The question cards were made for Year 8 fun revision of key words. I place students in groups of at least 4 with at least 2 students per team. Each team are given a mini white board and pen.

To be used with Kagan style lessons or as an active learning activity for pupil group work. Kagan Structure number 12: Jot Thoughts Students brainstorm in teams, each teammate simultaneously writes ideas, with each idea on a separate slip of paper. The teacher prepares a brainstorming topic. Each student needs a pen and slips of paper. Step 1: Teacher Announces Topic The teacher announces the brainstorming topic and sets a time limit. “Brainstorming as many team names as you can. You have 3 minutes. First, announce your idea to the team. Second, write the team name on a slip of paper, and third, place the idea faceup on your team table. See if you can cover the table.” Step 2: Team Brainstorms Teammates simultaneously generate as many ideas as they can in the allotted time. They write each idea on a separate slip of paper, announce the idea to teammates, and place the idea faceup on the team table. They attempt to “cover the table” rather than stacking the slips. Step 3: Team Processes Ideas When time’s up, the team processes their brainstormed ideas. There are many ways to process ideas. How students process ideas depends on the goal of the brainstorming task.

The snakes and ladders board is designed to be printed on A3 paper and then laminated. The A3 question sheets should be printed on different coloured card according to difficulty. Easier - red/pink Medium - orange/yellow Harder - green/blue Rules for my students: - move up the space rockets - move down the shooting stars - must roll exact number to land on 100 space and win - if a question is answered incorrectly, after being told the answer, you must keep hold of the question card (face down) and attempt to answer it again the next time you land on a Q space. A new card must also be answered - correctly answering harder question cards allows you to move forward another 2 spaces - correctly answering medium difficulty cards allows you to move forward 1 extra space - if your game ends before the time limit (~15 mins) use the question cards to peer assess each other or have another game All images are free to use from www.pixabay.com

Team table mats to be used alongside Kagan style lessons. Helps pupils quickly identify their roles for various Kagan activities and makes changing up teams and seating plans (based on ability) easy. There are enough mats for 10 groups of 4 students.

Used as a revision activity - pupils are peer and self assessed. Pupils work in pairs or small groups and keep a tally of their point scores on a sticky note. Pupil instructions: Roll dice (along x-axis) Roll dice again (up y-axis) Q - Write a question- place it in the Question Box Green tick - Answer a question and place in the examiners box. Red tick - Collect an answer and peer assess (mark) it. Clay - Model something from the topic and have a partner guess. Blindfold - Sketch something on the topic blindfolded and have a partner guess your drawing. Write down new information learnt in your exercise book. Images are free to use from www.pixabay.com and www.clker.com

Used as a revision or independent learning (open book) activity - pupils are peer and self assessed. Pupils work in pairs or small groups and keep a tally of their point scores on a sticky note. Pupil instructions: Roll dice (along x-axis) Roll dice again (up y-axis) Q - Write a question- place it in the Question Box Green tick - Answer a question and place in the examiners box. Red tick - Collect an answer and peer assess (mark) it. Clay - Model something from the topic and have a partner guess. Blindfold - Sketch something on the topic blindfolded and have a partner guess your drawing. Write down new information learnt in your exercise book. All images are free to use from www.pixabay.com and www.clker.com

To be used with Kagan style lessons or as an active learning activity for pupil pair work. Kagan Structure number 20: Quiz-Quiz-Trade Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a new partner. The teacher provides quizzing cards or the students can create their own quiz cards using the card template. Step 1: Students Pair Up With a card in one hand and the other hand raised, each student stands up, puts a hand up, and pairs up with a classmate. They give each other a high five as they pair up. Step 2: Partner A Quizzes In the pair, Partner A asks Partner B a question relating to his or her card. Step 3: Partner B Answers Step 4: Partner A Praises or Coaches If Partner B asnwers correctly, Partner A praises him or her. If Partner B answers incorrectly, Partner A coaches or tutors Partner B. Step 5: Switch Roles Partners switch roles. Partner B now asks the question on his or her card and offers praise or coaches. Step 6: Partners Trade Cards Before departing and looking for new partners, partners trade cards. This way, students have a new card for each new pairing. Step 7: Partners Continue Quizzing and Trading Partners split up and continue quizzing and getting quizzed by new partners. When done, they trade cards again and find a new partner. Remind students, “Hand up to find a partner, high five, and hands down when you have a partner.” Related Structures: Mix-N-Match The cards in Mix-N-Match each match another card. e.g. when playing Mix-N-Match on states and capitals, there is a matching card for each state (California and Sacramento). Mix-N-Match starts with a round of Quiz-Quiz-Trade. After quizzing for the desired period, the teacher tells students to find the classmate with the matching card. Other related structures: #21 Quiz-N-Complete and #22 Snowball

