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Chapter 27112 min read

Appendix C: Activities by Class Size

Find activities suitable for small, medium, or large classes.

By Vivek M Agarwal•About the Author

Quick reference guide for selecting activities based on your grouping needs and class size

How to Use This Appendix

Activities are organized by student grouping format, not total class size. This helps you find the right activity regardless of whether you teach 15 or 150 students.

Grouping Categories:

  • Individual - Students work independently
  • Pairs - Students work with one partner
  • Small Groups - 3-5 students collaborate
  • Whole Class - Everyone participates simultaneously
  • Flexible - Can work in multiple formats with simple adaptation

Class Size Considerations:

  • Small Classes (1-15 students) - All activities work
  • Medium Classes (16-35 students) - Most activities work
  • Large Classes (36+ students) - Some activities need adaptation

INDIVIDUAL ACTIVITIES

Students work independently; teacher monitors and assesses

Best For:

  • Formative assessment
  • Reflection and metacognition
  • Processing new information
  • Building individual accountability
  • Quiet focus time

Works Well With All Class Sizes ()

Prior Knowledge (Chapter 5):

  • Quick Write - Individual brainstorm or response
  • Brain Dump - Write everything you know
  • Prediction - Individual hypothesis or guess
  • Self-Assessment - Rate your own understanding
  • KWL (K & W portions) - Individual knowledge inventory

Critical Thinking (Chapter 7):

  • One-Sentence Summary - Individual synthesis
  • Error Analysis - Individual problem-solving
  • Compare and Contrast - Individual T-chart or Venn
  • Ranking Activity - Individual prioritization
  • What If Scenarios - Individual hypothetical thinking

Formative Assessment (Chapter 8):

  • Exit Ticket - Individual written response
  • Quick Quiz - Individual assessment
  • Self-Assessment - Rate confidence/understanding
  • Misconception Check - Individual identification of errors
  • Whiteboard Response - Show individual work simultaneously

Reflection (Chapter 10):

  • Learning Log - Individual journal entry
  • 3-2-1 Reflection - Individual structured reflection
  • Metacognitive Check - Individual strategy assessment
  • Goal Setting - Individual planning
  • One Minute Paper - Individual timed write

Scaling Tips:

Small Classes (1-15):

  • Can provide individual verbal feedback to each student
  • Easy to monitor all students' work
  • Can have each student share individually

Medium Classes (16-35):

  • Provide written feedback or spot-check
  • Circulate to monitor progress
  • Have selected students share

Large Classes (36+):

  • Use digital submission (Google Form) for efficiency
  • Project anonymous examples for whole-class feedback
  • Random sampling for verbal sharing

PAIR ACTIVITIES

Students work with one partner

Best For:

  • Peer processing and discussion
  • Low-stakes collaboration
  • Immediate accountability
  • Efficient use of time
  • Building communication skills

Works Well With All Class Sizes ()

Attention Grabbers (Chapter 4):

  • Turn-and-Tell - Quick partner share
  • This or That - Discuss choice with partner
  • Pair Prediction - Make joint prediction

Prior Knowledge (Chapter 5):

  • Pair-Compare - Compare individual work with partner
  • Interview Your Partner - Structured Q&A
  • Personal Connection Share - Share experiences

Collaborative Learning (Chapter 6):

  • Think-Pair-Share - Individual think → pair discussion → optional class share
  • Peer Teaching - Explain concept to partner
  • Pair Quiz - Partners test each other
  • Pair-Share-Square - Start with pairs, expand to groups of 4
  • Collaborative Problem-Solving (partnered) - Two students tackle challenge

Critical Thinking (Chapter 7):

  • Agree/Disagree - Partners debate positions
  • Compare Perspectives - Discuss different viewpoints
  • Partner Error Hunt - Find mistakes together

Formative Assessment (Chapter 8):

  • Peer Assessment - Partners give feedback on work
  • Mutual Explanation - Partners explain concepts to each other
  • Check Your Partner - Review each other's work

Reflection (Chapter 10):

  • Metacognitive Interview - Partners ask each other about thinking
  • Strategy Share - Partners compare learning approaches
  • Turn-and-Reflect - Discuss learning with partner

Scaling Tips:

Small Classes (1-15):

  • Assign strategic pairs or allow choice
  • Easy to monitor all pairs
  • Can listen to multiple pair conversations

Medium Classes (16-35):

  • Use proximity pairing (turn to neighbor)
  • Circulate actively to monitor
  • Spot-check conversations

Large Classes (36+):

  • Proximity pairing is fastest (no transition time)
  • Can't monitor all pairs—build accountability through random calling
  • Use "Report your partner's idea" to ensure listening

SMALL GROUP ACTIVITIES (3-5 Students)

Students work collaboratively in groups

Best For:

  • Complex problem-solving
  • Diverse perspectives
  • Collaborative projects
  • Jigsaw learning
  • Extended discussion

