A purposeful pause involves intentionally stopping the lecture every 15 minutes to allow students to reflect on what they have learned and discuss with peers.

This activity helps students consolidate their understanding, identify areas of confusion, and engage in peer discussions. It addresses the problem of passive learning by encouraging active participation and reflection. By summarizing and discussing content, students reinforce their understanding and clarify doubts. Instructors can gauge student comprehension and adjust their teaching accordingly.

• Preparation Time: Minimal (5-10 minutes to plan pauses and prepare prompts). 
• Instruction Time: 2-5 minutes per pause. 
• Tools for In-Person: Paper and pens, laptop, or tablet device for note-taking using applications like OneNote or Microsoft Word. 
• Learning Space Design: Flexible seating to facilitate easy pairing and movement. 
• Tools for Hybrid: Zoom breakout rooms and Zoom chat function. Use applications like OneNote or Microsoft Word for note-taking. 

1. At the start of the session, inform students that there will be purposeful pauses and explain their purpose. Ensure that both in-person and remote students understand the process.
2. During each pause, ask students to write down a key takeaway and any questions in a digital document or by hand. Allow remote students to turn off their cameras during this time if they prefer.
3. Use breakout rooms to facilitate pair discussions. Provide clear instructions, such as "Discuss one key takeaway and one question with your partner." Ensure that each breakout room has a mix of in-person and remote students if possible.
4. After the breakout sessions, bring students back to the main Zoom room. Invite them to share their insights via the raise hand function, chat, or a shared digital document. This allows for a comprehensive discussion and helps address any common questions or misunderstandings.

This activity helps assess students' conceptual understanding and encourages reflection on key points or areas of confusion. Students articulate their thoughts and reflect on their learning, which reinforces understanding. Instructors gain insight into students' comprehension and can address common misconceptions.

• Preparation Time: Minimal (5-10 minutes to prepare prompts that are conceptual or reflective based on class topic(s) or learning objectives). 
• Instruction Time: 5 minutes. 
• Tools for In-Person: Paper and pens, dry erase markers, laptop, or tablet device; utilize Padlet Board or Padlet Sandbox, Canvas Discussions, or Microsoft Forms for quick reflection digitally.  
• Learning Space Design: Individual seating with writing surfaces. Writing surfaces may be whiteboard depending on the learning space. 
• Tools for Hybrid: Utilize Padlet Board or Padlet Sandbox, Canvas Discussions, Zoom Chat, or Microsoft Forms for quick reflection digitally. 

1. Present the prompt on a shared slide or in the chat. Provide clear instructions and a time limit of approximately 5 minutes. Ensure that both in-person and remote students understand the process.
2. Instruct students to write their responses in a digital document or by hand. Allow remote students to turn off their cameras during this time if they prefer.
3. Use tools like Zoom Chat, Canvas Discussions, or Padlet for students to submit their responses. Ensure that all students have access to the necessary digital tools for submission.
4. If time allows, use breakout rooms for small group discussions on the responses. This allows students to share their thoughts and engage in meaningful dialogue.
5. Bring students back to the main Zoom room and discuss key themes from the responses. Highlight common points, address any misconceptions, and encourage further exploration of the topic.

This activity promotes higher-order thinking and peer discussion, allowing students to articulate and refine their understanding. Students engage in critical thinking and collaborative learning. Instructors can assess student understanding and facilitate deeper discussions.

• Preparation Time: Minimal (5-10 minutes to prepare questions or formative assessment activities based on class topic(s) or learning objectives.). 
• Instruction Time: 5-10 minutes. 
• Tools for In-Person: None required, but optional to have a visual of responses utilizing Padlet Board or Padlet Sandbox, Microsoft Word, or depending on the learning space a whiteboard surface.  
• Learning Space Design: Flexible seating for easy pairing. Writing surfaces may be whiteboard depending on the learning space. 
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing Padlet Board or Padlet Sandbox, or Microsoft Word. 

1. Share the question or prompt via chat or a slide. Allow ~1-2 minutes for individual reflection.
2. Use breakout rooms for pairs to discuss their responses for ~2-3 minutes. Provide a structured prompt to guide discussions (e.g., "Compare your reasoning and agree on the best answer"). Ensure that each breakout room has a mix of in-person and remote students if possible.
3. Return to the main room and ask pairs to share their responses via chat, a shared document, or the raise hand function. Highlight key themes from their contributions.

Polling/Peer Instruction involves using polling tools to pose questions to students, followed by peer discussions and re-polling.

This activity provides immediate feedback and facilitates peer discussion, enhancing understanding through collaborative reasoning. Students engage in active learning and peer teaching. Instructors can quickly assess student understanding and address misconceptions.

