IMPROVING TEACHING & LEARNING:

BUILDING STUDENT
INVOLVEMENT,
ATTENTION &RECALL
A catalogue of processes,
techniques and interventions
forusein the classroom.

INTRODUCTION
Teachers and tutors have long seen the value in short
activities that help with classroom management.
1: MOOD BREAKERS, ICEBREAKERS AND RECALL
Many short activities are useful for bringing the group
together, changing the mood, or revising or recalling the
learning. The activities are described more fully below.
Icebreakers
To help relax and involve students at the start of a
session to break the ice, and establish an appropriate
mood for the rest of the session. This pack contains a
range of activities that literally do that break the ice
and establish a positive, relaxed and friendly mood.
Mood changers
To change the dynamic and mood of the class to help
change the tempo, and refocus the group. Mood changers
may also diffuse tension, by distracting the students, and
preventing a build up of negativity, boredom or
frustration. This pack contains a range of activities that
help break the prevailing mood, and bring about a change
in dynamic and tempo.

Revision
Tutors and most students want to revise course material
from time to time. This pack contains activities that help
students revise material in an imaginative and interesting
way.
Recall
To ensure learning is and has taken place, tutors will often
want to ensure students can recall information or
programme content. This pack has a range of activities
that help students recall their learning in interesting and
imaginative ways.
Grabbing attention
Students can be easily bored or distracted. They may
lose focus or attention. This pack contains activities that
help grab the students attention, that engage the
student.
Matrix 1 shows which activity focuses on which of the
above.

2: LEARNING STYLES
Another way of classifying these short activities is by
their contribution to particular student learning styles.
The ones used here are loosely based on Gardners 7
intelligences for a more detailed understanding, read
Gardners work, in particular Frames of Mind. The 7
major learning intelligences are described below, and may
help you select which activities can provide a balance of
learning stimulations throughout the year.
Word:
High use of text and the written or spoken word, which
traditionally dominates our teaching and activity work.
Logic:
Use and application of numbers, thinking logically, in
sequence. Creating logical sequences and relationships.
Finding the logical connection between items. Grouping,
categorising and creating types.
Visual:
Emphasis on visual stimuli and seeing; using graphics,
pictures, cartoons, videos, visual stimulation of any kind.
Visualising, creating mental pictures. Using visual shapes
and patterns.

Movement:
Getting people moving around, being physically active.
Changing physical positions (standing, lying on the floor),
or changing locations. Activities which require movement.
Also being aware of physical sensations and attributes
eg touch. Tactile activities, requiring physical dexterity
and manipulation building or making things.
Sound:
Use of music or other sounds live or recorded. Use of
sounds to communicate, change the mood or refocus a
group. Use of rhythm and sound patterns including
poetry, limericks and rap. Rhythm as a form of discipline,
to work within.
Social:
Working in social settings especially groups , developing
social and interpersonal skills.
Self:
Students working on their own, choosing their own
approach; developing self learning and self-reflection
skills; developing self discipline and self motivation.
Addressing issues and learning at their own level, in their
own preferred style.
Matrix 2 shows the learning styles most appropriate to
each activity.

USING THE PACK

The activities are listed in alphabetical order.
Each activity contains a simple overview description, then
a more detailed description of the basic activity, with
suggestions as to how to extend the activity.
Each activity is listed on a separate page, both for ease
of photocopying, and so you can make your own notes and
adaptations on each activity.
Please feel free to copy any of the materials, and
disseminate them to your colleagues.

CONTENTS
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16 squares
3-D drawing
4-factor review
Alphabet words
Backdrops
Backpage agenda
Ball recall
Box of tricks
Callback music
Caption
Category sorting
Clouds
Common ground
Crossword
Cues and clues
Dice decider
Dingbats
Discovery learning
Doubling up
Do you know who you are?!
Fact finding party
Famous faces
Famous pairs
Freeze frame
Gallery show
Group badge
Group square
Guess my list
Hangman revision
I went to market

CONTENTS (cont)
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Information nuggets
Intelligence matrix
Jigsaw card sort
Just a minute
Knowledge tree
Learning bingo
Learning pictionary relay
Learning snap
Learning tower
Learning wall
Letters into words
Let there be light!
Limericks
Line ups
Luggage labels
Magic tricks
Mementos
Memory rap
Memory relay
Mind maps
Mnemonics
Moving out
Music timer
My words
Names of
Noise generator
Old song, new words
On/off task
Optical illusions
Oscars

59 Panel filler
60 Passing information

CONTENTS (cont)
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Pair of checks
Panel filler
Passing information
Pass the parcel
Perfume
Pick pocket
Poet know it
Post its and dots
Pot luck postcard
Prizes and rewards
Q&A
Quizzes
Recall check
Recall relay
Remember my name
Revision room
Rotating notes
Talking stick
Task and process
Topic monopoly
Tutor test
Use an object
Video clips
Washing line
Watch out!
Who is this?
Whose?
Wordsearch

1: 16 SQUARES
Recalling learning using words, perhaps against the clock.
Basic:
Give each student a blank sheet of A4 paper, and ask them
to fold it so that there are 8 squares on the page,
created by the fold lines (ie fold vertically once, then
horizontally twice). Each student then has to fill in both
sides of paper (ie 16 squares) with what they have recalled
from the session.
Extensions:
Paper can be folded to make 32 squares; can be done in
pairs or groups; can be done by filling individually within a
time limit and then rotating it to others within the
group, to fill in the blanks.
Notes:

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2: 3-D DRAWING
Valuing diversity and seeing things differently. Not taking
what is obvious for granted. Looking into and beyond
things. Drawing as a means of communicating.

Basic:
Create mini-posters of the magic eye 3-d pictures where
you can try to see an object in what looks like wallpaper
patterns. Get the students to draw what they see.
Extensions:
Get students into pairs, one who can see, and one who
cant; get one to coach the other.
Notes:

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3: 4-FACTOR REVIEW
Structured review of the learning and satisfaction gained
from a session or course, individually or in groups.
Basic:
Create a flip chart with 4 panels: what I remember from the
day; what I liked/found useful; what I didnt like/didnt find
useful/any questions? Students then write appropriate
comments on post its and stick them on the appropriate
square.
Extensions:
Students can do the review in groups. Use a single post it
for each of the 4 panels, listing everything on one post it per
panel. Have a different flip chart for each panel, providing
more movement around the room.
You could play background music for this activity.
Notes:

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4: ALPHABET WORDS
Icebreaker, introducing individuals to the group.
Basic:

Ask everyone to say their first name, and choose a letter of

the alphabet. Record their names and letter on a flip chart.
Then ask everyone to say something about themselves using
three words, each beginning with their chosen letter (allow
anyone who chose a Z, X or Q to swap if they want!). The
words dont have to be descriptions of the person they can
reveal ambitions, favourite places, pets, relatives anything
that tells us something about them.
Extensions:
You could nominate categories for the words eg three
positives, three places youve been to, three favourite songs,
and so on.
Notes:

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5: BACKDROPS
Something running in the background to entertain and
focus attention as students arrive for their
class/session.
Basic:

Prepare a series of slides shows, using powerpoint.

