PAL Activity Generator

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Activity Types
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Starter Activities Maths and Stats

Languages Essay Writing

Discussing a Topic Study Skills

Revision Plenaries
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Starter Activities
Use these activities at the start of your sessions to help students get
to know their fellow attendees, to feel able participating in group
activities or to introduce the topic of the session.
Pick a Side
Aim: To get students moving and talking to each other. To develop networking skills.

Group Size: 4+ Instructions:

1. Divide the room in half – one side is Option A and one side is Option B –
Time: 10 mins and ask the question e.g. “do you prefer cats or dogs?”
2. Tell the students to move to the side of the room based on their answer
Resources: No to the question
resources needed 3. Ask a follow up question based on the first question e.g. “why are
cats/dogs better?” Each side to discuss the question.
4. Each side feeds back ideas to the other side to try and convince them
to change sides.
Preparation: A few A
Variations:
or B questions and • Try making the questions specific to your course.
follow up questions. • Try using more options if you have a bigger group.
• Try turning Step 4 into a debate as a main activity for languages.

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Memory Match
Aim: To get students discussing and working together as well as testing their memory.

Group Size: 2+ Instructions:

1. Shuffle the memory cards and place them face down.
Time: 10 mins 2. One by one, ask the students to come up and try matching a pair.
3. Encourage each student to discuss the matches and where the correct
Resources: 12+ note card is placed with the rest of the group.
cards with 4. The game ends when the students match all of the cards!
vocabulary and
Variations:
definitions
• You can use websites such as Quizlet and Kahoot to create ‘online’
versions of this memory match game.
Preparation: Write
• Languages students can use this to test new vocabulary words,
out vocabulary and particularly when languages are being learned ‘from scratch’.
definitions before
session

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K. W. L (Know, Want, Learned)
Aim: To provide a structure to the PAL session that encourages reflection

Group Size: 1+ Instructions:

1. Draw three columns on the paper/board with the titles What I Know,
Time: Varies What I Want to Know and What I Learned.
2. Ask students to fill out the first two columns.
Resources: 3. You can use the content of the first two columns as the basis for your
Whiteboard/ session or future sessions.
flipchart paper, pens 4. The final column could be used a plenary at the end of the session to
evaluate whether you have covered what they ‘want to know’.

Variations:
Preparation:
• Try…

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Clapstorm
Aim: To get students energised for the PAL session to come.

Group Size: 4+ Instructions:

1. Students and leaders should stand in a circle.
Time: 5 mins 2. The leaders should start the clap and inform the students of the
session’s topic.
Resources: 3. Each individual should take turns clapping and facing the person to
Yourselves! their right.
4. As they clap, they should shout out a word associated with the topic.
5. At a desired point, the facilitator can shout ‘NOW’, meaning the claps
can be aimed at anyone (not just the people to their right) – meaning
everyone has to play close attention.
Preparation:

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 Kahoot quizzes (starter or plenary)
Aim: To ease students into the session or serve as a recap for the end of a session

Group Size: 4+ Instructions:

(though could be 1. Once the Kahoot quiz has been made and before the session, check that it
works with other PAL leaders.
done with fewer) 2. During the session, make sure that the computer’s volume is on to hear the
Time: 5-10 minutes Kahoot music.
Resources: You will 3. Explain to students how to join the Kahoot quiz (go to www.kahoot/it and
need some enter the PIN) on screen.
starter/recap questions, 4. As the quiz goes along, add some commentary as to how it is going and
access to a Kahoot elaborate on answers and announce the winners at the end.
account Variations:
Preparation: You will • You could have a prize for first place at the end of the quiz
(potentially) need to • Whilst going through the questions and answers, you could try asking more
make a Kahoot account questions about why the answer is correct (especially if not many students
and create a Kahoot got it right)
quiz

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Maths and Stats

Use these activities in more maths-based or statistics led sessions,
where the way you have to approach activities differs slightly from
more essay-based subjects.
Relay Race
Aim: To help students consolidate information and see how questions link.

