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. 

1. Identify key points in your lecture where you will pause (e.g., after explaining a major concept or completing a section). Plan these pauses in advance to ensure they are evenly spaced and relevant to the content.
2. At the beginning of the lecture, inform students about the purposeful pauses and their purpose. During each pause, provide clear and concise instructions, such as "Take 2 minutes to summarize what youve learned and write down any questions you have."
3. Direct students to pair up with a neighbor and discuss their notes. Encourage them to focus on one key takeaway and one question they have. This peer interaction helps reinforce their understanding and allows them to clarify any doubts.
4. Optionally, invite a few pairs to share their discussions with the class. This can help address common questions and highlight important points. Use this opportunity to provide additional explanations or clarifications as needed.

A quick write or "minute" paper involves asking students to respond to a prompt in writing for a short period, typically 5 minutes or less.

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. 

1. At the appropriate point in your lecture, pose a clear and concise prompt to students. Examples include "Summarize todays key concept in one sentence" or "Write one question you have about todays material."
2. Give students approximately 5 minutes to write their responses individually. Ensure they understand the importance of reflecting on the prompt and articulating their thoughts clearly.
3. Collect the responses or ask for volunteers to share their answers. If sharing in class, consider projecting responses to foster discussion. Alternatively, collect the responses anonymously for review after class.
4. Use the collected responses to facilitate a class discussion. Address common themes, clarify any misconceptions, and highlight insightful points. This helps reinforce understanding and encourages active participation.

Think-Pair-Share involves students thinking individually about a question, discussing their thoughts with a peer, and then sharing their insights with the class.

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. 

1. Pose a question or prompt and ask students to think individually for ~1-2 minutes. Encourage them to jot down notes or ideas.
2. Instruct students to pair up and discuss their thoughts for ~2-3 minutes, focusing on comparing ideas and reasoning.
3. Invite pairs to share their responses with the class. Consider sharing their responses on screen for student to view.

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. 

1. Pose a question via polling tools and have students vote anonymously. Ensure the question is conceptually challenging to promote discussion.
2. Facilitate peer discussions based on their responses, encouraging reasoning and debate.
3. Re-poll the same question and review the results as a class, discussing reasoning and clarifying misunderstandings.

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. 

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.
3. Review concepts maps with the students, discuss with students, and students will refine concepts maps individually or in groups based on feedback.

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. 

1. Begin by introducing the case study to the students. Provide them with the necessary materials and background information. Ensure that the case study is relevant to the course content and aligns with the learning objectives.
2. 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.
3. Allow students to discuss the case study within their 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 the group discussions, have each group present their findings to the class. Encourage them to explain their thought process, the solutions they proposed, and the rationale behind their decisions.
5. Facilitate a class-wide 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. 

1. Divide students into pairs or small groups if needed. Ensure that each pair understands the purpose of the activity and their roles.
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. 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 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, 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. 

1. Instructor breaks students into groups and assigns specific topic(s) to each group.
2. Provide materials and instructions for expert groups to master their topic.
3. In their expert groups, students will research, discuss, and prepare to teach their topic to their peers. Provide an allot of time for them to generate their ideas and key findings.
4. Reorganize students into "jigsaw groups" with one member from each expert group. Each student shares their expertise with the group.
5. Instructors facilitate and monitor discussions. Provide feedback if needed.

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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. 

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. Print copies for each student or prepare a digital version if using digital annotation tools. Ensure that each student has access to the text.
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. Hand out printed copies or share the digital version with students. Ensure that all students have the necessary tools (e.g., highlighters, pens, digital devices) to annotate the text.
5. Ask students to read the text and add their annotations. For printed texts, they can use highlighters and pens. For digital versions, they can use annotation tools in software like Microsoft Word or Adobe Acrobat. Use a timer to provide enough time for students to review and annotate the text. You may also consider grouping students to work collaboratively to annotate.
6. After the annotation activity, lead a class discussion where students share their annotations, questions, and insights. Encourage students to explain their thought processes and engage in a dialogue about the text.
7. Use a document camera or touch screen computer to display and discuss key annotations. Highlight important points and address any common questions or misunderstandings.
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.

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. 

1. Divide students into small groups and assign specific topics to each group. Ensure that each group understands their topic and the expectations for the poster.
2. Utilizing tools of their choice, groups will create posters about their assigned topic and display them around the learning space. Encourage creativity and thoroughness in their presentations. If utilizing a Connected or Active classrooms, if posters are digital, use the Mersive Solstice to display their work for others to see and review. Provide an allotted amount of time to work on their posters.
3. Provide a timer and allow students some time to rotate around the room to review and comment on other posters. Encourage them to write constructive feedback and questions on sticky notes or directly on the posters if appropriate.
4. Instructors should facilitate and monitor the discussions, 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. 

