8

Talking Stick 9

4 Corners 10

Thinking Mat 11

Line Up 12

Run & Dictate 13

Jigsaw 14

Learning Station 15

Flash Cards 16

Choice Board 17

Plus – Minus – Interesting 18

Posters & Gallery Walk 19

Two Stars and a Wish 20

Fact or Opinion 21

Template 22

References 23
 Introduction

Who is this Handbook for? Practical Guidance

This handbook is designed to support teachers in their efforts to improve everyday classroom practice. It This handbook features one active learning strategy per page. For each, you will be given the following
provides ideas and suggestions for teachers in order to put their students in the center of the learning process. information:
It is also helpful for curriculum designers who are of vital importance when it comes to make room for different
• a short description
and modern forms of teaching.
• an explanation of the purpose
• a step by step guidance
• which competencies are fostered
What are active learning strategies?
• ideas for extending the method

Active learning strategies not only improve learning results and the social cohesion in classroom, they also This handbook offers only a fraction of the many active learning strategies that exist. You can find a great variety
foster autonomous learning capabilities, the ability to work in teams and provide variety to the everyday of them on the internet. We also would like to encourage you to share your experiences – good and bad – with
learning routine, resulting in higher motivation. In short, active learning strategies: your colleagues and provide them the materials you designed.

• engage students in learning

• help students to take responsibility for their own learning processes
• help building up competencies for lifelong learning Bloom’s Taxonomy
• help students to learn profoundly
• foster team work capabilities One of the many advantages of active learning strategies is that it fosters higher order thinking skills.
• embed and promote a variety of competencies other than the subject matter In Bloom’s Taxonomy you can see the different levels of competency, which range from memorizing
and remembering facts up to the ability of combining and using all knowledge to create something
new. For each method you will be given information on which skills and which life competencies are
being developed.
Why are active learning strategies important?

In today’s highly dynamic working environment, students need much more than factual knowledge. The
information age not only provides a great variety of opportunities, it also comes with multiple challenges that
people have to handle competently in order to be successful. Active learning strategies help students to learn
how to apply their knowledge, acquire information, analyze problems, use their creativity, and evaluate their
own progress, thus enabling them to keep on learning on their own well after their school career has ended.
Finally, active learning strategies also help you to enjoy teaching more than ever before. They offer you the
possibility to address individual needs of the students while they are working together. You will evolve from a
teacher to their learning companion. Due to the fact that the materials are prepared before class, using active
learning strategies also gives you the opportunity to take a step back and observe your class.

…and of course, using active learning strategies learning is more fun for all!

(Bloom, 1956)

5 6
Think – Pair – Share Find Someone Who…
Description: This strategy involves students asking other students questions to try to find someone in the
Description: A strategy for two students to work together then to share their thoughts with a bigger group.
class who matches a description or knows certain information.

Purpose: To practice new vocabulary, to activate background knowledge, or to review concepts. Use “Find
Purpose: This strategy prompts students to reflect on an issue or problem and then to share their thinking Someone Who…”:
with others. Students extend their understanding of a topic and gain in sharing ideas with others. It also: • At the beginning of the lesson to review or introduce subject matter
• Helps students to focus their thoughts on a question, problem or issue • As a review for a unit or chapter
• Encourages students who have less confidence to share with a partner • To practice using vocabulary in a unit of study
•

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Pair, larger Any 10-15 minutes into lesson: Whole class Any 10-15 minutes into lesson:
group, Any time Beginning or end
whole class

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Teacher presents class Remembering label, recognize
Teacher prepares 10 “Find Remembering
label, recognize
with a question or Someone Who…” statements
statement base upon a Understanding
describe, explain, paraphrase, restate, give examples, summarize, and gives a worksheet with Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

problem or issue. the statements to each

Students spend 1 – 2 Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, student. Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present determine, model, perform, present
minutes individually Teacher creates a variety of
thinking about their classify, break down, categorize, analyze, diagram, criticize,
statements so that it will be classify, break down, categorize, analyze, diagram, criticize,
Analysing Analysing
responses to the question simplify, associate easy to find a student with simplify, associate

or the statement. some characteristics but not choose, support, relate, determine, defend, judge, grade, compare,
choose, support, relate, determine, defend, judge, grade, compare, Evaluating
Students share their Evaluating contrast, argue, justify, support, convince, select, evaluate so easy to find others. contrast, argue, justify, support, convince, select, evaluate
responses with a partner. Students ask each other
design, formulate, build, invent, create, compose, derive, modify, design, formulate, build, invent, create, compose, derive, modify,
Students should be clear Creating develop
questions to find someone Creating
develop
in their thoughts, who matches the statement
explanations, and on the worksheet.
Collect, analyze, and assess the credibility of information / draw
examples. Critical Thinking Drawing conclusion and evaluation Students ask everyone in class Critical Thinking conclusion and evaluation
Teacher invites pairs to until they find someone who
share their answers with a Creative Thinking has that characteristic, or can Creative Thinking