Group Size: 4+ Instructions:

1. Divide the group up into smaller groups or individuals depending on
Time: 10 – 15 mins whole group size.
2. Hand out the question papers and explain the rules: they have to
Resources: Question complete a question paper bit by bit with each person tackling a
paper, pens different part in order. For example, Student A would complete Part I
and pass to Student B who would complete Part II.
3. Whoever gets to the end first wins a prize!
4. Afterwards, have students come together as a whole and share their
answers.
Preparation: Prepare
a question – Variations:
question should be • You could do the same with creating plans for more writing-focused
linked work such as lab reports.

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The Proof is in the Puzzle
Aim: To help students understand the steps that ned to be taken to solve a problem.

Group Size: 1+ Instructions:

1. Give the group an opportunity to solve the equation by putting the
Time: 10+ mins pieces in order.
2. Give them a chance to explain why they’ve chosen this order.
Resources: Cut up 3. After the activity, hide the pieces and just give the first line (or step) of
strips of steps to a the problem and ask students to write the rest from memory (or their
proof notes)

Preparation: Find a
step by step
breakdown of data/
a problem

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Understanding Statistics
Aim: To encourage students to evaluate statistics and interpret statistics.

Group Size: 1+ Instructions:

1. Take a set of data (could be one graph or a whole document) and
Time: 10+ mins before starting, ask students what would be important to get out of the
data.
Resources: Sets of 2. Using the data, split attendees into pairs to create graphs, perhaps
data from course or giving each group a focus (e.g. on a specific piece of data)
internet 3. Bring the group together to evaluate the different graphs.
4. Ask a set of questions to get students to use their graph and apply that
information to the area (e.g. number of deaths, etc.)
Preparation: Find
the data you wish to
use

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Languages
Use these activities for PAL sessions focusing on Modern Languages
to help students with vocabulary terms and speaking a new
language.
Vocabulary Development
Aim: To help students group terms and vocabulary in meaningful ways.

Group Size: 1+ Instructions:

Time: 10-15 mins 1. If you have a group of more than four, create some subgroups.
2. Hand out your packs of key vocabulary terms.
Resources: Several
sets of vocabulary 3. Ask each group to arrange them into meaningful categories.
4. Ask each subgroup to feed back to the main group a whole, explaining
their rationale behind their categorisation.
Preparation:
Selecting key terms

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Language Karaoke
Aim: To help students gain skills in listening, translation and local music.

Group Size: 2+ Instructions:

1. Load up a song in your chosen language and play it to students.
Time: 20 mins 2. A line at a time, get students to write out and translate the lyrics (have a
copy of the lyrics as a back-up.
Resources: Song, 3. Once you have finished translating, get the students to sing the song
paper, pens back - in the language and then in English.

Preparation: To pick
a song and find the
lyrics

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Memory Match
Aim: To get students discussing and working together as well as testing their memory.

Group Size: 2+ Instructions:

1. Shuffle the memory cards and place them face down.
Time: 10 mins 2. One by one, ask the students to come up and try matching a pair.
3. Encourage each student to discuss the matches and where the correct
Resources: 12+ note card is placed with the rest of the group.
cards with 4. The game ends when the students match all of the cards!
vocabulary and
Variations:
definitions
• You can use websites such as Quizlet and Kahoot to create ‘online’
versions of this memory match game.
Preparation: Write
• Languages students can use this to test new vocabulary words,
out vocabulary and particularly when languages are being learned ‘from scratch’.
definitions before
session

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Predict Test
Aim: To test students’ understanding of a topic by asking them to create questions.

Group Size: 3+ Instructions:

1. Assign students to groups (try and have at least 3 groups)
Time: 15 mins 2. Ask them to create a question on a specific language topic (e.g.
grammar, language, culture).
Resources: 3. Ask students to swap their question with another group and then the
Pen/paper groups should draft attempt to answer the question.
4. Continue until all groups have attempted all questions.

Preparation: To think
of a topic to cover

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Activity Types
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Essay Writing
Use these activities to help students gain skills in writing essay-type
assignments that are an inevitable part of any discipline here at
Bath.
Grab Bag - Referencing
Aim: To help students with their referencing skills.

