1. November 2008 Version 1
L. Clarkson

2. Carousel Feedback STEPS
Teams stand in front of their assigned projects.
Teams rotate clockwise to the next project.
For a specified time, teams discuss their reactions to other team’s project, with no writing.
Student 1 records feedback on feedback form. Students are encouraged to include positive comments.
Teacher calls time.
Teams rotate, observe, discuss, and give feedback on next project. A new recorder is selected for each round.
Teams continue until each team rotates back to its own project, or until Teacher calls time.
Teams review the feedback they received from other teams.

3. Fan – N - Pick
STEPS
Student 1 holds question cards in a fan and says, ‘pick a card, any card’!
Student 2 picks a card, reads the question out loud and allows five seconds of think time.
Student 3 answers the question.
Student 4 responds to the answer:
For right or wrong answers, student 4 checks and then either praises or tutors
For higher-level thinking questions which have no right or wrong answer, student 4 does not check for correctness, but praises and paraphrases the thinking that went into the answer
5) Students rotate roles, one person clockwise for each new round

4. Find Someone Who
STEPS
Students mix in the class, keeping a hand raised until they find a new partner that is not a teammate.
In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records the answer on his or her own worksheet.
Partner B checks and initials the answer.
Partner B asks a question; Partner A responds. Partner B records the answer on his or her own worksheet.
Partner A checks and initials the answer.
Partners shake hands, part, and raise a hand again as they search for a new partner.
Students repeat steps 1 – 6 until their worksheets are complete.
When their worksheets are completed, students sit down; seated students can be approached by others as a resource.
In teams, students compare answers; if there is a disagreement or uncertainty they raise four hands to ask a team question.

5. Find the Fiction
STEPS
Teammates write three statements: two true, one false
One student on each team stands, then reads his or her statements to teammates
Without consulting teammates, each student decides on his or her own best guess as to which statement is false.
Teammates RoundRobin and defend their ‘best guess’. (Note: teacher may or may not ask teams to attempt to reach consensus).
Teammates announce their guess (s).
The standing student announces the false statement.
Students celebrate: The standing student congratulates teammates who guessed correctly. Teammates who were fooled congratulate the standing student.
The next teammate stands to share. The process is repeated from step 2.

6. Inside – Outside Circle
STEPS
Students form pairs. One student from each pair moves to form one large circle in the class.
Remaining students find and face their partners. (The class now stands in two concentric circles).
Inside circle students ask a question from their card; outside circle students answer. Inside circle students praise or coach. (Alternative: The teacher asks a question and indicates inside person or outside person to share with their partners).
Partners switch roles: outside circle students ask, listen, then praise or coach.
Partners trade question cards. (When played with cards steps 3 – 6 are Quiz, Quiz, Trade)
Inside circle students rotate clockwise to a new partner. (The teacher may call rotation numbers ‘rotate three ahead’. The class may do a ‘choral count’ as they rotate).

7. Match Mine
STEPS
Sender arranges game pieces on game board while Receiver waits quietly
Sender gives Receiver directions to match the Sender’s arrangement of game pieces on the game board.
When finished, partners set game board side by side to check for accuracy.
Receiver praises Sender and they develop improvement strategies.
Roles are switched and the game is played again.

8. Mix Freeze Group STEPS Students ‘mix’ around the room.
Teacher calls, ‘freeze’, and students freeze.
Teacher asks a question to which the answer is a number or which corresponds to a key with a number. Teacher gives think time. (Examples: How many planets are there in our solar system?)
Teacher calls, ‘show me’, and students show their answer with fingers on their chests.
Students group according to the number, and kneel down.
Students in their groups discuss a question provided by the teacher. (Example: Can you name the planets in order?).
Students not in groups go to the ‘Lost and Found’.

9. Mix – N - Match Students each get a card.
STEPS
Students each get a card.
With cards in hand, students get up and mill around the classroom trading cards with other students as they pass by.
When the teacher calls ‘freeze’ they all stop in their tracks and no more trading cards is allowed.
When teacher calls ‘match’ students actively seek out the partner that has their matching card.
When students find the person with a matching card, they move to the outside of the classroom.