Other Competencies
Other Competencies

larger group or the whole answer the question. They

class. Problem Solving write that student’s name on Problem Solving
their worksheet and go onto
the next question. Active listening and speaking / non-verbal communication skills
Communication Active listening and speaking Communication
It is important that a student’s
name is only written once.
Collaboration Collaboration

Self-Management Self-Management

Extension:
Extension:
Mingle – Pair – Share
This can also be used as a “getting to know you” strategy to build
(https://www.weareteachers.com/5-fun-alternatives-to-think-pair-
community and foster social cohesion.
share/). Students mingle around the classroom to music and find a
partner to talk to when the music stops.

7 8
Talking Stick 4 Corners
Description: This strategy involves students turn taking, listening, and providing an opportunity for everyone to Description: Students consider several issues, ideas or factors relating to an issue and share their opinion by
talk. going to one of four designated corners.

Purpose: For students to:

Purpose:
• Give everyone in the group an equal chance to talk and to share their opinions
• To engage students in active learning
• Think carefully about what they would like to say and how best to express it
• To raise students’ interest in the topic
• Practice active-listening skills
• For students to think critically and share their opinion about an issue
• Add constructively to what someone says

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Groups of 4 Any 10-15 minutes into lesson: Whole class Any 10-15 minutes into lesson:
Middle Beginning or end

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Each student receives Remembering label, recognize
Teacher shares a statement Remembering
label, recognize
three sticks. for students to consider.
Students begin to discuss Understanding
describe, explain, paraphrase, restate, give examples, summarize, Teacher labeled each corner Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

an issue. of the classroom with choices

Every time a student Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, about the issue (e.g. strongly Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present determine, model, perform, present
speaks, they give up one of agree, agree, disagree,
their sticks. classify, break down, categorize, analyze, diagram, criticize,
strongly disagree) classify, break down, categorize, analyze, diagram, criticize,
Analysing Analysing
Once the three sticks have simplify, associate Students go to the corner of simplify, associate

been used the student the classroom that has the choose, support, relate, determine, defend, judge, grade, compare,
choose, support, relate, determine, defend, judge, grade, compare, Evaluating
cannot speak any more. Evaluating contrast, argue, justify, support, convince, select, evaluate statement they agree with contrast, argue, justify, support, convince, select, evaluate
Teacher or a chosen most. If they think more than
design, formulate, build, invent, create, compose, derive, modify, design, formulate, build, invent, create, compose, derive, modify,
student writes up Creating
develop
one answer is correct, they Creating
develop
important points on a choose the corner they
board or flip chart during strongly agree with.
Collect, analyze, and assess the credibility of information / draw Ask critical questions / Collect, analyze, and assess the credibility of
the discussion. Critical Thinking
conclusion and evaluation Students share their opinion Critical Thinking information / draw conclusion and evaluation
and pairs in the corner they
Creative Thinking are at. Creative Thinking

Other Competencies
Other Competencies

Problem Solving Problem Solving

Communication Active listening and speaking / non-verbal communication skills Communication Active listening and speaking

Collaboration Collaboration

Self-Management Self-Management

Extension: Extension:
To emphasize turn taking, a ball could be used instead of three Optional: have them visit the other corners to see what others
sticks, with the students throwing a ball to the next speaker after thought about the ideas and the evidence they put forth. Students
they have completed talking. record their ideas and opinions in written form.