Group Size: 1+ Instructions:

1. Going around the table, ask each student to select a source from the
Time: 10 - 15 mins bag.
2. They need to write out the relevant citation and reference (in Harvard
Resources: Large Bath, APA format, etc.) on an email and send it to one of the PAL Leaders.
bag, selection of 3. The group can then judge whether the reference is correct and offer
sources guidance to the student, as well as referring to the referencing
instructions (often found in the course handbook or Library website).

Variations:
Preparation:
• You could do this for key terms and definition matching as well.
Selection of sources,
read citation guide

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One Minute Paper – Generating Ideas
Aim: To help students break down the essay writing process.

Group Size: 1+ Instructions:

1. Ask students to write a paper on a given topic – maybe an essay
Time: 5 -10 mins question.
2. Emphasise they only have one minute to write their paper, and the
Resources: main point of the exercise is to get ideas on paper.
Paper/whiteboard 3. After the minute, get students to explain the content of their paper to
and pens the group.

Variations:
• You could use this either at the beginning of the session (to see what
Preparation: Decide
needs to be covered) or at the end of the session (to summarise and
on topic check understanding)
• If a topic is complex, two minutes would also work.

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The Essay Writing Recipe – Essay
Structure
Aim: To help students devise a clear approach to the essay-writing process.

Group Size: 1+ Instructions:

1. If you have a large group, divide them into sub-groups.
Time: 10-15 mins 2. Give each sub-group a pack of handouts and work together to put
stages in the order they think best (e.g. researching, planning, writing,
Resources: Cut outs proof-reading)
with the various 3. Bring the groups back together and ask them to explain their rationale
stages of essay- behind their processes. See if everyone agrees and discuss any
disagreements.
writing.
4. Highlight that there are no correct answers – for example, some people
plan before researching and others research and then plan.
Preparation: Make
cut-outs of various Variations:
stages (e.g. • You can apply this to lab reports, historical events and scientific
researching, plan) processes too.

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 Verbal Volleyball - Psychology
Aim: To consolidate an understanding of what should be included in a particular piece of coursework

Group Size: 2+ per Instructions:

1. Ask the PAL attendees to split into pairs or groups of even numbers on either
team “team”
Time: 5 mins 2. One team volunteers to start
3. That team will then name one thing that goes into the particular coursework of
Resources: You will focus e.g. for a lab report they might say “Method” or for an essay they may say
need… “PEEL paragraphs”
None! It’s all spoken 4. The opposing team then returns this with another thing that should go in the
coursework
out loud 5. The teams then continually bounce off each other with more and more ideas
Preparation: You will 6. The first team to hesitate, repeat or get something wrong loses
need… Variations:
An understanding of • Try using a ball that is thrown between each team when they are answering.
the coursework
chosen

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 Hook-a-duck and question (writing-based)

Aim: To allow students to tackle one part of a bigger problem/questions (main)

Group Size: 5+ Instructions:

1. Number each question and make sure the same number of ducks are numbered.
2. Ask students (either by themselves or in small groups) to come hook a duck and then
Time: 15-20 minutes look for the number on the bottom of the duck. Explain that this number will correspond
to a question (either put these up on screen upload a document with the numbered
Resources: You will need questions or print and cut up the numbered questions and place them on another
hook-a-duck equipment, table)
questions about an 3. Give students about 10-15 minutes to work on their questions and then ask for feedback
assignment
Variations:
• For stats: assign a question and stats output to each number
• For languages: assign a vocabulary topic to each number and ask students to write a
Preparation: You will
short text surrounding that topic
need to prepare suitable • For essay-based subjects: each number can correspond to a section or part of an
questions about a essay
problem or assignment • For the sciences: each number can correspond to part of a bigger question

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 Whiteboard mania (writing-based
subject)
Aim: To create discussion amongst students surrounding different aspects of an assignment (starter
or main)

Group Size: 6+ Instructions:

