Abstract

Activated teaching in large groups may seem difficult,

but there are methods that can be used. In this booklet
you can find a selection of possible methods to apply in
specific situations. It is created in a way that you, as a
reader, can find methods grouped by goal and can find
the teaching method that is most suitable in a certain
situation. It is also possible to mix the methods to a work
form that suits the most in your specific situation.

Activating Teaching Methods

Inspiration Booklet
Activating Teaching Methods – Inspiration Booklet

Activating Teaching Methods

-
Inspiration Booklet
2021

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Activating Teaching Methods – Inspiration Booklet

Activating Teaching Methods

Teaching is a beautiful profession. Seeing the growth and development of students, seeing them learning more
and more, are some examples of satisfactory elements of the teachers’ job.
Through didactic training courses, we learn a lot about how to reach them in the best way.

Because of new insights, we now know that lectures alone do not have the best knowledge transfer. More and
better learning results are achieved by applying different activities.

The image below shows an estimation of the actual effectiveness of different teaching methods. This clearly
shows that activities, and especially activating methods themselves, achieve more results because the
knowledge and skills are better retained and remembered.
However, in large groups the use of various activating methods seems less suitable, since it can result in chaotic
situations.

In this booklet a selection has been made of a number of teaching methods that may be suitable for medium to
large groups. It is created in a way that the reader can find methods grouped by goal and can find the work
form that is the most suitable in a certain situation. It is possible to mix the work forms or come up with new
variations.
This booklet is not meant to be complete: there are many more types of activating teaching methods.
That is why the intention of this booklet is to, above all, be inspiring. So feel free to experiment methods and
perhaps come up with new work forms, combinations of methods, or completely new ones.
We hope it will inspire you as much as it does to us, that it will help all of us to continually improve our
education and also increases our enjoyment in the beautiful profession that teaching is.

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Activating Teaching Methods – Inspiration Booklet

Contents
Abstract ................................................................................................................................................................... 0
Activating Teaching Methods.................................................................................................................................. 2
1. Nice meeting you! .......................................................................................................................................... 4
1.1. IN A ROW ............................................................................................................................................... 4
1.2. LANDMAP .............................................................................................................................................. 5
1.3. ELIMINATION RACE ................................................................................................................................ 6
1.4. INTERVIEW YOUR NEIGHBOUR .............................................................................................................. 6
2. Knowledge transfer ........................................................................................................................................ 7
2.1. MULTIPLE CHOICE QUESTIONS .............................................................................................................. 7
2.2. PUZZLES ................................................................................................................................................. 8
2.3. READING TABLE * .................................................................................................................................. 9
2.4. PRESENTATION **** ........................................................................................................................... 10
2.5. KNOW-HOW * ..................................................................................................................................... 10
2.6. MINDMAP * ......................................................................................................................................... 11
2.7. ABC *.................................................................................................................................................... 12
2.8. CAROUSEL *** ..................................................................................................................................... 13
2.9. THEORY SANDWICH * .......................................................................................................................... 14
2.10. ASKING QUESTIONS * .......................................................................................................................... 15
2.11. TABOO ................................................................................................................................................. 16
2.12. Escape room ***** ............................................................................................................................. 17
3. Other Activating Teaching Methods............................................................................................................. 18
2.13. Discussion ............................................................................................................................................ 18
2.14. Brainstorming ...................................................................................................................................... 18
2.15. Reversed brainstorming – to stimulate creative thinking ................................................................... 18
2.16. Peer feedback ...................................................................................................................................... 18
2.17. Blended Learning ................................................................................................................................. 18
2.18. Flipping the Classroom ........................................................................................................................ 18
4. References .................................................................................................................................................... 19
5. Appendix I Blank format ............................................................................................................................... 20

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Activating Teaching Methods – Inspiration Booklet

1. Nice meeting you!

How do you get to know (large) groups? In this chapter you can find some activating teaching methods to meet
with students for the first time and let them get to know each other.