Works Well With Small-Medium Classes () | Requires Adaptation for Large Classes ()

Prior Knowledge (Chapter 5):

  • Carousel Brainstorm - Groups rotate through prompts
  • Group Concept Mapping - Collaborative visual creation
  • Collective Prior Knowledge - Pool group expertise

Collaborative Learning (Chapter 6):

  • Small Group Discussion - Structured collaborative dialogue
  • Jigsaw - Expert groups + home groups
  • Numbered Heads Together - Group discussion with random reporter
  • Group Problem-Solving - Collaborate on complex challenge
  • Collaborative Poster/Project - Create together

Critical Thinking (Chapter 7):

  • Debate Preparation - Group prepares argument
  • Case Study Analysis - Group examines scenario
  • Decision Matrix - Group evaluates options
  • Socratic Seminar (small circles) - Structured discussion

Movement (Chapter 9):

  • Gallery Walk - Groups rotate through stations
  • Scavenger Hunt - Groups search together
  • Group Modeling - Create physical representations

Scaling Tips:

Small Classes (1-15):

  • May have only 3-4 total groups
  • Can facilitate whole-class jigsaw easily
  • Can listen to all groups during activity

Medium Classes (16-35):

  • 6-9 groups total (manageable)
  • Assign clear roles (facilitator, recorder, reporter, timekeeper)
  • Circulate to spot-check groups

Large Classes (36+):

  • 9-12+ groups (harder to monitor)
  • Adaptation needed:
  • Use pairs instead of groups of 4-5
  • Assign very clear roles and tasks
  • Build in individual accountability (everyone must contribute)
  • Consider having some groups work asynchronously online
  • Use structured protocols (not free-form discussion)

WHOLE CLASS ACTIVITIES

Everyone participates simultaneously in same activity

Best For:

  • Building community
  • Simultaneous response/assessment
  • Physical movement
  • Quick engagement
  • Efficient use of time

Works Best With Small-Medium Classes () | Some Work With Large Classes ()

Attention Grabbers & Energizers (Chapter 4): Call-and-Response - Universal participation Countdown Timer - Whole class races clock Music Cue - Whole class responds to sound Stand Up If... - Physical response to prompts Quick Poll (show of hands) - Simultaneous voting Brain Teaser - Whole class solves together

Prior Knowledge (Chapter 5): Quick Poll - Whole class responds via signals Four Corners - Physical positioning by opinion Line-Up - Arrange in sequence

Formative Assessment (Chapter 8): Thumbs Up/Down - Simultaneous confidence signal Fist to Five - Simultaneous understanding rating Whiteboard Response - All hold up answers simultaneously Hand Signals - Agreement/disagreement indicators Quick Quiz (call-and-response style) - Whole class shouts answers

Movement (Chapter 9): Four Corners - Move to corner by choice Human Graph - Position to create visual data Line-Up - Arrange by criteria Whole-Class Kinesthetic Modeling - Everyone models concept with body

Transitions & Breaks (Chapter 11): Stand-and-Stretch - Everyone stands and stretches Breathing Break - Whole class breathes together Shake It Off - Physical reset for all Processing Pause - Silent think time for all

Scaling Tips:

Small Classes (1-15):

  • Easy to facilitate whole-class activities
  • Everyone can share/participate
  • High individual visibility

Medium Classes (16-35):

  • Most whole-class activities still work well
  • Use efficient systems (hand signals, response cards)
  • Not everyone can share verbally—select representatives

Large Classes (36+):

  • Movement activities require adaptation:
  • Four Corners works, but corners will be crowded
  • Line-Ups take longer (consider "virtual" line-ups)
  • Gallery Walks need MORE stations (to prevent crowding)
  • Response activities work well:
  • Hand signals, thumbs, fist to five all scalable
  • Digital polls (Mentimeter, Poll Everywhere) work great
  • Whiteboards create simultaneous mass response
  • Avoid:
  • Whole-class discussions where everyone speaks (impossible with 50+ students)
  • Activities requiring individual teacher monitoring

FLEXIBLE FORMAT ACTIVITIES

Can be done individually, in pairs, groups, or whole class with minor adaptation

Most Versatile Activities:

Think-Pair-Share (Chapter 6)

  • Individual work: Just "Think" portion
  • Pair work: Think → Pair
  • Whole class: Think → Pair → Share

Quick Write (Chapter 5)

  • Individual: Everyone writes independently
  • Pair: Write, then share with partner
  • Group: Write, then discuss in small groups

Exit Ticket (Chapter 8)

  • Individual: Written response
  • Pair: Discuss answers with partner first
  • Whole class: Discuss, then everyone writes individually

Error Analysis (Chapter 7)

  • Individual: Find mistakes alone
  • Pair: Find mistakes together
  • Group: Group identifies and fixes errors
  • Whole class: Teacher shows error, class identifies together

Quick Poll (Chapters 4 & 8)

  • Individual: Silent hand raise or signal
  • Pair: Discuss choice with partner
  • Whole class: Vote and see distribution