• Preparation Time: Minimal (5-10 minutes to prepare questions).
• Instruction Time: 10-15 minutes.
• Tools for In-Person: Colored index cards, iClicker, PlayPosit Live Broadcast, or Microsoft Forms. Students will need a mobile device, laptop, or tablet that is compatible.
• Learning Space Design: Flexible seating.
• Tools for Hybrid: Zoom polls, iClicker, PlayPosit Live Broadcast, or Microsoft Forms. 

1. Use Zoom polls or other tools for voting such as iClicker, PlayPosit Live Broadcast, or Microsoft Forms. pose the question and collect responses. Ensure all students know how to use the polling feature.
2. Send students to breakout rooms for peer discussions, with clear instructions on the purpose and expected outcomes. Ensure that each breakout room has a mix of in-person and remote students if possible.
3. Re-poll and share results in the main room, discussing key insights and addressing misconceptions. Highlight examples of strong reasoning or analysis shared by students.

A concept map is a visual representation of relationships between concepts, helping students organize and integrate knowledge.

This activity aids in the organization and integration of knowledge, allowing students to see connections between concepts. Students visually map out their understanding, which reinforces learning. Instructors can see how students connect concepts and identify areas of confusion.

• Preparation Time: Minimal (5-10 minutes to provide a list of concepts or terms about a topic(s) students may have trouble with). 
• Instruction Time: 15-20 minutes. 
• Tools for In-Person: Paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available), utilize Padlet Board or Padlet Sandbox if digital. 
• Learning Space Design: Tables for group work and space for displaying concept maps. If using an Active space, you can have students work on the digital whiteboard on the monitors or if working on their computers, use the Mersive Solstice to display their work for others to see and review. 
• Tools for Hybrid: Utilize Padlet Board or Padlet Sandbox. 

1. Provide clear instructions and expectations for this activity. Provide examples of previous concept maps or your own concept map.
2. Using tools of your choice, students will build concepts maps (individually or in groups) to determine relationships between concepts, draw connecting arrows, and label the arrows with descriptions. If working in groups, ensure that each breakout room has a mix of in-person and remote students if possible.
3. Review concepts maps with the students, discuss with students in breakout groups, and students will refine concepts maps individually or in groups based on feedback. Provide the ability to screenshare to allow students to showcase their concept maps if they like.

Case studies involve presenting students with real-life scenarios that require problem-solving and discussion in small groups.

This activity fosters critical thinking and collaborative problem-solving skills by applying knowledge to real-life scenarios. Instructors can assess students' problem-solving abilities and understanding of course material.

• Preparation Time: Moderate (15-30 minutes to prepare case studies or scenarios that relate to the topic(s) or learning objectives). 
• Instruction Time: 20-30 minutes. 
• Tools for In-Person: Case study materials, computer or tablet device for researching or taking notes or writing ideas utilizing OneNote or Microsoft Word. 
• Learning Space Design: Flexible furniture (seats and tables) for group work. Writing surfaces may be whiteboard depending on the learning space for note taking or writing ideas. 
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word. 

1. Share the case study and materials digitally with students before or during class. Ensure that all students have access to the necessary documents and background information.
2. Use breakout rooms to divide students into small groups, ideally consisting of 3-5 members. Assign specific tasks to each group, such as identifying the problem, proposing solutions, and evaluating options. Clearly explain the roles and responsibilities of each group member. Ensure that each breakout room has a mix of in-person and remote students if possible.
3. Allow students to discuss the case study within their breakout groups. Encourage them to analyze the scenario, identify key issues, and brainstorm potential solutions. Provide guidance and support as needed, but allow students to take the lead in their discussions. Allow them to take notes or write down ideas with collaborative documents.
4. After group discussions, bring students back to the main Zoom room and each group present their findings using shared slides or documents. Encourage them to explain their thought process, the solutions they proposed, and the rationale behind their decisions.
5. Facilitate a debriefing session to discuss the key takeaways and connections to the course content. Highlight important points, address any misconceptions, and encourage students to reflect on their learning.

Think-Aloud Problem Solving involves students articulating their thought process while solving a problem, with peers providing feedback.

This activity enhances problem-solving skills and metacognitive awareness by having students articulate their thought processes and gain insights from peers. Instructors can understand students' thought processes and provide targeted feedback.

• Preparation Time: Minimal (5-10 minutes to prepare problems or tasks).
• Instruction Time: 10-15 minutes.
• Tools for In-Person: Computer or tablet device for taking notes or writing ideas. Utilizing OneNote or Microsoft Word. Paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available).
• Learning Space Design: Flexible furniture (seats and tables) for group work in pairs. Writing surfaces may be whiteboard depending on the learning space for note taking or writing ideas.
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word. 