1.1. IN A ROW
Name activating learning method In a line, Nice to meet you!

In short All students take up a position on an imaginary line in the room

based on a question. E.g. How long have you travelled to this
location?
Purpose & description of method Students introduce themselves according to the position they take
on the line. The teacher goes along the line and let (a few)
students explain their position on the line for a short/long time.
Through this method the group gets to know each other in an
active way.
Target group 60 students
Practical needs Gather a few questions in advance
Approach Step 0 Request the group to stand up and walk to an open
space in the room where a line can be formed.
Step 1 Tell the group an imaginary line runs through the
room. Ask a question and request the group to take
position (by clapping your hand). Students need to
discuss to form the line.
Step 2 Walk down the line and request (a few) students to
tell their name and let students explain their
position on the line.
Step 3 Optional, ask another question
More information More questions:
How meaningful is this meeting for you?
How many years of experience do you have in ...?
Are you a vegetarian?
Do you play a musical instrument?
What future job do you wish to have?
Etc.

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Activating Teaching Methods – Inspiration Booklet

1.2. LANDMAP
Name activating learning method
In short
Purpose & description of the method
Landmap, Nice to meet you!
The students imagine the map of their country (in this example we
use the country Tanzania).
The map of Tanzania is projected onto the floor of the room.
Based on a question e.g. about the place of birth, all participants
take up their position on the imaginary map. After this, the
participants introduce themselves to each other based on their
position.
This method is energizing and supports group formation.

Target group 60 students

Practical needs -
Approach Step 0 Request the group to stand up and walk to an open
space in the room where a land map can be
formed.
Step 1 Tell the group an imaginary land map is formed on
the flour. Walk through the room to show where a
few big cities are.
Step 2 Ask a question, e.g. where are you born? Request
the group to take position.
Step 3 Ask students to introduce themselves (Name, age,
birthplace e.g.). A most northerly student starts,
students can continue by going further south.
Step 4 Optional, ask another question. Where do you live?
Where was you first job? Etc. Repeat above steps.
More information

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Activating Teaching Methods – Inspiration Booklet

1.3. ELIMINATION RACE

Name activating learning method Elimination race, Nice to meet you!
In short All students stand in front of their own chair. The teacher asks
questions like “Who took longer than one hour to come here?”
All student with positive (or negative) response have to sit down.
More questions are asked until only two of three student remain
standing.
Purpose & description of the method By looking around to see who is sitting down, you and the
students quickly learn something about the others.
Target group Large & small groups
Practical needs Gather a few questions in advance
Approach Step 0 Request the group to stand up
Step 1 Ask the first question. Make sure you prevent
asking questions where 75% of students will have
to sit down.
Step 2 Pay some extra attention to the last two or three
persons. You can request the group which
questions they have for these remaining students.
More information

1.4. INTERVIEW YOUR NEIGHBOUR

Name activating learning method Interview your neighbour, Nice to meet You!
In short All students interview eight others in pairs. Afterwards students
introduce their neighbour with the information gathered through
the interview.
Purpose & description of the method During a general introduction, most students think about what
he/she wants to tell. By introducing your neighbour after an
interview, students can focus more on what other students are
saying.
Target group Students work in pairs
Practical needs Optional: prepare some example questions for the students on a
flip over.
Approach Step 0 Let students form pairs
Step 1 Explain to the students they will interview each
other. Make clear how long the interview will take
place.
Step 2 Give time to switch from interviewer to
interviewee.
Step 3 Stop the interviews and start the introduction
round.
More information

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2. Knowledge transfer
You can use the teaching methods which are being described in this chapter for activating knowledge transfer.