Special Considerations by Class Size

SMALL CLASSES (1-15 students)

Advantages:

  • Can use ALL activities without adaptation
  • High individual attention possible
  • Easy to monitor everyone
  • Flexible groupings

Challenges:

  • Limited diversity of perspectives
  • May not have enough students for some groupings (e.g., need 4 groups of 4 = 16 students)
  • Social dynamics may be limiting (few partner choices)

Best Practices:

  • Use flexible groupings (pairs, trios, whole class)
  • Maximize peer interaction (students need to hear from others, not just teacher)
  • Rotate partners frequently to vary interactions

MEDIUM CLASSES (16-35 students)

Advantages:

  • Goldilocks zone—most activities work without adaptation
  • Enough students for diverse perspectives
  • Still small enough to monitor effectively

Challenges:

  • Can't hear from every student every day
  • Some movement activities may feel crowded
  • Need efficient management systems

Best Practices:

  • Use proximity pairing for efficiency
  • Build in individual accountability (not everyone can share, but everyone must prepare to share)
  • Use random calling to maintain engagement

LARGE CLASSES (36+ students)

Advantages:

  • Rich diversity of perspectives
  • Peer learning resources are abundant
  • Collaborative activities can be very dynamic

Challenges:

  • Cannot monitor all groups/pairs
  • Movement activities may be chaotic
  • Logistics of materials distribution
  • Transition time can be lengthy
  • Anonymity can reduce accountability

Best Practices for Large Classes:

1. Use Whole-Class Response Systems

  • Hand signals (everyone responds simultaneously)
  • Digital polls (everyone votes via device)
  • Whiteboards (everyone shows work simultaneously)
  • Response cards (color-coded agree/disagree)

2. Prefer Pairs Over Small Groups

  • Pairs = zero transition time (turn to neighbor)
  • Pairs = built-in accountability (can't hide)
  • Small groups = harder to monitor, longer transitions

3. Build Individual Accountability

  • Random calling: "I might call on anyone, so everyone prepare"
  • Individual preparation before collaboration: "First write your answer individually, then discuss"
  • Assigned roles in groups: Everyone has a specific job

4. Use Digital Submission

  • Google Forms for exit tickets (faster than collecting 50 papers)
  • Shared Google Doc for collaborative brainstorming (visible to all)
  • Discussion boards for asynchronous participation

5. Adapt Movement Activities

  • Four Corners: Works, but corners will be crowded—that's okay
  • Gallery Walk: Need 8-10 stations (not 4) to prevent bottlenecks
  • Line-Ups: Consider "virtual" line-ups (write number on whiteboard instead of physical positioning)

6. Accept That Not Everyone Can Share

  • In a class of 50, you physically cannot hear from everyone
  • Use selective sharing: "I'll call on 3 groups to share"
  • Use written submissions so everyone CAN contribute (just not verbally)

Activity Selection by Class Size

If You Have SMALL CLASSES (1-15), Prioritize:

  • Small group discussions (make the most of limited perspectives)
  • Jigsaw (everyone can be expert on something)
  • Extended sharing (everyone can contribute verbally)
  • Flexible groupings (vary partners frequently)

If You Have MEDIUM CLASSES (16-35), Prioritize:

  • Think-Pair-Share (efficient and effective)
  • Small group work with assigned roles
  • Gallery walks (good number of stations)
  • Mix of individual, pair, and group work

If You Have LARGE CLASSES (36+), Prioritize:

  • Pair work (turn to neighbor, zero transition time)
  • Whole-class response systems (thumbs, whiteboards, polls)
  • Individual work with digital submission
  • Highly structured group work (clear roles, tight time limits)
  • Avoid: free-form group discussions, activities requiring individual teacher feedback

Grouping Strategies

How to Form Groups/Pairs Efficiently:

Random Grouping:

  • Playing cards: Distribute cards, matching suits/numbers form groups
  • Counting off: "1, 2, 3, 4... all 1s together, all 2s together"
  • Digital random group generator: ClassroomScreen, Random Team Generator

Strategic Grouping:

  • Heterogeneous: Mix ability levels, strengths, learning styles
  • Homogeneous: Group by similar skill level for differentiated tasks
  • Interest-based: Group by topic preference or project choice

Quick Pairing Methods:

  • Proximity: Turn to the person next to you (fastest method)
  • Clock partners: Students pre-assign partners for different times (12:00 partner, 3:00 partner, etc.)
  • Appointment cards: Students collect 4-5 partner names before class, then use as needed

Related Appendices

  • Appendix A: Activities by Time (find activities that fit your schedule)
  • Appendix B: Activities by Subject (subject-specific applications)
  • Appendix D: No-Prep Index (zero-preparation activities)
  • Appendix E: Digital Tools Reference (tech for large classes)

Note: Activity chapter numbers refer to their location within Part II (Chapters 4-11) of this handbook.