To be used with Kagan style lessons or as an active learning activity for pupil group and or independent work. Kagan Structure number 14: Listen Right! During a lecture, the teacher stops. Students write the main points, compare with a partner, and celebrate. The teacher prepares discussion topics. Step 1: Teacher Lectures The teacher lectures while students listen carefully without taking notes. Step 2: Students Write Key Points After a short period of lecture, the teacher stops. Students write the key points of the lecture. Step 3: Partners Share Key Points The teacher asks students to pair up and share with a partner, checking for accuracy and making corrections on their own papers. To share, they may use Timed Pair Share to take equal timed turns to share, or they use RallyRobin or Pair Share where students alternate sharing a key point. Step 4: Teacher Reviews Key Points The teacher reviews the key points just shared. Students record any additional points that they missed. Step 5: Partners Celebrate Partners celebrate with a praiser or celebration. Step 6: Continue Process The teacher resumes lecturing for a short period, then stops again for students to make notes and process the new content. Usually only part of the lecture is punctuated with Listen Right!

To be used with Kagan style lessons or as an active learning activity for pupil group work. Each team receives a set of question or problem cards. Step 1: Student #1 fans cards in a fan and says pick a card any card. Step 2: Student #2 picks a card, reads the question aloud to the team, holds the card up so student #3 can see the question for 5 seconds, then lays the card down. Step 3: Student #3 answers the question. For problem solving, have students think aloud as they write so teammates can hear their thinking process. Step 4: Student #4 responds to the answer. Step 5: Teammates rotate roles, one person clockwise for each new round. Kagan Structure number 4: Fan-N-Pick Teammates rotate roles as they ask, answer, paraphrase, and praise, or coach each other.

The question cards were designed for Year 11 Combined Science in mind. I haved used them for fun revision sessions of key words. The students are placed in groups of 4, 2 per team, minimum and given 1 mini whiteboard and pen per team.

To be used with Kagan style lessons or as an active learning activity for pupil group work. A blank card template as well as 3 example activities for maths and PSHCE are included. The Fan-N-Pick Role Mat, Role Cards and Role Pyramid are available separately. Each team receives a set of question or problem cards. Step 1: Student #1 fans cards in a fan and says pick a card any card. Step 2: Student #2 picks a card, reads the question aloud to the team, holds the card up so student #3 can see the question for 5 seconds, then lays the card down. Step 3: Student #3 answers the question. For problem solving, have students think aloud as they write so teammates can hear their thinking process. Step 4: Student #4 responds to the answer. Step 5: Teammates rotate roles, one person clockwise for each new round. Kagan Structure number 4: Fan-N-Pick Teammates rotate roles as they ask, answer, paraphrase, and praise, or coach each other.

To be used with Kagan style lessons or as an active learning activity for pupil group work. A recording sheet to record everything shared in team of pupil’s RoundRobin. Kagan Structure number 1: All Record Round Robin