Themes I have used include jokes, trivia, motivational
sayings, and brainteasers. (all the above can be
purchased from Matrix for details contact
[email protected]). Have these running as
the first student arrives.
Extensions:
You can use this as a mood breaker, or to give people a
5-minute break. You could ask the group for topics for
the shows, or contribute suggestions.
Notes:

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6: BACKPAGE AGENDA
Helps with classroom management in not getting
distracted with issues, and also helps students take
responsibility/ownership.
Basic:

Tell students that you will open a backpage agenda. If

you are using a flip chart, go to the last sheet, and write
agenda, and split into two columns, with a vertical line
down the middle. On the left write mine and on the right
write yours. (If you use OHTs or powerpoint or
whiteboard, adapt as appropriate). Then explain that if
issues arise during the session, which are important but
not part of the teaching, you will record the issue on the
back page. You and the group resolve whether it is an
issue for them, or for you, and allocate to the appropriate
column. You will take forward any issues recorded in the
mine column, and they will do likewise for issues in the
yours column.
Extensions:
If this is a common occurrence, you may want a group
discussion of how to manage the back page agenda
possibly agreeing some time to be spent at the end of
each session, or having someone in the group stay on
afterwards to discuss with you how to move the issues
forward. If the teaching group is also your group for
registration or tutorials, you could agree to use some of
that time for these agenda issues.

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7: BALL RECALL
Active, requiring co-ordination and thinking on your feet. An
energiser, used mainly to recall or review learning.
Basic:
Get a bouncy hand size ball eg tennis ball and form the
group into a circle. Starting at random, get the first person
to bounce the ball across to another group member, who
catches it. The person bouncing the ball asks a question to
do with the subject/topic, and the receiver has to answer it.
They then choose a question and bounce the ball to another
member of the group.
Extensions:
Give a prize for (say) 5 questions in a row answered
correctly. Questions can be either prepared by the
students, or taken in lucky dip style from a pool prepared by
you.
Can be used for introductions give your name on receiving
the ball, and one piece of information about yourself.
The process could be done in a particular rhythm eg to a
count, or clap, or on the beat of a particular piece of music.
Notes:

8: BOX OF TRICKS
Essential tool kit of resources for each tutor, to support
many of the processes described in this pack.
Basic:

Have a set of resources (box of tricks) to carry with you

between classes, or if you are always based in the same
room stored in that room. This should be your basic supply
of materials which can be used for many of the processes
suggested in this pack. It should contain mood changers and
icebreakers, plus a variety of objects that can be used to
stimulate student interest and involvement. It should also
contain the props and resources you use on a regular basis.
Here are my suggestions for a minimum starter kit. You will
want to add your own.
Blu-tak
Post its
Sellotape
Sticky dots
Index cards

Pens, pencils, etc

Pins
Sweets
Scratch cards
Spare A4 paper

Postcards
Noise maker
Music
Playing cards
Dice

Extensions:
This could be a team, curriculum or even college resource.
Students could contribute to it, as could local suppliers
(sponsorship, donations.)

Visuals
Body (movement)
Sound
Social/group work
Self reflection

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9: CALLBACK MUSIC
Simple way of bringing people back to the class from a
break.
Basic:
Explain to the group that you will use this piece of music
to recall the group so whenever they hear this, they
should come back to their seats/to the room. Choose a
piece of music which is recognisable, energising and easy
to move to (I use Tom Hark). Have it set up on your CD
player or equivalent, and when you need to regather or
recall the group, play the music.
Extension:
They could choose the music but it must stay the same
for at least a term so people recognise the call. Be
sensitive to other groups working around you, though!!
Notes:

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10: CAPTION
Fun activity, to generate humour through use of words.
Basic:
At start of class, pin an unusual photo to the wall, and
invite people to put humorous captions to the photo, using
post its. The winner will be judged at the end of the
session, so provide a mid session break to allow people to
compete.
Extensions:
Either you decide the winner, or ask the class to vote/
choose. You can do this over several weeks, not just
within one class. Perhaps issue 6 photos at the beginning
of term, and invite responses in by half term, then full
term.

Notes:

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11: CATEGORY SORTING
A fun, active task for groups, as a mood breaker, and also
to get them to learn about categories, and also about
different viewpoints.

Basic:
Put the students into groups, and give them the same set
of 20 or so pictures, postcards or even words. Ask the
group to sort the set into categories. Its up to the group
to choose the categories so long as they make sense.
Extensions:
Compare the categories different groups are likely to
have categorised in different ways. As a whole group,
discuss how many other different ways there could be for
categorising the material.
Notes:

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12: CLOUDS
Aide memoire, to help the student capture learning as it
occurs.
Basic:
Give the student a sheet of cloud shapes. Each time the
student hears or thinks of something they think is
important, they should put it down in one of the clouds.
Extensions:
Students, in pairs, compare their cloud contents, and add
anything to their clouds that the other person has, that
they missed.
Notes:

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13: COMMON GROUND
A fun activity involving the whole group, but also involving
moving about, and based on sharing information and ideas.
Good introductory session.
Basic:
Get everyone to write down 5 things they like (or places
they have been, or favourite rock bands, or whatever).
Then they pair up, and find a common list of 5 things
either drawing from their own lists, or adding to the lists.
Two pairs then form a four, and repeat the process and
so on, until the whole class has a list of 5 things they all
like.
Extensions:
You could split the group into smaller groups, and simply
get the group to identify up to 5 things they share.
A nice variation of this is to award points for each item,
according to how unusual it is. For example, 1 point only
for boring shares such as we are all human or all in this
room or all study at this college. 3 points for something
more unusual eg all been to the Tower of London, or all
like Indian curry, and 5 points for whacky and innovative
shares eg all prefer lace up shoes to slip ons, or all
have a relative named William.
Notes:

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14: CROSSWORD
Word-based activity, to be done individually or in groups,
and to act as a revision/recall aid.

Basic:
Devise a crossword, where the words are answers and
the clues are questions and the word answers are all
relevant to the subject they are studying.
Extensions:
Get the students to design their own crosswords either
for each other, or for you to use with next years group.
Notes:

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15: CUES AND CLUES
A tutor-centred process, in which you listen carefully to
what students are saying, so you can use it later to show
you have been listening and paying attention to the
student.
Basic:
Remember key words and phrases, or pieces of
information that students use. Later, if appropriate, work
it into your input or conversation with the group - eg
Wafeeq was making a similar point earlier, when he
said.; Annette mentioned earlier that; or to use
Jennies phrase.
Extensions:
Make an effort to remember one piece of information
about the student, that they have mentioned about
themselves, so you can use it socially when chatting with
that student.
Notes:

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16: DICE DECIDER
Let the dice decide a simple decision making tool.
Basic:

If there are a number of options, all equally valid, and

you dont want to take time to discuss them in detail, or
you want an independent tie breaker roll the dice. It
can also be used to decide who goes nextor first
Extensions:
One dice will provide 6 options; 2 will provide 12. But
you can also group the numbers to provide for fewer
options eg odd and even. You can even use it to
support numeracy getting the students to work out or
add up the combinations.
Notes:

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17: DINGBATS
Lateral thinking problem solving cards which encourage
mood change, refocusing, and the development of thinking,
visualising and communication skills.