2.1. MULTIPLE CHOICE QUESTIONS

Name activating learning method Multiple choice questions.
(Source: Karin de Galan)
Purpose of method Best used to motivate students.
Make them willing to know more.
In short Use multiple choice (MC) questions and have a discussion about
the topic in small groups before you give them your answer(s).
Purpose description Make them willing to learn how to apply theory in practical
situations.
Target group Large and small groups
Practical needs Coloured paper, pencil
Approach Step 0 Select theory (short!) and a suiting practical
situation.
Step 1 What mistakes in their approach do you expect?
Ask the students how they will approach this
situation in a MC question.
Use the mistakes in the answers.
Step 2 Have a discussion in small groups.
They will feel supported by doing it in small teams.
Step 3 Share the answers (e.g. by walking around and
asking them or with papers A, B, C, D or with
colours)
(voting by telephone or other ways is not advisable
because you don’t know whose answer it is and
you will miss their arguments)
Step 4 Ask people why they do not agree with a certain
answer (so you know their arguments in a short
time)
Step 5 Give them your answer(s)
Step 6 Explain shortly the importance of this topic by
sharing your theory (e.g. 10 minutes)
More information

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Activating Teaching Methods – Inspiration Booklet

2.2. PUZZLES
Name activating learning method Solving ‘puzzles’.
(Source: Karin de Galan)
Purpose of method Used to make students really understand the learning material.

In short By giving students examples and a checklist you can make them
judge these examples in an efficient way.
Purpose description Students will have a better understanding of the theory by
applying knowledge in practical situations.
You can reach this by analysing or comparing practical situations
and discuss about it. Use a checklist or assessment form.
→ The subject matter has to be known by the students!!

Analysing
By giving one example checked with a checklist and make the
students check the other examples themselves . And discuss!

Comparing
Comparing different situations and discuss about them.

Comparing is easier for students because the differences are quite

clear. When they start discussing it is more challenging, because
they can disagree.
From a didactic point of view comparing is the better choice.
Target group Small and large groups
Practical needs Foreknowledge
Examples.
Paper, pencils.
Approach Step 0 Give example(s) of a practical situation and explain
your expectations
Step 1 Share a checklist
Step 2 Make students compare the examples with a
checklist in small groups
Step 3 Show the answers after a certain time (e.g. 10 min)
Step 4 Ask what differences they found and ask for an
explanation
Step 5 Ask other students for a reaction
More information Use photos of practical situations (e.g. wrong ways of growing
tomatoes)

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Activating Teaching Methods – Inspiration Booklet

2.3. READING TABLE *

Name activating learning method Reading table
In short Use on beforehand collected information to reach a joint learning
goal by discussing the found topics in a group.
Purpose & description of the method It’s an active way of teaching. Walking or standing helps to
activate students. Standing around a table makes it easier to share
information. After that you can discuss it with a bigger group to
reach a joint output.
Target group Small and large groups
Practical needs Reading material
Approach Step 0 Material collection e.g. literature, pictures
Step 1 Formulate a reading question
Step 2 Present the material on a table and invite students
to stand around it
Step 3 Give them time to collect and read useful
information
Step 4 Discuss together (or in groups). It can lead to a joint
position, useful insights or make a decision
together
Step 5
More information

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Activating Teaching Methods – Inspiration Booklet

2.4. PRESENTATION ****

Name activating learning method Presentation
In short Students share their knowledge by presenting it to a group
Purpose & description of the method Draw attention by a good preparation: think about a good story to
tell, what your message is and use a mix of didactic methods.
Keep it short (maximum of 15 minutes).
Target group Small and large groups
Practical needs Flip chart or computer.
Approach Step 0 Prepare your presentation.
What is your main goal? What is your target group?
What do you expect them to do with your
information afterwards?
Step 1 Practice your presentation to gain experience
Step 2 Give your presentation
Step 3 Discuss application possibilities of the presented
topics with the group
More information

2.5. KNOW-HOW *
Name activating learning method Know-how sharing by using sections
In short By making two sections in a room, you can make students choose
what the answer is on the question you asked them.
Purpose & description of the method It’s an active way of teaching. It helps students to open up and
participate better. They will feel supported by the other people in
their section.
They think individually of an answer and explain their choice to
the group.
When you give them an assignment on beforehand you will reach
a higher level of knowledge.
Target group Small and large groups
Practical needs Tape on the floor
Approach Step 0 Give an assignment to the students to prepare this
lecture; think of interesting (practical) topics which
can help them having a better discussion. You can
use literature for this. (e.g. combine this with 2.3
Reading table)
Step 1 Make two sections in the room
Step 2 Give an introduction on the topic; you can start
giving them basic knowledge when needed
Step 3 Ask everyone to stand up
Step 4 Ask a question and make them choose a section
after a moment of considering
Step 5 Ask a person to explain why he/she chose this
answer; interrupt when it’s wrong and explain why
Extra: you can ask another person to keep asking
(see.......)
More information

