Strategies that
Emphasize
Active Engagement
Mid-Year Symposium
Western Carolina University
February 19, 2016
Terri Morgan, Independent Consultant
terrimorgan@charter.net
Strategies that Emphasize Active Engagement______________________________________________
The Highly Engaged Classroom, Marzano Research Laboratory
Pickering and Marzano, 2010
Student engagement does not occur spontaneously – rather it is the result of a teacher putting specific,
effective strategies into place that are proven to foster engagement. Marzano and Pickering state that
there are four overarching questions students ask themselves to determine their involvement in
classroom activities. Each of these questions addresses one aspect of engagement:
1.
2.
3.
4.
How do I feel?
Am I interested?
Is this important?
Can I do this?
(attention)
(attention)
(engagement)
(engagement)
The first two questions address the short-term aspects of engagement – a student’s attention during the
range of a few seconds to a few minutes. The second two questions deal with the long-term aspect of
engagement – the extent to which classwork relates to a student’s goals and helps the student develop
self-efficacy (a person’s belief in his or her ability to succeed in a particular situation).
1. Emotions: How do I feel? How students feel in the moment affects how likely they are to engage
in the classroom activities. There are three aspects of students’ emotions that affect their
engagement:
a. Students’ energy levels: Activities that heighten students’ interest in class help with
energy and engagement. A lively pace is one way to kee p the energy high. Another, as
Eric Jensen and others have pointed out, is to include physical movement and encourage
students to get regular exercise. A number of studies connect physical movement and
enhanced engagement.
b. A teacher’s positive demeanor: When teachers display enthusiasm and intensity,
studies have shown that this facilitates student achievement because it arouses students’
attention. Teachers should be regularly enthusiastic and demonstrate intensity through
timing, verbal and nonverbal cues, and gestures that alert students to material that is
important. Research that states there is a correlation between using humor and an
increase in student engagement and achievement.
c. A students’ perceptions of acceptance: Studies show that when students are not
accepted they are unlikely to engage in class activities. This includes both acceptance
by the teacher, but more importantly, it involves peer relationships.
2. Interest: Am I interested? Even if a student answers positively to the question, “How do I feel,”
he or she may not engage in an activity if it is perceived not to be interesting. Researchers call this
situational interest – a short-term psychological state as opposed to a longer-term interest in a topic,
like basketball for instance. Teachers face a plethora of challenges in capturing students’ attention
because they are competing with thoughts about last night’s basketball game, a girlfriend, an
argument with a parent, etc. Research points to four ways to maintain situational interest:
a. Using game-like activities: A synthesis of a number of studies have found that when
teachers use games and game-like activities, students have made a 13 to 18 percentile
point gain in their achievement.
b. Initiating friendly controversy or inconsequential competition: David Johnson and
Roger Johnson (cooperative learning) found that classrooms that include friendly
controversy promote higher-order thinking and hence can be used to enhance student
achievement. In another study, students getting involved in controversial discussions led
to more curiosity, more interest in the topic, and more study time on the topic.
Strategies that Emphasize Active Engagement______________________________________________
c. Using unusual information: In addition to controversy, unusual information sparks
curiosity and serves to motivate.
d. Using effective questioning strategies: When a student is answering a question, he or
she is fully attentive. Research shows there is a 10 to 29 percentile point gain associated
with effective questioning techniques, such as Bloom’s and Marzano’s.
3. Perceived importance: Is this important? If a student believes something is important, he or she
is more likely to remain engaged in the activity. Research shows that what makes something
important to students has to do with whether the activity coincides with the student’s:
a. Personal goals: Some cognitive psychologists claim that individuals bring their own
goals to any situation. Therefore, if an activity does not seem relevant to an individual’s
goals, that individual is less likely to engage.
b. Choice: Students are more likely to be engaged when school goals are connected to
their personal goals. Research also shows that using choice is a way to link students’
own goals with classroom activities.
c. Cognitively complex tasks: When complex tasks involve real-world applications, this
helps students make a link between their own goals and academic goals. Students are
more likely to see the relevance of learning if, rather than regurgitating facts, they are
challenged to solve problems, make decisions, and conduct investigations. Students are
more likely to be engaged in tasks they find to be cognitively engaging.