Basic:
Provide a sheet of dingbats (8 per sheet), and explain how
the game works. Let them work in pairs or groups, to
share and bounce ideas off each other. Prize(s) for the
winners.
Extensions:
Use dingbats to coach learning/discovery of the answers,
rather than just telling them the answers. Ask students
to create dingbats of their own for use with next years
group
Notes:

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18: DISCOVERY LEARNING
Tutor process to encourage students to find out for
themselves (discover) rather than being told the
answer.
Basic:
Any number of tasks can be suitable for this eg
finding out things via research, site visits, asking
questions, surveys, trial and error, etc. At the end of
any such session, check the learning achieved, ask how
many liked learning in this way and why.
Extensions:
Build into lesson programme as a different learning
style, and use according to its effectiveness.
Notes:

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19: DOUBLING UP
Process of simply moving from the individual to pairs, and
then doubling the size of the group each time until
everyone is involved (see Common Purpose above for an
example). It can be especially good for getting people to
adopt a shared perspective, which may mean letting go of
their own ideas and preferences It can also be used as
a recall tool and for compiling and sharing knowledge.
Basic:
Give the chosen task out to individuals at first, to come
up with their own answers. Then pair individuals, to work
out a shared list of answers. Then this pair combines
with another pair.and so on, until the whole group is
working on providing one list.
Extensions:
Could cross groups, or even years.
Notes:

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20: DO YOU KNOW WHO YOU
ARE?!
Icebreaker with a difference!!
Basic:
Sometimes the group know each other quite well, but
this is your first time with the group. This is an
excellent introduction activity in these circumstances.
Split the group into smaller groups of 4/5 people. Give
each group one of the other groups to focus on. Then
ask each group to provide 5 words that describe, or can
be associated with, each member of the other group.
(So for a group of 5, there would be 25 words). All
words must be positive, and chosen to help everyone
identify the person (ie a point for each person
recognised from the description).
Extensions:
Either the receiving group, or the whole group, can try
to guess the identity. As you get to know your group
well, you can run this as an end of term activity, where
you describe everyone, and they have to guess.
Notes:

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21: FACT FINDING PARTY
Group activity to encourage research.
Basic:
Give the group a chunk of information, and a set of
questions whose answers lie in the information pack.
Group hands in or self-marks the answer sheet.
Extensions:
Could be the basis of an assignment or assessment. Could
be done either individually, or different individuals
assigned different parts of the pack, then share the
information theyve gathered.
Could also be part of induction, where you want students
to know about the college, its services and facilities.
Notes:

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22: FAMOUS FACES
Icebreaker or mood changer a photo identification
competition.
Basic:
Cut out some famous faces, stick them on the walls, and
ask the group to identify who they are.
Extensions:
Provide the answers, then later on the course, do a
retest, to see if scores improve. Depending on suitability
of syllabus area, you can use the same principle with
course materials (eg recognition of objects, places,
diagrams, models, styles, products, etc).
Notes:

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23: FAMOUS PAIRS
Icebreaker, to get people socialising.
Basic:
As students enter the class give them a name or a
picture (you choose). This represents one half of a
famous pair eg:
Antony & Cleopatra
Marge and Homer

Ant and Dec

Jennifer and Brad

Ensure all pairs are allocated. Each student then has to

find their other pair, and collect their prize
Extensions:
This should be used as a quickie, and lead on to another
activity eg as a pair, complete a treasure hunt or find
5 things in common.
A variation on this is to pair words with music. In this
example the pair matched is words with music. So you
would need someone to have the music and someone to
have the words. One way of doing this would be to give
half the group a simple and well known tune to whistle,
and the other half the words to that tune then match
them up (you need to know if anyone cant whistle.!).
You could use the same idea with sounds, rather than
tunes (eg animal sounds.)

Notes:

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24: FREEZE FRAME
Tutor process to stop/intervene, to examine what is
happening within the group (not necessarily when things
are going wrong!!)
Basic:

During an event, tutor calls a freeze frame (or time

out) and maybe has a visual device to represent this
eg a frame on the OHP. At this point the group stop
what they are doing, and the tutor leads a discussion of
what is happening, and why.
Extensions:
Technique is excellent in conjunction with on/off
task (see notes below).
Can also be used in role plays/simulations, where either
party can call a time out (freeze frame) to discuss with
others what they should do next...
Notes:

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25: GALLERY SHOW
Students present information in gallery format. This
gets people on their feet and moving around, and the
presentations speaks for themselves. This is helpful to
students who hate speaking in public, or are not
comfortable speaking for other reasons.
Basic:
Get the students to present the results of their work
on a flip chart, as if it were an exhibit at a gallery.
Explain that it should be self-explanatory, and viewers
should be able to interpret it for themselves. Those
who prepared the exhibit only need to speak in order
to answer any questions.
Extensions:

Group can make a tape/cd guide to be used by viewers

as they move round the gallery. Encourage imaginative
presentation tools symbols, colour,
graphics.different media collage.
Notes:

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26: GROUP BADGE
Good as an icebreaker, and getting the group to work
together and share ideas.
Basic:

Ask the group to work together to create a form of

group identity. This could be a logo or crest, or even a
brand. It could contain elements from each of the group
members the content and media used are really up to
the students and the resources availablefor example,
they could be asked to use one sheet of flip chart paper
to create their logo or badge.
Extensions:
There could be one for the whole class, or for each
individual. This idea transfers well to T-shirts or Ttowels. The students could also create something similar
for the course, the syllabus or even the college.
Notes:

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27: GROUP SQUARE
Good for group introductions as an icebreaker; gets
people communicating, sharing information and problem
solving.
Basic:
You need 16 squares in a 4 x 4 formation, on the floor
(it could be done with 9 squares, in 3 x 3 formation,
depending on the size of the group). Each square must
be big enough for someone to stand on (a carpet tile is
ideal). Each square should be numbered in sequence.
Each square should have a group member standing on it,
with one square blank. Students are then given a sheet
of paper with one of the square numbers on it. The
group has to then move, one person at a time, to arrange
themselves so they are standing on the square that has
their number on it.
Extensions:
This can be used as an example of listen to what the
rules dont say for example, are they making
assumptions that they can only move onto a vacant
square? Can they move diagonally?
Notes:

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28: GUESS MY LIST
A good pair or group revision or recall activity.
Basic:
This can be done as paired individuals, or in sets of two
small groups. Each writes a list of say 10 things they
have learned from the lesson, or course so far. They then
try to guess what the other person or group has put on
their list. So each person or group will take turns to
suggest an item (which may or may not be on their own list).
They each then say how many hits the other scored (a bit
like the battleships game). They score a point for each
hit ie guessing correctly what was on the list, and at the
end, each team scores 5 points for any item on their list
not identified by the other person/team. Having decided
who is the winner, they each then add items to their list
which were on the other persons/teams list.