1. Write the heading of each section on a whiteboard or A3 paper (if using paper,
Time: 10 – 30 mins put one piece on each table).
Resources: whiteboard 2. Ask students to wander round in 2s or 3s to each whiteboard/piece of paper and
either write down questions or try to answer questions/add their ideas to the
pens, either several
section.
whiteboards in your 3. After about 5 minutes, ask students to rotate and move on to the next whiteboard
PAL room or several A3 or piece of paper.
sheets of paper 4. Once all whiteboards/pieces of paper have been visited (potentially at least twice
to both ask and try answer questions), assign each group to a piece of paper and
Preparation: You will ask them to read out the main points from it.
need to divide up an Variations:
• You could ask students to come up with the different assignment sections (or the
assignment into
ones they want to cover) and then write them down on the whiteboards/pieces of
sections paper

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Discussing a Topic
Use these activities to help students debate a question or approach
to a problem, having them critically consider both sides of the
argument.
Peer Lessons
Aim: To encourage students to discuss a problem and its solutions in detail.

Group Size: 4+ Instructions:

1. Divide students into small groups (min. 2)
Time: 20 mins 2. Give each group one problem and have them write out their solution on
the board after they have had enough time to solve it.
Resources: 3. Have each group come up to the board and explain their problem in as
Whiteboard and much detail as possible.
pen, problem sheet 4. Encourage each team to explain their thought processes and methods
in detail and ask the other teams to reflect on this – are there problems
(potentially)
with their process?
Preparation:
Variations:
Coming up with • This could be used for discussing complex models in the social sciences
problems to pose – choosing a few theories to focus on.
• For bigger problems each group can take a ‘chunk’ of the problem.

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Jigsaw
Aim: To encourage students to break a topic down into its parts and discuss.

Group Size: At least 1 Instructions:

student per ‘chunk’ 1. This activities makes the group as a whole dependent upon the
of the topic subgroups.
2. Split the group into a series of smaller groups (min. 1 per group).
Time: 20 - 30 mins 3. Each small group is to work on one aspect of a bigger problem/task the
Resources: whole group is dealing with.
4. After a certain amount of time has passed, ask the group to share their
Potentially flipchart
part of the ‘jigsaw puzzle’ with the others.
paper and pens 5. Discuss if there were any discrepancies or misunderstandings between
groups.
Preparation: Create
a list of part of the Variations:
topics they can • This can be done though students planning a short presentation on their
focus on part of the jigsaw.

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Think-Pair-Share
Aim: To have the students consider a topic in a number of different ways with others

Group Size: 6+ Instructions:

1. Students first need to be given a question, problem or concept.
Time: 20 mins 2. Encourage students to think about it alone for a short period.
3. Then, pair them with another student and discuss what they found
Resources: A individually for an additional time period.
question or problem 4. Lastly, join the pairs into a larger group and have them discuss their
conclusions.
5. It is recommended that the Think, Pair and Share sections are run using
slightly different activities.
Preparation: A few
Variations:
different activities, a • You can trial a number of different ways of having pairs discuss their
question or problem conclusions – presentations and writing it on the board are examples.

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Mock Debate
Aim: To get students to apply knowledge with a slight competitive element.

Group Size: 4+ Instructions:

1. Divide groups into two equal teams (where possible) and assign one
Time: 20 -30 mins group to each side of the debate (pro- or anti-).
2. Give each group a little while to discuss the issue, and some up with
Resources: Paper their arguments. Remind them that they can use their lecture notes and
and pens other materials.
3. Start the debate!
4. Ask students to vote at the end.
5. Count the votes and start a discussion, focusing on those who have
changed sides.
Preparation: Select
a topic for your Variations:
debate • You can use this for STEM subjects arguing in favour or against different
experimental processes.

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Study Skills
Use these activities to help students with key skills for studying, such
as taking effective notes, asking useful questions, or developing
their ideas.
Cornell Note Taking Method
Aim: To familiarise students with this note taking method, to improve their lecture notes.