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1. Divide students into pairs or small groups using breakout rooms. Ensure that each pair understands the purpose of the activity and their roles. Ensure that each breakout room has a mix of in-person and remote students if possible.
2. Give students a problem or task to solve together. Clearly articulate the instructions and expectations for the activity. Ensure the problem is relevant to the course content and encourages critical thinking.
3. Using breakout rooms, instruct students to solve the problem in pairs, articulating their thought processes out loud. Encourage them to explain each step they take and the reasoning behind their decisions. They may use collaborative documents or the whiteboard (if available) for note taking or writing ideas.
4. Partners should provide feedback and guidance to each other. Encourage them to ask questions, offer suggestions, and discuss alternative approaches.
5. Instructors should actively monitor the interactions in breakout rooms and provide feedback as needed. This helps ensure that students stay on track and engage meaningfully with the content. Offer additional guidance or clarification if necessary.
6. After the activity, bring students back to the main Zoom room and facilitate a class discussion to debrief the experience. Encourage students to share their thought processes, the feedback they received, and any new insights they gained.

Jigsaw involves students becoming experts in a specific topic and then teaching it to their peers in mixed groups.

This activity promotes collaborative learning and peer teaching, allowing students to become experts and share their knowledge.

• Preparation Time: Moderate (15-30 minutes to assign topics and prepare materials). 
• Instruction Time: 30-40 minutes. 
• Tools for In-Person: Computer or tablet device for researching or taking notes or writing ideas. Utilizing OneNote or Microsoft Word. Paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available). If in an Active classrooms, you may consider using Padlet Board or Padlet Sandbox.  
• Learning Space Design: Flexible furniture (seats and tables) for group work. Writing surfaces may be whiteboard depending on the learning space for note taking or writing ideas. If using an Active space, you can have students work on the digital whiteboard on the monitors or if working on their computers, use the Mersive Solstice to display their work for others to see and review. 
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word for notes and ideas, or Padlet Board or Padlet Sandbox for additional collaboration. 

1. Instructors have a plan of how to break the students into groups prior and assign specific topic(s) and share materials digitally before or during class.
2. Using breakout rooms, in their expect groups, students will research, discuss, and prepare to teach their topic to their peers. Ensure that each breakout room has a mix of in-person and remote students if possible. Provide an allot of time for them to generate their ideas and key findings.
3. Already have a plan for the new groups to be formed in breakout rooms. Reorganize breakout rooms into jigsaw groups. Ensure clear instructions and timing to manage transitions effectively.
4. In their new groups, experts teach their assigned topic to the new group.
5. Instructors facilitate and monitor discussions. Provide feedback if needed.

An annotation activity involves students reading a text or reviewing topic material(s) and adding their own notes, comments, and questions directly onto the text. This can be done individually or collaboratively, using digital tools or printed materials.

This activity helps students engage deeply with the text, enhancing their comprehension and critical thinking skills. It encourages active reading and allows students to interact with the material in a meaningful way. Instructors can see students' thought processes and identify areas where they may need additional support or clarification.

• Preparation Time: Minimal (5-10 minutes to select and prepare the text or topic materials to review).
• Instruction Time: 20-30 minutes.
• Tools for In-Person: Printed texts, highlighters, pens, or digital annotation tools such Microsoft Word or Adobe Acrobat.
• Learning Space Design: Tables for group work and space for displaying text or materials. If using a Connected or Active space, you can have the text or materials on the digital whiteboard on the monitors or if working on their computers, use the Mersive Solstice to display the text or materials for others to see and annotate.
• Tools for Hybrid: Zoom breakout rooms, digital copies of text and digital annotation tools such Microsoft Word or Adobe Acrobat. 

1. Select a text or materials that are relevant to the course content. Ensure the text is appropriate for the students' reading level and aligns with the learning objectives.
2. Prepare a digital version of the text for easy sharing with remote students. Ensure that the digital text is accessible and can be annotated using digital tools.
3. Clearly explain to students what they should focus on while annotating. This could include key points, questions, connections to other materials, or personal reflections.
4. Share the digital version of the text with all students, both in-person and remote. Ensure that all students have access to the necessary digital tools for annotation.
5. Ask students to read the text and add their annotations using digital tools. In-person students can use printed texts if preferred, but ensure their annotations are also added to the digital version for remote students to see.
6. Use Zoom breakout rooms to bring together in-person and remote students for group discussions. This allows students to collaborate and share their annotations in smaller groups. Ensure that each breakout room has a mix of in-person and remote students if possible.
7. After the annotation activity, lead a class discussion where students share their annotations, questions, and insights. Use screen sharing to display and discuss key annotations from the digital version.
8. Instructors should facilitate and monitor the discussions, providing feedback and additional insights as needed. Ensure that all students have the opportunity to participate and share their thoughts.
9. Allow students time to reflect on their learning and ask questions. Encourage them to think about how the annotation process has enhanced their understanding of the text and their critical thinking skills.

