{"id":9629,"date":"2021-09-28T09:34:21","date_gmt":"2021-09-28T09:34:21","guid":{"rendered":"https:\/\/sites.reading.ac.uk\/tel\/?page_id=9629"},"modified":"2025-06-26T17:55:48","modified_gmt":"2025-06-26T17:55:48","slug":"common-learning-activities","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/common-learning-activities\/","title":{"rendered":"Common learning activities and technologies"},"content":{"rendered":"<p>Do you need quick inspiration for &#8216;tried and tested&#8217; learning activities? See the table below, containing activity ideas and suggestions for technology adaptations (depending on delivery mode).<\/p>\n<p>These ideas have been inspired by the fantastic resource: <em><a href=\"https:\/\/s3.eu-west-2.amazonaws.com\/assets.creode.advancehe-document-manager\/documents\/advance-he\/A6-52-cards-online_1606474999.pdf\" target=\"_blank\" rel=\"noopener\">AdvanceHE &#8217;52etc&#8217; Engaging Toolkit Cards.<\/a><br \/>\n<\/em><strong><em>Note: Some of these activities are great ice-breakers! <\/em><\/strong><\/p>\n<style>#sp-ea-9623 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-9623.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-9623.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-9623.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-9623.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-9623.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1698399615\"><div id=\"sp-ea-9623\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96230\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96230\" aria-controls=\"collapse96230\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Think-pair-share, small group discussion<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96230\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96230\"> <div class=\"ea-body\"><p><span class=\"TextRun SCXW179428469 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW179428469 BCX0\">Students think\/recall about a concept or experience individually, share it with their peers, and then share it with the wider class.<\/span><\/span><span class=\"EOP SCXW179428469 BCX0\">\u00a0<\/span><\/p><table style=\"width: 101.474%;height: 543px\" border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr style=\"height: 24px\"><th style=\"text-align: center;width: 32.2845%;height: 24px\" scope=\"col\">Live online session<\/th><th style=\"text-align: center;width: 36.2487%;height: 24px\" scope=\"col\">Asynchronous (online)<\/th><th style=\"text-align: center;width: 31.3611%;height: 24px\" scope=\"col\">In-person classroom<\/th><\/tr><tr><td style=\"width: 32.2845%\" width=\"200\">Pose a question using <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> and give students thinking time to consider their individual reflections. Students can submit their initial thoughts anonymously via an open-text poll.<\/p><p>Following thinking time, use <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/breakout-rooms-in-microsoft-teams\/\">breakout rooms<\/a> to provide a space for small group\/pair discussions.<\/p><p>Students can use an in-meeting <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/tools-for-learning-activities-ms-whiteboard\/\">Whiteboard<\/a> or <a href=\"https:\/\/support.microsoft.com\/en-us\/office\/document-collaboration-and-co-authoring-ee1509b4-1f6e-401e-b04a-782d26f564a4\">collaborative MS365 document<\/a> to note their observations ready to share with the wider class.<\/p><style>a { text-decoration: none; color: #464feb;}tr th, tr td { border: 1px solid #e6e6e6;}tr th { background-color: #f5f5f5;}<\/style><div>Students can also submit an initial response using a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> poll before entering breakout rooms and vote again afterwards to compare changes in understanding or opinion.<\/div><p>&nbsp;<\/td><td style=\"width: 36.2487%;height: 208px\">Devise a question and a list of student pairs\/groups; these instructions could be written or recorded, and communicated to students within an <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/ultra-create-content-document\/\">Ultra Document<\/a>.<\/p><p>Students can use <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-padlet-university-licence\/\">Padlet<\/a>, embedded within the Ultra Document, to note their observations. They can be tasked with commenting on and responding to posts from their allocated pair or group.