Zero Time Lesson Ideas

Say to the class

Work out each lock code and explain your answers before we reveal the next activity.

Run it

1. Open Escape room and select the key stage, course and unit you want to revise.
2. Start the room. The interactive opens in full screen. Use its toolbar to download the matching Word worksheet, single-slide PowerPoint or teacher answers when you need them.
3. Reveal each activity when the class is ready. Ask teams to record their three-digit lock code and show their reasoning.
4. Enter the code to open the matching object, or use the teacher reveal after discussion. Use the four recovered digits in order to release the final door.

Check understanding

Check the full lock codes and pupils' explanations as well as the final door code. A correct final code alone does not demonstrate every answer.

Setup

Choose settings or content. Select the unit and start. The four activities have fixed shuffled choices and school-appropriate settings. Use the screen alone or print the generated worksheet.

Make it easier

Use the optional hint before revealing a worked answer. Solve one activity together and ask pupils to explain the method.

Take it further

Ask teams to justify why each distractor is incorrect or propose a new question with the same correct answer.

Examples

• Science: recover a laboratory access code by solving cell, calculation and transport tasks.
• Humanities: use a school-appropriate archive, map room or exhibition setting to revisit the selected unit.

Source guidance: Escape room on this website

Say to the class

Without looking at your notes, record what you remember about this topic.

Run it

1. Close notes and spend two minutes recalling facts, relationships or a simple sketch.
2. Compare with a partner and mark uncertain points.
3. Check against the teacher explanation; correct errors and add missing essentials.

Check understanding

Look for accurate connections as well as isolated facts.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Give two subheadings as memory cues.

Take it further

Explain why two recalled ideas connect.

Examples

• Science: particle model.
• History: causes of a studied conflict.

Source guidance: Washington University: Using retrieval practice

Say to the class

Connect the key ideas and label each connection so it makes a statement.

Run it

1. Pupils place five to eight known concepts on paper.
2. Draw links and write a relationship on each line.
3. Partners test the statements; share and correct ambiguous or inaccurate links.

Check understanding

A labelled connection should say more than these are related.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Provide three starting concepts.

Take it further

Add a cross-link between two branches and justify it.

Examples

• Science: respiration, glucose and energy.
• History: industrialisation and urban change.

Source guidance: Harvard Bok Center: Interactive in-class activities

Say to the class

Find an accurate word for each heading; be ready to explain every choice.

Run it

1. Name three familiar categories and a starting letter; pupils draw three columns.
2. Teams suggest one word per column beginning with that letter.
3. A team announces completion; check meanings, category fit and spelling together.
4. Correct disputed entries before starting a new letter.

Check understanding

Accept relevant words only; a fast finish is not enough.

Setup

Supply a short prompt. Give category headings and a suitable letter aloud.

Supported subjects

English Language · French · Spanish

Make it easier

Use two categories and allow notes.

Take it further

Ask for less common words and a sentence proving their meaning.

Examples

• French: food, places and adjectives beginning with a chosen letter.
• English Language: nouns, verbs and adjectives.

Source guidance: British Council: Stop the bus

Say to the class

Each edge is the sum of its two end vertices; recover all three vertices.

Run it

1. Draw a triangle with 7, 9 and 12 on its edges.
2. Try vertex numbers and check every edge sum.
3. Compare trial and improvement with a method using the edge total.
4. Verify the solution and explain a repeatable method.

Check understanding

Vertices are 2, 5 and 7; each contributes to two edge sums.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Reveal one vertex.

Take it further

Choose edges that force a fractional or negative vertex.

Examples

• Maths: whole-number missing values.
• Maths: generalise using three variables.

Source guidance: University of Cambridge NRICH: Arithmagons

Say to the class

Think for yourself first; compare reasons with a partner before sharing.

Run it

1. Ask an open question and give everyone quiet thinking time.
2. Pairs compare answers and agree what they want to contribute.
3. Hear several pairs and resolve inaccuracies in the shared explanation.

Check understanding

Listen for each pupil’s reasoning before accepting a joint answer.

Setup

Supply a short prompt. Give a short question about familiar content and explain the discussion rules.

Make it easier

Give a sentence starter.

Take it further

Ask pairs to report a remaining disagreement as well as agreement.

Examples

• History: most significant cause.
• Science: explain a change of state.

Source guidance: Cornell: Short peer discussion and peer instruction

Say to the class

Reach twenty together, one voice at a time, without planning turns.

Run it

1. Remain seated or stand in a circle.
2. Anyone may say the next number; if voices overlap, restart at one without blame.
3. Try several short attempts while listening for space.
4. Discuss which listening habits helped and try one final round.

Check understanding

Success depends on shared attention rather than a few pupils doing all the counting.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Start with ten and a smaller group.

Take it further

Change group size and evaluate which approaches transfer.

Examples

• Drama: focus an ensemble before rehearsal.
• Drama: reflect on timing and listening.

Source guidance: Trinity College London: Count to 20

Say to the class

What matters most from this lesson, and what question remains?

Run it

1. Give a minute for a private written response to both questions.
2. Read a small sample or ask pupils to share without naming classmates.
3. Clarify the main issue immediately and tell pupils what will be revisited.

Check understanding

Do pupils identify the important idea rather than an incidental detail?

Setup

Start immediately. Use the learning or task pupils have just completed.

Make it easier

Offer two possible learning points to choose between.

Take it further

Explain how the main point connects to earlier learning.

Examples

• Science: main idea from a lesson on pressure.
• History: most significant insight about a reform.

Source guidance: Carnegie Mellon: Classroom assessment techniques (Angelo and Cross)

Say to the class

Suggest a word from our topic, spell it accurately and explain its meaning before we add its score.

Run it

1. Open the word builder and name a familiar topic. Pupils suggest a keyword before it is entered.
2. Build the word using the on-screen letters, add it to the list and compare its score with earlier entries.
3. Ask another pupil to explain the meaning or use the word accurately. Finish by choosing the most useful word, not simply the highest score.

Check understanding

Separate spelling, meaning and letter-value totals; a high-scoring word does not demonstrate understanding.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Make it easier

Accept a familiar short word and offer its first sound.

Take it further

Challenge pupils to connect two words accurately before accepting both.

Examples

• Science: build and define circuit vocabulary.
• History: compare subject terms and explain their significance.

Source guidance: Scrabble Keywords on this website

Say to the class

Draw this small table and fill each cell from memory.

Run it

1. Give two or three familiar row and column headings; pupils copy an empty grid.
2. Pupils recall a suitable entry for each cell without notes.
3. Compare cells and check a teacher model; leave genuinely impossible cells empty.

Check understanding

Distinguish a missing memory from an example placed in the wrong category.

Setup

Supply a short prompt. Write a simple grid with familiar headings on the board.

Make it easier

Fill one example cell together.

Take it further

Explain why one cell cannot contain a valid example.

Examples

• Music: period by instrument family.
• Science: substance type by property.

Source guidance: Indiana University: Classroom assessment techniques

Say to the class

Which features belong to one idea, the other, or both?

Run it

1. Pupils draw overlapping circles labelled with two familiar concepts.
2. Place features in the exclusive or shared areas.
3. Compare and justify placements; correct features that are too vague to distinguish the concepts.

Check understanding

Shared features must apply to both under the same conditions.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Offer one shared feature and one distinctive feature.

Take it further

Explain which difference has the greatest consequence.

Examples

• Science: plant and animal cells.
• History: two systems of government.

Source guidance: US Department of Education TEAL: Metacognitive processes

Say to the class

Describe the meaning clearly; no spelling clues, translations or parts of the word.

Run it

1. A volunteer faces away while you write a familiar term on the board.
2. Classmates give meaning clues, taking turns rather than shouting.
3. The volunteer names the term and explains which clue helped.
4. Discuss any inaccurate clues and rotate the guesser.

Check understanding

Look for defining features rather than vague associations.

Setup

Supply a short prompt. Choose familiar words during play.

Supported subjects

English Language · French · Spanish · Science · Geography · History

Make it easier

Allow a pair of guessers.

Take it further

Require an example and a non-example in the clues.

Examples

• Science: describe diffusion.
• Spanish: describe a familiar household object.

Source guidance: British Council: Back to the board

Say to the class

Use four 4s and agreed operations to make different targets.

Run it

1. Allow addition, subtraction, multiplication, division and brackets.
2. Try targets 1 to 10, recording expressions with exactly four 4s.
3. Partners check the digit count and operation order.
4. Compare solutions and explain which targets remain unresolved.

Check understanding

For example, (4+4+4)/4 gives 3; unresolved does not mean impossible.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Start with 0, 1, 2 and 3.

Take it further

Allow square roots and explain how the permission changes attainable targets.

Examples

• Maths: brackets and operation order.
• Maths: equivalent expressions.

Source guidance: University of Cambridge NRICH: Four Goodness Sake

Say to the class

Agree your best answer, then test it with another pair.

Run it

1. Pupils first decide independently on a familiar question.
2. Pairs compare, then two pairs form a group of four and refine a joint answer.
3. Groups report a conclusion and a surviving disagreement; teacher reviews the reasoning.

Check understanding

Consensus should follow reasons rather than the loudest speaker.

Setup

Supply a short prompt. Give a short question about familiar content and explain the discussion rules.

Make it easier

Require one supported point per pupil.

Take it further

Ask which idea changed most between the individual and group response.

Examples

• Geography: best local flood response.
• History: rank causes of a change.

Source guidance: University of Waterloo: Types of small groups

Say to the class

Copy the leader smoothly while the observer finds who initiates changes.

Run it

1. Seat the class in a circle and ask an observer to turn away.
2. Choose a leader who begins a gentle repeated gesture; everyone copies.
3. The observer watches while the leader changes gestures; allow three guesses.
4. Reveal the leader and discuss observation and coordinated transitions.

Check understanding

Ask for evidence behind a guess rather than accepting random names.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Let the observer see a practice round with the leader identified.

Take it further

Require gradual changes in pace or energy.

Examples

• Drama: ensemble physical awareness.
• Music: matching a shared movement pulse.

Source guidance: Trinity College London: Whos changing the movement

Say to the class

Which exact point remains unclear, and where did you lose the explanation?

Run it

1. Pupils identify one specific uncertainty privately.
2. Group similar questions from a quick sample.
3. Re-explain a common difficulty and ask pupils to check whether the clarification resolves it.

Check understanding

A useful response names an idea or step, not just everything.

Setup

Start immediately. Use the learning or task pupils have just completed.

Make it easier

Give a choice of two steps that pupils can ask about.

Take it further

Turn the uncertainty into a precise question someone could answer.

Examples

• Science: using a circuit equation.
• Geography: interpreting a hydrograph.

Source guidance: Carnegie Mellon: Classroom assessment techniques (Angelo and Cross)

Say to the class

Find a word by following touching letters without reusing a tile. Be ready to show your route.

Run it

1. Display a fresh grid and agree which words and word lengths count.
2. Run a short timed round. Pupils think independently, then compare suggestions with a partner or team.
3. Trace suggested routes on the displayed grid and check disputed words together. Ask pupils to explain an unfamiliar word.

Check understanding

Check tile routes and spelling; finding a word is separate from knowing its meaning.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Make it easier

Remove time pressure and begin with three-letter words.

Take it further

Ask for longer words or a sentence showing the meaning of each accepted word.

Examples

• English Language: recognise spelling patterns.
• Literacy starter: explain unfamiliar words discovered in the grid.

Source guidance: Boggle on this website

Say to the class

Draw the diagram from memory and explain what its labels mean.