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Activating Teaching Methods – Inspiration Booklet

2.6. MINDMAP *
Name activating learning method Mindmap (for creative processes and all kinds of learning
situations, e.g. Brainstorm sessions)
In short Visual representation of headlines from a meeting, at which the
main theme is circled in the middle, the related subthemes are
linked by a line.
Purpose & description of the method Using a mindmap is suitable for both activating creative thinking
and for better remembering presented information.
At first information will be better remembered because of using
both sides of the brain*, secondly, in brainstorm sessions it
increases the chance of innovative ideas.
Target group All group sizes, student-groups
Practical needs Flip chart/computer/chalk board & chalk/whiteboard & pen
Approach Step 0 Place the topics you want to cover during the
session in the shape of a mindmap.
Step 1 You can also choose to fill the mindmap during the
session.
The filled mindmap gives an overview on the
discussed points and can serve as a summary for
the participants.
Step 2 (Optional): Make your own Mindmap
Have the group take notes during the session in the
form of a mindmap. This may increase the learning
effect.
Step 3 (Optional): Discussing Mindmaps
Have the participants (in pairs) exchange thoughts
about the Mindmap they have created. This
debriefing contributes to the anchoring of the
knowledge because the participants are forced to
do something with the knowledge provided.
More information:
Mindmap example
* Logic and analytic qualities from the
left side of the brain; intuitive and
associative qualities from the right side
of the brain.

Image source: Biljana Jovanovic via Pixabay

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Activating Teaching Methods – Inspiration Booklet

2.7. ABC *
Name activating learning method ABC, associative and activating method;
This work form needs a follow-up, unless the goal is making an
inventory
In short The letters of the Alphabet are written on a flip chart. Participants
are invited to note associations with the subject next to the
letters.
Purpose & description of the method Activating prior-knowledge, to identify learning objectives,
questions or possible solutions to a problem.
The ABC method provides a framework (in ABC-style), which helps
with forming associations.
Target group Divide the group in smaller groups (max. 6) and provide each of
them with a flip chart with ABC.
Practical needs Flip chart, marker
Approach Step 0 Identify the subject and tell the group why you use
this method (e.g.: inventarization of prior
knowledge, solutions, application possibilities)
Step 1 Write the letters of the Alphabet on a flip chart (1
per group)
Step 2 Ask the group to get up and join around their flip
chart
Step 3 Explain the assignment:
Indicate that, for getting to know the group’s prior
knowledge, you need them to write down
associations with the subject in the ABC (the letters
of the alphabet are always the first letter of the
association)
Step 4 Give everyone a marker (or, in large groups: every
group 2 markers) and step back. Let the groups fill
the flip charts.
Step 5 Encourage associating and writing by asking people
who have not written down anything. Later you can
ask the group to think of letters that are not filled
yet (filling every letter is not necessary).
Step 6 Prioritize the yield, or let the participants choose
something from the list themselves.
End this inventory activity by asking the group if
they would like an explanation of the terms they
see on the flipchart, and follow up from this point.
More information