Group Size: 1+ Instructions:

1. Share the Cornell notes page (right) with students
Time: 10 mins before your session and tell them to make notes from a
lecture in the notes area.
Resources: Notes 2. In the next session, ask students to bring their new
page template; notes. Use Notes Review activity to check they all have
the key information.
3. In groups, get students to create recall questions to get
specific answers or encourage students to elaborate further
4. Students summarise the lecture at the bottom of the page
Preparation: Send
notes page round Variations:
before the session • Try adapting the activity for other note taking methods
• Try setting a second activity based on the lecture to test notes quality

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Pass the Pen
Aim: To get students to work together in creating a plan or piece of work

Group Size: 3+ Instructions:

1. Each group/person is given a sheet of paper of whiteboard and one
Time: 15 mins pen.
2. One person writes down the first step of an essay plan or the first step
Resources: of a problem, before passing the pen on.
Whiteboard/flipchart 3. Keep passing the pen until the essay plan is complete or the problem is
paper, pens solved.

Variations:
• This can be used in Languages to construct sentences using new
Preparation: Chosen
material.
the • You can also do mind-maps this way – keep going round until no one
problem/essay to has anything new to add.
focus on

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Divide and Conquer
Aim: To aid students struggling with a difficult reading or problem

Group Size: 1 per Instructions:

section 1. The reading or problem that students are struggling with should be
divided up into sections.
Time: Varies 2. Each group should be assigned one section, and should summarise or
Resources: Flipchart ‘resolve’ the section independently from the other groups.
paper/whiteboard 3. Each group should present their summaries/answers aloud and
encourage other groups to contribute.
Variations:
• You could do a ‘cycle’ where each group spends a certain amount of
time on one section and then swaps with another group so all students
Preparation: The
get to see the whole reading.
reading or problem • Languages students could be asked to conquer a reading in their target
in question language (e.g. a piece of prose in French)
(online/printed)

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Research a Problem
Aim: To help students understand different ways of researching questions using the internet

Group Size: 2+ Instructions:

1. Divide the group into equal subgroups.
Time: 10 -15 mins 2. Give the groups your pre-prepared question or topic or let them come
to you with a topic.
Resources: 3. Split the groups into pairs.
Computer/smart 4. Give each group a platform to search with (e.g. Google scholar, JSTOR,
phones, a question PsycNet, etc).
5. Ask the groups to work together and research using only the platform
they are given. Allow ten minutes for this.
6. Ask the groups to share their results and evaluate how useful the
Preparation: Devise
studies they have found are, and how useful their search method was.
a challenging
question/topic

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 Pass the PAL-cel (primarily for writing-based
subjects, though could be adapted for sciences)

Aim: To provide a fun way to break down an assignment into smaller parts to tackle

Group Size: 5-10 per Instructions:

1. Prior to the session, once you have come up with some questions, wrap one
parcel question in each layer of paper.
Time: 10-30 minutes 2. During the session, ask students to gather round in a circle and get some music
playing.
Resources: assignment 3. Briefly explain how every time the music stops, the person who is holding the
prompt questions, parcel unwraps the parcel and reads out the questions. Anyone can try respond.
wrapping/scrap paper, 4. The game finishes when the last layer has been unwrapped and all questions
tape and scissors answered.

Preparation: come up Variations:

with 5-10 questions, • If you have time, you could wrap sweets in each layer
time to wrap up the • Extension/further questions could be added to each layer to deepen
understanding the assignment
questions in the parcel • If there are several parts to an assignment, different parcels could be prepared
targeting each part and then the answers could be shared to the whole group.

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 Treasure Hunt
Aim: To get students to go through the stages/different parts of an assignment

Group Size: 2-3 in Instructions:

each group (10+ in 1. Before the session, attempt to hide the questions in different parts of the room
2. Explain to students that you will set them off in small teams with a set of clues
total) to find the questions and they will have to try come up with responses to the
Time: 20-30 minutes questions
3. Get them to meet back in 10-15 minutes or as soon as they have found all the
Resources: You will questions
need questions about 4. Once all the students are back together, ask each team to feedback their ideas
an assignment, list of and go over any missed questions
clues to find the
questions Variations:
• Try hiding small sweets with each clue and question
Preparation: You will • You could just provide a map of some sorts to students and ask them to go to
need to plan where to each pair of coordinates as opposed to creating clues for the questions
hide the questions • If possible, you could hide the questions around the building

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Revision
Use these activities to help students prepare for their examinations
or other assessments by encouraging an overview of a large
amount of content.
3:2:1
Aim: To allow students to see their areas of strengths and weaknesses before an exam.