Run it

1. Name a diagram pupils have already studied; hide the original.
2. Pupils sketch its structure and add labels.
3. Show or describe the correct version and ask pupils to repair two differences.

Check understanding

Check relationships, arrows and positions rather than drawing quality.

Setup

Use existing lesson material. Use a known diagram already available for checking.

Make it easier

Give an outline shape or two anchor labels.

Take it further

Explain the consequence of changing one labelled part.

Examples

• Geography: drainage basin.
• Science: a specialised cell.

Source guidance: Washington University: Using retrieval practiceUS Department of Education TEAL: Metacognitive processes

Say to the class

For each case, decide which defining features are present and justify one difficult decision.

Run it

1. Write three concepts and three meaningful features on the board.
2. Pupils make a table and mark whether each feature applies.
3. Compare decisions, correct mistakes and explain one borderline case.

Check understanding

Features must be defining rather than merely common associations.

Setup

Supply a short prompt. Write a small set of familiar concepts and defining features.

Make it easier

Complete the first row together.

Take it further

Suggest a feature that separates two easily confused concepts.

Examples

• Science: metals, ionic compounds and simple molecules.
• Geography: weathering and erosion.

Source guidance: University of Connecticut: 50 classroom assessment techniques (Angelo and Cross)

Say to the class

Offer a new verb beginning with our letter and show how it works.

Run it

1. Choose a productive letter such as C or P.
2. Teams alternate supplying unused verbs; record them on the board.
3. Ask the supplying team for a short sentence when meaning is unclear.
4. Review spelling and meaning, then use two useful verbs in new sentences.

Check understanding

Check that words are verbs and sentences use them accurately.

Setup

Supply a short prompt. Choose a letter with enough known verbs.

Supported subjects

English Language · French · Spanish

Make it easier

Allow a short team consultation.

Take it further

Use collocations or a specified tense in the example sentence.

Examples

• English Language: verbs beginning with P.
• French: familiar infinitives beginning with C.

Source guidance: British Council: Lexical threads, The verb dome

Say to the class

Which numbers from 1 to 20 are sums of at least two consecutive positive integers?

Run it

1. Try runs such as 4+5 and 6+7+8.
2. Record totals and the runs that produce them.
3. Compare missing totals and search systematically.
4. Explain a pattern and test another total.

Check understanding

The missing totals within 1 to 20 are 1, 2, 4, 8 and 16; examples alone do not prove a general claim.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Begin with runs of two or three numbers.

Take it further

Explain why powers of two cannot be made under these rules.

Examples

• Maths: arithmetic sequences.
• Maths: divisibility and proof.

Source guidance: University of Cambridge NRICH: Summing Consecutive Numbers

Say to the class

Listen without interrupting, then build on something another speaker said.

Run it

1. Groups of four think quietly about the question.
2. Each pupil has a short uninterrupted turn; passing is allowed.
3. Open discussion using others’ points, then report a conclusion and correct any factual errors.

Check understanding

Notice whether later discussion responds to others rather than repeating opening views.

Setup

Supply a short prompt. Give a short question about familiar content and explain the discussion rules.

Make it easier

Allow brief notes before speaking.

Take it further

Identify an assumption shared by several contributions.

Examples

• Religious Studies: different responses to an ethical choice.
• History: consequences of a reform.

Source guidance: University of Waterloo: Types of small groups

Say to the class

Add a part that connects rhythmically with the machine already working.

Run it

1. One pupil begins a simple repeated action with a sound.
2. Others join one at a time with complementary actions and sounds; leave gaps rather than requiring contact.
3. Hold the complete machine briefly, then stop together.
4. Observers describe how parts connected and suggest one clearer relationship.

Check understanding

Check that additions respond to the existing machine rather than obscure it.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Build in groups of four.

Take it further

Agree a changing speed while retaining all repeated patterns.

Examples

• Drama: coordinated physical theatre.
• Music: layering repeated sounds.

Source guidance: Trinity College London: Human machine

Say to the class

Link this learning to something you knew, explain what it added and identify a difficulty.

Run it

1. Pupils consider a connection, an extension of their thinking and a remaining challenge.
2. Pairs compare responses and explain their choices.
3. Share useful links and clarify a challenge, recording anything that needs later attention.

Check understanding

An extension should describe new understanding rather than repeat the topic name.

Setup

Start immediately. Use recently completed learning. Routine developed by Project Zero, Harvard Graduate School of Education.

Make it easier

Provide a familiar earlier idea to connect with.

Take it further

Explain why a new idea challenges an earlier assumption.

Examples

• Science: connecting energy stores and heating.
• History: linking two studied reforms.

Source guidance: Project Zero, Harvard Graduate School of Education: Connect, Extend, Challenge

Say to the class

Work independently first. Then show how your word or calculation follows the rules.

Run it

1. Select Letters or Numbers and use its on-screen controls to build a challenge. Explain the rules before timing.
2. Give pupils thinking time; allow a partner discussion before hearing answers.
3. Check letter use or each calculation, then compare efficient solutions. Allow an untimed second attempt where useful.

Check understanding

Letters rounds check spelling and meaning; numbers rounds check valid operations and the route to the target.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Letters round: Choose Letters for word building and spelling.

Numbers round: Choose Numbers for calculation and numerical reasoning.

Make it easier

Extend the thinking time and model a short example.

Take it further

Compare two methods or justify why a longer word or closer total is valid.

Examples

• English Language: build words from the available letters.
• Maths: use the selected numbers to reach a target.

Source guidance: Countdown on this website

Say to the class

Fill these headings with the key points you remember.

Run it

1. Put three familiar headings from earlier learning on the board.
2. Pupils reconstruct the main points and supporting detail without notes.
3. Reveal or explain the missing content; pupils correct the outline.

Check understanding

Notice whether the outline preserves the logic of the topic.

Setup

Supply a short prompt. Write three familiar section headings; no worksheet needed.

Make it easier

Supply the first point under each heading.

Take it further

Add a cross-reference between two sections.

Examples

• History: causes, events, consequences.
• Science: input, process, output.

Source guidance: University of Connecticut: 50 classroom assessment techniques (Angelo and Cross)

Say to the class

Put each example into a category and explain the rule you used.

Run it

1. Write a short mixed list of familiar examples and category headings.
2. Pupils copy each item into its category and mark uncertain choices.
3. Compare classifications and discuss items that need more information.

Check understanding

Ask pupils to state the sorting rule rather than rely on recognition.

Setup

Supply a short prompt. Write six familiar examples and two or three category headings.

Make it easier

Sort the first item together.

Take it further

Create an example that tests the boundary between categories.

Examples

• Science: physical and chemical changes.
• History: political, social and economic causes.

Source guidance: University of Texas: Classroom assessment techniques

Say to the class

Remember your word and listen for when it belongs in the chain.

Run it

1. Elicit six to eight associated words, asking how adjacent words connect.
2. Each pupil silently chooses a word to remember; assign any unchosen word to everyone.
3. Replace written words with circles and point through the chain.
4. Rebuild the words aloud, then check pronunciation and connections.

Check understanding

Correct uncertain meanings before erasing the list.

Setup

Supply a short prompt. Elicit and verify the word chain in class.

Supported subjects

English Language · French · Spanish

Make it easier

Keep first letters visible.

Take it further

Recite backwards, then explain the least obvious connection.

Examples

• English Language: sun, heat, summer and related vocabulary.
• Spanish: a chain of familiar holiday words.

Source guidance: British Council: Word association recitation

Say to the class

Add three neighbouring odd house numbers; why does a shortcut work?

Run it

1. Choose three consecutive odd numbers such as 13, 15 and 17.
2. Compare their total with the middle number.
3. Test other triples and explain why the outer offsets cancel.
4. Share a justification, then predict an uncalculated example.

Check understanding

The total is three times the middle number; explain why rather than only spotting it.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Move two units from the largest number to the smallest.

Take it further

Extend to five equally spaced numbers or an even number of terms.

Examples

• Maths: arithmetic means.
• Maths: represent numbers as n-2, n, n+2.

Source guidance: University of Cambridge NRICH: Neighbourly Addition

Say to the class

Summarise the previous point accurately before adding your own.

Run it

1. Give a familiar discussion question and thinking time.
2. A volunteer contributes and invites another willing speaker; each new speaker summarises before adding.
3. Pause to check summaries with their original speakers and review the developing argument.

Check understanding

A summary should preserve the speaker’s meaning, even during disagreement.

Setup

Supply a short prompt. Give a short question about familiar content and explain the discussion rules.

Make it easier

Allow the original speaker to clarify one point.

Take it further

Summarise the direction of the whole discussion.

Examples

• History: reasons for a decision.
• Science: arguments about an energy choice.

Source guidance: Northern Illinois University: Interactive techniques

Say to the class

Keep your turn in the pattern as each number becomes an action.

Run it

1. Partners alternate saying one, two, three repeatedly.
2. Replace one with a gentle action or sound and continue alternating.
3. Replace two and then three while maintaining the sequence.
4. Discuss how partners recovered after errors and demonstrate an accurate round.

Check understanding

Check turn-taking and order rather than simply increasing speed.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Replace just one number.

Take it further

Use contrasting rhythms while keeping the same shared cycle.

Examples

• Drama: concentration before improvising.
• Music: sequence and coordinated pulse.

Source guidance: Trinity College London: Counting one two three

Say to the class

Describe an earlier view, your current view and what caused the change.

Run it

1. Pupils privately record an earlier understanding and their view now.
2. Add the evidence or explanation that changed or refined it.
3. Hear selected examples and clarify any new misunderstanding.

Check understanding

Do not demand a change of opinion where evidence supports the original view.

Setup

Start immediately. Use learning likely to have refined prior ideas. Routine developed by Project Zero, Harvard Graduate School of Education.

Make it easier

Model a small refinement rather than a dramatic reversal.

Take it further

Explain what further evidence might alter the current view.

Examples

• Science: explanations of dissolving.
• History: a judgement about an individual.

Source guidance: Project Zero, Harvard Graduate School of Education: I Used to Think... Now I Think...

Say to the class

Suggest a letter with a reason. When we solve the word, explain what it means in this topic.

Run it

1. Open New / Reset and select an appropriate keyword set, or enter one short familiar word or phrase. Start the game.
2. Invite letter suggestions from different pupils, asking for spelling or vocabulary reasons.
3. After solving or revealing the word, ask pupils to define it and give an example. Start another round if time permits.

Check understanding

A solved spelling is only the start: listen for an accurate definition or example.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Make it easier

Give a topic clue before guesses.

Take it further

Ask pupils to distinguish the solved word from a closely related term.

Examples

• Biology: identify and explain a cell structure.
• Geography: identify and use a landform term.

Source guidance: Hangman on this website

Say to the class

Answer individually; mistakes will show us what to revisit.

Run it

1. Ask four short questions aloud, mixing older and recent topics.
2. Give everyone thinking time and let pupils record answers.
3. Explain each answer; pupils correct their work and select one point to practise again.

Check understanding

Check whether older knowledge remains available without prompts.

Setup

Supply a short prompt. Supply four questions you can explain accurately during the lesson.

Use the existing website tool for this activity.

Make it easier

Use a cue after the first independent attempt.

Take it further

Ask pupils to explain one answer or apply it to a new case.

Examples

• Science: cells, energy and current learning.
• Languages: familiar verb forms from several lessons.

Source guidance: Washington University: Using retrieval practice

Say to the class

Order the stages and explain what makes one lead to the next.

Run it

1. Name a familiar process or list its steps out of order on the board.
2. Pupils sequence the steps and add links explaining the transitions.
3. Compare with the correct order; discuss whether any steps can occur together.