10. Mix Pair Share STEPS Students silently mix around the room.
Teacher calls ‘pair’.
Students pair up with the person closet to them and shake hands (high 5, sticky hands etc). Students who haven’t found a partner raise their hands to find each other.
Teacher asks a question and gives ‘Think’ time
Students share with their partners using:
Timed Pair Share
RallyRobin
RallyCoach

11. Numbered Heads Together
STEPS
Students number off
Teacher poses a problem and gives think time
Students privately write down their answers
Students stand up from their chairs to put their heads together, showing answers, discussing and teaching each other.
Students sit down when everyone knows the answer or has something to share
Teacher calls a number. The student with that number from each team answers simultaneously using:
Whiteboard share
Finger Responses
Response Cards
AnswerBoard share
7) Teammates praise students who responded.

12. One Stray
STEPS
Student 1 stands up, the remaining three teammates remain seated but raise their hands.
Teacher calls, ‘Stray’
Student 1, strays to a team which has their hands up.
Teams lower their hands when a new member joins them.
Students work in their new teams to share or gather information.

13. Pairs Check STEPS from RallyCoach Partner A solves the first problem.
Partner B watches and listens, checks, and praises.
Partner B solves the next problem.
Partner A watches and listens, checks and praises.
Partners repeat starting at step one.
Pairs Check Variation
After solving two problems, pairs check their answers with the other pair in their team.

14. Pairs Compare
STEPS
Teacher provides a question that has multiple possible responses and provides think time.
RallyTable: Shoulder partners RallyTable answers. They ‘keep it a secret’ from the other pair.
Teacher calls time.
Pairs Compare: Pairs pair to RoundRobin their answers. For each answer, the face partner in the other pair adds the answer to that pair’s list, or checks it off if they already had it.
Team Challenge: As a team, students generate new answers, taking turns within pairs recording answers on their pair lists.

15. Poems for Two Voices The teacher assigns each pair a poem topic.
STEPS
The teacher assigns each pair a poem topic.
Partners work together to write their poem.
Partners label each line of their poem, A, B, or AB, representing who will read each line.
Pairs rehearse their poems
Pairs recite their poems to another pair or to the class.

16. Quiz Quiz Trade
STEPS
The teacher tells students to, ‘Stand Up, Hand Up, Pair Up’.
Partner A quizzes B
Partner B answers
Partner A praise or coaches
Partners switch Roles
Partners trade cards
Repeat steps 1 – 6 a number of times
Quiz Quiz Trade
Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a new partner

17. RallyCoach STEPS Partner A solves the first problem.
Partner B watches and listens, checks, and praises.
Partner B solves the next problem.
Partner A watches and listens, checks and praises.
Partners repeat starting at step one.

18. RallyRobin
STEPS
Teacher poses a problem to which there are multiple possible responses or solutions.
In pairs, students take turns stating responses or solutions.

19. RallyTable
STEPS
The teacher provides a task to which there are multiple possible responses, and provides think time.
In pairs, students take turns passing a paper and pencil or a team project, each writing one answer or making a contribution.

20. RoundRobin
STEPS
Teacher poses a task to which there are multiple possible solutions.
In teams, students take turns stating responses and solutions.

21. AllWrite RoundRobin STEPS
Teacher provides a question with multiple possible answers or multiple questions, then selects a student on each team to begin.
Selected student contributes an answer.
All teammates write an answer on their own paper.
Process is continued, each student in turn contributing an answer while all students record the answer.

22. RoundTable
STEPS
The teacher provides a task to which there are multiple possible responses, and provides think time.
In teams, students take turns passing a paper and pencil or a team project, each writing one answer or making a contribution.

23. Showdown STEPS Question cards are stacked in centre of the team table
Teacher selects one student on each team to be the Showdown Captain for the first round.
Showdown Captain draws the first card and reads the question, and provides think time.
Working solo, all students, including the Showdown Captain, write their answers.
When finished, teammates signal they’re ready.
The Showdown Captain calls, ‘Showdown’.
Teammates show and discuss their answers;
Showdown Captain leads discussion.
If correct, the team celebrates; if not, teammates tutor, then celebrate.
The person on the left of the Showdown Captain becomes the Showdown Captain for the next round. (Repeat from step 2).

24. Similarity Groups Similarity Groups
STEPS
Teacher names a topic with a multitude of possible answers
Students think and make a decision on their answer.
Students walk around, looking for classmates with similar choices, and form similarity groups.
Teacher sets a discussion topic or question.
Students pair up and discuss within their similarity groups using Timed Pair Share or Timed Pair Interview.
Similarity Groups
Students form groups to discover and discuss commonalities with classmates.

25. Simultaneous RoundTable
STEPS
The teacher assigns a topic or question and provides think time.
All four students respond, simultaneously writing, drawing, or building something.
The teacher signals time, or students place thumbs up when done with the problem.
Students pass papers or projects one person clockwise.
Students continue, adding to what was already completed.
Continue, starting at Step 3.