4. Perceptions of efficacy: Can I do this? If students answer “yes” to the previous question, but are
unable to do the work, they are more likely to drop their engagement. There are two ways students
foster their self-efficacy:
a. Possible selves: Some research shows that student self-efficacy comes from students
having a clear sense of who they are and who they can become.
b. Self-theories: Carol Dweck is responsible for one of the most powerful theories of selfefficacy. Her research points to the fact that students who believe that human
competence can be learned are more likely to embrace challenging tasks. In another
study in which students were taught that intelligence is malleable, students achieved
statistically significant gains in both reading and math.
Strategies that Emphasize Active Engagement______________________________________________
What Sixty Seconds Can Do
(adapted from The Ten-Minute Trainer, Sharon Bowman, Pfeiffer Publishing, 2005)
One sixty-second activity may not seem like much; it passes so fast. But include a different
sixty-second activity every ten to twenty minutes of your lecture time, and your learners will…

Repeat whey they just heard, which will help them remember it longer.
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Repeat material in a number of ways.
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Think about what they just learned.
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Keep their minds alert and attentive.
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Reenergize their bodies.
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Become active participants in their own learning.
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Link what they just learned to what they already know.
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Feel that what they already know is worthwhile.
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Increase short-term memory.
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Move some of the information into long-term memory.
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Build a safe learning community, where they can talk, ask questions,
laugh, and make mistakes.
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Have fun while they learn.
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Buy into what is being taught.
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Lessen any/most resistance to the learning experience that they may have.
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Seek out additional learning experiences that make them feel as good as this one.
Strategies that Emphasize Active Engagement______________________________________________
Emotion and Learning
Things become real to the brain when we feel them.
I. The Physiology and Nature of Emotions
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Emotion drives attention. Attention is a precursor for learning and memory.
Things become real to the brain when we feel them.
Emotions are at least two times as fast as rationale thought.
Practice and emotion are the two things that cause changes to take place in the brain when we learn. .
It is biologically impossible to learn something to which the brain has not paid attention.
Emotions are now known to be a primary catalyst in the learning process.”
II. The Roles of Emotion in Learning
Emotion…
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directs attention.
creates meaning.
motivates us.
influences our priorities and goals.
helps us focus our reason and logic.
drives our creativity.
affects our memory.
affects alertness.
speeds up thinking and decision-making.
affects problem-solving ability.
influences behavior.
is crucial to survival.
constitutes our personalities.
III. Eliciting Positive Emotions and Boosting the Emotional Content of What You’re Teaching
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Use material that has a high emotional content.
Discuss people’s and literary characters’ motivations
Set realistic, but high, expectations.
Smile; incorporate humor, pleasure, and celebrations.
Offer personal attention, acts of caring, and recognition.
Involve students in cooperative learning activities; foster friendships.
Create an atmosphere of safety, security, and belonging.
Use music.
Give students opportunities to stretch and move.
Use games, friendly competition, and other enjoyable activities.
Incorporate storytelling, myths, legends, parables, and metaphors.
Try role-playing, skits, and debates.
Introduce novelty and high contrast.
Incorporate suspense, cliffhangers, and things left open-ended and unresolved.
Create positive stress.
Structure appropriate challenges and problems to solve.
Give students the locus of control; whenever possible, offer them a choice.
Strategies that Emphasize Active Engagement______________________________________________
Quick Tips to Increase Engagement through Emotional Safety and Community
(sources include Jensen, Rogers, Wolfe, and Sousa)
1. Feed the brain: The brain needs food and oxygen that is provided primarily through blood
pumped straight to the brain. Although the brain is only about 2% of the body’s adult weight, it
consumes almost 25% of the body’s energy. Movement increases oxygen to the brain.
2. Take time to process: Receiving constant input is like pouring more water into a cup that is full.
It is not as effective as receiving input punctuated by breaks for processing. Reflection time
reinforces the neural connections that are created through learning. Give students frequent breaks
during reading, videos, lectures, etc. to process what they have learned.