A gallery walk involves students creating and displaying posters on a topic, then rotating to review and comment on others work.

This activity facilitates collaborative presentations and peer feedback, allowing students to showcase their work and engage with others ideas. Students present their work and receive feedback from peers. Instructors can see students understanding and creativity.

• Preparation Time: Moderate (15-30 minutes to assign topics and prepare materials).
• Instruction Time: 20-30 minutes.
• Tools for In-Person: Chart paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available), utilize Padlet Board, Padlet Sandbox, or Microsoft PowerPoint if digital.
• Learning Space Design: Tables for group work and space for displaying posters. If using a Connected or Active space, you can have students work on the digital whiteboard on the monitors or if working on their computers, use the Mersive Solstice to display their work for others to see and review.
• Tools for Hybrid: Zoom breakout rooms, collaboration tools such as Padlet Board, Padlet Sandbox, or Microsoft PowerPoint. 

1. Divide students into small groups using breakout rooms and assign specific topics to each group. Ensure that each group understands their topic and the expectations for the virtual poster.
2. Utilizing tools of their choice, groups will create virtual posters about their assigned topic and display them around the learning space. Ensure that each breakout room has a mix of in-person and remote students if possible. Provide an allotted amount of time to work on their posters.
   • Note: Consider having students submit their virtual posters on a shared Padlet Board so other students and review.
3. Provide a timer and allow students some time to review and comment on other virtual posters. Encourage them to write constructive feedback and questions using the commenting features of the collaborative platform.
4. Instructors should facilitate and monitor the comments, providing feedback and guidance as needed. Ensure that all students are engaged and participating in the activity.

Small group discussions involve dividing students into small groups to discuss a specific topic or problem. Each group collaborates to explore the topic in depth and then shares their insights with the class.

This activity allows students to explore topics in depth through peer discussion, enhancing understanding and critical thinking. Students engage in meaningful discussions and develop a deeper understanding of topic. Instructors can monitor group discussions to gauge student comprehension and address any misconceptions.

• Preparation Time: Moderate (5-10 minutes to prepare discussion prompts).
• Instruction Time: 10-20 minutes.
• Tools for In-Person: Computer or tablet device for researching or taking notes or writing ideas utilizing OneNote or Microsoft Word. Whiteboard desks or tables (if available), moveable whiteboards (if available). Create a Padlet Board or Padlet Sandbox to also share ideas and provide the class a larger overview of key takeaways.
• Learning Space Design: Flexible furniture (seats and tables) for group work. Writing surfaces may be whiteboard depending on the learning space for note taking or writing ideas.
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word for notes and ideas, or Padlet Board or Padlet Sandbox for additional collaboration. 

1. Instructor breaks students into groups and assigns the groups a discussion prompt.
2. Provide clear instructions and expectations for this activity.
3. Using breakout rooms, student groups discuss the assigned discussion prompt in their small groups. If allowed, students can use their devices to research, take notes, or write down ideas or key points based on their discussion. Ensure that each breakout room has a mix of in-person and remote students if possible. Provide a timer and allot time for discussions between the groups.
4. Reconvene as a class and have one representative from each group present their findings. Utilize a shared screen or digital collaboration platform to display notes or summaries.
5. Instructors facilitate and monitor discussions. Provide feedback if needed.

Short student presentations involve students preparing and delivering brief presentations on assigned topics. These presentations allow students to synthesize information and share their understanding with their peers.

This activity engages students in peer instruction and knowledge synthesis, allowing them to explore topics in depth and share their findings with classmates. Students develop presentation skills and deepen their understanding of the topic. Instructors can assess students understanding and provide feedback on their presentation skills.

• Preparation Time: Moderate (5-30 minutes to assign presentation topics and provide guidelines).
• Instruction Time: 5-10 minutes per presentation; may take multiple class sessions.
• Tools for In-Person: Utilize presentation tools such as Microsoft PowerPoint, Adobe Express Webpage, or Adobe Express Presentation to create short presentations.
• Learning Space Design: Flexible furniture (seats and tables) for group work, if needed. If utilizing a Connected or Active classrooms, use the Mersive Solstice to display their presentations for others to see and review.
• Tools for Hybrid: Utilize presentation tools such as Microsoft PowerPoint, Adobe Express Webpage, or Adobe Express Presentation to create short presentations. Use Zoom breakout rooms if working in groups. 