9 10
Thinking Mat Line Up
Description: This is a strategy where students first think about a concept in groups, write down their ideas Description: Students line up according to a statement given by the teacher or another student. It can be height,
individually, discuss and decide on one common definition or decision and write it down to share with the class. age, name or the rating on an issue (from 1 – 10). The line can be divided into half to form pairs who face each
other and explain their rating. The line can be divided into fours to form small groups for another group strategy.
Purpose:
Purpose:
• To get students think about concepts critically
• Students sharing their own opinions about a topic or concept
• For students to be able to express their thoughts in writing
• Formative evaluation for teachers and students about the variety of opinions in the classroom
• For students to be able to find a common ground and synthesize ideas to make decisions
• Dividing students into groups.

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Individuals, Any 10-15 minutes into lesson: Whole class Any 10 minutes into lesson:
group of 4 Any time Any time

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Students receive a large Remembering label, recognize
Teacher provides a statement Remembering
label, recognize
thinking mat (A3 size) to all the students for them to
which has one circle in the Understanding
describe, explain, paraphrase, restate, give examples, summarize, give their opinion about. Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

middle and four lines Students form a line to show

drawn from four corners Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, their opinion about the Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present determine, model, perform, present
which end around the statement.
circle. This is done to classify, break down, categorize, analyze, diagram, criticize,
Teacher divides the line into classify, break down, categorize, analyze, diagram, criticize,
Analysing Analysing
divide the paper into five simplify, associate two and students from each simplify, associate

sections, one in the middle end of the line move to face choose, support, relate, determine, defend, judge, grade, compare,
choose, support, relate, determine, defend, judge, grade, compare, Evaluating
and four cells around the Evaluating contrast, argue, justify, support, convince, select, evaluate each other. Students discuss contrast, argue, justify, support, convince, select, evaluate
circle. their opinion with their
design, formulate, build, invent, create, compose, derive, modify, design, formulate, build, invent, create, compose, derive, modify,
Students think about a Creating
develop
partner. Creating
develop
concept and individually Alternatively, the teacher
write down a definition or divides the line into groups of
Ask critical questions / Collect, analyze, and assess the credibility of
their ideas about the Critical Thinking
information / draw conclusion and evaluation four for another group Critical Thinking Ask critical questions / draw conclusion and evaluation

concept. They write in strategy.

their section on the mat. Creative Thinking Creative Thinking

Other Competencies
Other Competencies

Students discuss and

decide on a shared Problem Solving Problem Solving
definition or ideas and
write their common ideas
Communication Active listening and speaking / Negotiating and influencing Communication Active listening and speaking
in the circle in the middle
of the mat.
Students share their ideas. Collaboration Collaboration

Self-Management Self-Management

Extension:
Extension:
This activity can be used to energize students during the lesson (e.g. if
Students all contribute ideas about a process or story and combine
they appear demotivated.) It’s a fast easy activity to re-engage
ideas in the middle.
students.

11 12
Run & Dictate Jigsaw
Description: Students collect information from posters, texts, pictures from around the classroom and dictate Description: A strategy were students have different pieces of information and they have to work together to complete a
it to a small group. task by sharing their information.

Purpose: This is a strategy which: Purpose: This strategy encourages students to:
• Engages and motivate students to learn subject matter in an interesting way • Communicate clearly and confidently to other students.
• Allows students to practice speaking, listening, writing, remembering, and summarizing • Critically think about how to synthesize information and create new information.
• Encourages students to work collaboratively in groups. • Worked collaboratively to complete the task using the individual pieces of information.

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Whole class 4+ 20-30 minutes into lesson: Groups of 4 4+ 30 - 60 minutes into lesson:
Middle Middle

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Teacher chooses a short Remembering label, recognize
Teacher selects different Remembering
label, recognize
passage, sentences, or pieces of information about
posters, makes several Understanding
describe, explain, paraphrase, restate, give examples, summarize, the same topic, or cutting up Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

copies and puts them up one text into four pieces (the
around the walls of the Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, information can be a Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present
classroom or on the front determine, model, perform, present
combination of pictures and
desk. There needs to be a classify, break down, categorize, analyze, diagram, criticize,
text). classify, break down, categorize, analyze, diagram, criticize,
Analysing Analysing
space in the classroom or simplify, associate Teacher divide students into simplify, associate

corridor for this strategy. groups of four and each choose, support, relate, determine, defend, judge, grade, compare,
choose, support, relate, determine, defend, judge, grade, compare, Evaluating
Students in each group Evaluating contrast, argue, justify, support, convince, select, evaluate student has a different piece contrast, argue, justify, support, convince, select, evaluate
take it in turns to walk (or of information.
design, formulate, build, invent, create, compose, derive, modify, design, formulate, build, invent, create, compose, derive, modify,
run) to read the passage Creating develop
Teacher prepares a task and Creating
develop
or sentences on the wall. students have to contribute
They remember some of the ideas from their
Ask critical questions / collect, analyze, & assess the credibility of Ask critical questions / collect, analyze, & assess the credibility of
the passage or one of the Critical Thinking
information / draw conclusion and evaluation information in order to Critical Thinking information / draw conclusion and evaluation
sentences and walk (or achieve the task (this could be
run) back to the group. Creative Thinking putting pictures in the right Creative Thinking