<\/p><p>Alternatively, set up <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-ultra-groups\/\">Blackboard groups<\/a> to enable<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-discussions\/\"> Blackboard Discussions<\/a> for specific pairs\/groups. Students could share outcomes, highlights or reflections from their pair\/groups via a class Padlet.<\/td><td style=\"width: 31.3611%\" width=\"200\">Pose a question using <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> and display it on the classroom board. Give students thinking time to consider their individual reflections, then invite them to submit their thoughts via an open-text poll.<\/p><p>After thinking time, ask students to share their thoughts within pairs\/small groups, then task them to construct a post in a <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-padlet-university-licence\/\">Padlet<\/a> to summarise their discussions and take away points. You can draw on these posts for further class discussion.<\/p><style>a { text-decoration: none; color: #464feb;}tr th, tr td { border: 1px solid #e6e6e6;}tr th { background-color: #f5f5f5;}<\/style><p>Alternatively, use a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> poll to gather individual responses before discussion and revisit the poll afterwards to compare changes in understanding or opinion.<\/p><p>&nbsp;<\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96231\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96231\" aria-controls=\"collapse96231\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Polling + post-Poll discussion <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96231\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96231\"> <div class=\"ea-body\"><p><span class=\"TextRun SCXW230465282 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW230465282 BCX0\">Use a polling activity to ask a question with multiple options, for example, to allow students to present their <\/span><span class=\"NormalTextRun SCXW230465282 BCX0\">feelings\/<\/span><span class=\"NormalTextRun SCXW230465282 BCX0\">agreement\/<\/span><\/span><span class=\"TextRun SCXW230465282 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW230465282 BCX0\">disagreement with given statements.<\/span><\/span><\/p><table style=\"width: 100%;height: 208px\" border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr style=\"height: 24px\"><th style=\"text-align: center;width: 35.3815%;height: 24px\" scope=\"col\">live online session<\/th><th style=\"text-align: center;width: 33.896%;height: 24px\" scope=\"col\">\u00a0asynchronous (online)<\/th><th style=\"text-align: center;width: 30.655%;height: 24px\" scope=\"col\">in-person classroom<\/th><\/tr><tr style=\"height: 184px\"><td style=\"width: 35.3815%;height: 184px\">Use a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> <span style=\"font-family: inherit;font-size: inherit;letter-spacing: 0px\">poll to gather student responses and share results with the class. Post-poll discussion can be carried out via the meeting chat or <a style=\"font-family: inherit;font-size: inherit;letter-spacing: 0px\" href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/breakout-rooms-in-microsoft-teams\/\">reakout groups<\/a>.<\/span><\/td><td style=\"width: 33.896%;height: 184px\">Use a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox\u00a0<\/a>survey to collect responses asynchronously and tell students when you will share the results. Responses can be reviewed and summarised on a PowerPoint slide or in a screencast recording.<\/p><style>a { text-decoration: none; color: #464feb;}tr th, tr td { border: 1px solid #e6e6e6;}tr th { background-color: #f5f5f5;}<\/style><p>After-poll discussion could be carried out via <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-discussions\/\">Blackboard Discussions<\/a>.<\/td><td style=\"width: 30.655%;height: 184px\">Use a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox \u00a0<\/a>poll to gather responses and display results on the board. Subsequent poll discussion can continue in a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/toolsandtechnologies\/using-padlet-for-teaching\/\">Padlet<\/a><\/p><style>a { text-decoration: none; color: #464feb;}tr th, tr td { border: 1px solid #e6e6e6;}tr th { background-color: #f5f5f5;}<\/style><p>In the event students do not have a device, encourage them to work with others, use gestures or write a question number to indicate their choice.