Extensions:
This can be done as an activity between the whole class and
you, the tutor. You can each have a list.
You can have a list of (say) 10 items at the beginning of the
lesson. Tell them you have such a list, and to each create
their own list of 10 things to listen out for as learning
points. At the end of the session read out your list, and
see whos scored the most.(reading out the list is itself a
revision strategy, and also makes sure you cover what you
intend to cover!!).

Notes:

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29: HANGMAN REVISION
Using a favourite paper game to revise or recall
information.
Basic:
Put the students in pairs or small groups, and ask a set
of questions. For each correct answer they build part
of the hangman visual. The first to complete the
hangman wins.
Extensions:
You can use other accumulator devices other than a
hangmanfor example, a house, a spider...
Notes:

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30: I WENT TO MARKET
Good introductory game for groups. Good at developing
memory and recall.
Basic:
Put the students into a (smallish) group no more than 8
members (if group larger than this, split into small
groups). Someone starts with Im (name), and I (piece
of personal information about themselves). For
example: Im Asif, and I like swimming.
The next person in the group repeats what theyve just
heard, and adds their name, and a piece of information.
So they would say: This is Asif, who likes swimming.
Im Jane, and I like Maroon 5.
This continues round the group, until it gets back to the
original start. If anyone gets stuck, encourage other
group members to help them out. Reward the whole
group if it gets round successfully.
Extensions:
Can be done more than once, with different starting
points. Rather than make it pass from person to person,
which can be pressurising, ask the whole group to
contribute the next phrase so it is a collective
memory, rather than depending on the next person in
the sequence.
Notes:

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31: INFORMATION NUGGETS
Mood breaker, attention grabber and a nice way of
getting basic information to students that might help on
the syllabus.
Basic:
Compile a list of topics or information parcels
something you could talk about for about 2 minutes (ie
bite size bits). Each information parcel is listed on a
sheet, in alphabetical order and numbered , and given to
each student. Any student can then call out a number,
and you stop what you are doing, and provide a twominute input on that topic.
Extensions:
The students could help compile the list, or even
volunteer one topic each to talk about. As you go
through the syllabus, you could compile a list of nuggets
based on work covered, and each student has to take at
least one nugget on the list, which can be spot tested at
any time.
Notes:

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32: INTELLIGENCE MATRIX
A process document used by tutors to ensure their
teaching programme provides learning opportunity using
all of Gardners Learning Intelligences.
Basic:
List Garners Learning Intelligences across the top of the
matrix, and your various activities down the side. Then
ensure that, term by term, you are not only covering all
the learning intelligences, but are trying to make each
activity as rich as possible, by covering several
intelligences in the same activity.
Extensions:
Different learning styles can be used instead of the
Learning Intelligences.
Notes:

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33: JIGSAW CARD SORT
Good for group introductions and random team
selections.
Basic:
Get a set of postcards, and cut them up to create
jigaws. Have the number of cards and jigsaw pieces
equal the number of groups and individuals per group
you want. So if you want 3 groups of 4 individuals, then
have 3 cards, each with 4 pieces. Jumble up the pieces,
and get each student to pick a piece. They then have to
find the other pieces (people) and together make the
picture (group).
Extensions:
You could make this competitive the first to
finish..You could make it more difficult by having the
same picture on the postcard, but with each card cut
differently.
Notes:

34
34: JUST A MINUTE
A mood breaker, and a recall activity.
Basic:
At any point in the lesson, call a time out for just a
minute. Have a screen or flip chart prepared,
separated into a number of empty boxes. The group has
then one minute to shout out something theyve learned
(either today or so far on the course) and you will write
down each correct answer in an empty box. The idea is
to get the boxes filled before the minute is up.
Extensions:
Use music track(s) as a substitute timer. Balance the
number of boxes and time allowed with the student
level of knowledge. Give a prize if they beat the clock.
Notes:

35
35: KNOWLEDGE TREE
Revision/recall technique
Basic:

Put the outline of a tree, with trunk and a few

branches, on the wall or the floor, if there is no
appropriate wall space. Put a topic label on the tree
trunk. Give every student a set of post its, and their
job is to write everything they know about the topic
onto the post its, and place them on the appropriate
branches.
Extensions:
You could name the branches, to help them organise
their knowledge, or that could be part of their task.
Notes:

36: LEARNING BINGO

Simple paper based revision and recall technique.
Basic:
Create a bingo card, and give one to each student. Call
out a series of questions, each of which has a number
between 1 and 90. When the student knows the answer
to a question, they cross that number off the card.
When they have the appropriate bingo requirement (a
line, a full card, or whatever) they shout bingo!. You
then read out the questions again (repetition) and the
winner has to give the answers, and if they do, they get
a prize.
Extensions:
The bingo cards can have as many numbers on as you
want and can be as easy or as difficult as you want.
You dont have to have 1 to 90 you can have fewer
numbers if you want.

Another version of this is to give out cards with

coloured squares each colour representing a different
level of difficulty, and scoring different points.
You then set a required number of points, and when the
student knows the answer to the question, they tick off
an appropriate colour on their card. The first to the
set number of points calls bingo.
Notes:

36

37
37: LEARNING PICTIONARY
RELAY
A very active recall/revision activity.
Basic:
This activity is based on the game pictionary, where
one person draws the word on the card, and the other
team member has to guess it. In this version, you set
up two or more teams. You then have a set of words
which one member of each team has to draw for the
rest of the team to guess. When they have guessed it,
they send the next member of the team to you for the
next word. The first team to get all the words or the
highest scorer within the time set wins. This works
best when you are some distance from the teams, and
they have plenty of paper to draw the words on. This
activity is particularly suitable for topics where there
are one word answers to questions, and they are capable
of being drawn!