Other Competencies
Other Competencies

The student quietly order to define a process,

dictates what they Problem Solving combining information to Problem Solving Identifying & analyzing a problem / comparing, contrasting, classifying,
evaluating information / making decisions which solution to apply
remembered and the make a story, constructing a
group writes it down. mathematical equation from
Communication Active listening and speaking Communication Active listening and speaking
Then another student the different pieces of
goes and reads some of information).
Active participation in group work / setting and following group rules Active participation in group work / setting & following group rules &
the passage or another Collaboration Students must not show each Collaboration procedures / sharing information & resources / group work evaluation
and procedures
sentence. other their information but
Students take it in turns to Self-Management have to communicate early Self-Management
run and dictate parts of with the information is.
the passage or sentences When the students have
until they have written completed the task they show
down all of it. each other their information
The winning group is the to check their work.
Extension:
team that finishes first, Extension:
1. Students peer correct each other’s work.
although they need to Each group is given a portion of a larger text. Students read and
2. Students create quiz questions for the passage/sentences with
check for mistakes. If summarize their part of the text and then have to identify what the
answers to exchange and complete with another group.
there are mistakes, text is about.
students must keep
walking to check!

13 14
Learning Station Flash Cards
Description: Learning stations are spaces were different activities about a big idea or theme are provided. 5 to Description: Students use flashcards to rotate around the room and to ask and answer questions to other
6 learning stations are set up in the classroom. They can be set up either temporarily or permanently. They are students to learn more about the subject matter.
used to introduce content in an interesting way so that students can access information independently or in
small groups. Activities at learning stations could include listening, reading, experimenting, painting, or music. Purpose: This is a strategy that helps students to:
• Learn or practice vocabulary
Purpose: Learning stations foster critical thinking, problem-solving, and collaborative learning. They promote • Discuss issues or concepts, based on facts
student exploration, interaction, and research. • Learn new facts

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Groups of 4 4+ 30-60 minutes into lesson: Groups of 4 4+ 30 - 60 minutes into lesson:
Middle Middle

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Before the lesson, the Remembering label, recognize
Teacher creates flashcards Remembering
label, recognize
teacher creates a number with a question on one side
of different tasks related Understanding
describe, explain, paraphrase, restate, give examples, summarize, and the answer on the other. Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

to the content of the A card can also contain

lesson. These could be Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, several questions and Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present
research material about a determine, model, perform, present
answers.
topic, a problem solving classify, break down, categorize, analyze, diagram, criticize,
Each student receives one classify, break down, categorize, analyze, diagram, criticize,
Analysing Analysing
task, different math simplify, associate flash card and read both sides simplify, associate

questions and so on. The to check that they understand choose, support, relate, determine, defend, judge, grade, compare,
choose, support, relate, determine, defend, judge, grade, compare, Evaluating
activities can include Evaluating contrast, argue, justify, support, convince, select, evaluate contrast, argue, justify, support, convince, select, evaluate
the question and the answer.
differentiated levels. The
design, formulate, build, invent, create, compose, derive, modify, Students move around to find design, formulate, build, invent, create, compose, derive, modify,
tasks need to be open Creating Creating
develop
develop another student to work with.
ended.
They take turns asking and
At the beginning of the
lesson the teacher Critical Thinking All competencies
checking the questions and Critical Thinking
Ask critical questions / collect, analyze, & assess the credibility of
information / draw conclusion and evaluation
answer on the flash card.
introduces the different
At the end, students can
learning stations and tasks Creative Thinking Creative Thinking

Other Competencies
Other Competencies

All competencies
record what they have
to the students. The
learned in their notebooks.
teacher also gives Problem Solving All competencies Problem Solving
guidelines for time at each
station and how students
Communication All competencies Communication Active listening and speaking / Negotiating and influencing
select the tasks. E.g.,
students could have 10
minutes at each station or Collaboration All competencies Collaboration

choose only one station to

work at. Self-Management All competencies Self-Management
Students record that work
or share the tasks they
have completed with
other students.
Learning station tasks can
and continue over a Extension: Extension:
number of lessons. Students create learning stations for other students by thinking Teacher gives out flashcards and students write the questions
of a task or strategy using the content introduced in the lesson and answers themselves.
that other students do.