1. Assign presentation topic individually or groups. If working in groups, divide students into small groups through breakout rooms. Ensure that each breakout room has a mix of in-person and remote students if possible.
2. Clearly explain the purpose of the activity, outline the presentation objectives, and establish ground rules (e.g., staying on topic, ensuring equal participation if working in groups).
3. Using tools of their choice, students will create a short presentation about the assigned topic. This may take one class session to complete. Provide guidelines on the expected length and content of the presentation.
4. In your next class session, have students deliver their presentations via screen share on Zoom. Ensure that each student or group has an allocated time slot. If doing individual presentations, it may take more than one class session.
5. After each presentation, facilitate a class discussion by asking questions and encouraging peer feedback. Provide constructive feedback on the content and delivery of the presentations.

Practice with feedback involves student engaging in practice activities related to the course content, followed by receiving feedback from the instruct or peers. The iterative process helps students refine their understanding and skills.

This activity allows students to apply what they have learned and receive feedback, helping them refine their understanding and skills. Instructors can identify areas where students need improvement and provide targeted feedback.

• Preparation Time: Moderate (5-10 minutes to prepare questions or activities relevant to the topic).
• Instruction Time: Varies.
• Tools for In-Person: Colored index cards, iClicker, PlayPosit Live Broadcast, or Microsoft Forms. Students will need a mobile device, laptop, or tablet that is compatible. Can also use OneNote or Microsoft Word to take notes or write ideas.
• Learning Space Design: Flexible seating.
• Tools for Hybrid: Zoom polls, iClicker, PlayPosit Live Broadcast, or Microsoft Forms.  

1. Clearly explain the purpose of the activity, the expected outcomes, and the process. Share login or access details with students ahead of class to ensure they can participate in online tools (e.g., Zoom polls, iClicker).
2. Structure the class to alternate between short lectures and practice activities. Use Zoom polls or breakout rooms for peer group interactions to allow students to apply what they have learned.
3. After each practice activity, provide feedback via chat or shared documents. Highlight areas of strength and areas for improvement. Encourage students to provide peer feedback as well.
4. After providing feedback, give students time to reflect on their learning. Encourage them to ask questions and discuss any uncertainties they may have.

Peer learning involves students working together to discuss and solve problems, share knowledge, and learn from each other. This collaborative approach enhances understanding and fosters a sense of community.

This activity enhances understanding through peer discussion, allowing students to see additional patterns and connections between concepts. Students learn from each other and develop a sense of community. Instructors can monitor discussions to assess student understanding and facilitate deeper learning.

• Preparation Time: Minimal (5-10 minutes to prepare discussion prompts or guiding questions relevant to the topic).
• Instruction Time: 10-20 minutes.
• Tools for In-Person: Computer or tablet device for researching or taking notes or writing ideas. Utilizing OneNote or Microsoft Word. Paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available). If in an Active classrooms, you may consider using Padlet Board or Padlet Sandbox.  
• Learning Space Design: Flexible furniture (seats and tables) for group work. Writing surfaces may be whiteboard depending on the learning space for note taking or writing ideas. If using an Active space, you can have students work on the digital whiteboard on the monitors or if working on their computers, use the Mersive Solstice to display their work for others to see and review. 
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word for notes and ideas, or Padlet Board or Padlet Sandbox for additional collaboration. 

1. Clearly explain the purpose of the activity, the expected outcomes, and the process. Share login or access details with students ahead of class to ensure they can participate in online tools (e.g., Zoom, shared documents).
2. Break students into small groups using breakout rooms. Provide each group with discussion prompts or guiding questions and ensure they understand their task. Ensure that each breakout room has a mix of in-person and remote students if possible.
3. Have each group use shared documents to record and share their insights. This allows for real-time collaboration and easy sharing of ideas.
4. Structure the class to alternate between short lectures and group activities. Use screen sharing to maintain engagement and ensure all students are following along.
5. After each group activity, provide feedback via chat, annotations, or direct edits on shared documents. Highlight areas of strength and areas for improvement.
6. Bring students back to the main Zoom room to share their group insights with the class. Facilitate a discussion based on their insights, providing additional insights and clarifying any misunderstandings.
7. Allow students time to reflect on their learning and ask any questions they may have. Encourage them to think about how the discussion has deepened their understanding of the topic.

A fishbowl discussion involves small group of students (the fishbowl) discussing a topic while the rest of the class observes. After a set time, roles are switched so that all students have the opportunity to participate in the discussion.

This activity engages students in active listening and discussion, allowing them to observe and participate in a structured dialogue. Students practice active listening and critical thinking. Instructors can observe and student interactions and provide feedback on discussions skills.