Extensions:
You could extend this format to include whole
sentences as answers, where the first team member
chooses one of the words in the sentence, and draws
that, and another chooses another word until the team
guess the whole sentence.
Notes:

38
38: LEARNING SNAP
A simple but active recall/revision activity.
Basic:
Create a set of cards, similar to playing cards, which have
questions on one set and answers on another. Then two
players take a set each (ie one has questions, the other
has answers, but shuffled). They play snap, and call out
snap when they think an answer matches the question. If
correct, they dont take the pack, but score a point.
This is an ideal activity where there are only a few
answers, but lots of applications. For example, the
questions pack could be objects, and the answers pack
could be types (eg animal, vegetable, mineral). Also ideal
for fact checkingwhere the questions are facts, and the
answer pack contains only two types of card: true or false.
Extensions:
An e-version of this would be to produce a random mix on
the computer, and they either play it themselves, or as a
whole group, watching the projection screen.
Notes:

39
39: LEARNING TOWER
A revision/recall activity, based on building blocks
games such as Jenga.
Basic:
Put the students into pairs (or small groups), and
provide each pair or group with a tower set of wooden
blocks (such as found in the Jenga game). Then ask
the group a series of questions, and if they know the
answer, they add a block to the tower. The highest
tower wins.
Extensions:
Different questions could be worth different points, so
a difficult question could be worth (say) 5 blocks.
Notes:

40
40: LEARNING WALL
Active and visual recall/revision activity.
Basic:
Find a clear wall if you cant, think of using the floor
space. Set out a template for the wall eg 5 rows of 5
bricks (cards). Then give out a pile of index cards, and
questions. Working in one or more teams, the students
write out the answers on the cards one answer per
card and build a wall with their answers. Either the
whole team wins when it reaches the agreed level, or
the first team there wins and gets a prize.
Extensions:
The wall could be 3-d, if you could provide, for example,
shoe boxes or cartons. It would be quite easy to make
an e-version of this.
Notes:

41
41: LETTERS INTO WORDS
A word-based activity for revision or recall.
Basic:
Put students into teams, and give them (or let them
choose) a 5-letter word. Then they have to use each of
the 5 letters to start another word which contains
something they have learned (from the session, from
the course, etc). So the trigger word PANIC would
need 5 words, beginning with P, A, N, I, C
Extensions:
The base word could be longer, and the challenge could
be to find 2 or more words with the trigger letter.
Notes:

42
42: LET THERE BE LIGHT!
Tremendous instant feedback if you can organise it!!
Basic:

Everyone needs a light source, which can be dimmed.

(Some torches can do this). Then, simply, everyone
indicates their level of motivation or understanding of
the subject by the brightness of their torch.
Extensions:
You could use the device to indicate a range of
feedback responses eg happiness, interest, need for
a break, etc.
Notes:

43
43: LIMERICKS
A fun, word based way of summarising learning.
Basic:
Form teams, and explain what a limerick is give an
example or two, and explain the format of a limerick. Each
team then has to create a limerick summarising either
what they have learned in, or what they think about, this
session.
Extensions:
Could use another poetic form.
Notes:

44
44: LINE UPS
Simple physical activity to get an instant reaction to the
session.
Basic:

Decide what topic you want the students to express a

view or opinion on. Then get the group to line up, left to
right, according to whether they agree/disagree, like/
dislike, are motivated/not motivated, etc. This gives you
a quick and visual overview of opinions, moods, etc and
gets the students moving.
Extensions:
Could vary the geometry, so it isnt just lines; it could be
height, length, etc. You could even use sound, in terms
of highest/lowest voice pitch or register.
Notes:

45
45: LUGGAGE LABELS
An effective and unusual way of students getting
information to the tutor.
Basic:

Give every student up to 5 luggage labels (brown card

with string at the top) then provide a store of blank
labels, so the students can replenish their stock.
Whenever the student has a comment, question or
feedback to give, they write this on the luggage label.
From time to time you can ask everyone to answer a
question or offer feedback on the label. At the end of
the session they either tie the labels to a washing line, or
put them in a container for you to read/answer.
Extensions:

Could be used as baggage labels ie a way of raising

concerns, issues, problems ie baggage.
Notes:

46
46: MAGIC TRICKS
An attention grabber, mood changer
Basic:

Quite simply, learn and perfect one or more magic tricks.

When you need to get the groups attention, or break the
mood, offer to perform one.
Extensions:
Offer to teach the students the trick(s) on condition
that..
Notes:

47
47: MEMENTOS
A visual and team based way of consolidating learning.
Basic:
Each team has the challenge of creating a memento for
the team, which in some way shows what they have
learned/remembered, or liked/disliked about the session/
term/assignment/course.
Extensions:
There could be a single memento from the whole group, to
leave behind as it moves on (or to take away one copy of
the memento for each person).
The memento could use words, pictures, objects, even
sounds or music (eg choose three songs that are the
groups songs).
Notes:

48
48: MEMORY RAP
Aid to memory/recall.
Basic:
Find an instrumental track that has a strong rhythm
(more important than a melody). Rap tracks are best
for this get the students to offer ideas and bring in
examples. Then, working with the group, lay down a rap
track of points or messages you want the group to
remember. Get everyone rapping the message.
Extensions:
Could be a competition, with prizes. Over time, you
could compile a tape or CD of relevant tracks. Students
may be reluctant to do this in class, but might well use
it privately, to aid revision or to help memorise key
points.
Offer to get the students access to a recording studio
(college facility?) - so long as it is used to create a
memory rap (or equivalent).
Notes:

49
49: MEMORY RELAY
A fun way of checking and consolidating learning.
Basic:

Get the students to sit in a circle. You ask the first

person a question, and they provide the answer. If
right, go to the next student, and so on. If a student
cant answer, someone else in the group can, for a bonus
but the group has to start again so those whove
already answered provide their answers again.
Extensions:
You could allow the person being asked question to
confer with people sat on either side, before answering.
It can also be used to get students to give an example
from their own experiences.
Notes:

50
50: MIND MAPS
A visual review or problem solving activity which
encourages movement.
Basic:

Explain the principle and processes of mind mapping to

the group. At the end of the appropriate session, put
the students into teams, and ask them to take a flip
chart sheet of paper each, and draw up a mind map of
either the learning gained, or solutions to a problem set.
They do this by putting the flip chart sheet on the wall,
and standing around contributing ideas. Once finished,
each team visits all the other teams flip charts, looks
at their mind maps, and asks questions as appropriate.
Extensions:

Could ask one member of the team to present the mind

map. Offer to type up the results or ask them to (as
part of IT development?)
Notes:

51
51: MNEMONICS
Similar to letters into words (see above).
Basic:
The only difference is that, this time, it is the other way
round. The challenge is for the group to meet and review
what it has learned from the session, and find 5 words
whose initial letters will make a single word ie a
mnemonic. So if the session had taught them about
distance and measurement, and they found it easy,
relevant and they succeeded in the class task (ie
achieved), then their word could be: DREAM. (Distance,
Relevant, Easy, Achieved, Measurement)
This is a powerful revision technique, since the search for
words with appropriate letters means the learning is
continuously referred to, recalled and extended so the
process, as well as the outcome, reinforces the learning.
Extensions:
You could nominate longer words.
Notes:

52
52: MOVING OUT
To get students moving around, and choosing a different
learning environment.
Basic:

Give the students some reading or work to do, either on

their own or in groups. Also give them the option of
choosing somewhere else to work, other than in the class.
This gives the students a sense of trust, choice and
independence, and can allow them to choose an
environment that suits them more. Clearly risky/
unsuitable for some groups, but not all.
Extensions:
Can be particularly useful in summer, on a hot day, when
some might prefer to work outside.but some (eg those
with hay fever) might not.
Notes:

53
53: MUSIC TIMER
Using music as a timer and mood changer.
Basic:
Use one or more music tracks as a clock. So instead of
saying to the students youve got 5 minutes, say instead,
youve got 2 tracks to complete this.
Extensions:
Music can be used in lots of ways; for some groups, it
would be helpful to have background music; it certainly
can help create a relaxed atmosphere when students are
entering a room.
Perhaps students can be involved, for instance in bringing
in favourite tracks and talking about them. You could also
use the same track to start or finish an activity, or bring
the group back together again.
Notes:

54
54: MY WORDS
Activity to involve the students, and help them
concentrate/listen.
Basic:
Tell the students that, in the next input/session, you will
use one or more of the following words. Their job is to
listen for these, and when they hear them, either make a
note of the sentence or point being made, or put their
hand up/shout out.
Extensions:
Can be used with dates, figures, sequences or phrases.
Notes:

55
55: NAMES OF
Co-ordination/use of rhythm activity, aiding recall/
revision.
Basic:
Based on the pub drinking game, but no alcohol involved!!
Sit the student group in a circle, and set up a clapping/
patting rhythm as follows: clap hands twice, then pat own
knees twice, and repeat. In the drinking game, on the
first two claps, the starter would say names of.. (or
equivalent), then on the second set of claps, flowers (for example), and everyone would have to name a
flower, in turn. The naming occurs on the claps; the knee
pats gives thinking time. The same process could be used
to help revise or recall key information or learning from
the course.
Extensions:
You can use several clap/pat sequences to create more
specific questions, such as:
Names of (pat pat) kitch-en (pat pat) u-ten-sils (pat pat)
Notes:

56
56: NOISE GENERATOR
Mood changer, and to regain control of an unruly group.
Basic:

Have some noise generator as part of your basic

resource pack. Examples could include: whistle, horn,
siren, bell, sound effect (eg machine gun, fire engine
possible if you use music on cds or tapes). Use the noise
generator to regain attention.
Extensions:
Again, this could be music particularly if you use the
same music each time, so students associate the track
with the need to focus, or return to the task.

Notes:

57
57: OLD SONG, NEW WORDS
Using most students love of music to help them revise or
recall information, or even to change the mood.
Basic:
Choose a well known hit song one that either has a good
melody, or rhythm, or both. Play the track. Then ask the
students, in small groups, to come up with new lyrics or
words for the music, which contains at least (2? 3?) key
pieces of relevant course information (eg points to learn/
remember, or how they are feeling about the course).
Then either they, or even you, sing the new lyrics to the
track.and type up the new song.
Extensions:
This could be a competition within the group, with prizes,
and over the year you could post the new lyrics up on the
walls. Even if students are very reticent about
performing the new song, they may well use it out of
class, privately, as a memory aid.
Notes:

58
58: ON/OFF TASK
Way of regaining control and changing the mood, as well
as examining the learning process.
Basic:
Often used if group is losing focus/attentiveness. Get
the group to refocus (eg noise generator, music), then ask
them to reflect how on or off task they are, or have
just been. Group discuss this, so for example, if they are
off task, they discuss why what led them to being off
task, and what they or you need to do to get them on
task again.
Extensions:
Can provide an on/off task monitor sheet, or log, which
they fill in during the session. You could get them to line
up (see previous activity) to represent their sense of on/
off task.
Notes:

59
59: OPTICAL ILLUSIONS
A mood breaker.
Basic:

Have a set of optical illusions available, laminated, or

capable of being projected via powerpoint/OHP. Simply
hand out or project the optical illusion, then ask them to
say what it is (eg if it is an ambiguous picture, with two
interpretations), or ask them to say what they see.
Extensions:
Sometimes it is possible to build on the illusion, making
some key learning points. For example, the famous
picture of the two ladies can be used to generate
discussion on interpretation, perception (how the same
information can be interpreted differently), conformity
(saying you can see both versions, when you cant) and
communication (the need to have someone take the time
and trouble to explain the alternative picture to you).
Notes:

60
60: OSCARS
A group building and bonding activity, which can also be
used to change the mood, if categories known early in the
year.
Basic:
Set up your own Oscar awards possibly at the end of
term or year. The students have to design their own
awards, and agree nominations and winners. Categories
should be fun or serious, but not demeaning or belittling.
If the categories are known early in the year, you can use
this as a mood breaker eg by calling out: ok I see
theres someone bidding for one of our Oscar
categories.
Extensions:

Can be as extensive as you wish, and possibly a feature of

an end of term or year party/celebration.
Notes:

61
61: PAIR OF CHECKS
A simple review/revision technique.
Basic:
Put students into pairs, and ask them to work together to
compile a checklist of learning from the session/course.
Each takes turns in nominating a piece of learning, and
each adds the information to their own list.
Extensions:
Excitement can be added by competing against the clock,
or against a target set by you, or against another group.
Notes:

62
62: PANEL FILLER
A tool to consolidate learning.
Basic:
Give each student a blank sheet of paper with (say) 16
squares (4x4). Ask the student to fill in the squares with
key messages or learning points from the session they are
about to doie the student fills in the squares as you
make a key point (its up to them to decide what to put
down as a key learning point). Make sure you are
providing at least 16 learning points (or reduce the
number of squares)!
Extensions:
At end of session, form groups who share what they have
noted down, and, if they have gaps, complete their sets
of squares by taking information from others squares (a
further consolidation activity). Sample the answers eg
if you number the squares, you can ask what have you got
in square 8? You could set actual questions to be
answered in each of the squares, or even create a board
game where answering each square takes you further on
the board.
Notes:

63
63: PASSING INFORMATION
Review, recall and revision technique, which is a quick and
efficient way of getting a lot of topics covered.
Basic:
Sit the students in a circle. Give everyone a sheet of
paper. Each sheet has a different heading, question or
topic on it. Each student writes down what they know
about that topic, within a given time limit. At the end of
that time, everyone passes their sheet to their right.
They then read the comments already made on the
incoming sheet, and add any additional information they
have for that topic. The process repeats, until they get
their own sheet back. These are then all collated into a
book, or photocopied for everyone (possibly with your
comments, to correct any mistakes or confusions).
Extensions:
Sheets could be done in groups, rather than on an
individual basis. The technique can be used to generate
ideas, address problems etc.
Notes:

64
64: PASS THE PARCEL
Good way of recalling/revising information in a group
setting, which is also very active and fun!
Basic:
This is based on the traditional party game. The wrapped
parcel is passed, and when music stops, the person holding
the parcel opens it to reveal the present, which they
keep.
In this version, its the same, only when the parcel is
opened, they have to answer the question inside!
Extensions:
Each question could have a points score for a correct
answer, and..points mean prizes! Or you could give out a
prize for each correct answer.
You could use this as an icebreaker each time the parcel
is opened the person has to answer the question about
themselves.
Notes:

65
65: PERFUME
Mood changer.
Basic:

Have one or more scents or perfumes available, and

introduce them into the group; some will have a calming
effect, some may provoke a reaction whats that
smell? You could set this a competition guess the
scent.
Extensions:
Group members could each bring in a scent a week; the
group could select a group scent for the room
Notes:

66
66: PICK POCKET
Good for recall, but also a useful mood changer.
Basic:
Put the class into groups. Create, on OHP, flip chart or
powerpoint, a screen which has several headings in boxes.
These are the pockets they can be topics, issues,
revision strategies, etc. Then either at random or in
some order, pick a pocket, and ask each group between
them to come up with as many pieces of information,
facts etc as they can under that heading, within the time
available. Then compare the results of each group.
Extensions:
Topics can be used for problem solving, issues affecting
the group, their views on the course, giving feedback.
The activity can be used in reverse, where they ask you
to review particular pockets, as part of revision. Or you
could have a combined approachyou do one, they do
one...
Notes:

67
67: POET - KNOW IT
An opportunity to use rhyme to aid learning.
Basic:
Ask the group individually, in pairs or small groups to
create a poem based on the learning gained.
Extensions:
Different formats, lengths possibly asking smaller group
to do a verse each or a line each
Notes:

68
68: POST ITS AND DOTS
Technique for collecting ideas and opinions, quickly, which
can be both democratic and helpful to members of the
group who are more shy, less confident in larger groups.
Good also at getting the group moving around.
Basic:
Give each student a set of post it notes and coloured
sticky dots. Put key topics or issues on flip chart sheets
around the room one topic per sheet. Then ask the
students to put their ideas/information down on a post it,
and then stick the post it on the relevant sheet.
Students can then meet around the sheets and group the
answers eg where they are the same or overlap, move
the post its together. Then, if you want to capture the
groups views on the ideas/information, ask them to use
the coloured dots to score the ideas eg put a dot on
any idea you agree with or like.
Extensions:
The dots can be used in a range of ways for example,
one dot per idea, or a limited number of dots, but they
can be allocated all on one idea if appropriate (ie to
indicate strength of feeling). Different coloured dots
could be used to indicate (for example) I agree, I
disagree, I dont feel strongly either way

Notes:

69: POT LUCK POSTCARD

69

Good for group introductions.

Basic:
Have up to 10 postcards (do duplicates if group is larger
than 10), and on each postcard, put a question which gets
the holder to tell everyone something about themselves
(eg best/worst place visited on holiday; favourite film/
song; etc). Cards are then drawn at random, and
students have 30 seconds to prepare their answers.

Extensions:
Could be used to talk about the course, and what has been
learned ie specific questions on each card. May allow
people to trade cards if they wish.
Also useful as the cocktail party device: everyone is
given one of the cards, and over a 5-10 minute period, has
to get the answers to the question on the card from as
many of the other group members as possible. This is
good if you want to get the group to mingle and interact.
At the end of the period, you nominate one of the group,
and everyone else has to say what they found out about
her/him in terms of the question they asked.
Alternatively, create a flip chart for each group member,
and everyone puts their information against the relevant
name.

70
70: PRIZES & REWARDS
Good for mood change.
Basic:
Have a variety of rewards/prizes to give out, tied to
specific games or challenges to do with the course. For
example, scratch cards, sweets, chocolate bars, vouchers,
pens.
Extensions:
Possibly use a points award system (like air miles) where
certain tasks completed successfully gain the student
certain points, which at the end of each term or year are
converted into prizes.
Notes:

71
71: Q&A
Good for revision and recall, and for working together.
Basic:
Create pairs of teams. Each team prepares a set of
questions about the course content to ask the other
team. Each team then asks their questions, and the
answering team give their responses. You as tutor act as
moderator ie challenging unfair or ambiguous questions.
Extensions:
Points can mean prizes so make it competitive if you
wish. You could give bonus scores if one team asked a
question which the other team couldnt answer, but the
asking team can.

Notes:

72
72: QUIZZES
Mood breaker, team builder and also a chance to
consolidate.

Basic:
Quizzes on almost any topic can be a quick mood breaker
or group builder. Popular quizzes include guess the
intro (music), guess the film (photos), arrange into order
(guesswork); identify the celebrity (photos)
Extensions:
Quizzes can of course be based on course content.
Notes:

73
73: RECALL CHECK
Used at any time to quickly check attentiveness and
recall.
Basic:
A simple spot check by you, to check listening,
attentiveness and learning received. Eg in the last three
slides, what dates were mentioned, and why were they
important?
Extensions:
Correct answers can be rewarded with small gifts or
appropriate points.
Notes:

74
74: RECALL RELAY
A competitive team activity, which is energetic, active and
fun.
Basic:
Form the group into teams, lined up in relay formation.
The lead from each team runs to you, who gives a question
to that person. They run back to the team, which tries to
answer it, and when they have an answer, the next person
runs to you with the answer then gets another question
(if correct), and so on until each member of the team
has had a turn.
Extensions:
Each team can have several laps, depending on size of
team and amount of recall to be covered. Prizes/points
for winning team, or for each correct answer as well as
for winning (so all teams get something).
Notes:

75
75: REMEMBER MY NAME
Tutors commitment to remembering everyones name, as
soon as possible.
Basic:
Get everyone to introduce themselves (range of options
suggested in this pack). Take down their names, and
focus really hard on identifying something about them
that you can associate with them their name, how they
look, what they are currently wearing, their shape,
height, etc. Then give them a task to do, in small groups.
Whilst they are doing this, you use the time to
consolidate remembering their names. Then when activity
is completed and they are reporting back, make sure you
refer to as many of them by name as possible. This will
impress the students, and help them value you, because
they will respect the fact that you have made the effort
and succeeded. (If you are really good at this, they will
want to know how you do it). Remember: little things
make a big difference and one of the biggest is knowing
(and referring to) everyone by name.
Extensions:
Ensure you keep this going through regular use. Also
make a mental note of anything they reveal about
themselves, which you can then bring into a later
conversation so you know them individually, as people.

