50 Ways to Make Learning Fun

Are you on fire for teaching and learning?

How did you making learning engaging for your students this week?

New RAMS, click this link to complete your reflection for this week. All RAMS, please share your ideas with us.

From Stacey Hannigan

Students were paired with their shoulder partners and referred to the text by identifying the causes of industrialization. Students categorized each cause and gave examples for each category. Once students completed their foldable, they then were issued an graphic organizer (web diagram) to once again identify the causes and give several examples. This portion can be either shared out with class or done independently in students interactive notebooks. Lastly, students will write a brief summary independently as their ticket out the door.

From Tucker Hunter
Whiteboard Problems

Students are placed in groups, with each student having a whiteboard. A question is posed to them. Students work together to figure out the answer, which they then all write on their respective board. The team that has each member with a correct answer on their board first is awarded a point. Points are tallied up, and given as bonus on the next quiz or test.

From Jodi Casale

I did a debate today with my students. I read some statements where they had to agree/disagree. I have 4 posters up around my room and they had to go to that specific one that they chose. I had them discuss why they chose that and give valid reasons. We discussed the rules of good debating and how to listen to others. The classes seemed to really like doing this and will do it more in my classes!!!

From Neli Hankin
I Have, Who Has?

I used this game at the beginning of each period this week. I passed around a set of 40 cards on the topic of changing percentages to decimals. The first student reads the problem "who has the decimal for 3%? from his or her card and the student who has the answer to the problem will say "I have three hundredths.". This student will then read the next problem and the person who has the solution will read the answer. The game goes around and comes back to the initial student who started the round. I use a timer to track my students every day and I record the time on a tracking sheet. The incentive of the game this week was that if the class beats their time every day they will have 15 minutes free time on Friday. This was a great community building activity because they rely on each other to win.

Dry Erase Boards
I used a powerpoint for the lesson on solving equations with variables on both sides. At the end I had 5 practice problems that students completed using the individual dry erase boards. For the dry erase boards I gave students a sheet protector and printing paper that goes inside the sheet protector.

From Leslie Hibbs
Multiple Choice Defense

The students are given a release passage with questions for an AP MC test (about 10-11 questions). They must fill out a chart that lists: question number, their answer choice, 1-10 scale of how sure they feel about their answer, their explanation (what in the passage made them select that answer?), and question type. They come back with their chart and take the quiz as a class. One student is our recorder, and students must select an answer based on the strength of fellow students' explanations. The class must come to consensus. We review the actual responses and discuss reasons. The "winning" class gets a treat. I grade their charts, but they cannot earn the full 50 points unless their class had the most correct responses.

From Daniell Grubbs
Think Pair Share

I used it as my bell work:
Think - The teacher begins by asking the students to "think" about what they know or have learned about the topic. I had the students write a short summary about section that we had covered the previous day.
Pair - Each student should be paired with another student or a small group. I had students turn to the student next to them.
Share - Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion. I had the students compare their summaries with their partner, asking them to make sure they aren't missing anything important. I then had a few students volunteer to share out their summary's for the class.

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