**Pair
and Compare**. Students
pair off with a student nearby and compare lecture notes or
presentation information, and fill in what they might have missed.
Provide no more than 2 minutes for this.

**Pair,
compare, and ask****.**
Same as “Pair and compare,” but with the students writing
out questions based on the lecture or presentation content. You can
then field questions that students can not answer among themselves.
About 3 minutes with time for questions.

**Periodic
free-recall, with pair-and-compare option**. Students put
away their lecture notes and write down the most important one, two,
or three points of your lecture or presentation, as well as any
questions they have. Use an overhead the first time you do this
outlining the instructions. On later uses, you can just tell them.
In this activity students are asked to review and mentally
process your lecture content. In this activity, students can work
individually, or in pairs or triads, in which case they can answer
each other’s questions. Provide 2 minutes, plus time to answer
questions.

**Listen,
recall, and ask; then pair, compare and answer****.** Students are allowed only to listen to
your presentation---no note-taking allowed---then open their
notebooks and jot down all of the major ideas they can recall, as
well as questions they have. A good technique is to have the students
leave quite a bit of space between main points in their notebook.
Then have students pair off and compare lecture notes, filling in
what they missed and answering each other’s questions. Again
this activity helps students review and mentally process information.
Time: 3-4 minutes for individual note-writing, 2-4 minutes for pair
fill-ins and question answering, plus time to answer any remaining
questions.

**Solve
a Problem****. **Students
solve a mathematical or word problem based on your presentation. You
can use problems from your text for this for examples. Students
should work in pairs. Orally describe the problem or present in on an
overhead or as a slide in your digital presentation. Time: 1-3
minutes depending upon the problem’s complexity, plus 1-3
minutes to debrief and answer questions.

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**Case
Study.** Students debrief a short case study related to the
content of the presentation. The case should be written out (overhead
or digital slide) and should be based on a realistic application of
the content of the presentation. Once the case is presented, have the
students work in pairs or triads to debrief using the following
questions: What are the problems? What are the solutions? How could
these problems have been prevented? Time: 3-8 minutes depending upon
the case’s length and complexity, plus 10-15 minutes for class
discussion and debate.

**Pair/group
and discuss open-ended question****.** Students pair off or get into small groups to discuss an
open-ended question that asks them to apply, analyze or evaluate
material from your presentation. Open-ended questions should have
multiple correct answers. Some suggestions for structuring the
questions include the following. Ask comparative questions to compare
and contrast different theories, for example. Ask connective
questions that challenge students to link facts, concepts and
theories. You can ask critical questions in which students examine or
evaluate the validity of a particular argument or research claim. Or
you might ask a brainstorm question, asking students to generate
alternative responses to a question, e.g. “what are some
possible explanations for global warming?” Time: 3-10 minutes
depending upon the complexity of the question, plus 5-15 minutes for
class discussion.

**Pair/group
and review****.** Same
as above but with an essay question designed for pre-exam review.
Students in selected groups present their answers to the class, while
you provide feedback and explain your criteria for the feedback.
Time: 3-10 minutes, depending upon the question’s complexity,
plus 5-15 minutes for pair/group discussion.

**Pair/group
and experience an EEEP**.
Students pair off or get into small groups. You present an
EEEP that relates to the content. Students work in their groups to
offer explanation. Provide each group with a “white board”
or large sheet of paper on which they draw and diagram of the EEEP
phenomenon and use it to explain their ideas. Time: 3-5 minutes for
presentation of EEEP and group discussion, plus 4-8 minutes for
random selection of team explanations and discussion.