26. Spend A Buck
STEPS
Alternative option cards are laid out on team tables.
Students put a dollar on each alternative.
Students spend remaining dollars any way they want.
Teams count the results to determine the team decision.

27. Spin – N - Review STEPS Teacher selects a turn captain
Turn Captain moves marker to ‘Who Asks the Question’ and spins. The selected student reads a question to teammates.
Turn Captain moves marker to ‘Think Time’, directs teammates to think about their answers and silently counts five seconds, showing the count on his or her fingers.
Turn Captain moves marker to ‘Who Answers the Question?’ and spins. The selected student gives answer.
Turn Captain moves the marker to ‘Think Time’ and silently counts out five seconds as students think about the answer given.
Turn Captain moves the marker to ‘Who Paraphrases and Praises?’ and spins. The selected student paraphrases the answer provided.
Turn Captain moves the marker to ‘Discuss’ and teammates have a discussion about the question.
Turn Captain passes the marker clockwise one person. The process repeats starting with step 2.
(Can be played with any set of right – wrong questions)

28. Spin – N - Think STEPS Teacher selects a turn captain
Turn Captain moves marker to ‘Who Asks the Question’ and spins. The selected student reads a question to teammates.
Turn Captain moves marker to ‘Think Time’, directs teammates to think about their answers and silently counts five seconds, showing the count on his or her fingers.
Turn Captain moves marker to ‘Who Answers the Question?’ and spins. The selected student gives answer.
Turn Captain moves the marker to ‘Think Time’ and silently counts out five seconds as students think about the answer given.
Turn Captain moves the marker to ‘Who Paraphrases and Praises?’ and spins. The selected student paraphrases the answer provided.
Turn Captain moves the marker to ‘Discuss’ and teammates have a discussion about the question.
Turn Captain passes the marker clockwise one person. The process repeats starting with step 2.
(Can be played with any set of open ended questions)

29. Stand Up, Hand Up, Pair Up STEPS
Teacher says, ‘stand up, hand up, and pair up’!
Students stand up and keep one hand in the air until they find the closest partner who’s not a teammate.
Teacher asks a question or gives an assignment.
Teacher provides Think Time
Partners share using:
Pair Discussion
RallyRobin
Timed Pair Share
Stand Up, Hand Up, Pair Up
Students stand up, put their hands up, quickly find a partner

30. Talking Chips
STEPS
Teacher provides a discussion topic and provides think time.
Any student begins the discussion, placing his or her chips in the centre of the table.
Any student with a chip continues discussing using his or her chip.
When all chips are used, teammates all collect their chips and continue the discussion using their talking chips.

31. Team Stand – N - Share STEPS All students stand near their teammates.
The teacher calls on a standing student holding the team list.
Selected student states one idea from the team list.
The student in each team, who is holding the team list, either adds the item to the list, or if it is already listed, checks it off.
Students pass their team lists one teammate clockwise.
Steps 2 – 5 are repeated.
Teams sit when all their items are shared. While seated, they add each new item using RoundTable. When all teams are seated, all items have been shared and Team Stand – N – Share is completed.

32. Telephone
STEPS
One student from each team (‘The Learner’) is selected to leave the team.
Remaining students (‘The Teachers’) receive instructions.
The ‘Teachers’ plan how best to instruct the ‘Learner’, making sure each ‘Teacher’ has a part in the teaching.
‘Learners’ return to their teams.
The ‘Teachers’ each teach their part of the content (RoundRobin); with teammates augmenting as necessary.
The ‘Learner’ and team take a practice test.

33. Timed Pair Share
STEPS
Teacher announces a topic and states how long each student will have to share.
Teacher provides think time
In pairs, Partner A shares; Partner B listens
Partner B responds
Partner switches roles

34. Trading Cards Trading Cards
STEPS
Students each write down their individual number (1 to 4) on a card, or pre-made number cards are distributed.
Student stands
Teacher starts upbeat music
Students walk around the room trading cards
Teacher stops the music; students stop and listen.
Teacher gives two clues: 1) size of group and 2) who is in the group
Groups of 4; all the same number
Groups of 4; no number the same
Groups of 2; no same number, odds together, evens together
Groups of two; 1’s with 2’s and 3’s with 4’s
Teacher gives discussion topic
Students interact, using
Timed Pair Share
RallyRobin
RoundRobin
Trading Cards
Students use ‘trading cards’ to form discussion groups of two or four