Check understanding

Correct order without an explanation can conceal weak understanding.

Setup

Supply a short prompt. Name a taught sequence or write its stages out of order.

Make it easier

Give the first and final stage.

Take it further

Explain what would change if a stage were omitted.

Examples

• Science: infection and immune response.
• History: events leading to a studied reform.

Source guidance: Northern Illinois University: Interactive techniques

Say to the class

Make one sentence that uses both chosen words naturally.

Run it

1. Elicit six familiar words and place them in a small board grid.
2. Pairs choose two words and compose one sentence containing both.
3. Hear examples and discuss which are clear, surprising or effective.
4. Check grammar and word use, then revise an awkward example together.

Check understanding

A sentence must demonstrate the words rather than merely mention them.

Setup

Supply a short prompt. Build the word grid from vocabulary already taught.

Supported subjects

English Language · French · Spanish

Make it easier

Offer a sentence opening.

Take it further

Use three words while maintaining a coherent meaning.

Examples

• English Language: combine reluctant and doorway.
• French: combine two known topic words in a sentence.

Source guidance: British Council: Word grid

Say to the class

Multiply the outside pair and inside pair; explain the difference.

Run it

1. Choose four consecutive integers such as 5, 6, 7 and 8.
2. Calculate first times last, then multiply the middle pair.
3. Try a different run and record the difference.
4. Compare patterns and justify with a diagram or algebra.

Check understanding

The inner product is 2 greater; compare n(n+3) with (n+1)(n+2).

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Use small positive integers and a table.

Take it further

Change the spacing and derive a rule for the difference.

Examples

• Maths: multiplication fluency.
• Maths: expanding brackets and invariants.

Source guidance: University of Cambridge NRICH: Pair Products

Say to the class

Help everyone understand the answer because anyone may explain it.

Run it

1. Number pupils one to four within groups and give a short question.
2. Groups discuss until each member can explain the reasoning.
3. Call a number and hear those pupils; clarify mistakes and ask another member to restate the answer.

Check understanding

Avoid a spokesperson preparing an answer while others disengage.

Setup

Supply a short prompt. Give a short question about familiar content and explain the discussion rules.

Make it easier

Give one helpful principle to each group.

Take it further

Require every member to explain a different part of the reasoning.

Examples

• Science: explain an experimental result.
• Geography: evaluate one management strategy.

Source guidance: Upper Valley Educators Institute: Participation strategies

Say to the class

Keep the frozen pose but find a new situation that makes it meaningful.

Run it

1. Two volunteers improvise a brief ordinary scene.
2. Call freeze at an interesting safe pose.
3. A new player replaces one actor, matching the pose, then starts a different scene.
4. After several replacements, discuss how performers accepted and developed each offer.

Check understanding

Look for a clear new context arising from the pose.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Let the teacher call freeze and supply a setting.

Take it further

Use physical positions to imply status before anyone speaks.

Examples

• Drama: develop spontaneous scenes.
• English Language: generate situations for dialogue writing.

Source guidance: Trinity College London: Freeze

Say to the class

Record what you think you know, ask a useful question and later review what you learned.

Run it

1. Before an existing lesson segment, pupils make three columns and fill the first two.
2. After the segment, add learned points and revisit the original questions.
3. Check claims and mark any unanswered question for a realistic next step.

Check understanding

Earlier claims should be corrected if the learning challenges them.

Setup

Start immediately. Use before and after an existing lesson segment; the stated time is for the reflection, excluding that segment.

Make it easier

Supply the topic and one example question.

Take it further

Identify a question that became more precise as understanding grew.

Examples

• Geography: an urban change.
• Science: a new material.

Source guidance: US Department of Education TEAL: Metacognitive processes

Say to the class

Think first, discuss with a partner, then offer a claim with a reason or example.

Run it

1. Choose a subject and KS3 or KS4, then generate a ThinkSpark. Check the question suits current learning.
2. Give quiet thinking time before pairs or small groups discuss possible answers.
3. Hear contrasting answers and ask what supports each. End with a short summary of the strongest reasoning or remaining uncertainty.

Check understanding

Distinguish an opinion from a claim supported by relevant knowledge.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Supported subjects

English Language · Maths · Science · Biology · Chemistry · Physics · History · Geography · Computer Science · French · Spanish

Make it easier

Offer a sentence opening and one example.

Take it further

Ask pupils to challenge a reason fairly or identify an assumption.

Examples

• Science: discuss an explanation and its consequences.
• History: consider different interpretations.

Source guidance: ThinkSpark on this website

Say to the class

Ask a fair question, listen to the answer, then help your partner correct it.

Run it

1. Each pupil chooses three questions from familiar knowledge; check doubtful answers first.
2. Partners alternate questioner and respondent, giving thinking time.
3. Revisit missed questions after feedback and raise unresolved points with the teacher.

Check understanding

Listen for reliable answers rather than pupils confirming each other’s errors.

Setup

Supply a short prompt. Choose a topic already taught; no cards are required.

Make it easier

Allow the questioner to check existing notes.

Take it further

Ask a follow-up why or how question.

Examples

• Geography: river vocabulary.
• History: causes and consequences.

Source guidance: University of Minnesota TIES: Cooperative learning practice guide

Say to the class

Build a chain in which every arrow can be explained using because or therefore.

Run it

1. Name an initial event and a final outcome.
2. Pupils insert intermediate changes and explain each arrow.
3. Partners challenge missing links; review and repair a shared chain.

Check understanding

Check causation rather than a list of events that merely happen in order.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Supply one intermediate link.

Take it further

Add a second cause or feedback effect.

Examples

• Geography: deforestation to flood risk.
• Science: exercise to increased breathing.

Source guidance: NASA: Instructional strategies for the Earth Science classroom

Say to the class

Choose one word from your notes and make it worth remembering.

Run it

1. Choose a useful word in an existing glossary or notes.
2. Record its meaning, part of speech and one original example.
3. Teach the word to a partner, who asks a clarification question.
4. Check explanations against the glossary and correct shared misunderstandings.

Check understanding

The example must show the intended meaning and grammatical role.

Setup

Use existing lesson material. Use a glossary or checked notes already available.

Supported subjects

English Language · French · Spanish · Science · History · Geography

Make it easier

Provide headings orally and choose a familiar word.

Take it further

Explain a misleading near-synonym or a different meaning of the same word.

Examples

• Science: adopt a difficult process term.
• English Language: adopt an unfamiliar adjective.

Source guidance: British Council: Adopt a word

Say to the class

Build a long legal chain without trapping yourself.

Run it

1. Use integers 1 to 100; start with an even number below 50.
2. Partners alternately append an unused factor or multiple of the previous number.
3. Record used numbers; a player unable to move loses.
4. Explain a decisive move, then cooperate to improve the chain length.

Check understanding

Check each factor or multiple relationship; no number can appear twice.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Use integers 1 to 30 and discuss candidate moves.

Take it further

Explain why some primes can only appear near an end.

Examples

• Maths: factors, multiples and primes.
• Maths: strategic number reasoning.

Source guidance: University of Cambridge NRICH: Factors and Multiples Game

Say to the class

Become ready to explain your part, then help a new group connect the parts.

Run it

1. Assign three familiar subtopics to expert groups using existing notes if needed.
2. Regroup so each new group has a pupil from each expert group; each explains their part.
3. Groups answer one linking question; teacher checks the combined explanation.

Check understanding

A linking task should require all the pieces.

Setup

Use existing lesson material. Use three already-taught subtopics and existing notes; no new reading packs. Explain the regrouping.

Make it easier

Keep subtopics short and show the regrouping clearly.

Take it further

Ask which connection between subtopics is most important.

Examples

• Science: digestion, circulation and respiration.
• History: political, economic and social causes.

Source guidance: University of Minnesota TIES: Cooperative learning practice guide

Say to the class

Mime one action, name a different action, then pass that new action on.

Run it

1. One pupil mimes an everyday action.
2. A partner asks what they are doing; the performer names a different action.
3. The questioner begins miming the named action and receives the next question.
4. Continue a short chain, then discuss which movements communicated most clearly.

Check understanding

The spoken answer must differ from the current mime; the next mime follows that answer.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Supported subjects

Drama · French · Spanish

Make it easier

Play slowly in pairs.

Take it further

Use precise character actions rather than generic activities.

Examples

• Drama: practise legible mime.
• French: practise familiar action verbs orally.

Source guidance: Trinity College London: What are you doing

Say to the class

Look beyond the score: what patterns in your work should change how you prepare?

Run it

1. Pupils inspect a returned assessment and identify a strength and a repeated difficulty.
2. Consider preparation methods and what the errors suggest.
3. Choose one specific study adjustment; teacher reviews common patterns and explains suitable strategies.

Check understanding

Avoid treating every mistake as a lack of effort.

Setup

Use existing lesson material. Use an assessment and feedback already returned; ask the prompts aloud instead of printing a wrapper.

Make it easier

Offer error categories such as knowledge, method and question reading.

Take it further

Specify how to test whether the new strategy helped.

Examples

• Science: a returned topic test.
• History: a marked extended response.

Source guidance: Carnegie Mellon: Exam wrappers

Say to the class

Use these prompts to tell a story with a clear problem, a turning point and a connected ending.

Run it

1. Choose Quick Write, Standard or Challenge and generate a story. Read the prompts together.
2. Lock useful elements and regenerate any that do not suit the class. Pupils plan orally with a partner or write in their books.
3. Hear a few versions and ask how the ending follows from earlier choices. Compare how different writers used the same starting point.

Check understanding

Listen for narrative connections, rather than an unrelated list of prompt elements.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Make it easier

Use Quick Write and rehearse the story orally.

Take it further

Ask for a deliberate viewpoint or a change in atmosphere.

Examples

• English Language: plan a short narrative.
• Drama: tell a scene outline using the generated conflict.

Source guidance: Story Planner on this website

Say to the class

Write a question that checks understanding, then write a defensible answer.

Run it

1. Name the topic and model one question style aloud.
2. Pupils write two questions and answers; partners test whether the wording is clear.
3. Exchange questions, attempt them, then review answers with teacher checks.

Check understanding

Questions should assess the intended knowledge and have usable answers.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Offer a question stem such as explain why.

Take it further

Include a plausible wrong answer and explain its error.

Examples

• Science: diffusion explanation.
• History: reasons for a policy.

Source guidance: Indiana University: Classroom assessment techniques

Say to the class

Explain this idea through a comparison, then tell us where that comparison stops working.

Run it

1. Choose a concept already taught and a familiar comparison.
2. Pupils map two corresponding relationships between them.
3. Share analogies and identify one misleading feature before refining the explanation.

Check understanding

Matching surface appearance is less useful than matching relationships.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Provide a starting analogy.

Take it further

Compare two analogies and choose the more useful one.

Examples

• Science: an enzyme and a lock.
• Computing: memory and storage as working desk and filing cabinet.

Source guidance: University of Connecticut: 50 classroom assessment techniques (Angelo and Cross)

Say to the class

Listen for meaning, collect key words, then rebuild a complete passage together.

Run it

1. Choose a short paragraph already available; read it once while pupils listen.
2. Read again while pupils note key words rather than every word.
3. Groups combine notes and reconstruct the passage in sentences.
4. Reveal or reread the original; compare meaning and useful language, then correct.

Check understanding

Accept different wording when meaning survives; discuss lost links or altered facts.

Setup

Use existing lesson material. Choose a short accurate passage already in the lesson.