• Preparation Time: Minimal (5-10 minutes to select students and prepare discussion prompts or topics).
• Instruction Time: 20-30 minutes.
• Tools for In-Person: Computer or tablet device for researching or taking notes or writing ideas using OneNote, Microsoft Word, or Padlet Board or Padlet Sandbox for additional collaboration. Paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available).
• Learning Space Design: Flexible furniture to arrange seating in concentric circles to distinguish the “inner” and “outer” groups.
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word for notes and ideas, or Padlet Board or Padlet Sandbox for additional collaboration.  

1. Choose a small group of students to form the inner circle (the fishbowl) and provide them with discussion prompts or topics. Ensure the prompts are clear and relevant to the course content.
2. Clearly explain the purpose of the activity, the expected outcomes, and the process. All students should be muted in the main Zoom room except those who are participating in the fishbowl at that time. Set a timer for the discussion to take place. Ensure all necessary materials (e.g., discussion prompts, access to collaborative tools) are ready for use.
3. The inner circle discusses the topic while the outer circle observes. Encourage the inner circle to engage in active learning and critical thinking. The outer circle should focus on listening and observing the discussion dynamics.
4. During the discussion, students in the outer circle can take notes on a collaborative document (e.g., OneNote, Microsoft Word) or Padlet Board. This helps them stay engaged and prepares them for their turn in the fishbowl.
5. After a set time (e.g., 10-15 minutes), switch roles so that the outer circle becomes the inner circle and vice versa. This ensures that all students have the opportunity to participate in the discussion.
6. After all students have participated in the fishbowl, facilitate a debriefing session in the main Zoom room. Discuss the outcomes, observations, and insights gained from the activity. Encourage students to share their reflections and any new understandings they have developed.
7. Allow students time to reflect on their learning and ask any questions they may have. Encourage them to think about how the discussion has deepened their understanding of the topic.

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Role-playing involves students acting out scenarios or taking on specific roles to explore different perspectives and develop empathy. This activity helps students apply theoretical knowledge to real-life situations.

This activity allows students to explore different perspectives and develop empathy by acting out scenarios. Instructors can assess students' ability to apply knowledge in real-life scenarios.

• Preparation Time: Moderate (15-30 minutes to create scenarios and assign roles).
• Instruction Time: 20-30 minutes.
• Tools for In-Person: Scenario materials (e.g., written prompts or scripts). Computer or tablet device for researching or taking notes or writing ideas using OneNote, Microsoft Word, or Padlet Board or Padlet Sandbox for additional collaboration. Paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available).
• Learning Space Design: Open space for movement and interaction to facilitate role-playing.
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word for notes of key insights and ideas, or Padlet Board or Padlet Sandbox for additional collaboration. 

1. Develop realistic scenarios that align with your course content. Assign specific roles to students, ensuring each role has clear objectives and perspectives. Provide written prompts or scripts to guide their role-playing.
2. explain the purpose of the activity, the expected outcomes, and the process. Ensure all necessary materials (e.g., written prompts, access to collaborative tools) are ready for use.
3. Divide students into smaller groups using Zoom breakout rooms. Have them act out their roles in these smaller groups. Ensure each group has a clear understanding of their scenario and roles. Ensure that each breakout room has a mix of in-person and remote students if possible.
4. Encourage students to record key points or observations using shared documents (e.g., OneNote, Microsoft Word) or Padlet Board. This helps them stay engaged and prepares them for the class discussion.
5. Bring students back to the main Zoom room to discuss the outcomes and perspectives presented during the role-playing. Facilitate a discussion based on their insights, providing additional insights and clarifying any misunderstandings.
6. Allow students time to reflect on their learning. Encourage them to discuss what they learned about different viewpoints and ask any questions they may have. This reflection helps solidify their understanding and empathy.

A flipped classroom involves students engaging with instructional content (e.g., videos, readings) before class, allowing class time to be used for interactive activities such as discussions, problem-solving, and application exercises.

This activity encourages active learning and deeper understanding by having students engage with content before class. Students come to class prepared to engage in discussion and problem-solving activities. Instructors can use class time more effectively for interactive learning.

• Preparation Time: Moderate (15-30 minutes to provide pre-class materials).
• Instruction Time: Varies.
• Tools for In-Person: Pre-class materials (e.g., videos, readings), multimedia resources, and discussion prompts. Depending on what activities will take place, the tools will vary. Recommend to use a computer or tablet device for researching or taking notes or writing ideas. Utilizing OneNote or Microsoft Word. Paper, markers, whiteboard desks or tables (if available), moveable whiteboards (if available). If in an Active classrooms, you may consider using Padlet Board or Padlet Sandbox.  
• Learning Space Design: Flexible seating to accommodate group discussions and collaborative work. Writing surfaces may be whiteboard depending on the learning space for note taking or writing ideas. If using an Active space, you can have students work on the digital whiteboard on the monitors or if working on their computers, use the Mersive Solstice to display their work for others to see and review. 
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word for notes and ideas, or Padlet Board or Padlet Sandbox for additional collaboration. 