3. Colors: Use blue to signify important information. It is the easiest color to see. Use the cool
colors (blue, purple, brown, black, green, and brown) when students have to read material at a
distance.
4. Colors: Avoid using the fire colors (red, orange, yellow) except to highlight, circle, or underline
but NEVER TO WRITE. Not only do they tend to raise anxiety, they are hard to read at a distance.
5. Review: For every 10 minutes of content, have 2 minutes of application or review.
6. Mark: what is correct instead of what is incorrect on student papers...using the cool colors.
7. Display: learners’ work below waist level...emotions.
8. Reduce praise: from your feedback...rather give encouragement.... “You’re on the right track...”
9. Schedule: more global, less specific, detailed activities in the afternoon when the brain’s attention
molecules are lower.
10. Increase feedback: to learners up to every 15 – 30 minutes to insure understanding and
accountability (through peer teaching, mind maps, etc.).
11. Use the 28-over-3 rule: rather that testing at the end of the unit, expose students to the concepts at
least 28 times over the next 3 weeks through extra practice and/or extension of concept.
12. Have students stand: or move at least the major muscles every 20-30 minutes, trying for every
10-12 minutes.
13. Post a High-Five hand: at the door…and have students give themselves a high-5 for what they’ve
learned at the end of class.
14. 10-2 Rule: Brain research confirms that a student’s attention span is about one minute for every
year of age. Take the average age of your students. That number, plus or minus two, is the
appropriate number of minutes you can expect them to focus. Age +/- 2 = minutes of focus.
Strategies that Emphasize Active Engagement______________________________________________
Multi-Sensory Stimulation and Novelty: Timing and Movement
(adapted from Training from the Back of the Room!, Sharon Bowman, Pfeiffer Publishing, 2009)
How long can you sit and listen to someone talk? Let’s rephrase that: How long can you sit and listen
to a fact-based lecture, devoid of stories, emotion, or anything that connects you personally to the
content? Your tolerance for such a learning experience is probably minimal, and the actual time you
can remain sitting without getting fidgety is probably a matter of minutes, not hours.
Television has conditioned us to receive information in small segments of about ten minutes in length,
which is the average duration of a program segment between commercial breaks. Of course we can
pay attention longer than that, but the amount of information we remember may decrease. And,
because the body is simply sitting, less oxygen flows to the brain, meaning that our thinking gets
fuzzy. Commercial breaks give us the excuse we need to stand and move, even for just a few minutes.
The same timing applies to teaching. Information-delivery that lasts longer than ten minutes (close
enough is okay – twenty minutes will still work; anything longer probably won’t) will see a
diminishing return in terms of how much information learners will remember. The brain doesn’t
absorb information well when the body is totally passive and the only sensory stimulation is auditory.
However, add physical movement (learners’ movement, not yours) to the mix, and both the body and
mind become stimulated. Toss in timing – physical movement that learners participate in about every
ten to twenty minutes – and learners themselves see a dramatic change in their own energy and
interest, as well as recall and retention.
The reason physical movement is important while learning is elementary. The simple act of standing
after sitting awhile increases blood flow, and therefore oxygen, to the brain by about 15 to 20 percent
(Sousa, 2006, p. 34). So when learners move from sitting to standing, their capacity to learn also
increases by about 20 percent. Put another way, a simple change in posture can lead to a profound
change in learning.
One caveat about timing: The ten-minute rule may not apply to storytelling. Authors Chip and Dan
Heath, in their book Made to Stick (2007), make the point that messages that stick longest in the minds
of learners are simple, concrete, emotional, and taught in story form. A good story transports the
listener into a mentally stimulating world, in which the mental images are so real, and the emotional
connections so strong, that the length of time spent sitting and listening can become inconsequential.
Listeners can tolerate storytellers far longer than they can tolerate teachers who simply recite facts.
