Use index cards for sharing and responding to reactions students have to a discussion, reading, presentation, etc. Students write down a response, pass the card, respond to the card passed to them.
Use cards for a send-a-problem small group activity.
Use index cards to divide the class into language skills (i.e., writing, speaking, etc…) to explore a variety of pedagogical practices.
Use cards for review of concepts. Students write notes on |concept|color.
Use different color of cards for different tasks with group work.
Ask students to put information on cards and then share afterwards.
At beginning of semester ask students to write their burning questions - I “stick” these with my notes so that when we get to the topic that this question best matches, then we answer it together.
Figurative vs. literal language examples on Post-it notes.
Have a brainstorming session on a topic, have students post the notes then have them put the notes in categories.
“Daily Post-it”: have students report in how they’re understanding material (also for attendance taking).
Aging simulation: Students write 5 most valued possesional, people, skills/hobbies on Post-it Notes. Walk through simulation having them remove one at a time to represent “loss” as they age.
During thematic analysis (of observation notes: matesoe) we use the Post-its to color-code the themes.
Use for anonymous voting,
Use to tag convergent evolution patterns in phylogeny since they make a “V” shape.
Use to color different categories on a map.
Divide students into random groups (reds together, blues together, etc.)
Use crayons to create a visual map of paper.
Brainstorm=select color of crayon & list out all foods…etc. as springboard for deeper topic discussions; for example, on variety or phytochemicals.
Have students choose colors that best describe the clients they counseled during the semester.
Use for citation exercises.
Venn diagram to talk about the areas of research inquiry
Jigsaw reading notes/ideas
Have students draw a schematic of the procedure. Draw tubes, pellets, supernatants.
Have students write on sidewalks short nutritional education messages/tips to educate others on campus.
Draw explanatory comics!
Have students use different colors for various land uses.
Put students in groups. Each group has a different color. Add your group’s view of text in your color. Look for similarity and difference.
Have class go out into the Oak Grove & write positive nutrition and health messages on the sidewalks.
Write steps in a process, with each student writing one step, then tape in the correct order.
Students cut a typical hair from their head and use the tape to label it with their name.
Cut up an essay, then tape it back together in different organization.
Cut up citations and ask students to put them in correct bibliographic style.
“cutups”: Students with stories, cut them up and recombine the pieces (study narrative structure and genre conventions).