1. Clearly explain the purpose of the flipped classroom, the expected outcomes, and the process for reviewing pre-class materials. Ensure students understand the importance of engaging with the materials before class.
2. Assign pre-class materials such as videos, readings, or multimedia resources. Provide specific instructions on what to focus on and any guiding questions to consider while reviewing the materials.
3. During class, use the time for discussions, problem-solving, and application activities. Design activities that encourage students to apply what they have learned and engage in deeper analysis.
4. Use breakout rooms to organize students into small groups for discussions and problem-solving sessions. Provide clear instructions and discussion prompts to guide their interactions. Ensure that each breakout room has a mix of in-person and remote students if possible.
5. Encourage students to use shared documents or Padlet Board for note-taking and idea sharing. Facilitate group discussions and collaborative work to deepen understanding.
6. Allow time for students to reflect on their learning and ask questions. Facilitate a whole-class discussion to address any uncertainties and reinforce key concepts. Encourage students to share their insights and learn from each other.

A debate involves students preparing and presenting arguments on assigned positions for a specific topic. This structured format encourages critical thinking, argumentation skills, and the evaluation of opposing viewpoints.

This activity develops critical thinking and argumentation skills by engaging students in structured debates. Students learn to construct and defend arguments, and critically evaluate opposing viewpoints. Instructors can assess students reasoning and argumentation skills.

• Preparation Time: Moderate (15-30 minutes to select debate topics and assign positions).
• Instruction Time: 30-40 minutes.
• Tools for In-Person: Debate topics, note cards, and timer. Allow students to use computer or tablet device for researching or taking notes for their position utilizing tools like OneNote or Microsoft Word.
• Learning Space Design: Arrange seating to accommodate opposing teams or groups.
• Tools for Hybrid: Zoom breakout rooms, shared documents utilizing OneNote or Microsoft Word for taking notes for their position. 

1. Clearly explain the purpose of the debate, the expected outcomes, and the process. Share login or access details with students ahead of class. Ensure all necessary materials (e.g., debate topics, access to collaborative tools) are ready for use.
2. Assign students their debate topics and positions. Allow them time to research and prepare their arguments. Encourage them to use note cards or digital documents to organize their points.
3. Use breakout rooms to conduct the debate. Structure the debate with specific time allocations for presenting arguments and rebuttals. Use Zoom features like timers to manage speaking time. Ensure each student has an opportunity to speak. You will want each breakout room to have a mix of in-person and remote students if possible.
4. Use breakout rooms for smaller group discussions or preparation. This allows students to refine their arguments and collaborate with their teammates.
5. After the debate, bring students back to the main Zoom room for a debriefing session. Discuss the debate, reflect on their performance, and provide feedback to each other. Encourage them to consider what strategies worked well and what could be improved.
6. Allow students time to reflect on their learning and ask questions. Encourage them to think about how the debate has enhanced their understanding of the topic and their argumentation skills.

Peer review involves students exchanging drafts of their work and providing constructive feedback based on guidelines and rubrics. This process helps students improve their writing and critical analysis skills.

This activity improves writing and critical analysis skills through peer feedback. Students learn to give and receive constructive feedback, and improve their own work. Instructors can monitor peer feedback to ensure quality and provide additional guidance.

• Preparation Time: Moderate (15-30 minutes to guidelines and rubrics).
• Instruction Time: 20-30 minutes.
• Tools for In-Person: Drafts (printed or digitally), rubrics. If digitally, consider having students utilize tools for annotation and comments like Microsoft Word for papers, Microsoft PowerPoint for presentations, Adobe Acrobat for PDFs, etc. Have students utilize OneNote or Microsoft Word for taking notes based on feedback and discussion.
• Learning Space Design: Tables or seating arrangements that facilitate peer collaboration and discussion. If utilizing
• Tools for Hybrid: Consider having students utilize tools for annotation and comments like Microsoft Word for papers, Microsoft PowerPoint for presentations, Adobe Acrobat for PDFs, etc. Have students utilize OneNote or Microsoft Word for taking notes based on feedback and discussion. 

1. Clearly explain the purpose of the peer review activity, the expected outcomes, and the process. Share login or access details with students ahead of class. Ensure all necessary materials (e.g., drafts, rubrics) are ready for use.
2. Establish who students will be working with ahead of them. Have students exchange drafts via email or shared document links to their partner. Ensure they understand how to access and share their documents.
3. Students provide feedback using comments and suggestions in the shared documents. Encourage them to focus on both strengths and areas for improvement.
4. Use breakout rooms for smaller group discussions on the feedback provided. This allows students to discuss their feedback in more detail and seek clarification if needed. Ensure that each breakout room has a mix of in-person and remote students if possible.
5. Allow students time to revise their drafts based on the feedback they received. Encourage them to incorporate the constructive feedback to improve their work.
6. Facilitate a whole-class discussion on feedback and revision. Encourage students to share their experiences and insights from the peer review process.
7. Allow students time to reflect on their learning and ask questions. Encourage them to think about how the feedback process has helped them improve their work and develop their critical analysis skills.