Group Size: 1+ Instructions:

1. Potentially send the list of potential exam topics through to students
Time: 15 - 20 mins before the session so they are prepared.
2. Have each student come up with
Resources: 1. Three topics they know well enough to ‘teach’ to others
Whiteboard and 2. Two topics they need assistance with
pens 3. One possible test question
3. Have each student write their 3:2:1 topic on the board and discuss.
4. Match students (e.g. one who is strong on a topic another is not) and
have them discuss the content.
Preparation: Create
Variations:
list of topics for • This could be used for other assignments; for example, the ‘topics’ could
exam just as easily be the different sections of a lab report.

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Research Cells
Aim: To encourage students to use existing material to answer a question.

Group Size: 3+ Instructions:

1. Divide the room into small groups.
Time: 20 – 30 mins 2. Pose a question (difficulty can vary according to your needs) and
encourage students to use their lecture notes and the internet to find
Resources: N/A the answer.
3. Ask each group to explain their findings and where they found it to
others.

Variations:
• You could introduce an element of competition by challenging groups
Preparation: Idea of
to find the answer quickest – perhaps have a chocolate prize!
what resources
students have
access to

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What Would You Do?
Aim: To encourage students to apply what they have learnt to real-life situations.

Group Size: 2+ Instructions:

1. Divide the room into small groups.
Time: 10 - 15 mins 2. Ask each group to discuss a pre-prepared scenario related to your
topic. Encourage them to think about the different ways they could
Resources: approach this situation.
Scenarios. 3. Ask some of the groups to explain how they would respond to the
scenario.

Variations:
• You could give each group a different scenario to discuss. Ask each
Preparation: Write
group to summarise their scenario before feeding back.
out a series of • You could use the scenarios as one stage of a think, pair, share activity.
scenarios related to
your topic.

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 Peer Pong
Aim: To provide students with a fun and relaxing way of covering course content.

Group Size: 2+ per Instructions:

team 1. Divide students into two teams and place them at opposing ends of a
table.
Time: 20 – 30 mins 2. Arrange the cups as shown in the image (we recommend 6 cups either
Resources: Cups, side) and place questions (not drinks!) in them.
ping pong ball, 3. If a student gets a ball in a cup, a member of the opposing team has to
questions answer the question, solve the problem, explain the concept or
translate the phrase.
4. Repeat until all questions are answered!
Preparation: Come
up with around 12
questions to be
answered

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Time Lines
Aim: To use a visual representation of content to explain a method/process.

Group Size: 2+ Instructions:

1. Begin with a horizontal or vertical line that represents the continuum of
Time: 15 – 20 mins time.
2. Draw a series of ‘points’ – each one of these denotes an event or step in
Resources: the process.
Whiteboard/ 3. Get students to break down the content into smaller parts arranged in
Flipchart Paper, Pens time order.

Preparation: Pre-
drawn timeline, idea
of process/method

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Elevator Pitch
Aim: To help students summarise notes by presenting to another student.

Group Size: 2+ Instructions:

1. Give students a few minutes to read their lecture notes.
Time: 10 – 15 mins 2. Once they have done this, give them time to prepare a 3 minute
summary of the topic. As them to imagine they have one minute in an
Resources: Students elevator to explain the subject to a friend.
to bring lecture 3. Ask the students to pair up and label themselves A and B.
notes 4. Ask each student A to deliver their pitch – make sure to time the minute!
5. Switch over and ask Student B to deliver a pitch.
6. Have the students reflect on what they thought was useful or could be
improved.
Preparation:
Variations:
• Try using this for essay planning – e.g. give students a minute to explain
their approach to the essay.