1. Divide students into small groups and assign a discussion prompt or question tailored to the course content.
2. Clearly explain the purpose of the activity, outline the discussion objectives, and establish ground rules (e.g., staying on topic, ensuring equal participation).
3. In their groups, students 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. Provide a timer and allot time for discussions between the groups.
4. After discussions, have one person from each group share their findings with the class.
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. 

1. Assign presentation topic individually or groups. If working in groups, divide students into small groups.
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. 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. 

1. Begin by clearly explaining the purpose of the activity, the expected outcomes, and the process. Ensure all necessary materials (e.g., colored index cards, iClicker devices) are ready for use.
2. Structure the class to alternate between short lectures and practice activities. For example, after a brief lecture on a topic, pose polling questions or have students engage in peer group interactions to apply what they have learned.
3. After each practice activity, provide immediate feedback on student responses. Highlight areas of strength and areas for improvement. Encourage 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.  

1. Begin by clearly explaining the purpose of the activity, the expected outcomes, and the process. Ensure all necessary materials (e.g., computers, tablets, paper, markers) are ready for use.
2. Break students into small groups and provide each group with discussion prompts or guiding questions relevant to the topic. Ensure that each group understands their task.
3. Allow students to discuss the prompts or guiding questions in their groups. Encourage them to focus on identifying patterns and connections between concepts. Circulate among the groups to monitor progress and provide support as needed.
4. After the group discussions, have each group share their insights with the class. Encourage them to highlight key points and connections they discovered during their discussions.
5. Lead a class discussion based on the groups' insights. Provide additional insights, clarify any misunderstandings, and encourage further exploration of the topic.
6. 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. 

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. Ensure all necessary materials (e.g., discussion prompts, computers, tablets, paper, markers) 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 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 with the entire class. 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.

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. 

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, computers, tablets, paper, markers) are ready for use.
3. Have students act out their assigned roles in the scenario. Encourage them to focus on understanding and expressing different perspectives. Allow sufficient time for each scenario to unfold naturally.
4. After the role-playing activity, facilitate a class discussion on the outcomes and perspectives presented. Encourage students to share their observations and insights. Use shared documents or Padlet Board to record key points and observations.
5. 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.  

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 based on the pre-class materials. Design activities that encourage students to apply what they have learned and engage in deeper analysis.
4. Organize students into small groups for discussions and collaborative work. Use tools like OneNote, Microsoft Word, or Padlet Board to facilitate note-taking and idea sharing. Encourage students to discuss key concepts, solve problems, and work on application exercises together.
5. Allow time for students to reflect on their learning and ask questions. Facilitate a 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. 

1. Begin by explaining the purpose of the debate, the expected outcomes, and the process. Ensure all necessary materials (e.g., debate topics, note cards, timer) 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. Structure the debate with specific time allocations for presenting arguments and rebuttals. Ensure each student has an opportunity to speak. For example, you might allocate 3-5 minutes for each initial argument and 2-3 minutes for each rebuttal.
4. After the debate, facilitate a debriefing session where students 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.
5. 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 

1. Begin by explaining the purpose of the peer review activity, the expected outcomes, and the process. Ensure all necessary materials (e.g., drafts, rubrics) are ready for use.
2. Have students exchange drafts of their work with their peers. This can be done by passing printed copies or sharing digital documents.
3. Students provide feedback on their peers' drafts based on the provided guidelines and rubrics. Encourage them to focus on both strengths and areas for improvement. They can use annotation tools in digital documents or write comments on printed drafts. Provide a timer to review work.
4. After the feedback session, facilitate a discussion where students discuss the feedback they received. Encourage them to ask questions and seek clarification on any points they do not understand.
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. 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.

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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.  

1. Begin by explaining 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. Ensure all necessary software and devices are ready for use.
2. Have students create digital stories related to course content, either individually or in groups. Encourage them to use digital storytelling tools such as Adobe Express, Adobe Premiere Rush, Adobe Premiere Pro, or Adobe Podcast. Provide support and guidance as needed.
3. Once the digital stories are complete, have students share their stories with the class. This can be done by projecting their work using tools like Mersive Solstice or simply sharing from their devices.
4. 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.
5. 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.

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.  

5. Choose simulations that are relevant to the lesson objectives. Ensure the software is installed and functional on classroom devices. Test the simulations beforehand to avoid technical issues during class.
6. 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.
7. Have students interact with the simulations individually or in small groups. Encourage them to explore the concepts in depth and take notes on their observations and findings.
8. After the simulation, prompt a discussion with questions like What patterns did you observe? or What questions were raised during the simulation?. Encourage students to share their insights and discuss the implications of their findings.
9. Facilitate a class-wide discussion where students share their findings and reflect on the experience. Encourage them to connect the simulation to real-life applications and theoretical concepts. Allow time for questions and further exploration of the topic.