15 16
Choice Board PMI (Plus, Minus, Interesting)
Description: A choice board is a table or a grid with different tasks in and students choose the activities or tasks Description: Students use guidelines (plus, minus, interesting) to think about a big idea or concept.
that they want to do. The tasks all relate to a big idea or concept.
Purpose: This active learning strategy helps students to:
§ Examine the pros, cons, and ideas about a big idea or concept
Purpose: The students choose the activities they want to do and this encourages motivation, independence,
and self-management. § Promotes thinking and discussion about a big idea or concept
§ consider other points of view
§ Decide about their perspective about an idea or issue.

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Individual, 4+ Whole lesson into lesson: Individual, 4+ 5 - 10 minutes into lesson:
pair, or group Beginning pair, or group Beginning
work work

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Teacher creates the Remembering label, recognize
Teacher prepares a Remembering
label, recognize
choice board with worksheet for students with
different tasks. These are Understanding
describe, explain, paraphrase, restate, give examples, summarize, three columns with the Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

related to the big idea or following headings:

concept of the lesson. Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, • Plus (a benefit or Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present determine, model, perform, present
Tasks are usually open advantage)
ended. For example, write classify, break down, categorize, analyze, diagram, criticize, • Minus (a disadvantage) classify, break down, categorize, analyze, diagram, criticize,
Analysing Analysing
a poem or create a poster simplify, associate • Interesting (an simplify, associate

or do a role-play. interesting point) choose, support, relate, determine, defend, judge, grade, compare,
choose, support, relate, determine, defend, judge, grade, compare, Evaluating
Students can work in Evaluating contrast, argue, justify, support, convince, select, evaluate Students work in pairs or small contrast, argue, justify, support, convince, select, evaluate
different groupings groups to write down ideas
design, formulate, build, invent, create, compose, derive, modify, design, formulate, build, invent, create, compose, derive, modify,
(usually pairs or groups of Creating Creating
develop about the big idea or concept, develop
four) but some students
and each column students
might choose to work on
their own. Critical Thinking share their ideas with each Critical Thinking
Ask critical questions / collect, analyze, & assess the credibility of
information / draw conclusion and evaluation
Teacher gives a timeframe other.
for the task (at least 30 to Creative Thinking Creative Thinking

Other Competencies
Other Competencies

60 minutes).
Choice boards can have Problem Solving Problem Solving
shorter activities and
students work over a Active listening and speaking / nonverbal communication skills /
Communication Communication
series of lessons to negotiating and influencing

complete all the activities.

Please note that the Collaboration Collaboration

outcomes depend heavily

Self-awareness / Being responsible / set an achieve goals / emotional
on the tasks or activities Self-Management awareness and management / time management
Self-Management
on the choice board.

Extension:
Extension:
Students use the ideas to write an essay, create a poster, etc. about
Students create choice boards for other students in the class.
the big idea or concept.

17 18
Posters & Gallery Walk Two Stars and a Wish
Description: Students create posters about a big idea or concept. Posters are displayed on the wall and students Description: A formative assessment strategy for students to give feedback to each other about their work.
read the posters to learn more about it.

Purpose: This strategy encourages constructive peer assessment amongst students:

Purpose: This active learning strategy helps students to:
• Engage in active learning • To provide students with the skills of giving friendly feedback
• Be motivated and interested in the learning process • To develop the ability to evaluate and improve their own work.
• Take responsibility for their own learning process

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Small groups 4+ Whole lesson into lesson: Individual 4+ 5 - 10 minutes into lesson:
of 4 and then Beginning End
individual

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Teacher creates a task Remembering label, recognize
Students read or examine Remembering
label, recognize
that students work on each other’s work.
together and present their Understanding
describe, explain, paraphrase, restate, give examples, summarize, Students choose one piece of Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

ideas on a sheet of chart work to give feedback about.