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Rotating Concept Maps
Aim: To help quickly gather all the information in the room on any given subject

Group Size: 3+ Instructions:

1. Divide your group into subgroups of an equal size
Time: 10+ mins 2. Give each subgroup a central concept to create a concept map
around. Give three minutes for this.
Resources: Paper 3. Rotate the map so each group has a new concept to consider. Ask
and pens each group to add ideas and tick any branches they agree with. Give
another few minutes for this.
4. Repeat stage 3 and continue repeating until everyone has seen all the
individual concept maps.
5. Ask each group to go through the mind map they were left with,
Preparation: Set out
explaining the key ideas surrounding each concept.
the central concepts
for discussion in
advance

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Plenaries
Use these activities to end a session, review aims and consolidate
student learning. These are a vital part of PAL sessions and should
not be skipped over.
 Assess the Student
Session Survey
Aim: To get feedback from your Aim: To get effective and structured
students in a simple, relaxed way feedback (if time-consuming)
Instructions: Instructions:
1. At the end of your session simply ask 1. Create the survey! You can ask the
the students questions – such as: same questions used in ‘Assess the
1. Do they feel that the session Session’.
went well? 2. Hand the survey out at the end of the
2. Were all the questions session or email it to students.
answered? 3. Collect and respond to feedback
3. What do they want to cover next (and make sure to send feedback to
session? [email protected])
4. What do they want improved
about the session?
5. What are their suggestions for
how to improve?

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 Tweet it! Emojigram
Aim: To help students summarise Aim: To summarise material in a
material. more visual form

Instructions: Instructions:
1. Assign a topic/concept/problem to 1. Choose a key topic or topics.
each group 2. Students summarise the content in
2. Have each group summarise the the form of emojis.
content in the form of a tweet (max. 3. Other students have to work out
140 characters) what the concept is, charades-style.
3. Have each group present their tweet
to each other. Variation:
Can also be performed using pictures
Variation instead of emojis.
Can use over social media platforms
e.g. Instagram or TikTok.

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 Quiz WWW & EBI
Aim: To provide a short and fun Aim: To help students identify areas
summary, maybe with prizes! for improvement.
Instructions: Instructions:
1. Before the session, prepare a (short) 1. Hand out two post-it notes to all
quiz testing key concepts. students.
2. Once you have done the main part, 2. On one post-it have them write What
hand out quiz sheets or put Went Well (WWW) in the session.
questions on slides/the board. 3. On the other have them write Even
3. Get students to mark each others’ Better If (EBI) – how could they have
work and perhaps have a prize for improved their learning even more?
the winning group. 4. Collect responses from students and
discuss.

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 Spot
In the News Mistakes
Aim: To help students provide a Aim: To help students use their
written summary of their learning. knowledge to spot errors.
Instructions: Instructions:
1. Choose a topic or assign different 1. Show students a solution to a
topics to different groups problem or a paragraph of text with
2. Working together, have each group multiple errors in.
or individual make a short news 2. First, ask students to identify the
article about what they’ve learnt in errors.
the session. 3. Next, ask them to solve or correct the
3. Make it clear that their article should errors.
be clear and easy to understand – 4. Have a slide with the ‘correct’ answer
and also very short given the time so you can see whether students’
limit! conclusions are the same as your
Variation own.
If pressed for time, you can use just
headlines.

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 Step-by- Write Exam
Step Questions
Aim: To help students summarise a Aim: To get students to create self-
process. test questions.
Instructions: Instructions:
1. Choose a method or process. 1. Choose a topic.
2. Ask students to summarise this as a 2. Get students to write a potential
‘step-by-step’ guide. exam question on one of the topics
3. Once these have been made, get covered in the session.
students to swap their guides. 3. Have students swap questions and
4. Pose a question and ask students to attempt to answer them.
use their new ‘step-by-step’ guide to 4. Swap questions back so the original
come to a conclusion/answer. author can mark and give feedback.

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Activity Types
Activity Name
Aim: To…

Group Size: x Instructions:

1.
Time: y mins
Variations:
Resources: You will • Try…
need…

Preparation: You will

need…

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 Plenary 1 Plenary 2
Aim: Aim:

Instructions: Instructions:

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