Strategies that Emphasize Active Engagement______________________________________________
Using Novelty in Lessons-David Sousa
(http://howthebrainlearns.wordpress.com/2011/11/14/using-novelty-in-lessons/)
Part of our success as a species can be attributed to the brain’s persistent interest in novelty, that is,
changes occurring in the environment. The brain is constantly scanning its environment for stimuli.
When an unexpected stimulus arises—such as a loud noise from an empty room—a rush of adrenaline
closes down all unnecessary activity and focuses the brain’s attention so it can spring into action.
Conversely, an environment that contains mainly predictable or repeated stimuli (like some
classrooms?) lowers the brain’s interest in the classroom tempts it to turn it elsewhere for novel
sensations.
Using novelty does not mean that the teacher needs to be a stand-up comic or the classroom a threering circus. It simply means using a varied teaching approach that involves more student activity. Here
are a few suggestions for incorporating novelty in your lessons.
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Humor: Laughter has physiological, psychological, cognitive, emotional, and social benefits. Laughter
and humor facilitate learning by making it stronger, more engaging, more efficient and memorable; they
facilitate communication, openness, rapport, and trust.
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Movement. When we sit for more than twenty minutes, our blood pools in our seat and in our feet. By
getting up and moving, we recirculate that blood. Within a minute, there is about 15 percent more blood
in our brain. We do think better on our feet than on our seat! Students sit too much in classrooms,
especially in secondary schools. Look for ways to get students up and moving, especially when they are
verbally rehearsing what they have learned.
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Multi-Sensory Instruction. Today’s students are acclimated to a multi-sensory environment. They are
more likely to give attention if there are interesting, colorful visuals, if they can interact with appropriate
technology, and if they can walk around and talk about their learning.
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Quiz Games. Have students develop a quiz game or other similar activity to test each other on their
knowledge of the concepts taught. This is a common strategy in elementary classrooms, but
underutilized in secondary schools. Besides being fun, it has the added value of making students
rehearse and understand the concepts in order to create the quiz questions and answers.
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Music. Although the research is inconclusive, there are some benefits of playing music in the classroom
at certain times during the learning episode.
Strategies that Emphasize Active Engagement______________________________________________
Bloom’s Taxonomy
Remembering:
 Rote recall and recognition of previously learned material from specific facts to a definition or
a complete theory.
 Comes back from long term memory in the form in which it was learned.
 Semantic memory
 Lowest level because there is nothing to indicate that the learner understands what is being
recalled.
Understanding:
 The ability to make sense of the material.
 May occur by converting the material from one form to another (words to numbers),
interpreting the material (summarizing a story), estimating future trends (predicting the
consequences or effects).
 When a student understands the material, rather than merely recalling it, the material becomes
available for future use to solve problems and to make decisions.
Applying:
 Ability to use learned material in new situations.
 Includes the application of such things as rules, concepts, methods, and theories to solve
problems.
 Procedural memory
 Selects, transfers, and applies data to complete a new task.
 Practice is essential.
Analyzing:
 The ability to break material into its component parts to understand its structure.
 Includes identifying parts, examining the relationships of the parts to each other and to the
whole, and recognizing the organizational principles involved.
 Organizing and reorganizing information into categories.
 Frontal lobes are working hard.
 The learner is aware of the thought process and understands both the content and structure of
the material.
Evaluating:
 The ability to judge the value of material based on specific criteria and standards.
 The learner may determine the criteria or be given them.
 The learner examines criteria from several categories and selects those that are the most
relevant to the situation.
 Multiple and equally acceptable solutions.
 High level because it contains elements of many other levels and judgments based on definite
criteria.
 Learners tend to consolidate their thinking and become more receptive to other points-of-view.
Creating:
 The ability to put parts together to form a plan that is new to the learner.
 Stresses creativity with the major emphasis on forming new patterns or structures.
 Being creative requires a great deal of information, understanding, and application to produce a
tangible product.
Strategies that Emphasize Active Engagement______________________________________________
Exploring Batteries with Bloom’s Revised Taxonomy
Remembering
List as many uses for household batteries as you can think of.
Name as many different sized batteries as you can.
Write down all the places where you can buy batteries.
List the prices of different batteries by looking through store catalogues.