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2.8. CAROUSEL ***

Name activating learning method Carousel: activating and variation in working methods
In short Participants move from table to table (all tables with a different
approach on a subject) and form a more complete view on the
subject by using different working method.
Purpose & description of the method The working method provides the opportunity for participants to
be more activated during lessons, by dividing the group in smaller
groups and offering variation on content and learning methods.
By doing this, there is more time for individual needs and input.
Target group Working in student-groups (±6)
Practical needs Different places (tables) in a room, or different classrooms,
around a certain theme/question
Approach Step 0 Introduce the parts of the carousel
Introduction: explain the goal and the approach of
the method.
Working in small groups, each group will go
through a number of parts of the carousel.
Discuss the goal and approach for each part and
clearly explain what the component/part should
deliver.
Clearly indicate that you will keep a close eye on
time and possibly ring a bell when groups have to
change parts.
Step 1 Group classification
Make it clear who starts where, and which mentor
will be there (parts can also be run without a
mentor).
State that the group is responsible for monitoring
the time and the end-result.
Give a clear start-signal when you want to start.
Step 2 Keep a close eye on the time
Tell groups 5 minutes before the end that they
need to switch soon and give a clear signal when
it’s time to switch.
Step 3 Debriefing
Summarize together, with a review of the parts (no
repetition), a reflection on lessons learned. Let the
students formulate an intention for the coming
period.
More information Suggestion for parts of the Carousel:
▪ Explanation of theory
▪ Practice applying theory in a practical situation
▪ Practicing role-playing skills
▪ Exchange of views on practical experiences
▪ Questioning an expert

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Activating Teaching Methods – Inspiration Booklet

2.9. THEORY SANDWICH *

Name activating learning method Theory Sandwich - knowledge transfer, arouse interest
In short 1: Start with a practical example – 2: Explain the applicable theory
– 3: Link the theory with the provided example
Purpose & description of the method Linking theory and practice (many students find this difficult).
Let the participants think about a practical situation first, and later
explain the theory. Conclude with the example discussed earlier.
The examples provide the content information one may need to
master the theory.
Target group Plenary groups, student-groups
Practical needs Flipchart, marker (possibly: cases on paper)
Approach Step 0 Provide a difficult situation
Ask the participants how they would interpretate
this, how they would deal with it or react to it.
Possibly forming groups of 2 to exchange thoughts
on the subject.
Step 1 Make an inventory of the different approaches
Ask several participants what their
reaction/approach would be
Step 2 Hand out theory
Provide the theory with which you want the group
to look at the case.
Support your presentation with examples / notes /
drawings or diagrams on a flipchart
Step 3 Make an inventory of the new approaches
Interactive session: ask the group, with the
provided theory in mind, how they now would
respond in the given situation.
This can also be done in pairs.
More information Other ways:
▪ Let the participants take in mind a practical situation of
their own
▪ Provide a case on paper and let the students solve this
case.

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2.10. ASKING QUESTIONS *

Name activating learning method Asking questions; to inform
In short The audience comes up with a number of questions on the
subject. These questions are answered by the teacher.
Purpose & description of the method If the group comes up with their own questions (possibly about
practical situations), the attention for the story is greater, because
everyone wants to see their question answered.
Target group Small and large groups
Practical needs Flip chart, markers, (coloured) paper strips
Approach Step 0 Give a preparatory assignment
Announce in advance the topic you want to discuss
in the session. Ask the students to bring in one or
two specific questions on this subject.
Step 1 Make an inventory on the questions
At the meeting itself, make an inventory of these
questions and write them down on a flip chart, or
have them noted on paper strips that will be
handed to you.
Ask for specifics in case of vague questions and
indicate which questions cannot be addressed.
Step 2 Provide information
Bring the information, based on the posed
questions. Ask if the questions are sufficiently
answered
Step 3 Complete story
Fill in information that has not yet been discussed.
Ask for any new questions and address them.
More information Other possibilities:
▪ Bring in questions yourself, written down on a flipchart,
ask the group to pose these questions to each-other in
pairs.
▪ Determine in advance a number of frameworks within
which questions can be asked, e.g. Time, Costs,
Personnel, Material; give those frameworks different
colours.
▪ Note your questions on paper strips, let students draw
one blind and answer the question as homework for the
next lesson.

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2.11. TABOO
Name activating learning method Taboo, knowledge transfer and remembering knowledge
In short The objective of the game is for a player to have their partners
guess the word on the player's card without using the word itself
nor four additional words listed on the card.