paper. Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, Students write down on a Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present determine, model, perform, present
Students complete their
post-it or a piece of paper two
poster with a time limit classify, break down, categorize, analyze, diagram, criticize, classify, break down, categorize, analyze, diagram, criticize,
and then display on the Analysing simplify, associate
things they like (two stars) Analysing
simplify, associate

wall. about the work and one area

choose, support, relate, determine, defend, judge, grade, compare, choose, support, relate, determine, defend, judge, grade, compare,
Evaluating for improvement (a wish) that Evaluating
One of the students stays contrast, argue, justify, support, convince, select, evaluate contrast, argue, justify, support, convince, select, evaluate
with the poster to help they think would make the
design, formulate, build, invent, create, compose, derive, modify, design, formulate, build, invent, create, compose, derive, modify,
explain it as the other Creating develop work better. They stick this Creating
develop
students circulate to look feedback on the work that
at all of the posters.
they are reviewing.
Students take turns Critical Thinking Critical Thinking Ask critical questions / draw conclusion and evaluation

standing by their poster so Students then return to their

that each of them has the Creative Thinking room work to read the Creative Thinking

Other Competencies
Other Competencies

Inquiry / generate ideas / put ideas into action

chance to visit the other feedback received from
groups' posters. Problem Solving others. Problem Solving
Students improve their work
Communication Active listening and speaking / nonverbal communication skills based on the feedback. Communication Active listening and speaking

E.g., reviewing a story – I like

Collaboration the ideas in the story; I liked Collaboration
the ending (two stars). Please
Self-Management describe the main character in Self-Management
more detail (a wish).

Extension:
Extension: 1. Before beginning, students could review their own work using the
Students can give feedback to each other using “Two Stars and a Wish” method.
(following on the next page). 2. Students can make a list of stars and wishes received about the
work and use this information to improve the next draft.

19 20
Fact or Opinion

Description: Students work in small groups to decide if statements are facts or opinions. Description:

Purpose: This method asks students to:

• Decide whether something is a fact or just an opinion Purpose:
• Distinguish fact from opinion based on evidence
• Learn from situations where there may be no clear-cut answer

Groupings: Grade Level: Time: When best introduced Groupings: Grade Level: Time: When best introduced
Groups of 4 6+ 20 – 30 minutes into lesson: into lesson:
Middle

Instructions: Competencies: Instructions: Competencies:

list, recite, outline, define, name, match, quote, recall, identify, list, recite, outline, define, name, match, quote, recall, identify,
Before the lesson, the Remembering label, recognize
Remembering
label, recognize
teacher prepares a series
of statements about an Understanding
describe, explain, paraphrase, restate, give examples, summarize, Understanding describe, explain, paraphrase, restate, give examples, summarize,
contrast, interpret, discuss

Bloom’s Taxonomy
contrast, interpret, discuss
Bloom’s Taxonomy

issue.
Teacher gives out a series Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, Applying calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present determine, model, perform, present
of statements about a
particular issue to each classify, break down, categorize, analyze, diagram, criticize, classify, break down, categorize, analyze, diagram, criticize,
Analysing Analysing
group. simplify, associate simplify, associate

The group, through choose, support, relate, determine, defend, judge, grade, compare,
choose, support, relate, determine, defend, judge, grade, compare, Evaluating
discussion, decides Evaluating contrast, argue, justify, support, convince, select, evaluate contrast, argue, justify, support, convince, select, evaluate
whether the statements
design, formulate, build, invent, create, compose, derive, modify, design, formulate, build, invent, create, compose, derive, modify,
are fact or opinion. Creating develop
Creating
develop
Students write down the
reasons for their choice
Ask critical questions / collect, analyze, and assess the credibility of
for presentation to the Critical Thinking
information / draw conclusion and evaluation
Critical Thinking
class.
In a class discussion, Creative Thinking Creative Thinking

Other Competencies
Other Competencies

students share their ideas

about: Problem Solving Problem Solving
• How they arrived at a
decision
Communication Active listening and speaking / negotiating and influencing Communication
• Was there a variety of
opinion? Active participation in group work / setting & following group rules &
Collaboration Collaboration
• How was consensus procedures / sharing information & resources / group work evaluation

reached?
Self-Management Self-Management

Extension: Extension:
Students write the statements and give to another group to discuss.

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 References

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational

goals. Cognitive domain.

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