To be used with Kagan style lessons or as an active learning activity for pupil group work. Kagan Structure number 15: Numbered Heads Together Teammates put their “heads together” to discuss the question and make sure everyone knows the answer. One teammate’s number is randomly called, and that teammate shares the team’s answer. The teacher prepares questions or problems to ask teams. Students have mini whiteboards or individual think slips and writing pens. Step 1: Students Number Off Students number off in their teams from 1-4 Step 2: Teacher Asks a Question and Provides Think Time The question can be a question with a right or wrong answer or it can be an open-ended discussion question like “What conditions make the formation of a rainbow more likely and why? Everyone think about your answer.” Step 3: Individuals Write Students privately write their answers, no talking. Step 4: Heads Together Students lift up from their chairs to put their heads together, show answers, and discuss and teach. Students reach a consensus on the team’s answer and make sure they all know the team’s answer because one of them will be selected to represent the team. Step 5: Students Sit Students sit down when everyone knows the answer or has something to share. Students erase their boards or hide their answers (so they must individually re-solve or recall the answer if selected). Step 6: Teacher Calls a Number The teacher randomly calls a student number from 1-4. All selected students stand. The teacher asks standing students the question (or a similar question). Step 7: Selected Students Solve the Problem The standing students independently solve the problem and write the answer(s) on their boards. The teacher calls “show me”, then the selected student on each team holds up his or her mini whiteboard. Step 8: Class Praises Respondents Classmates cheer the students who responded. Related Structures: #16 Paired Heads Together and #17 Travelling Heads Together.

To be used with Kagan style lessons or as an active learning activity for pupil group work. Kagan Structure number 9: Inside Outside Circle Students rotate in concentric circles to face new partners for sharing, quizzing, or problem solving. The teacher prepares questions or problems, or the teacher or students prepare question cards, one per student. Students form A-B pairs. Step 1: Form the Outside Circle Partner A from each pair moves to form one large circle in the class, facing in. “Partner A’s, please form a large circle in the open area of the classroom. B’s watch where your partner goes.” Step 2: Form the Inside Circle Partner B’s find and face their partners. The class now stands in two concentric circles. “Partner B’s, please find and face your partners.” Step 3: Inside Circle Asks Question; Outside Circle Responds Question Cards: Inside Circle students ask a question from their question card; Outside Circle students answer. Inside Circle students praise or coach. Teacher Questions: The teacher asks a question and asks the Inside Circle students, Outside Circle students, or both (Timed Pair Share) to share with their partners. “What did you do this weekend? Everyone think. Inside Circle students please share for 30 seconds.” Step 4: Partners Switch Roles Outside Circle students ask, listen, and then praise or coach. “Outside Circle students, it’s your turn to share for 30 seconds.” Step 5: Partners Trade Cards When using question cards, partners trade cards. To indicate they are ready to rotate, the Inside Circle students turn and face the centre of the circle. Step 6: Rotate Partners Students face their partners, then turn to touch right shoulders. Either the Inside Circle students rotate to a new partner or the Outside Circle students rotate to a new partner. The teacher may call rotation numbers: “Face your partner. Turn sideways to touch right shoulders. Inside circle, rotate three students ahead.” The class may do a “choral count” as they rotate. Repeat: Students rotate and quiz many times to discuss or solve problems with different partners. Kagan Structure #10 Rotating Lines can be used instead of concentric circles. The students stand in facing lines instead. Lines are easier for younger students, work well with smaller groups, and may work better based on your room configuration.

To be used with Kagan style lessons or as an active learning activity for pupil group work. Each teammate needs a sheet of paper. Plus, one sheet of paper, the “Centrepiece”, is placed in the centre of the team table. Step 1: Teacher assigns a topic Step 2: Students Generate Ideas Step 3: Students Synergise Kagan Structure number 3: Centre Piece Students brainstorm ideas and record their ideas on sheets of paper. To build team synergy, after recording each new idea, they trade their paper with the centrepiece.

To be used with Kagan style lessons or as an active learning activity for pupil group work. Kagan Structure number 9: Inside Outside Circle Students rotate in concentric circles to face new partners for sharing, quizzing, or problem solving. The teacher prepares questions or problems, or the teacher or students prepare question cards, one per student. Students form A-B pairs. Step 1: Form the Outside Circle Partner A from each pair moves to form one large circle in the class, facing in. “Partner A’s, please form a large circle in the open area of the classroom. B’s watch where your partner goes.” Step 2: Form the Inside Circle Partner B’s find and face their partners. The class now stands in two concentric circles. “Partner B’s, please find and face your partners.” Step 3: Inside Circle Asks Question; Outside Circle Responds Question Cards: Inside Circle students ask a question from their question card; Outside Circle students answer. Inside Circle students praise or coach. Teacher Questions: The teacher asks a question and asks the Inside Circle students, Outside Circle students, or both (Timed Pair Share) to share with their partners. “What did you do this weekend? Everyone think. Inside Circle students please share for 30 seconds.” Step 4: Partners Switch Roles Outside Circle students ask, listen, and then praise or coach. “Outside Circle students, it’s your turn to share for 30 seconds.” Step 5: Partners Trade Cards When using question cards, partners trade cards. To indicate they are ready to rotate, the Inside Circle students turn and face the centre of the circle. Step 6: Rotate Partners Students face their partners, then turn to touch right shoulders. Either the Inside Circle students rotate to a new partner or the Outside Circle students rotate to a new partner. The teacher may call rotation numbers: “Face your partner. Turn sideways to touch right shoulders. Inside circle, rotate three students ahead.” The class may do a “choral count” as they rotate. Repeat: Students rotate and quiz many times to discuss or solve problems with different partners. Kagan Structure #10 Rotating Lines can be used instead of concentric circles. The students stand in facing lines instead. Lines are easier for younger students, work well with smaller groups, and may work better based on your room configuration.