Supported subjects

English Language · French · Spanish · History · Science · Geography

Make it easier

Use a very short paragraph and display key vocabulary.

Take it further

Compare two reconstructions for precision and cohesion.

Examples

• English Language: reconstruct a short descriptive paragraph.
• History: reconstruct a factual explanation from existing notes.

Source guidance: British Council: Dictogloss

Say to the class

Add 1, 2, 3 or 4; whoever reaches 23 exactly wins.

Run it

1. Begin the total at zero.
2. Partners alternate additions from 1 to 4 without passing 23.
3. Replay, swapping who begins.
4. Compare useful totals and explain how working backwards helps.

Check understanding

Reaching 18 lets a player force 23; earlier control totals are 13, 8 and 3.

Setup

Supply a short prompt. Give the included target and addition limits aloud; keep the total spoken.

Make it easier

Use target 11 with additions 1 or 2.

Take it further

Predict useful totals for another target and addition range.

Examples

• Maths: complementary addition pairs.
• Maths: generalise with remainders.

Source guidance: University of Cambridge NRICH: Got It

Say to the class

Solve the problem, then inspect another group’s approach before comparing.

Run it

1. Each group chooses a short problem already in the lesson and records its solution separately.
2. Exchange the problem, keeping the first solution hidden; another group solves it.
3. Reveal both approaches and compare accuracy and decisions with teacher feedback.

Check understanding

Compare the reasoning behind different valid solutions.

Setup

Use existing lesson material. Use short problems already available; pupils keep solutions on a separate page.

Make it easier

Use a problem with one clear starting step.

Take it further

Combine the most useful features into a clearer solution.

Examples

• Computing: debugging an existing code fragment.
• Science: interpreting a results table.

Source guidance: Seattle University: Active learning

Say to the class

Respond as a character so the audience can read the change.

Run it

1. Partners agree that all news is fictional.
2. One gives a brief ordinary piece of news, such as a cancelled picnic.
3. The other reacts using voice and physicality; stop when the reaction ends naturally.
4. Swap roles, then discuss what made two different reactions believable.

Check understanding

Identify specific choices of pause, tone and gesture.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Give a simple emotion or situation.

Take it further

React with a hidden feeling that differs from the words spoken.

Examples

• Drama: practise responding in the moment.
• English Literature: react as a familiar character.

Source guidance: Trinity College London: Ive got some news

Say to the class

Rate your confidence before answering, then compare your judgement with the evidence.

Run it

1. Ask pupils to rate confidence privately for two familiar questions.
2. Pupils answer; explain the correct reasoning and let them check.
3. Compare confidence with accuracy and choose one item needing practice or reassurance.

Check understanding

A confident wrong answer needs attention; low confidence can coexist with success.

Setup

Supply a short prompt. Supply two short questions with reliable answers.

Make it easier

Use three confidence labels instead of percentages.

Take it further

Explain why familiarity with a term differs from being able to use it.

Examples

• Science: explaining current and voltage.
• Geography: interpreting a map.

Source guidance: Cornell: Self-assessment

Say to the class

Choose a missing value, work it out, and explain which equation helped you.

Run it

1. Choose suitable grid settings and generate a puzzle on screen. Confirm how the equations are read.
2. Ask pupils to solve one accessible gap independently, then discuss their methods in pairs. Enter a proposed value on screen.
3. Use Check answers and investigate a disagreement. Continue through the grid, asking how one result supports the next.

Check understanding

Check calculations and whether each value fits every relevant equation.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Make it easier

Start with a smaller grid and complete one gap together.

Take it further

Ask pupils to compare starting points or explain an efficient solving order.

Examples

• Maths: practise arithmetic with inverse operations.
• Numeracy: explain why a missing value is forced.

Source guidance: Maths Equation Grids on this website

Say to the class

Choose an answer first, then explain your reasoning to a partner before deciding again.

Run it

1. Ask a conceptual question with two or three plausible answers and take an individual vote.
2. Pairs discuss the reasons behind their choices.
3. Vote again, then explain the correct reasoning and why alternatives fail.

Check understanding

A changed vote matters only when the explanation improves.

Setup

Supply a short prompt. State one carefully chosen conceptual question and its answer options.

Use the existing website tool for this activity.

Make it easier

Let pupils refer to one relevant principle during discussion.

Take it further

Ask pupils to write a similar question that separates the same ideas.

Examples

• Science: which object cools fastest?
• Geography: which factor increases flood risk?

Source guidance: Cornell: Short peer discussion and peer instruction

Say to the class

Explain the concept to someone who knows less about it, keeping the meaning accurate.

Run it

1. Specify a familiar concept, audience and short purpose.
2. Pupils give a brief spoken explanation to a partner acting as that audience.
3. The listener identifies an unclear phrase; improve and share a corrected explanation.

Check understanding

Simplifying vocabulary must preserve the key mechanism or argument.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Give a required keyword with a plain-language definition.

Take it further

Explain the same idea to an expert audience and compare the language.

Examples

• Science: explain vaccination to a younger pupil.
• History: explain a reform to a new student.

Source guidance: Carnegie Mellon: Classroom assessment techniques (Angelo and Cross)

Say to the class

Draw what you hear, and ask for clarification when a position is unclear.

Run it

1. Describe a simple imagined arrangement using shapes or familiar objects.
2. Pupils draw each part; pause and repeat the spatial language.
3. Pairs compare drawings and identify any ambiguous instructions.
4. Reveal a quick board sketch and discuss how clearer wording would change the result.

Check understanding

Assess understanding of position words, not drawing skill.

Setup

Supply a short prompt. Invent a simple arrangement and sketch it when reviewing.

Supported subjects

English Language · French · Spanish · Maths

Make it easier

Use fewer objects and familiar prepositions.

Take it further

Let partners design and describe their own simple pictures.

Examples

• French: draw objects using prepositions of place.
• Maths: draw a shape arrangement from precise positional instructions.

Source guidance: British Council: Picture dictation

Say to the class

Use the current circled result without reusing crossed numbers.

Run it

1. Draw a labelled number line from 0 to 20.
2. First player crosses two numbers, records their sum or difference and circles that unused result.
3. Next player crosses the circled result and another unused number, then circles their unused sum or difference.
4. Continue until no legal calculation remains; review a decisive move.

Check understanding

Each calculation uses three different numbers; no crossed number returns.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Use a line from 0 to 10 and rehearse a complete turn.

Take it further

Cooperate to use the most numbers possible and explain unavoidable omissions.

Examples

• Maths: addition and subtraction.
• Maths: parity and impossibility.

Source guidance: University of Cambridge NRICH: Strike It Out

Say to the class

Listen for evidence and assumptions while the inner group discusses.

Run it

1. Choose a small volunteer group to discuss a familiar question; others watch from their seats.
2. Observers note one use of evidence and one question, then report.
3. The class revises the conclusion and identifies a useful discussion move.

Check understanding

Observers need a content task as well as a participation task.

Setup

Supply a short prompt. Select willing discussants and give observers a clear listening focus; no furniture move is essential.

Make it easier

Give observers one specific thing to listen for.

Take it further

Swap the discussing group and test an unresolved claim.

Examples

• History: assess an interpretation.
• Religious Studies: examine an ethical argument.

Source guidance: University of Waterloo: Active learning activities

Say to the class

Accept the next suggestion and commit to making it clear.

Run it

1. Give a safe imaginary action such as rowing a boat.
2. Everyone responds yes lets and mimes the action.
3. Invite another pupil to suggest the next action and repeat.
4. Discuss how accepting offers changed the energy and coherence of the group.

Check understanding

Look for active participation and clear offers rather than louder voices.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Model two suggestions before inviting pupils.

Take it further

Build one continuous imagined journey from the suggestions.

Examples

• Drama: introduce accepting offers.
• Drama: practise ensemble commitment.

Source guidance: Trinity College London: Yes lets

Say to the class

Show where your work meets this criterion and what needs to change.

Run it

1. State two concrete criteria for current work.
2. Pupils identify evidence for each, then choose one improvement.
3. They make the change and check it; teacher reviews a sample of judgements.

Check understanding

Self-assessment is supported judgement, not simply awarding a grade.

Setup

Use existing lesson material. Use existing pupil work and state two clear success criteria.

Make it easier

Assess one criterion at a time.

Take it further

Explain which criterion is hardest to judge and why.

Examples

• Science: a causal explanation.
• History: an argument paragraph.

Source guidance: Cornell: Self-assessment

Say to the class

Use the letters and the clue to identify the term, then explain why that term fits.

Run it

1. Open the main-page Anagram Builder. Choose a course, subject, unit and topic, then add the prepared keywords.
2. Open Full screen and choose one anagram at a time or Display all. Keep definition clues available if needed.
3. Collect suggestions, check them in the player and ask pupils to explain the words. Revisit a difficult term after a few more attempts.

Check understanding

Use the definition as well as the letter pattern; correct spelling alone does not prove conceptual understanding.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Supported subjects

Art · Biology · Business · Chemistry · Citizenship · Computer Science · Construction · Criminology · Design and Technology · Digital Information Technology · Drama · Economics · English Language · English Language Literature · English Literature · French · Further Maths · Geography · Hair and Beauty · History · Law · Maths · Media Studies · Music · Physical Education · Physics · Politics · Psychology · Religious Studies · Science · Sociology · Spanish · Sport Studies · Statistics · Textile Design · Travel Tourism

Make it easier

Keep definition clues or preserve first and last letters.

Take it further

Hide a clue initially, then ask pupils to supply an accurate one.

Examples

• Chemistry: unscramble and explain reaction vocabulary.
• English Literature: identify and explain literary terms.

Source guidance: Anagram Builder on this website

Say to the class

Is this claim correct? Explain your decision and repair it if needed.

Run it

1. State one plausible misconception from the topic.
2. Everyone decides independently and supplies a reason.
3. Hear contrasting answers, explain the issue and ask everyone to rewrite a correct version.

Check understanding

Check the corrected explanation, not only true or false.

Setup

Supply a short prompt. Supply one plausible claim and be ready to explain its limitations.

Use the existing website tool for this activity.

Make it easier

Contrast the claim with a concrete example.

Take it further

Describe a situation in which a qualified version could hold.

Examples

• Science: heavier objects always fall faster.
• History: one event had only one cause.

Source guidance: University of Connecticut: 50 classroom assessment techniques (Angelo and Cross)

Say to the class

Suggest a real situation where this idea helps, and explain how.

Run it

1. Name a principle pupils have studied.
2. Pupils suggest one specific application and explain the connection.
3. Compare examples; teacher checks whether the principle really applies.

Check understanding

Look for a mechanism linking the principle and the example.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Offer a familiar setting.

Take it further

Describe a limit or condition for the application.

Examples

• Science: insulation in a cool box.
• Geography: infiltration in flood management.

Source guidance: Carnegie Mellon: Classroom assessment techniques (Angelo and Cross)

Say to the class

Keep the conversation meaningful even when some words are hidden.

Run it

1. Write a short familiar two-person exchange on the board or use one already displayed.
2. Pairs read it aloud and clarify its meaning.
3. Erase a few words; pairs repeat the whole exchange, supplying missing language.
4. Remove more support, then compare a final spoken version with the restored original.

Check understanding

Listen for natural meaning and accurate forms, not just recitation speed.

Setup

Use existing lesson material. Use a short exchange from current learning; writing a new long dialogue adds preparation.

Supported subjects

English Language · French · Spanish

Make it easier

Leave the beginning of each line visible.

Take it further

Change one detail while retaining the conversational structure.