<\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96232\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96232\" aria-controls=\"collapse96232\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Posters and 'Gallery walks'<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96232\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96232\"> <div class=\"ea-body\"><p><span class=\"TextRun SCXW169409429 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW169409429 BCX0\">Asking students to create 'Posters' on flip-chart paper, followed by 'Gallery walks', is a way to engage students in displaying their thinking or outcomes for peer feedback and improvement. Posters can be as simple as a mind-map. This type of activity provides a good opportunity for self-reflection <\/span><span class=\"NormalTextRun SCXW169409429 BCX0\">after<\/span><span class=\"NormalTextRun SCXW169409429 BCX0\">\u00a0<\/span><span class=\"NormalTextRun SCXW169409429 BCX0\">it<\/span><span class=\"NormalTextRun SCXW169409429 BCX0\">\u00a0has been completed<\/span><span class=\"NormalTextRun SCXW169409429 BCX0\">.<\/span><\/span><span class=\"EOP SCXW169409429 BCX0\">\u00a0<\/span><\/p><table style=\"width: 100%\" border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr><th style=\"text-align: center;width: 27.5899%\" scope=\"col\">Live online session<\/th><th style=\"text-align: center;width: 31.6192%\" scope=\"col\">\u00a0Asynchronous (online)<\/th><th style=\"text-align: center;width: 40.791%\" scope=\"col\">In-person classroom<\/th><\/tr><tr><td style=\"width: 27.5899%\">Use breakout groups to give students a space in which they can co-create with others,<\/p><p>Use <a href=\"https:\/\/padlet.help\/l\/en\/article\/8izrmuejli-what-is-sandbox\">Padlet sandboxes<\/a> to provide students with a stack of blank canvases on which they can co-author posters and also see other groups. If needed, you can restrict permissions to prevent students from editing each others.<\/p><p>Share the meeting screen to focus on specific posters for class discussion.<\/td><td style=\"width: 31.6192%\">Ask students to upload a photo of their poster to\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-padlet-university-licence\/\">Padlet<\/a> or a <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-discussions\/\">Blackboard discussion forum<\/a>. Students could provide peer feedback using an attached rubric\/checklist and commenting on each others posts.<\/p><p>If wanting to keep peer feedback restricted from wider class view, ask students to upload their poster to <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/blackboard-assignment-peer-review\/\">Blackboard Peer Review<\/a> or <a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2018\/07\/31\/turnitin-creating-a-peermark-assessment\/\" target=\"_blank\" rel=\"noopener\">Turnitin PeerMark assessment.<\/a><\/td><td style=\"width: 40.791%\">You could ask students to upload photos of their flipchart poster to <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-padlet-university-licence\/\">Padlet<\/a>,\u00a0 and use the comments feature to record the key points or observations arising from their poster activity.<\/p><p>Alternatively, use <a href=\"https:\/\/padlet.help\/l\/en\/article\/8izrmuejli-what-is-sandbox\">Padlet sandboxes<\/a> to provide students with a stack of blank canvases on which they can co-author posters and also see other group outcomes.<\/p><p>If needing students to 'present' their poster, the Padlet <a href=\"https:\/\/padlet.help\/l\/en\/article\/n7c1hy65t4-slideshow\">slideshow<\/a> function and\/or sandbox <a href=\"https:\/\/padlet.help\/l\/en\/article\/pba5ewkp6q-create-a-sandbox-presentation#auto_play_mode\">auto-play <\/a>feature can be used to cycle through posts on a timer, giving a set timeframe in which students could talk through their poster or simply allow others to look more closely and ask questions.