Purpose & description of the This energizing game forces students to test their knowledge
method discussed during lectures.

Two teams are battling to guess as many cards as possible in a

fixed about of time.

Rules of this game for students:

• Not part of the word
• None of the words below
• Do not make translations
• Explain in technical terms/ common field words

Example taboo card:

Photosynthesis
• Light energy
• Sugar
• Calvin cycle
• ATP
Target group Three or four students per groups
Practical needs Paper to make taboo cards (8 cards from 1 A4 paper)
Buzzer (4 minutes)
Pencils
Approach Step 0 Provide enough taboo cards as there are groups
Step 1 One person takes one card from the pile
Step 2 Try to explain as many cards as possible to each
other within four minutes.
- When card is guessed pass the turn
- Do not wait too long when taboo word is not
guessed, pass the turn.
Step 3 Gather and count cards that are guessed correctly.
Step 4 Teams with the most guessed cards has won.
Step 5 Challenge another team! (bring your own taboo
cards)
More information

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2.12. Escape room *****

Name activating learning method Escape room - Gamification
In short A group is locked up in a (virtual) room.
The assignment is about finding clues, combining knowledge, and
practice crucial skills to be able to leave the room before the end
of the lesson.
Purpose & description of the method Apply en deploy all knowledge and skills
A game strengthens the intrinsic motivation of students; solving
puzzles is fun and challenging for them, they feel more involved.
Target group (e.g. group size, working in student-groups)
Practical needs Much time for preparation
A (virtual) room
See website source (* more information)
Approach Step 0 Set a purpose
Step 1 Create a story with puzzles and riddles to help the
students understand what they need to locate
Step 2 Determine the amount of assignments must be
done before being ‘released’
Step 3 Organize all the clues and activities
Step 4 Play the game
Step 5 Discuss the results
More information* https://www.weareteachers.com/build-a-classroom-escape-
room-lesson/

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3. Other Activating Teaching Methods

2.13. Discussion
A discussion is a good way to find out more about the vision of someone. In classrooms it is a way to find out
whether students understand theory and to know if their knowledge has grown.
During the conversation the teacher can provide additional information, which can lead to new insights.

2.14. Brainstorming
Trying to find an answer to a question with participation of the whole group. This method can give a broad
perspective on the subject.

2.15. Reversed brainstorming – to stimulate creative thinking

Instead of thinking about possible ways to achieve what you want, you focus the thoughts on what to do if you
want to achieve the opposite. You turn the question around. An example: "How do we ensure participants do
not get to know any other participant during this conference?"
This method stimulates a creative way of thinking and helps to create a different perspective when something
keeps failing and you would like to change that. It provides new insights in situations one suffers from tunnel
vision. It helps with ‘out-of-the-box- thinking’. (Brainstormxl, n.d.)

2.16. Peer feedback

Students assess each other's work on specific criteria. Through this method, students participate more actively
in lectures by offering them short activating assignments that they, for example, have to discuss in pairs.

2.17. Blended Learning

Blended Learning combines online activities (online available educational materials and online interaction) with
traditional classroom methods.

2.18. Flipping the Classroom

Strategy in instruction which delivers instructional content outside the classroom, combined with other related
activities inside the classroom.

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4. References
Galan, K. de. www.schoolvoortraining.nl. Consulted in November 2020
Dirkse-Hulscher, S., Talen, A., Kester, M. Het groot werkvormen boek. Jan. 2018. 2e druk
Brainstormxl. www.brainstormxl.nl/werkvormen/omgekeerde-brainstorm/ consulted in February 2021

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5. Appendix I Blank format

Name activating learning method
In short
Purpose & description of the method
Name, purpose of method, target group
What is the assignment? In short?
e.g. discussion, debate, evaluating, energizers, to inform, decision
making, brainstorming, plan making.
Which goals to be reached?

Target group (e.g. group size, working in student-groups)

Practical needs What tools do you need? E.g. flip-over, pencils, coloured paper.
Approach Step 0
Step 1
Step 2
Step 3
Step 4
Step 5
More information

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