Examples

• French: a short shop exchange.
• Spanish: asking and answering about weekend plans.

Source guidance: JALT: Disappearing dialogue, Michael Ernest

Say to the class

Each brick is the sum of the two below; predict the top.

Run it

1. Draw rows of three bricks, two bricks, then one.
2. Choose bottom numbers and complete the sums upwards.
3. Reorder the same bottom numbers and compare top totals.
4. Explain which position matters most and test a new example.

Check understanding

For bottom a, b, c the top is a+2b+c; the middle number contributes twice.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Use small positive integers.

Take it further

Explore four layers and explain the coefficients that emerge.

Examples

• Maths: addition and inverse operations.
• Maths: algebraic generalisation.

Source guidance: University of Cambridge NRICH: Number Pyramids

Say to the class

Ask questions that help us understand the material and support your answers from it.

Run it

1. Use a short text already read; allow a few minutes to revisit and annotate details before an open interpretive question.
2. Pupils respond to each other, citing details and asking clarifying questions while the teacher facilitates.
3. After at least fifteen minutes of discussion, record a supported conclusion and an unresolved question; clarify misreadings.

Check understanding

Keep evidence central and distinguish inquiry from winning an argument.

Setup

Use existing lesson material. Use brief material already familiar to the class; agree respectful discussion rules.

Make it easier

Offer a question stem and a passage to revisit.

Take it further

Identify a tension the group has not resolved.

Examples

• History: an existing speech extract.
• Religious Studies: an existing argument.

Source guidance: Facing History: Socratic Seminar

Say to the class

Listen to the cue and send it in the matching direction.

Run it

1. Sit or stand in a circle; zip passes left, zap passes right and boing returns to the previous player.
2. Practise each cue slowly with clear eye contact or pointing.
3. Pass the cue for a short round; pause and reset errors without eliminating pupils.
4. Discuss which signals made the intended recipient clear.

Check understanding

Word and direction must agree; speed follows accuracy.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Use zip and zap only.

Take it further

Remove pointing once everyone can follow eye contact.

Examples

• Drama: attention and ensemble response.
• Drama: communicating a clear offer.

Source guidance: Trinity College London: Zip zap boing

Say to the class

Identify a strength using the criterion, then suggest one precise improvement.

Run it

1. Agree one or two criteria and exchange current work.
2. Reviewers point to evidence of success and ask or suggest one improvement.
3. Owners decide how to act, revise and ask the teacher to resolve doubtful advice.

Check understanding

Feedback should explain what to improve and why.

Setup

Use existing lesson material. Use existing work and clear criteria; no marking sheet required.

Make it easier

Model a useful comment on one sentence or step.

Take it further

Justify accepting or declining a suggestion using the criteria.

Examples

• Science: a conclusion from results.
• Geography: an explanation of a process.

Source guidance: New Zealand Ministry of Education: Assessment for learning in practice

Say to the class

Use the clue to suggest an answer, then explain how the meaning and crossing letters support it.

Run it

1. Choose the appropriate stage, course, unit and topic in the vocabulary selectors and add the words to the list. Use crossword mode and Generate.
2. Select Full screen to use the interactive board. Read a clue and allow independent thinking before hearing suggestions.
3. Enter agreed answers and inspect crossings. Use individual reveals only when needed, then discuss why the revealed term fits.

Check understanding

Ask for the subject meaning of answers; crossings should support reasoning, not replace it.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Supported subjects

Art · Biology · Business · Chemistry · Citizenship · Computer Science · Construction · Criminology · Design and Technology · Digital Information Technology · Drama · Economics · English Language · English Language Literature · English Literature · French · Further Maths · Geography · Hair and Beauty · History · Law · Maths · Media Studies · Music · Physical Education · Physics · Politics · Psychology · Religious Studies · Science · Sociology · Spanish · Sport Studies · Statistics · Textile Design · Travel Tourism

Make it easier

Begin with an accessible clue and provide a first letter.

Take it further

Ask pupils to write a more precise alternative clue for one term.

Examples

• Science: recover precise terminology from definitions.
• History: recall and explain topic vocabulary.

Source guidance: Interactive Crossword on this website

Say to the class

Show what you already know; write unsure where you need help.

Run it

1. Ask three brief questions about prerequisite knowledge before introducing a topic.
2. Pupils answer privately, marking uncertainty.
3. Review responses and explain or model the missing prerequisite before continuing.

Check understanding

Identify common gaps instead of treating guesses as secure knowledge.

Setup

Supply a short prompt. Give three prerequisite questions suited to the next lesson segment.

Use the existing website tool for this activity.

Make it easier

Give a concrete example of the prerequisite.

Take it further

Explain how the earlier knowledge may help with the new topic.

Examples

• Science: particles before diffusion.
• Geography: map scale before fieldwork analysis.

Source guidance: University of Connecticut: 50 classroom assessment techniques (Angelo and Cross)

Say to the class

Show each step and explain why it is allowed or useful.

Run it

1. Select a short problem already in the lesson.
2. Pupils solve it, annotating decisions as well as operations.
3. Compare explanations; correct the first point where reasoning becomes unclear or invalid.

Check understanding

A correct answer can still hide an unjustified method.

Setup

Use existing lesson material. Use a short problem already available in the lesson.

Make it easier

Provide the first step and its reason.

Take it further

Identify a valid alternative route and compare efficiency.

Examples

• Science: calculating density from measurements.
• Computing: tracing a short algorithm.

Source guidance: Carnegie Mellon: Classroom assessment techniques (Angelo and Cross)

Say to the class

Say the final chunk clearly, then keep it as we add the earlier words.

Run it

1. Choose one challenging phrase from current work and model its whole meaning.
2. Model the final meaningful chunk; pupils echo it.
3. Add preceding chunks until pupils can say the complete phrase.
4. Hear partners use it in a brief exchange and correct unclear sounds.

Check understanding

Keep natural stress and rhythm as chunks grow.

Setup

Supply a short prompt. Choose a phrase you can model accurately.

Supported subjects

English Language · French · Spanish

Make it easier

Use two or three chunks only.

Take it further

Use the phrase fluently in a fresh sentence or question.

Examples

• French: rehearse a long opinion phrase.
• English Language: practise a difficult spoken presentation phrase.

Source guidance: British Council: Backchaining

Say to the class

If everyone meets everyone once, how many different pairs are there?

Run it

1. Draw dots for five imagined people; physical handshaking is unnecessary.
2. List or join every different pair and count them.
3. Predict totals for six and seven people.
4. Compare methods and explain how to avoid counting each pair twice.

Check understanding

Five people give 10 pairs; n people give n(n-1)/2 pairs.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Label dots and list pairs in a fixed order.

Take it further

Work backwards from a pair total to possible group sizes.

Examples

• Maths: triangular numbers.
• Maths: fixtures in a round-robin tournament.

Source guidance: University of Cambridge NRICH: Handshakes

Say to the class

Make your strongest supported case, respond to a challenge, then judge the arguments.

Run it

1. State a balanced proposition about familiar material and assign sides.
2. Give preparation time, then opening arguments and one response from each side.
3. Pupils decide which reasoning was strongest; teacher corrects inaccuracies and separates evidence from rhetoric.

Check understanding

A confident performance should not outweigh weak evidence.

Setup

Supply a short prompt. Choose an appropriate proposition pupils can discuss from existing knowledge; allow a neutral observer role.

Make it easier

Give each side one relevant piece of prior learning.

Take it further

Acknowledge the strongest opposing point before rebutting it.

Examples

• Geography: one transport policy.
• History: importance of a studied reform.

Source guidance: University of Waterloo: Facilitating effective discussions

Say to the class

Listen for the current rule rather than reacting automatically.

Run it

1. Use a clear walking space and model stop, go, jump and clap; offer a seated gesture instead of jumping.
2. Practise the ordinary meanings.
3. Reverse stop with go and jump with clap, then give a short sequence.
4. Pause to review errors and repeat one accurate final sequence.

Check understanding

Check understanding of the changed rules before increasing pace.

Setup

Start immediately. Use clear personal space; agree comfortable movements and a stop signal.

Make it easier

Reverse one pair of instructions only.

Take it further

Let pupils lead a short sequence and explain their most demanding transition.

Examples

• Drama: focus and responsive movement.
• Drama: prepare for direction changes in rehearsal.

Source guidance: Trinity College London: Stop go jump clap

Say to the class

Choose one piece of feedback, explain the action it requires and make the change.

Run it

1. Pupils reread teacher feedback already on current work.
2. They identify the action, revise the relevant section and note what changed.
3. Compare the revision with the criterion or teacher advice; clarify any misunderstood feedback.

Check understanding

Check the improvement itself instead of whether the comment was acknowledged.

Setup

Use existing lesson material. Use existing feedback and the work it refers to.

Make it easier

Translate one comment into a small first action.

Take it further

Apply the same feedback to a fresh section without prompting.

Examples

• History: strengthen an argument.
• Science: improve a results explanation.

Source guidance: University of Alberta: Design feedback for learning

Say to the class

Find a listed term and explain its meaning or use it accurately before we move on.

Run it

1. Open wordsearch mode, select suitable existing vocabulary and generate the grid. Choose Full screen.
2. Invite a pupil to identify the start and end of a word; select its endpoints or drag along its path.
3. After each successful selection, ask another pupil to define the term or connect it to the topic. End by revisiting two difficult words without the list.

Check understanding

Word recognition is different from recall or understanding: include a meaning check when that is the learning aim.

Setup

Choose settings or content. Open the tool on a teacher screen and choose suitable existing content. No printing or pupil devices are required for whole-class play.

Supported subjects

Art · Biology · Business · Chemistry · Citizenship · Computer Science · Construction · Criminology · Design and Technology · Digital Information Technology · Drama · Economics · English Language · English Language Literature · English Literature · French · Further Maths · Geography · Hair and Beauty · History · Law · Maths · Media Studies · Music · Physical Education · Physics · Politics · Psychology · Religious Studies · Science · Sociology · Spanish · Sport Studies · Statistics · Textile Design · Travel Tourism

Make it easier

Use fewer terms and work through the first selection together.

Take it further

Ask pupils to connect two found terms in an accurate explanation.

Examples

• Geography: recognise and explain process vocabulary.
• Languages: find familiar written words and use them in a sentence.

Source guidance: Interactive Wordsearch on this website

Say to the class

Which method fits each problem, and what tells you that?

Run it

1. Point pupils to two or three short problems already available.
2. Without solving, pupils identify the method each calls for and give a cue.
3. Discuss choices; solve one example to test the selected method.

Check understanding

Check that pupils use the problem structure rather than isolated keywords.

Setup

Use existing lesson material. Select existing problems with recognisably different appropriate methods.

Make it easier

Offer two possible methods.

Take it further

Describe a case where both methods work and compare them.

Examples

• Science: choose a circuit calculation.
• Geography: choose a graph for a dataset.

Source guidance: Carnegie Mellon: Classroom assessment techniques (Angelo and Cross)

Say to the class

Listen for the sound difference and show which word you heard.

Run it

1. Write two familiar contrasting words under A and B; model both.
2. Say one word without pointing; pupils signal A or B together.
3. Pairs take turns speaking a word while the listener identifies it.
4. Model any confused contrasts again and hear improved examples.

Check understanding

Check sound discrimination separately from spelling knowledge.

Setup

Supply a short prompt. Choose a genuine minimal pair that you can model accurately.

Supported subjects

English Language · French · Spanish

Make it easier

Use one contrast and repeat slowly before natural speed.

Take it further

Place the words in brief sentences while preserving the contrast.

Examples

• English Language: ship and sheep.
• French: a sound contrast from familiar taught vocabulary.

Source guidance: British Council: Teaching speaking, sounds activities

Say to the class

Imagine painting the outside of a 3 by 3 by 3 cube, then separating it.

Run it

1. Sketch a cube divided into three small cubes along each edge.
2. Locate corner, edge, face-centre and internal cubes.
3. Count those with zero, one, two or three painted faces.
4. Check that totals sum to 27 and explain each location.

Check understanding

Counts are 1 with no paint, 6 with one painted face, 12 with two and 8 with three.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Begin with a 2 by 2 by 2 cube.

Take it further

Generalise to side n, treating n=1 separately.

Examples

• Maths: spatial reasoning.
• Maths: derive expressions from geometry.

Source guidance: University of Cambridge NRICH: Painted Cube

Say to the class

Explain each side fairly, then work towards a conclusion that recognises the trade-offs.

Run it

1. In groups of four, pairs prepare opposing positions on a familiar issue.
2. Each presents while the other paraphrases; pairs then swap positions and strengthen the other case.
3. Drop assigned positions and agree a qualified conclusion; teacher checks reasoning.

Check understanding

Perspective switching must precede consensus.

Setup

Supply a short prompt. Choose a balanced familiar issue, explain the switch of positions and allow pupils to question the proposition.

Make it easier

Give two clearly distinct positions.

Take it further

State which new evidence would change the conclusion.

Examples

• Geography: management of a coastal area.
• Religious Studies: an ethical dilemma.

Source guidance: KU Leuven: Structured Academic Controversy

Say to the class

Answer as the character, and distinguish text evidence from an invented possibility.

Run it

1. Choose a character whose situation pupils already know.
2. Pairs prepare one open question each; a volunteer or pair takes the role.
3. Ask questions about choices and motives while the teacher guides relevant follow-ups.
4. Debrief out of role and check answers against known evidence.

Check understanding

Plausible inventions must not become claims about the text or historical record.

Setup

Supply a short prompt. Name a familiar character or situation from current learning.

Supported subjects

Drama · English Literature · History

Make it easier

Hot-seat two pupils together.

Take it further

Answer a challenging question while remaining consistent with the character.

Examples

• English Literature: question a character after a turning point.
• History: explore a familiar historical viewpoint.

Source guidance: David Farmer Drama Resource: Hot Seating

Say to the class

Find the first point where this went wrong, explain why and repair it.

Run it

1. Pupils select an error in their own checked work.
2. Trace it to a knowledge gap, misread instruction or faulty step rather than copying a final answer.
3. Correct it and attempt a similar short case; teacher checks the new attempt.

Check understanding

Classifying the error should lead to a useful corrective action.

Setup

Use existing lesson material. Use pupil work whose answers have already been checked.

Make it easier

Limit review to one short answer.

Take it further

Explain how to recognise this error before it happens again.

Examples

• Science: an incorrect unit conversion.
• Computing: a faulty program trace.

Source guidance: Carnegie Mellon: Exam wrappers

Say to the class

Think of your answer before the team responds. Be ready to explain why it is correct.

Run it

1. Use the prepared library rather than writing a new question set. Agree teams and answer turns.
2. Read each question, allow everyone thinking time, then take the nominated response.
3. Reveal or check the answer, discuss the reasoning and update the game scores.

Check understanding

Listen for the reasoning behind the answer. Game scores and chance events do not measure understanding on their own.

Setup

Choose settings or content. A teacher screen is sufficient. Choose an appropriate prepared library set; available subjects vary by game. If it is not available, choose another activity rather than preparing a set now.

Supported subjects

Science · Biology · Chemistry · Physics · History · Geography · Maths · English Literature · Music · Media Studies

Make it easier

Use a familiar prepared topic, give more thinking time and allow pairs to rehearse an answer.

Take it further

Ask pupils to explain why an alternative answer is wrong or create a follow-up question.

Examples

• Science: use an available prepared topic set.
• History or Geography: use a matching library set where available.

Source guidance: Classroom Quiz on this website

Say to the class

Draw only what we need to understand how this works, then annotate the explanation.

Run it

1. Name a familiar system, process or relationship.
2. Pupils sketch its important parts and add explanatory labels or arrows.
3. A partner reads the sketch; revise any relationship they could not follow.

Check understanding

Labels should explain processes rather than merely name parts.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Supply a simple outline and two key labels.

Take it further

Add a change to the system and show its consequences.

Examples

• Science: heat transfer through a wall.
• Geography: a sea breeze.

Source guidance: Northern Illinois University: Interactive techniques

Say to the class

Aim for clear sounds before you increase the pace.

Run it

1. Say a short familiar tongue twister, such as red lorry, yellow lorry.
2. Pupils rehearse silently, then speak it slowly to a partner.
3. Repeat at a comfortable faster pace while partners listen for clarity.
4. Discuss which sound transition was difficult and rehearse it accurately.

Check understanding

Value intelligibility; fast blurred speech is not success.

Setup

Start immediately. Use the example phrase or another familiar short tongue twister.

Make it easier

Shorten the phrase and model the tricky sounds.

Take it further

Create an original alliterative phrase and test whether it remains clear.

Examples

• English Language: distinguish L and R in a familiar phrase.
• Drama: warm up clear articulation before a scene.

Source guidance: British Council: Tongue twisters

Say to the class

Two different numbers are picked from 1 to 5; is an even sum as likely as an odd sum?

Run it

1. List every unordered pair of different numbers from 1 to 5.
2. Mark pairs with even sums.
3. Compare favourable pairs with all possible pairs.
4. Explain the result and test a different five-number set.

Check understanding

There are 10 equally likely pairs; 4 have even sums, giving probability 2/5.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Organise pairs by their smaller number.

Take it further

Replace values with parity labels and generalise to larger sets.

Examples

• Maths: sample spaces without replacement.
• Maths: theoretical probability.

Source guidance: University of Cambridge NRICH: Odds and Evens

Say to the class

Choose a position, explain it and move if the evidence changes your mind.

Run it

1. Define a continuum from agreement to disagreement about a familiar claim.
2. Pupils choose a position and compare reasons with someone holding another view.
3. Invite changes of position and review what evidence prompted them.

Check understanding

Treat uncertainty as a legitimate position.

Setup

Supply a short prompt. Identify a safe space for a line or use a seated response scale; state a suitable debatable claim.

Make it easier

Use a seated finger scale if movement is unsuitable.

Take it further

Explain the conditions that make the claim more or less defensible.

Examples

• Geography: whether a place should restrict tourism.
• History: significance of a historical decision.

Source guidance: University of Waterloo: Active learning activitiesFacing History: Four Corners

Say to the class

Make one still image that shows the key relationship without explaining it aloud.

Run it

1. Name an event, scene or relationship already understood.
2. Groups create a safe balanced still image using posture, space and expression.
3. Observers describe what they see before interpreting it.
4. Groups adjust one choice in response to the evidence-based feedback.

Check understanding

Observers should point to a visible feature supporting their interpretation.

Setup

Supply a short prompt. Name a familiar character or situation from current learning.

Make it easier

Use pairs and one clear relationship.

Take it further

Show a shift of power with a second image and explain the contrast.

Examples

• English Literature: capture a conflict between known characters.
• Drama: show status through levels and distance.

Source guidance: David Farmer Drama Resource: Freeze Frames

Say to the class

Which strategy helped you understand or remember, and what evidence tells you that?

Run it

1. Pupils name a strategy used during the task and a concrete outcome.
2. Compare strategies with a partner, distinguishing ease from effective learning.
3. Choose one useful adjustment; teacher explains when the selected strategies fit.

Check understanding

Prefer evidence from performance to I liked it.

Setup

Start immediately. Use the learning or task pupils have just completed.

Make it easier

Offer two strategies pupils have actually used.

Take it further

Design a fair way to compare two strategies on a later task.

Examples

• Science: learning terminology.
• History: preparing an explanation.

Source guidance: Cornell: Metacognitive strategies

Say to the class

Think of your answer before the team responds. Be ready to explain why it is correct.

Run it

1. Choose a suitable prepared question library and agree teams. Explain the route to the centre.
2. Run question turns using the board controls, giving pupils thinking time before the team response.
3. Pause at a difficult question to explain the answer before continuing the race.

Check understanding

Listen for the reasoning behind the answer. Game scores and chance events do not measure understanding on their own.

Setup

Choose settings or content. A teacher screen is sufficient. Choose an appropriate prepared library set; available subjects vary by game. If it is not available, choose another activity rather than preparing a set now.

Supported subjects

Science · Biology · Chemistry · Physics · History · Geography · Maths · English Literature · Music · Media Studies

Make it easier

Use a familiar prepared topic, give more thinking time and allow pairs to rehearse an answer.

Take it further

Ask pupils to explain why an alternative answer is wrong or create a follow-up question.

Examples

• Science: use an available prepared topic set.
• History or Geography: use a matching library set where available.

Source guidance: Spiral Quiz on this website

Say to the class

Find what makes this solution work, then identify a step that needs clearer explanation.

Run it

1. Use a worked example already in the lesson.
2. Pupils annotate its steps, noting the principle used and any gap.
3. Compare annotations and improve one step together; correct errors if present.

Check understanding

Do not assume an unclear explanation means the answer is wrong.

Setup

Use existing lesson material. Use a worked example already available; it need not contain a deliberate error.

Make it easier

Focus attention on one step.

Take it further

Compare with a second valid solution.

Examples

• Science: a circuit calculation.
• Computing: an algorithm trace.

Source guidance: University of Texas: Classroom assessment techniques

Say to the class

Buy sentences you can defend as accurate, and keep within your budget.

Run it

1. Use four to six short anonymous sentences from work already available, including correct and incorrect forms; write them on the board.
2. Teams inspect the sentences and receive the same imaginary budget.
3. Auction them one at a time, recording bids and balances.
4. Check each sentence, explain the grammar and correct errors; count accurate purchases.

Check understanding

Give reasons for judgements; do not reward confident bidding alone.

Setup

Use existing lesson material. Choose a short existing sentence set with a known answer; creating a new sheet would require preparation.

Supported subjects

English Language · French · Spanish

Make it easier

Focus on one recently taught grammar feature.

Take it further

Ask teams to repair incorrect purchases with the smallest edit.

Examples

• English Language: tense consistency in existing work.
• Spanish: adjective agreement in pupil sentences.

Source guidance: British Council: Grammar auction

Say to the class

Use four different non-zero digits in a 2 by 2 grid; make its two row numbers and two column numbers sum to 100.

Run it

1. Draw the grid and show how it creates four two-digit numbers.
2. Try four different digits from 1 to 9 and total the numbers.
3. Record how each position affects tens and units.
4. Find a total of 100 and explain a constraint that narrows the search.

Check understanding

One solution has rows 14 and 27, with columns 12 and 47; total 100.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Provide a top-left digit of 1.

Take it further

Find every solution and justify completeness.

Examples

• Maths: place value and addition.
• Maths: algebraic modelling.

Source guidance: University of Cambridge NRICH: Reach 100

Say to the class

Give a useful idea, collect one you did not have and check it before keeping it.

Run it

1. Pupils record two or three ideas on a familiar question.
2. Meet two classmates in turn, explaining an idea and recording a new one.
3. Return to seats, share useful additions and check doubtful points with the teacher.

Check understanding

Newly collected ideas need checking, not automatic acceptance.

Setup

Supply a short prompt. Choose a familiar topic and explain a simple safe partner-changing route.

Make it easier

Keep pupils seated and rotate partners instead.

Take it further

Connect two collected ideas into a stronger explanation.

Examples

• Science: ways energy is transferred.
• History: reasons for migration.

Source guidance: University of Oklahoma K20 Center: Give, Get, Reflect

Say to the class

Say one thought the character has but might not speak aloud.

Run it

1. Choose a familiar moment and hold a comfortable still pose.
2. Point to each pupil in turn; they speak one thought in role.
3. Listen for contrasting perspectives in the same moment.
4. Step out of role and discuss which thoughts are supported by known actions or words.

Check understanding

Check that the thought fits what the character knows at that moment.

Setup

Supply a short prompt. Name a familiar character or situation from current learning.

Make it easier

Offer I wish or I am worried because as a starter.

Take it further

Make a convincing gap between outward expression and private thought.

Examples

• English Literature: reveal contrasting motives in a confrontation.
• Drama: explore subtext before performing dialogue.

Source guidance: David Farmer Drama Resource: Thought Tracking

Say to the class

Plan your approach, pause to check progress and evaluate what worked.

Run it

1. Give a short task already available; pupils name a goal and choose an approach.
2. Pause halfway to check whether the approach is working and adjust.
3. Finish, check the outcome and explain one decision that helped.

Check understanding

Monitoring should change an unhelpful action rather than merely record time spent.

Setup

Use existing lesson material. Use a short existing task; the estimated time includes attempting it.

Make it easier

Provide a first-step choice.

Take it further

Explain when the chosen strategy would be unsuitable.

Examples

• Computing: debug a short program.
• Science: interpret a data question.

Source guidance: US Department of Education TEAL: Metacognitive processes

Say to the class

Think of your answer before the team responds. Be ready to explain why it is correct.

Run it

1. Open the board, agree teams and explain the connection each team needs to make. Supply familiar oral questions with answers matching the chosen letters.
2. Let a team choose a letter, ask its question and allow thinking time before the answer.
3. Award the appropriate tile through the controls and ask for an explanation of one answer before the next turn.

Check understanding

Listen for the reasoning behind the answer. Game scores and chance events do not measure understanding on their own.

Setup

Supply a short prompt. Use one teacher screen and supply short familiar questions or a phrase during play. No prepared question sheet is needed.

Make it easier

Use a familiar prepared topic, give more thinking time and allow pairs to rehearse an answer.

Take it further

Ask pupils to explain why an alternative answer is wrong or create a follow-up question.

Examples

• Science: use an available prepared topic set.
• History or Geography: use a matching library set where available.

Source guidance: Blockbusters on this website

Say to the class

Give an example and a convincing non-example; explain the boundary between them.

Run it

1. Name a concept and recall its defining rule.
2. Pairs invent an example and a near miss, explaining which feature decides.
3. Share difficult pairs and refine definitions where they are too loose.

Check understanding

A non-example should illuminate the definition, not be obviously unrelated.

Setup

Supply a short prompt. Name a familiar topic or give the short prompt aloud.

Make it easier

Provide one clear example.

Take it further

Create a case that needs an extra condition to classify.

Examples

• Science: adaptation and a temporary response.
• Geography: climate and weather.

Source guidance: University of Connecticut: 50 classroom assessment techniques (Angelo and Cross)

Say to the class

Listen to the sentence we are building and add just one useful word.

Run it

1. Agree a clear turn order in small groups and give a starting word.
2. Each pupil contributes exactly one word; the teacher can mark sentence endings.
3. Continue until the group reaches a brief ending.
4. Retell the result and repair one tense, word-order or coherence problem together.

Check understanding

Listen for contributions that fit the grammar and continue the shared meaning.

Setup

Supply a short prompt. Give one opening word and agree turn order.

Supported subjects

English Language · French · Spanish · Drama

Make it easier

Allow a short pause and use a familiar opening.

Take it further

Sustain an agreed tense or genre without breaking the one-word rule.

Examples

• English Language: construct a suspense opening.
• Spanish: use a familiar past-tense narrative frame.

Source guidance: British Council: One word stories

Say to the class

Your four claimed dots must be corners of a genuine square.

Run it

1. Draw a regular 5 by 5 dot grid.
2. Partners alternate marking unused dots with different symbols.
3. A player wins when four of their dots form a square; tilted squares count.
4. Check side lengths and right angles; explain a move that created two threats.

Check understanding

A diamond shape is not automatically a square; justify its geometry.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Practise axis-aligned squares before allowing tilted ones.

Take it further

Use coordinates to justify equal sides and perpendicular directions.

Examples

• Maths: square properties.
• Maths: coordinate geometry.

Source guidance: University of Cambridge NRICH: Square It

Say to the class

Explain your answer, listen to your partner and improve one point each round.

Run it

1. Arrange two facing rows or circles and give a short question.
2. Partners each speak and summarise what they heard; one row moves one place.
3. Repeat twice and ask pupils to share how their answer improved; correct misconceptions.

Check understanding

Repeated talk should refine the answer rather than rehearse an error.

Setup

Supply a short prompt. Arrange a safe partner rotation in two rows or circles; no printed prompts needed.

Make it easier

Keep one row seated or use fixed pairs for accessibility.

Take it further

Give a different follow-up question on the final rotation.

Examples

• History: explain a turning point.
• Science: compare two processes.

Source guidance: Facing History: Concentric Circles

Say to the class

Put what we know outside the outline and what we infer inside it.

Run it

1. Draw a simple person outline on paper or the classroom board.
2. Record known actions and facts around it.
3. Add inferred thoughts, worries and motives inside, with supporting clues.
4. Review a disputed inference and revise or qualify it.

Check understanding

An inference needs evidence; keep uncertain interpretations visibly provisional.

Setup

Supply a short prompt. Name a familiar character or situation from current learning.

Supported subjects

Drama · English Literature · History

Make it easier

Start with two facts and one possible feeling.

Take it further

Track how one motive changes after a later scene.

Examples

• English Literature: build a character interpretation.
• History: distinguish recorded actions from inferred motives.

Source guidance: David Farmer Drama Resource: Role On The Wall

Say to the class

What will you be able to do better by the end, and what evidence will show it?

Run it

1. Before an existing lesson segment, pupils choose one achievable learning goal.
2. After the segment, select work that shows progress or a remaining gap.
3. Share how the evidence fits and choose a next step; teacher checks goal realism.

Check understanding

A goal should concern learning rather than merely completing a page.

Setup

Start immediately. Use before and after an existing lesson segment; stated time excludes the segment itself.

Make it easier

Offer two specific goals.

Take it further

Distinguish short-term performance from secure learning.

Examples

• Science: explain a relationship using particle ideas.
• History: support a judgement with evidence.

Source guidance: Cornell: Self-assessment

Say to the class

Think of your answer before the team responds. Be ready to explain why it is correct.

Run it

1. Choose an available phrase or enter a familiar subject phrase and explain the round controls.
2. Run the turns, giving different pupils a chance to suggest letters or a solution.
3. When the phrase is revealed, ask the class to explain its meaning in the topic.

Check understanding

Listen for the reasoning behind the answer. Game scores and chance events do not measure understanding on their own.

Setup

Supply a short prompt. Use one teacher screen and supply short familiar questions or a phrase during play. No prepared question sheet is needed.

Make it easier

Use a familiar prepared topic, give more thinking time and allow pairs to rehearse an answer.

Take it further

Ask pupils to explain why an alternative answer is wrong or create a follow-up question.

Examples

• Science: use an available prepared topic set.
• History or Geography: use a matching library set where available.

Source guidance: Wheel of Fortune on this website

Say to the class

Predict the outcome and explain why before we reveal what happens.

Run it

1. Use an existing demonstration, data result or worked case; conceal the outcome.
2. Pupils commit a prediction and reason.
3. Reveal the outcome, compare with predictions and explain any mismatch.

Check understanding

Focus on how evidence changes the explanation.

Setup

Use existing lesson material. Have an existing result, safe demonstration or dataset ready to reveal; this routine creates no new practical.

Make it easier

Offer two possible predictions.

Take it further

Change one condition and justify a fresh prediction.

Examples

• Science: outcome of a circuit change.
• Geography: a graph trend after rainfall.

Source guidance: NASA: Instructional strategies for the Earth Science classroom

Say to the class

Keep the same story going, but reverse its fortunes on each turn.

Run it

1. Give a simple character and situation.
2. Partners alternate sentences beginning fortunately and unfortunately.
3. Each development must follow logically from the previous event.
4. Finish after six turns; retell and discuss which transitions worked.

Check understanding

A new event should connect to the preceding one rather than reset the story.

Setup

Supply a short prompt. Give an opening situation orally.

Make it easier

Offer a familiar setting and a model pair of sentences.

Take it further

Keep a consistent tense and build towards a satisfying final reversal.

Examples

• English Language: a lost traveller narrative.
• Drama: improvise a character facing changing circumstances.

Source guidance: Bombinate Theatre: Classroom activity pack, Fortunately Unfortunately

Say to the class

Draw legal connections and leave your partner without a move.

Run it

1. Draw three dots.
2. Alternate joining two dots, or looping from a dot to itself, without crossing a line or passing through another dot.
3. Add a new dot on each new line; no dot can have more than three line ends, with a loop using two.
4. When no move remains, verify legality and discuss an earlier choice.

Check understanding

Count available line ends, especially at loops and newly added dots.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Start with two dots and count capacity aloud.

Take it further

Explain why the game must end after finitely many moves.

Examples

• Maths: networks and spatial planning.
• Maths: invariants and finite processes.

Source guidance: University of Cambridge NRICH: Sprouts Explained

Say to the class

Write a response, read another person’s point and connect your reply to it.

Run it

1. Write one short question on a shared sheet of normal paper in each group.
2. Pupils write silently, linking comments, questions and evidence with lines.
3. Groups read the record, identify an unresolved issue and hear teacher clarification.

Check understanding

Look for written responses that engage with another idea.

Setup

Supply a short prompt. Write one question on ordinary paper for each group; use existing source material only if needed.

Make it easier

Offer response stems such as I agree because or What evidence supports this?

Take it further

Identify the strongest and weakest link in the discussion.

Examples

• History: respond to a studied source.
• Science: evaluate a proposed explanation.

Source guidance: Facing History: Big Paper silent conversation

Say to the class

Give one reasoned piece of advice that fits the character dilemma.

Run it

1. Choose a familiar fictional dilemma and assign opposing recommendations to two groups.
2. Form two lines with a clear route, or let the groups speak from their seats.
3. A character hears alternating advice from both sides.
4. The character decides and explains which reasons mattered; discuss the limits of that choice.

Check understanding

Advice should address consequences and evidence rather than pressure the performer.

Setup

Supply a short prompt. Name a familiar character or situation from current learning.

Make it easier

Let a pair take the deciding role.

Take it further

Let advisers take distinct character viewpoints and challenge assumptions.

Examples

• English Literature: advise a character before a known decision.
• Drama: explore a moral choice in a devised scene.

Source guidance: David Farmer Drama Resource: Conscience Alley

Say to the class

Describe what happened, explain why it matters and decide what to do next.

Run it

1. Pupils describe one significant moment in a completed task.
2. Explain what it reveals about their understanding or approach.
3. Choose a concrete next action and check its relevance with a partner or teacher.

Check understanding

Move beyond recounting events to learning from them.

Setup

Start immediately. Use a recent classroom task or experience; prompts follow Borton’s reflective model.

Make it easier

Model one short response for each stage.

Take it further

Consider a different explanation for what happened.

Examples

• Science: interpreting an unexpected result.
• History: reviewing a group discussion.

Source guidance: Arizona State University: Reflection resources, including Borton’s model

Say to the class

Think of your answer before the team responds. Be ready to explain why it is correct.

Run it

1. Choose a prepared question set. Agree how pupils will show choices: fingers numbered to match the displayed options can avoid printed cards.
2. Give silent thinking time, ask for simultaneous choices and use the game controls to progress.
3. Reveal each answer and discuss why another option might have seemed plausible.

Check understanding

Listen for the reasoning behind the answer. Game scores and chance events do not measure understanding on their own.

Setup

Choose settings or content. A teacher screen is sufficient. Choose an appropriate prepared library set; available subjects vary by game. If it is not available, choose another activity rather than preparing a set now.

Supported subjects

Science · Biology · History · Geography · Maths · Computer Science · Religious Studies · English Literature · Music

Make it easier

Use a familiar prepared topic, give more thinking time and allow pairs to rehearse an answer.

Take it further

Ask pupils to explain why an alternative answer is wrong or create a follow-up question.

Examples

• Science: use an available prepared topic set.
• History or Geography: use a matching library set where available.

Source guidance: No PhoneHoot on this website

Say to the class

Describe the evidence first; then suggest an interpretation and a question.

Run it

1. Look quietly at an existing image, object or chart.
2. Share observations before interpretations and questions.
3. Ask pupils to support interpretations and clarify which questions need more evidence.

Check understanding

Distinguish what is visible from what is inferred.

Setup

Use existing lesson material. Use an image, chart or object already in the lesson. Routine developed by Project Zero, Harvard Graduate School of Education.

Make it easier

Point to one detail as a starting observation.

Take it further

Offer two interpretations that fit the same observation.

Examples

• Art: composition of a painting.
• Geography: a settlement photograph.

Source guidance: Project Zero, Harvard Graduate School of Education: See, Think, Wonder

Say to the class

Write as this person, for this reader, in this form, about our topic.

Run it

1. Agree the four RAFT choices and check the facts pupils can use.
2. Model a suitable first sentence aloud.
3. Pupils write a short response in role.
4. Share examples and discuss how voice, content and format suit the audience; revise one choice.

Check understanding

Separate convincing voice from factual accuracy and check both.

Setup

Supply a short prompt. Specify role, audience, format and topic from taught content.

Supported subjects

English Language · English Literature · Science · History · Geography

Make it easier

Supply a first sentence and one clear audience.

Take it further

Rewrite the same point for a contrasting audience.

Examples

• Science: a water droplet explains evaporation to a younger pupil.
• English Literature: a known character writes a short diary entry.

Source guidance: NCTE ReadWriteThink: Using the RAFT Writing Strategy

Say to the class

Swap A A _ B B into B B _ A A; A moves right and B moves left.

Run it

1. Copy the five positions in a row.
2. A move slides into the adjacent gap or jumps over exactly one frog into the gap.
3. Redraw each state for a partner to verify.
4. Find an eight-move solution and discuss choices that cause dead ends.

Check understanding

Two frogs of each kind swap in a minimum of 8 moves; no backward move is needed.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Start with A _ B and solve in three moves.

Take it further

Predict three frogs on each side, counting slides and jumps separately.

Examples

• Maths: systematic state recording.
• Maths: quadratic sequences.

Source guidance: University of Cambridge NRICH: Frogs

Say to the class

First collect possibilities without judging; afterwards choose using a clear criterion.

Run it

1. State a familiar problem and give one minute of individual idea generation.
2. Groups pool ideas without immediate criticism.
3. Agree a criterion, compare options and explain a realistic choice; teacher checks factual assumptions.

Check understanding

Quantity alone is not success; the selection must use relevant criteria.

Setup

Supply a short prompt. State a familiar problem and one relevant constraint.

Make it easier

Offer a concrete constraint such as time or cost.

Take it further

Combine two ideas into a better option.

Examples

• Design and Technology: reduce packaging waste.
• Geography: improve a school journey.

Source guidance: Northern Illinois University: Interactive techniques

Say to the class

Connect to the previous marks while keeping your own section a surprise.

Run it

1. Fold normal paper into three sections.
2. Draw an imagined head, extend two joining marks over the fold and conceal the section.
3. Pass for a torso and then legs, repeating the joining-mark rule.
4. Unfold, discuss how the parts interact and give the creature a suitable title.

Check understanding

Notice visual connections and unexpected contrasts rather than judging realism.

Setup

Start immediately. Use ordinary paper and pencils; pupils fold the sheet during the activity.

Make it easier

Use two sections and broad connecting lines.

Take it further

Use deliberate contrast in scale or texture to develop the image.

Examples

• Art: explore chance and collaborative Surrealist methods.
• Art: develop an unexpected character design.

Source guidance: MoMA Learning: Exquisite Corpse

Say to the class

Choose two pieces of work that show a change and explain exactly what improved.

Run it

1. Pupils find an earlier and a recent piece of relevant work.
2. Use a clear criterion to annotate the difference, including anything still insecure.
3. Share one evidence-based judgement and a next step; teacher checks interpretations.

Check understanding

A longer answer or neater presentation is not automatically deeper understanding.

Setup

Use existing lesson material. Use earlier and recent work already in pupils’ books.

Make it easier

Compare two short sections only.

Take it further

Identify a skill that improved but did not yet transfer to another topic.

Examples

• Science: two explanations of particles.
• History: two judgement paragraphs.

Source guidance: Cornell: Self-assessment

Say to the class

Think of your answer before the team responds. Be ready to explain why it is correct.

Run it

1. Load a suitable prepared question set and explain which controls operate the game.
2. Take a question response after individual thinking, then use the earned opportunity in the falling-block play.
3. Pause the action after a difficult question and explain the correct reasoning before resuming.

Check understanding

Listen for the reasoning behind the answer. Game scores and chance events do not measure understanding on their own.

Setup

Choose settings or content. A teacher screen is sufficient. Choose an appropriate prepared library set; available subjects vary by game. If it is not available, choose another activity rather than preparing a set now.

Supported subjects

Science · Biology · History · Geography · Maths · Computer Science · Religious Studies · English Literature · Music

Make it easier

Use a familiar prepared topic, give more thinking time and allow pairs to rehearse an answer.

Take it further

Ask pupils to explain why an alternative answer is wrong or create a follow-up question.

Examples

• Science: use an available prepared topic set.
• History or Geography: use a matching library set where available.

Source guidance: TetriHoot on this website

Say to the class

Choose a feature and help us explain why it is like that.

Run it

1. Identify an interesting feature of a familiar object, event or idea.
2. Invite several explanations and ask what supports each one.
3. Compare explanations and distinguish established reasons from ideas needing investigation.

Check understanding

An explanation should address the specific feature noticed.

Setup

Supply a short prompt. Name a familiar object or event. Routine developed by Project Zero, Harvard Graduate School of Education.

Make it easier

Model one causal or purpose-based explanation.

Take it further

Consider whether two different explanations can both contribute.

Examples

• Design and Technology: a product handle.
• History: the location of a settlement.

Source guidance: Project Zero, Harvard Graduate School of Education: The Explanation Game

Say to the class

Choose six words that suggest more than they say directly.

Run it

1. Choose an ordinary experience or a familiar fictional character; personal disclosure is optional.
2. Draft two six-word versions.
3. Exchange with a partner who explains the impression each creates.
4. Revise one word and explain how its connotations change the meaning.

Check understanding

Check the six-word constraint and the effect of precise word choices.

Setup

Supply a short prompt. Give an optional fictional prompt.

Make it easier

Brainstorm useful words before drafting.

Take it further

Create ambiguity that still supports an intended interpretation.

Examples

• English Literature: capture a character at a turning point.
• English Language: describe an imagined first day.

Source guidance: University of Oklahoma K20 Center: Six-Word Memoirs

Say to the class

Choose a digit from 1 to 9, add 9, then add the digits of the result.

Run it

1. Follow the instructions for one starting digit.
2. Try different starts and record results.
3. Explain adding ten then subtracting one.
4. Check boundary cases and test whether the claim extends to two-digit starts.

Check understanding

For starts 1 to 9, the result is the starting digit; a wider domain needs new checking.

Setup

Supply a short prompt. Give the included starting challenge aloud; pupils record in normal books.

Make it easier

Draw tens and units.

Take it further

Investigate digital roots and multiples of nine.

Examples

• Maths: place value.
• Maths: examples versus proof.

Source guidance: University of Cambridge NRICH: Digit Addition

Say to the class

Add a new possibility or improve an existing one before passing the paper.

Run it

1. Each pupil writes one idea for a familiar problem on a sheet.
2. Pass within the group; each reader adds a development or alternative through several rounds.
3. Read the combined ideas and choose one using agreed criteria; teacher reviews assumptions.

Check understanding

Additions should develop the idea rather than simply praise it.

Setup

Supply a short prompt. Give a short question about familiar content and explain the discussion rules.

Make it easier

Give prompts such as change, combine or simplify.

Take it further

Explain which contribution most improved the final proposal.

Examples

• Design and Technology: improve an everyday product.
• Geography: reduce school waste.

Source guidance: Erasmus University Rotterdam: Brainwriting

Say to the class

Follow what you see with one unbroken line.

Run it

1. Choose a visible ordinary object such as a hand or shoe.
2. Look around its edges before drawing.
3. Draw slowly without lifting the pencil; crossing the line is allowed.
4. Compare the drawing with the subject and identify one carefully observed feature.

Check understanding

Assess observation and intentional movement rather than neatness.

Setup

Start immediately. Choose an object already visible; use normal paper and a pencil.

Make it easier

Choose a simple outline.

Take it further

Include internal features while keeping the single-line constraint.

Examples

• Art: study a hand contour.
• Art: explore an everyday object shape.

Source guidance: National Gallery of Art: The Elements of Art, Form

Say to the class

Record three thoughts, two questions and an analogy; repeat later and explain the connections.

Run it

1. Before a current lesson segment, pupils record the first snapshot.
2. After the segment, make a fresh snapshot without replacing the original.
3. Explain what connects or changes between them, then check the new ideas together.

Check understanding

The explanation of the change matters more than filling every slot.

Setup

Start immediately. Use before and after an existing learning segment; stated time excludes that segment. Routine developed by Project Zero, Harvard Graduate School of Education.

Make it easier

Model an analogy using an unrelated topic.

Take it further

Explain a change in the questions as well as in the answers.

Examples

• Science: forces before and after an explanation.
• Geography: urbanisation before and after a case.

Source guidance: Project Zero, Harvard Graduate School of Education: 3-2-1 Bridge

Say to the class

Think of your answer before the team responds. Be ready to explain why it is correct.

Run it

1. Choose an existing question set and explain the question-and-bubble turn sequence.
2. Ask everyone to think about the question before selecting a team response and using the bubble controls.
3. Review the answer and ask pupils to explain a key choice before the next round.

Check understanding

Listen for the reasoning behind the answer. Game scores and chance events do not measure understanding on their own.

Setup

Choose settings or content. A teacher screen is sufficient. Choose an appropriate prepared library set; available subjects vary by game. If it is not available, choose another activity rather than preparing a set now.

Supported subjects

Science · Biology · History · Geography · Maths · Computer Science · Religious Studies · English Literature · Music

Make it easier

Use a familiar prepared topic, give more thinking time and allow pairs to rehearse an answer.

Take it further

Ask pupils to explain why an alternative answer is wrong or create a follow-up question.

Examples

• Science: use an available prepared topic set.
• History or Geography: use a matching library set where available.

Source guidance: BubbleHoot on this website