To be used with Kagan style lessons or as an active learning activity for pupil group work. Kagan Structure number 9: Inside Outside Circle Students rotate in concentric circles to face new partners for sharing, quizzing, or problem solving. The teacher prepares questions or problems, or the teacher or students prepare question cards, one per student. Students form A-B pairs. Step 1: Form the Outside Circle Partner A from each pair moves to form one large circle in the class, facing in. “Partner A’s, please form a large circle in the open area of the classroom. B’s watch where your partner goes.” Step 2: Form the Inside Circle Partner B’s find and face their partners. The class now stands in two concentric circles. “Partner B’s, please find and face your partners.” Step 3: Inside Circle Asks Question; Outside Circle Responds Question Cards: Inside Circle students ask a question from their question card; Outside Circle students answer. Inside Circle students praise or coach. Teacher Questions: The teacher asks a question and asks the Inside Circle students, Outside Circle students, or both (Timed Pair Share) to share with their partners. “What did you do this weekend? Everyone think. Inside Circle students please share for 30 seconds.” Step 4: Partners Switch Roles Outside Circle students ask, listen, and then praise or coach. “Outside Circle students, it’s your turn to share for 30 seconds.” Step 5: Partners Trade Cards When using question cards, partners trade cards. To indicate they are ready to rotate, the Inside Circle students turn and face the centre of the circle. Step 6: Rotate Partners Students face their partners, then turn to touch right shoulders. Either the Inside Circle students rotate to a new partner or the Outside Circle students rotate to a new partner. The teacher may call rotation numbers: “Face your partner. Turn sideways to touch right shoulders. Inside circle, rotate three students ahead.” The class may do a “choral count” as they rotate. Repeat: Students rotate and quiz many times to discuss or solve problems with different partners. Kagan Structure #10 Rotating Lines can be used instead of concentric circles. The students stand in facing lines instead. Lines are easier for younger students, work well with smaller groups, and may work better based on your room configuration.

A snakes and ladders chemistry themed board with differentiated questions suitable for KS3 solutions topic.

Edward-De-Bono’s thinking hats is one way to split up roles within a large group and help pupils come up with questions.

To be used with Kagan style lessons or as an active listening activity. Kagan Structure number 19: Paraphrase Passport Students earn a passport to speak by accurately paraphrasing the prior speaker. Paraphrase Passport promotes active listening. Step 1: Teacher Assigns Topic The teacher assigns an open-ended discussion topic. e.g. “What are your feelings about stem cells?” Or, “What do you think might happen next in the story?” Step 2: One Person Shares One person in the pair or team shares an idea. Step 3: Paraphrase and Check Any student can share his or her idea next, but first he or she must paraphrase the person who spoke immediately before, checking for accuracy before sharing his or her own idea. “You think it’s a terrific idea for scientists to grow organs from patients’ own cells because it will save lives and improve quality of life. Did I hear you right?” Step 4: Offer Passport or Rephrase If the student who was paraphrased feels the paraphrase accurately reflected his or her thoughts, the student offers the passport for the paraphraser to speak. “You understood my thinking.” If the paraphrased student does not feel the paraphrase was accurate, the student takes responsibility, saying, “I don’t think I got my idea across. Let me try again.” After hearing the idea rephrased by the speaker, the person paraphrasing has another opportunity to earn the passport to speak.