Digital storytelling involves students creating and sharing digital stories that relate to course content. This activity enhances creativity, digital literacy, and the ability to connect academic concepts to real-life experiences.

This activity enhances students creativity and digital literacy by having students create and share digital stories. Instructors can assess students creativity and understanding of course materials.

• Preparation Time: Moderate (15-30 minutes to create prompt or scenario and provide guidelines and tools).
• Instruction Time: Varies; may take multiple class sessions.
• Tools for In-Person: Digital storytelling tools such as Adobe Express, Adobe Premiere Rush, Adobe Premiere Pro, Adobe Podcast, computers or tablets for editing, and additional multimedia resources.
• Learning Space Design: Flexible setup with access to computers or devices, and areas where students can work individual or in small groups. If using an Active space, you can have students if working on their computers, use the Mersive Solstice to display their work for others to see and review. 
• Tools for Hybrid: Zoom breakout rooms, digital storytelling tools such as Adobe Express, Adobe Premiere Rush, Adobe Premiere Pro, Adobe Podcast, computers or tablets for editing, additional multimedia resources, and screen sharing ability. 

1. Clearly explain the purpose of the digital storytelling activity, the expected outcomes, and the process. Provide the prompt or scenario and guidelines and tools for creating digital stories. Share login or access details with students ahead of class. Ensure all necessary software and devices are ready for use.
2. Have students use digital storytelling tools to create their stories independently or in virtual groups. Encourage them to use tools such as Adobe Express, Adobe Premiere Rush, Adobe Premiere Pro, or Adobe Podcast. Provide support and guidance as needed.
3. Use breakout rooms for group collaboration during the creation process. This allows students to work together and share ideas in real-time. Ensure that each breakout room has a mix of in-person and remote students if possible.
4. Host a virtual showcase where students share their digital stories via screen sharing. Facilitate discussions and feedback in the main Zoom room. Encourage students to provide constructive feedback to their peers.
5. After the presentations, facilitate a discussion on the stories. Focus on creativity, content, and digital skills. Encourage students to provide constructive feedback to their peers.
6. Allow students time to reflect on their learning and ask questions. Encourage them to think about how the digital storytelling process has enhanced their understanding of the course content and their digital literacy skills.

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Interactive simulations involve students engaging with simulation software or online tools to explore complex concepts through hands-on experiences. These simulations provide a dynamic way to apply knowledge and understand intricate systems.

This activity allows students to explore complex concepts through interactive experiences, enhancing understanding through hands-on learning. Instructors can assess students ability to apply knowledge in simulated environments.

• Preparation Time: Moderate (15-30 minutes to set up simulations).
• Instruction Time: 20-30 minutes.
• Tools for In-Person: Simulation software such as Labster for virtual labs, PlayPosit Live Broadcast for interactive lectures or scenarios, Virtual Reality simulations or 360 experiences, computers, or tablets.
• Learning Space Design: Flexible furniture for arrange seating to facilitate group work and ensure access to devices like computers or tablets. 
• Tools for Hybrid: Zoom breakout rooms, Simulation software such as Labster for virtual labs, PlayPosit Live Broadcast for interactive lectures or scenarios, Virtual Reality simulations or 360 experiences. 

1. Choose simulations that can be accessed remotely and relevant to the lesson objectives. Share login or access details with students ahead of class. Ensure the software is functional and accessible on students' devices. Test the simulations to avoid technical issues.
2. Clearly explain the purpose of the simulation activity, the expected outcomes, and the process. Provide students with guidelines on how to interact with the simulation and what they should focus on.
3. Instruct students to interact with the simulations using their own devices. Encourage them to explore the concepts in depth and take notes on their observations and findings.
4. Use breakout rooms for group discussions or problem-solving during the simulation. This allows students to collaborate and share their insights in smaller groups. Ensure that each breakout room has a mix of in-person and remote students if possible.
5. Bring students back to the main Zoom room for a whole-class discussion. Facilitate a discussion on the outcomes and insights gained from the simulation. Encourage students to share their findings and discuss the implications of their observations.
6. Allow students time to reflect on their learning and ask questions. Encourage them to connect the simulation to real-life applications and theoretical concepts. Facilitate further exploration of the topic based on their questions and interests.