Notes:

76
76: REVISION ROOM
A memory technique, useful if the students need to
commit something to memory, short term. A powerful
visual tool.
Basic:
Get each student to choose a room from their house
which they can visualise. Ask them to mentally walk round
the room in clockwise direction, starting from the door
into the room. Get them to identify up to 10 items in the
room, as they mentally walk round the room (eg first on
my left is a bookcase, then the TV, then the fireplace.).
Make sure they can all recall, visually, these 10 items, in
correct order. Then give them a list of 10 random words.
Each word must then be visually associated with the room
object. (So for example, if the first word was butterfly,
then they should visualise a butterfly resting on the
bookcase). You then ask them to recall the 10 objects,
which they have mentally associated with the 10 room
items. If they manage to do this, explain that they can
use this technique to remember up to 10 items, in their
correct order.
Extensions:
Useful for life generally eg remembering lists, or when
needing to remember something important when
travelling, but have no opportunity to write it down. Make
the initial random list of words relevant to the group eg
pop stars, or TV programmes.

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77: ROTATING NOTES
Practical group activity for sharing or recalling
information .
Basic:
Choose a list of topics you want the group to know/recall.
Allocate one topic to each group member, who writes it at
the top of their paper. They then write one relevant
piece of information about the topic underneath the
heading, and pass the sheet on to their left. They read
what is on the incoming sheet, and add a new piece of
relevant information. At the end of the process,
everyone should have contributed something to each
topic. You can then copy the sheets back to the
students, or put them in a folder to be available in the
classroomor put them on the web (they could do this as
part of their IT sessions).
Extensions:
Can be done at the end of any session, or at the end of a
series of sessions, etc.
Notes:

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78: TALKING STICK
Device used to give someone control in any debate
especially useful if discussion is too noisy or heated or
unfocused.
Basic:
Choose an object to be the talking stick can be a stick,
or any object that can easily be held and seen eg toy,
book, rattle, etc. When anyone wants to speak they hold
their hand out, or hold their hand up, for the stick. The
only person who can speak is the one holding the stick.
When someone indicates they want the stick, the stick
holder passes it on to them.
Extensions:
Can be used in group debates, in getting group feedback,
or in general discussions.
Notes:

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79: TASK AND PROCESS
Process issue of whether, when briefing students, you
give the task first, or explain the process/method for
doing the task first.
Basic:
Explain to the students that, before giving the task, you
want to explain the process by which they need to carry
out the task. If you do the task first, most people will
mentally start to do the task, and not listen effectively
to the method to be used (including any rules or
constraints). Doing the process first ensures they listen
to that, and then can listen to the task.
Extensions:
Experiment with three options: task first, process first,
or both together and see which seems to be most
effective, if any.
Notes:

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80: TOPIC MONOPOLY
Based on classic board game, to consolidate learning.
Basic:
Set up the monopoly board, but change its features. For
example, instead of property, have topics. Instead of
money, have points. So landing on Park Lane means
landing on a topic question worth X number of points.
Players work their way round the board, as usual, deciding
which topic questions to go for. You can use community
chest or chance as (for example) secondary (easier)
questions, or for bonus points, or for go forward 3
spaces, etc.
Extensions:

You can make the adaptations as simple or as complex as

you see fit. Ideally make the game time limited ie
highest points after 30 minutes wins.
Notes:

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81: TUTOR TEST
Reversing the normal test, by asking the tutor to recall.
Basic:
At a particular time or at any time the student can call
out for a piece of information from you, that you have
already given as part of your teaching. By asking you to
recall it, they are putting you on the spot (which will,
incidentally, remind you how it feels.). But by asking
the question, they will firstly have to have a question in
mind, and secondly, your answer provides a
revision/embedding opportunity.
Extensions:
Could be a team game, with points for asking a relevant
question that you cant answer. May make it a rule that
they can only ask you a question that they can answer
themselves.
Notes:

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82: USE AN OBJECT
Requires students to be creative and tactile.
Basic:
Provide a lucky dip bin of objects. Ask each student to
take an object, at random. Then ask the student to use
the object in some way to help them remember something
about the course content, or what theyve learned.
Extensions:
You can use the same device to help them be creative
within the session. For example, you might be running a
session on key skills: ask them how they could use their
object to help them with doing basic addition or
subtraction. You could also use a sound instead of an
object..
Notes:

83
83: VIDEO CLIPS
Use clips from TV or film shows to reinforce points of
learning. Visual.
Basic:
If copyright permits, use extracts from film or TV to
help reinforce learning. Keep your eye open for examples
you can use whenever watching a film, DVD or TV.
Extensions:
Ask the students to do likewise regularly ask if they
have seen anything that made them think of anything
they have learned on the course.

Notes:

84
84: WASHING LINE
A physical and visual activity.
Basic:
To be used in conjunction with luggage labels (see above).
Take a standard washing line into class, and hang it up
somewhere. Give everyone a set of luggage labels, then
at some point in the session, as people to write down two
things they have learned from the session (one learning
point on each side of the label) then get them to tie the
label to the washing line. This gives you a handy overview
of what the group have learned in the session and is
visually striking!
Extensions:
Use the luggage labels on the washing line to allow them
to raise issues, ask questions or complain.
Notes:

85
85: WATCH OUT!
Simple memory aid ie a help for recall.
Basic:
You can teach this as a simple memory devise, to be used
as and when appropriate or teach it when a need for
this arises in the class.
Ask the students to think of something they really need
to remember, particularly something they need to do (and
might be inclined to put off!). Ask everyone wearing a
wristwatch to take it off, and transfer it to the other
wrist. As they do so, they must associate wearing the
watch on the other wrist with the thing they need to
remember/do. Then they must not transfer the watch
back to the normal wrist until they have done what they
need to do.The discomfort of the watch will be a
constant nag to remind them to do it!!
Extensions:
If some people dont wear a watch, ask them to transfer
a ring or bracelet. If there are still some people without
either a watch or a ring, have some appropriate elastic
bands with you, and give them each one to wear, either
round their wrist or finger (not too tight!!!)
Notes:

86
86: WHO IS THIS?
A mood breaker visual or aural.
Basic:
At any point in your session, stop what you are doing, and
either show a picture of someone, or play a recording of
their voice the first person to recognise it gets a point
or prize.
Extensions:
In any visual recognition, you could reveal the face bit by
bit eg sliding a piece of paper from the head down,
slowly revealing the full face (eg on OHP); or having it out
of focus, then bringing it gradually into focus (eg on
powerpoint); or in jigsaw format (everyone gathered
round a flat surface wall, floor or table).

The recognition clue could be their voice, or a sound

effect.
Notes:

87
87: WHOSE?
A mood breaker and a group builder.
Basic:

Form a group, then give the group a piece of paper with

up to 16 questions on it, each of which has who in the
group (eg has the most brothers and sisters; has the
biggest CD collection, has a relative overseas). The
group discuss the questions and provide answers.
Extensions:
The questions can be adapted to be more or less
pertinent to the course and its content. Eg who
remembers.

Notes:

88
88: WORDSEARCH
The basic word game, adapted for the course.
Basic:
Create your own wordsearch, in which the words they are
looking for all relate to the course. Every time they find
a word they get points for finding the word, and bonus
points for explaining the relevance of the word for the
course.
Extensions:
Can be done individually or in teams; teams can set
wordsearches for other teams.
Notes: