50 Ways to Make Learning Fun

Are you on fire for teaching?

Reflecting on Teaching and Learning

New RAMS, make sure that you reflect each week by clicking on this link. All RAMS, please feel free to reflect with us and add your thoughts and ideas. Check out how this weekly reflection activity links to Domain 3 Reflecting on Teaching (refer to the Week in Preview for this week). Together we all grow!

From Neli Hankin
Compare and Contrast Foldable

I used a foldable to teach a lesson on addition and subtraction of real numbers. On the top portion we had addition examples along with visual representation. On the bottom flap we had subtraction examples.
For the visual representation I represented 5 + -3 as +++++ - - -. One pair of + and - become zero.

Match Maker
I used this strategy to review graph inequalities. Students were given 11 inequality sentences, 11 symbolic representations and 11 graphical representation. Their task was to match the mathematical sentences to the corresponding symbolic representation and graphical representations. After 15 minutes students were randomly selected using popsicle sticks to present their work on the board. My second period really enjoyed it.

From Daniell Grubbs
Graphic Organizer

Students created a graphic organizer for the economic and political system historians call feudalism. Students used the graphic organizer to help them understand the class system in the Middle Ages, as well as understanding how feudal classes related to those above and below them in the hierarchy.

From Krista Cozzens
Getting Students to Talk

I let the students play with balls or sand or anything else to help them open up.

Rewarding 8.5 Edenuity Students
At the end of the period, I hand out candy to specific students and let them know what they did that day to make me proud.

From Nicole Graziano
Career Interests

When meeting with students, we discuss post-secondary school options and careers that they may be interested in pursuing. Utilizing interest inventories and various resources, students can continue to plan out high school courses as well as post-secondary plans to work toward their career goals.

From Mark Rubin

I noticed when I graded all my students' tests, that the last word problem, which covered the scientific variables within an experimental problem were mostly wrong. So the next day I returned the tests and visually went through the problem by illustrating the problem visually on the board. I then had students define control, ind. variable, and dep. variable. I then had students pick out the variables from the test. I explained it in detail and gave one more example. I then handed them the the last problem again and rearranged the order of the questions. The students then had to re-answer that last question.

From Lynn Greco

Students come into my office discouraged by their GPA or past failures. After discussing strategies to remedy these issues, I ask them about times they HAVE felt success - in sports, music, arts etc. I give them positive feedback on how they succeeded and how to use that passion and perseverance to motivate them in academics. They can do it!

Goal Setting for Graduation
When students are anxious about their educational requirements for graduation, a one-on-one meeting where their requirements are reviewed, determining where they actually are in the progress, and where/what they need to do to reach their goal in a clear outlined path helps to reduce that anxiety. Students can focus on their learning when they feel they have caring adult support, guidance and relationships.

From Tucker Hunter
Mix and Match Flashcards

Have students cut out two sheets of flash cards: one sheet of questions, and one sheet of answers. Students will keep the two piles separate as they flip them over and shuffle the two piles up. They will then work in pairs: one partner will flip over a question and an answer, the other decides if the answer can be correct for the question.

From Mike Cheetham
Goal Setting

I gave an information/goal sheet to each student and asked them to fill it out so that I could get to know them.

Antonio Emperator
Students are able to take pretest and test out of a unit they have mastered.

Jodi Casale
Helping students with questions practice and how to find answers in articles. If they get questions right and can show me text evidence of where they found the answer they get a piece of candy.

Check out these resoures!

Project Based Learning: Video 2 Building Rigorous Projects that are Core to Learning

Liberating the Classroom for Creativity by Salman Khan founder of Khan Academy