<\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96233\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96233\" aria-controls=\"collapse96233\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Fishbowl <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96233\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96233\"> <div class=\"ea-body\"><p>Fishbowl is a strategy for organising small group discussions. Half of the students are assigned to the inner circle and the other half are assigned to the outer circle. First, students placed in the inner circle or in the \u2018fishbowl\u2019 have a discussion, and the students in the outer circle listen to the discussion and take notes. The roles are then switched.<\/p><p>Both the groups can be prompted to think and make notes using some questions, such as:<\/p><ul><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"1\" data-aria-level=\"1\">Two things that were new learning points for you.<\/li><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"1\" data-aria-level=\"1\">One idea that you disagree with. Why?<\/li><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"1\" data-aria-level=\"1\">One idea that you strongly agree with. Why?<\/li><\/ul><table border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr><th style=\"text-align: center\" scope=\"col\">Live online session<\/th><th style=\"text-align: center\" scope=\"col\">\u00a0Asynchronous (online)<\/th><th style=\"text-align: center\" scope=\"col\">In-person classroom<\/th><\/tr><tr><td>Students can take turns role-playing a solution and others can watch and respond in chat or through live discussion.<\/p><p>For a more inclusive experience, you could ask students to do this in small group <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/breakout-rooms-in-microsoft-teams\/\">breakout rooms<\/a>; ask them to decide their role of 'observer' or 'participant' before they join the rooms, you could even allocate groupings beforehand.<\/td><td>Students can use <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-padlet-university-licence\/\">Padlet<\/a> or a Blackboard <a href=\"https:\/\/sites.reading.ac.uk\/tel\/learning-activities\/discussion-forums\/\">discussion forum<\/a> and take an inner circle and outer circle approach. This means some students post first ('inner circle'), while the 'outer circle' reads and responds. Students then swap roles for a secondary, follow up activity..<\/p><p>Alternatively, they could engage with the <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/blackboard-ai-design-assistant-generate-ai-conversations\/\">Blackboard AI Conversations<\/a> tool and and share observations following their interaction.<\/td><td>Students can take turns role playing a solution for others to critique, watch, etc. Instructor leads the whole class discussion after the fishbowl has ended.<\/p><p>For a more inclusive approach,<\/p><ul><li>students could work in small groups and feedback to each other, before engaging in a wider class discussion.<\/li><li>Alternatively, they could engage with the <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/blackboard-ai-design-assistant-generate-ai-conversations\/\">Blackboard AI Conversations<\/a> tool and and share observations following their interaction.<\/li><\/ul><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96234\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96234\" aria-controls=\"collapse96234\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Muddiest point <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96234\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96234\"> <div class=\"ea-body\"><p><span class=\"TextRun SCXW22899913 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW22899913 BCX0\">Individually students take a few minutes to write down the areas that they find most confusing or difficult. Peers \/ faculty provide explanations to clarify the concept.<\/span><\/span><span class=\"EOP SCXW22899913 BCX0\">\u00a0<\/span><\/p><table style=\"width: 100%\" border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr><th style=\"text-align: center;width: 30.2326%\" scope=\"col\">live online session<\/th><th style=\"text-align: center;width: 34.3552%\" scope=\"col\">\u00a0asynchronous (online)<\/th><th style=\"text-align: center;width: 35.3066%\" scope=\"col\">in-person classroom<\/th><\/tr><tr><td style=\"width: 30.2326%\"><style>a {<br \/> text-decoration: none;<br \/> color: #464feb;<br \/>}<br \/>tr th, tr td {<br \/> border: 1px solid #e6e6e6;<br \/>}<br \/>tr th {<br \/> background-color: #f5f5f5;<br \/>}<br \/><\/style><p><span style=\"font-family: inherit;font-size: inherit;letter-spacing: 0px\">Encourage students to identify any unclear or \u201cmuddy points\u201d. These can be shared in the chat, on a screen, through a digital pinboard such as <a href=\"https:\/\/sites.reading.ac.uk\/tel\/toolsandtechnologies\/using-padlet-for-teaching\/\">Padlet <\/a>(students can post and upvote the trickiest point), or submitted using <\/span><span style=\"font-family: inherit;font-size: inherit;letter-spacing: 0px\"><a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a>.<\/span><\/td><td style=\"width: 34.3552%\"><style>a {<br \/> text-decoration: none;<br \/> color: #464feb;<br \/>}<br \/>tr th, tr td {<br \/> border: 1px solid #e6e6e6;<br \/>}<br \/>tr th {<br \/> background-color: #f5f5f5;<br \/>}<br \/><\/style><div>Pose a question in a <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-discussions\/\">Blackboard Discussion<\/a>\u00a0to encourage students to share areas they found challenging, respond to one another\u2019s queries, and identify common points of confusion that can be addressed in subsequent teaching sessions.<\/div><div><\/div><div>Alternatively, you can use a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox <\/a>survey or <a href=\"https:\/\/sites.reading.ac.uk\/tel\/toolsandtechnologies\/teaching-with-ms-forms\/\">Microsoft Form<\/a> to collect students\u2019 questions or areas of uncertainty following independent study activities.<\/div><\/td><td style=\"width: 35.3066%\"><style>a {<br \/> text-decoration: none;<br \/> color: #464feb;<br \/>}<br \/>tr th, tr td {<br \/> border: 1px solid #e6e6e6;<br \/>}<br \/>tr th {<br \/> background-color: #f5f5f5;<br \/>}<br \/><\/style><div>Students can share their muddiest point using a digital pinboard such as <a class=\"fui-Link fai-bebop ___1myvvpj f2hkw1w f3rmtva f1ewtqcl f16muhyy f1k6fduh f1w7gpdv f1mo0ibp fjoy568 ff5ikls f1s184ao f1mk8lai fnbmjn9 f1o700av f13mvf36 f33ey8m f9n3di6 f1ids18y f1tx3yz7 f1bwia3u f1eh06m1 f1xeumsx fhgqx19 f1olyrje f1p93eir f1nev41a f132whgj f1v74mp6 f1tsf1ni fnq52rx f16zlvvm\" href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/padlet-how-to-make-and-share-padlets-institutional-license\/\" target=\"_blank\" rel=\"noopener noreferrer\" data-tabster=\"{&quot;restorer&quot;:{&quot;type&quot;:1}}\">Padlet<\/a> (students can upvote the trickiest points), or through a <a class=\"fui-Link fai-bebop ___1myvvpj f2hkw1w f3rmtva f1ewtqcl f16muhyy f1k6fduh f1w7gpdv f1mo0ibp fjoy568 ff5ikls f1s184ao f1mk8lai fnbmjn9 f1o700av f13mvf36 f33ey8m f9n3di6 f1ids18y f1tx3yz7 f1bwia3u f1eh06m1 f1xeumsx fhgqx19 f1olyrje f1p93eir f1nev41a f132whgj f1v74mp6 f1tsf1ni fnq52rx f16zlvvm\" href=\"https:\/\/support.microsoft.com\/en-us\/office\/document-collaboration-and-co-authoring-ee1509b4-1f6e-401e-b04a-782d26f564a4\" target=\"_blank\" rel=\"noopener noreferrer\" data-tabster=\"{&quot;restorer&quot;:{&quot;type&quot;:1}}\">collaborative Microsoft 365 document<\/a>, or by responding using <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a>.<\/div><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96235\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96235\" aria-controls=\"collapse96235\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Four corners <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96235\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96235\"> <div class=\"ea-body\"><p><span class=\"TextRun BCX0 SCXW86142551\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun BCX0 SCXW86142551\">Students move to one of the four corners (strongly agree, agree, disagree, and strongly disagree) of the room to identify their position on a specific statement.<\/span><\/span><\/p><table style=\"width: 100%\" border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr><th style=\"text-align: center;width: 29.70401691331924%\" scope=\"col\">live online session<\/th><th style=\"text-align: center;width: 28.8583509513742%\" scope=\"col\">\u00a0asynchronous (online)<\/th><th style=\"text-align: center;width: 41.43763213530655%\" scope=\"col\">in-person classroom<\/th><\/tr><tr><td style=\"width: 29.70401691331924%\">Use the <a href=\"https:\/\/sites.reading.ac.uk\/tel-support-staff\/polls-in-microsoft-teams\/\">Teams meeting polling features\u00a0<\/a>to ask students to select a 'corner', or ask students to place a virtual sticky note on an in-meeting Whiteboard (there are many <a href=\"https:\/\/support.microsoft.com\/en-gb\/office\/insert-templates-in-whiteboard-ba4b28e9-f1e0-4525-90ad-dbf9ea21b8c1\">templates<\/a> that could indicate the 'four corners').<\/td><td style=\"width: 28.8583509513742%\">Post an embedded<a href=\"https:\/\/padlet.help\/l\/en\/article\/8izrmuejli-what-is-sandbox\"> Padlet sandbox<\/a> in Blackboard, there are many templates that could indicate 'four corners'. You can further surmise on a PowerPoint slide or in a screencast recording.<\/td><td style=\"width: 41.43763213530655%\">Students are asked to display a colour on their phone screen by selecting a google image.<\/p><p>Other options could be to raise hands or other movement to indicate agreement.<\/p><p>Alternatively, share a<a href=\"https:\/\/padlet.help\/l\/en\/article\/8izrmuejli-what-is-sandbox\">\u00a0Padlet sandbox<\/a> in Blackboard, there are many templates that could indicate 'four corners'.<\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96236\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96236\" aria-controls=\"collapse96236\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> What\u2019s missing? <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96236\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96236\"> <div class=\"ea-body\"><p><span class=\"TextRun SCXW261598136 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW261598136 BCX0\">On a PowerPoint slide, display a list of ideas, terms, equation, or rationale. Students can identify the missing pieces in the given ideas\/equation\/glossary.<\/span><\/span><span class=\"EOP SCXW261598136 BCX0\">\u00a0<\/span><\/p><table style=\"width: 100%\" border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr><th style=\"text-align: center;width: 32.4524%\" scope=\"col\">live online session<\/th><th style=\"text-align: center;width: 34.8837%\" scope=\"col\">\u00a0asynchronous (online)<\/th><th style=\"text-align: center;width: 32.5581%\" scope=\"col\">in-person classroom<\/th><\/tr><tr><td style=\"width: 32.4524%\"><style>a {<br \/> text-decoration: none;<br \/> color: #464feb;<br \/>}<br \/>tr th, tr td {<br \/> border: 1px solid #e6e6e6;<br \/>}<br \/>tr th {<br \/> background-color: #f5f5f5;<br \/>}<br \/><\/style><div>Present a list of ideas, terms, equation, or rationale via a dedicated presentation slide. Students can respond with what is missing using chat, a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> poll, or further discussion in breakout groups.<\/div><div><div class=\"fai-CopilotMessage__actions rmlvq19 ___7qar2c0 fcthzvy\" role=\"toolbar\" data-tabster=\"{&quot;mover&quot;:{&quot;cyclic&quot;:false,&quot;direction&quot;:2,&quot;memorizeCurrent&quot;:true}}\"><\/div><\/div><\/td><td style=\"width: 34.8837%\">Create a screencast to present a list of ideas, terms, equations or rationale and prompt students to identify \u2018what\u2019s missing?\u2019. Students could respond via a <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/?p=13010\">YuJa embedded quiz<\/a> within the recording.<\/td><td style=\"width: 32.5581%\"><style>a {<br \/> text-decoration: none;<br \/> color: #464feb;<br \/>}<br \/>tr th, tr td {<br \/> border: 1px solid #e6e6e6;<br \/>}<br \/>tr th {<br \/> background-color: #f5f5f5;<br \/>}<br \/><\/style><div>Using your presentation slides or a <a class=\"fui-Link fai-bebop ___1myvvpj f2hkw1w f3rmtva f1ewtqcl f16muhyy f1k6fduh f1w7gpdv f1mo0ibp fjoy568 ff5ikls f1s184ao f1mk8lai fnbmjn9 f1o700av f13mvf36 f33ey8m f9n3di6 f1ids18y f1tx3yz7 f1bwia3u f1eh06m1 f1xeumsx fhgqx19 f1olyrje f1p93eir f1nev41a f132whgj f1v74mp6 f1tsf1ni fnq52rx f16zlvvm\" href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/padlet-how-to-make-and-share-padlets-institutional-license\/\" target=\"_blank\" rel=\"noopener noreferrer\" data-tabster=\"{&quot;restorer&quot;:{&quot;type&quot;:1}}\">Padlet<\/a>, present a list of ideas, terms, equations or rationale. Students discuss and identify what is missing, responding with comments on Padlet posts, or a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> poll. Responses can be used to reveal common misconceptions and stimulate discussion before the correct answer is shared.<\/div><\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96237\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96237\" aria-controls=\"collapse96237\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Pro\/con debate list <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96237\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96237\"> <div class=\"ea-body\"><p><span class=\"TextRun SCXW79921863 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW79921863 BCX0\">Pro\/cons list is a strategy used to elicit arguments in\u00a0<\/span><span class=\"NormalTextRun SpellingErrorV2 SCXW79921863 BCX0\">favour<\/span><span class=\"NormalTextRun SCXW79921863 BCX0\">\u00a0or against a certain statement.<\/span><\/span><span class=\"EOP SCXW79921863 BCX0\"> Padlet would work well for debates held online, asynchronously or in-person, use <a href=\"https:\/\/padlet.help\/l\/en\/article\/4hhcm0aujp-sections\">Padlet sections<\/a> to make columns that represent the 'pros' \/ 'cons' titles and ask students to contribute posts in their chosen list.<\/span><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-96238\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse96238\" aria-controls=\"collapse96238\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Entry\/Exit Tickets <\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse96238\" data-parent=\"#sp-ea-9623\" role=\"region\" aria-labelledby=\"ea-header-96238\"> <div class=\"ea-body\"><p><span class=\"TextRun SCXW188171343 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW188171343 BCX0\">Entry and exit tickets are questions that are given to students before or after the session, to check the understanding about specific concepts.<\/span><\/span><\/p><table border=\"1\" width=\"100%\" cellpadding=\"4\"><tbody><tr><th style=\"text-align: center\" scope=\"col\">\u00a0live online<\/th><th style=\"text-align: center\" scope=\"col\">asynchronous (online)<\/th><th style=\"text-align: center\" scope=\"col\">in-person classroom<\/th><\/tr><tr><td>At the beginning or end of a session, students respond to a question in the chat or using a <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> poll.<\/td><td>Before or after a session, students respond to a question in a <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/padlet-how-to-make-and-share-padlets-institutional-license\/\">Padlet<\/a>, <a href=\"https:\/\/sites.reading.ac.uk\/tel\/discussions\/\">Blackboard Discussion<\/a>, <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a> survey, <a href=\"https:\/\/sites.reading.ac.uk\/tel\/toolsandtechnologies\/teaching-with-ms-forms\/\">Microsoft Form<\/a> or <a href=\"http:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topics-ultra-tests\/\">Blackboard Test\u00a0<\/a>(these can be self-marking and quickly created\/edited using the <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/blackboard-ai-design-assistant-ai-tests-and-question-banks\/\">Blackboard AI Design Assistant: Tests<\/a>).<\/td><td>At the beginning or end of a session, students respond to a question using <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/padlet-how-to-make-and-share-padlets-institutional-license\/\">Padlet<\/a> or <a href=\"https:\/\/sites.reading.ac.uk\/tel\/teaching-with-vevox\/\">Vevox<\/a>.<\/td><\/tr><\/tbody><\/table><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Do you need quick inspiration for &#8216;tried and tested&#8217; learning activities? See the table below, containing activity ideas and suggestions for technology adaptations (depending on delivery mode). These ideas have been inspired by the fantastic resource: AdvanceHE &#8217;52etc&#8217; Engaging Toolkit Cards. Note: Some of these activities are great ice-breakers!<\/p>\n","protected":false},"author":63,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_lmt_disableupdate":"no","_lmt_disable":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[141],"tags":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Common learning activities and technologies - Technology Enhanced Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.reading.ac.uk\/tel\/common-learning-activities\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Common learning activities and technologies - Technology Enhanced Learning\" \/>\n<meta property=\"og:description\" content=\"Do you need quick inspiration for &#8216;tried and tested&#8217; learning activities? 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