• The teacher asks a question and states how

long each student will have to share their

ideas/responses.
• Students are given think
time.
• Partner A shares.
• Partner B offers praise.
• Partners switch roles.
• The teacher says, “Go!”
• Students stand up with one
hand high in the air.
• Students quickly find a partner
and give them a “sticky high
five.”
• Students wait for the teacher
to give further instructions.
• The teacher gives all students a quiz card (with a question &
answer or word & definition) and says, “Stand-Up, Hand-Up,
Pair-Up.”
• Partner A asks partner B the question.
• Partner B answers.
• Partner A offers praises or coaching.
• Partners switch roles.
• Partners trade their cards and repeat the
process with a new partner using the
“Stand-Up, Hand- Up, Pair-Up” strategy.
• Students sit with a shoulder partner.
• Problem 1- partner A (A) solves the problem and
explains how they do so to partner B (B). B
praises or coaches.
• Problem 2- B solves the problem and explains
how they do so to A. A praises or
coaches.
• Continue taking turns to
solve all problems.
• Celebrate team work.
• Student 1- Fans the cards.
• Student 2- Picks and reads the card and
allows think time.
• Student 3- Answers.
• Student 4- Praises or coaches.
• Students rotate roles.
• Students rule up paper with two columns headed
“Give One” and “Get One”.
• The teacher asks a question and students write
answers in the “Give One” column.
• Students “Stand Up, Hand Up, Pair Up” and share one
idea with a partner. If it’s a new idea students write it
in the “Get One” column. If not, they
tick the idea already written.
• Students continue process until the
teacher calls “time”.
• Students are grouped into stations. At each station is a different coloured
marker and A3 sheet of paper with a question.
• The groups allocate a scribe, a reader and a speaker.
• The teacher sets a timer. The scribe
writes group answers on paper.
• When the teacher calls “time”, students
rotate to the next station.
• The reader reads the previous group’s
ideas to ensure they are not duplicated.
• Students continue rotating until at their
original station where they tick the most
important ideas. The speaker is prepared
to share these ideas.
• Each group gets a topic and support materials to read
and discuss.
• Students create a poster. All students contribute with
words or pictures.
• When complete, posters are put up
and numbered. Students are all
given a number that corresponds to a
poster number.
• If standing next to a poster you
created, you explain it to the group.
Continue rotating to all posters .
• The signs “Strongly Agree” and “Strongly
Disagree” are posted on either side of the
room.
• The teacher makes a statement.
• Students vote with their feet by standing along
an imaginary continuum that best expresses
their opinion.
• Students explain their positioning.
• The text topic is a mystery.
• Each student gets a word clue to help make
a written prediction of the mystery text topic.
Students write “I think the text is about.. .
because.. .”
• When finished, students put their hand up to
find a partner also finished. They share clues
and re-predict.
• Continue process.
• The teacher reads the text and students
determine the accuracy of their predictions.
• After a lesson the teacher provides all students with a piece of
paper.
• The teacher explains that students in pairs will have a written
conversation about what happened in class or about a specific
topic. They can draw pictures, ask questions and share feelings
about the topic with their partner but they cannot talk.
• The teacher sets a timer and instructs students to
write as much as they can to their partner within the
time provided.
• When the timer goes off, the students swap and read
letters.
• The teacher re-sets the timer to provide students with
time to respond to the letters.
• Repeat process as many times as needed.
• Students work in small groups. Each member of the group is
given a number by the teacher.
• The teacher announces a topic or poses a question which there
are multiple possible responses for.
• The teacher provides the whole class with “think time”.
• The teacher explains that students will take turns sharing their
ideas in a clockwise direction for a set time using a timer.
• The teacher chooses a number and asks all students allocated that
number to begin sharing and to stop when the timer alarms.
Students are told they cannot repeat the previous
person’s comments so they must be listening
carefully.
• Continue process until teacher calls time or until
all members have shared their ideas.
• The teacher poses a problem/question to
which there are multiple responses .
• The teacher provides the whole class with
“think time”.
• In pairs, students repeatedly take turns
sharing answers/ideas orally until
the teacher calls time.
• Students cannot repeat the
others responses.
• “Great job!”
• “You amaze me!”
• “Fantastic answer!”
• “Good thinking!”
• “You are so smart!”
• “You really got this!”
• “You go girl/boy!”
• “You worked so hard.”
• “You never give up!”
• “I like when you said . .”
• “I can relate to.. .”
• “I agree with . .”
• “You really helped me.. ”
• www.mycutegraphics.com
• www.youtube.com/watch?v=5XOl5
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