Understanding
Describe the composition of a battery.
Draw and label the parts of a battery.
Describe how a battery works.
Applying
Demonstrate or draw a series of diagrams illustrating how to properly insert a battery
into a flashlight, a tape recorder or an alarm clock.
Analyzing
Determine ways the battery has changed the following markets: toys, small
appliances, and health aids.
Evaluating
What criteria would you set up to evaluate a particular brand of battery? How would
you use these criteria to select your next battery?
Creating
Invent a new toy that operates on batteries. Draw your design and indicate how and
where the batteries are to be installed.
Based on: Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach
Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow.
Strategies that Emphasize Active Engagement______________________________________________
Exploring Weather with Bloom’s Revised Taxonomy
Remembering
Compile a glossary of the following weather-related terms and their definitions: fog,
snow, wind, lightning, condensation, convection, cyclone, evaporation, forecast, front,
humidity, meteorologist, precipitation, weather, and climate.
Understanding
Using your own words, explain each of the following important weather concepts:
Hydrologic Cycle, Beaufont Scale, and Coriolis Effect.
Applying
Construct four different cloud formations from construction paper, felt pens and
cotton balls. Be sure to label and describe each one:
High cloud types: cirrus, cirrocumulus (rare) and cirrostratus
Middle cloud types: altocumulus, altostratus and nimbostratus
Low cloud types: stratus, and stratocumulus
Clouds through all levels: cumulus and cumulonimbus
Analyzing
Compare and contrast each of the following weather instruments used by
meteorologists to make weather predictions: barometer, anemometer, wind vane, rain
gauge and hygrometer.
Evaluating
Determine which geographic region of the world has the best weather or climate
conditions on a regular basis. Which areas will you consider and what criteria will
you use? Be able to defend your position.
Creating
In ancient time people invented stories to explain natural phenomena such as weather
conditions. Pretend you live in an ancient land. Compose a story that explains the
falling of hail. Illustrate your tale.
Based on: Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach
Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow.
Strategies that Emphasize Active Engagement______________________________________________
Exploring Dinosaurs with Bloom’s Revised Taxonomy
Remembering
Define each of the following words:
Prehistoric, paleontologist, herbivorous, fossil, fossil fuel, carnivorous.
Understanding
Explain the adaptive or defensive features and structural characteristics of dinosaurs.
Applying
Construct a series of “Who Am I?” cards by giving clues that describe several
different dinosaurs on flip cards.
Analyzing
Devise a theory to explain why dinosaurs became extinct. Predict how things would
be different today if the dinosaurs had lived.
Evaluating
Set up a list of criteria to use in assessing at least five books about dinosaurs to
determine which book is the best reference for your class. Write a paragraph
summary of your conclusions. You may like to use a Decision Making Matrix to help
you with your decision.
Creating
Pretend that you are a paleontologist and have just uncovered the bones of an
unknown species of dinosaur. Write a journal entry to describe when and where the
bones were found, what you named the dinosaur, what the dinosaur probably looked
like, and approximately how big the dinosaur was. Draw a diagram of the dinosaur.
Based on: Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach
Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow.
Strategies that Emphasize Active Engagement______________________________________________
Exploring Insects with Bloom’s Revised Taxonomy
Remembering
Brainstorm a list of insects – at least one insect for each letter of the alphabet.
Group your list as helpful or harmful insects.
Understanding
Choose an insect to research. Make a collection of 10 statements about your
insect, 5that are facts and 5 that are not facts. Write each on a separate file card.
Give the cards to a friend and see if he or she can tell fact from fiction.
Applying
Interview ten people to find out which insect each dislikes the most. Graph the
results and draw conclusions from your findings.
Analyzing
Search for the names of insects to finish these similes or comparisons:
As noisy as a …, As lovely as a …, As fast as a …, As funny as …, As leggy as
a …, As annoying as a …, As tiny as a …, As popular as a …, As unusual as a
…, As bright as a …
Evaluating
If you had to become an insect, which would you be? Support your choice with
at least five reasons.
Creating
Combine parts of several different insects to create a new kind of insect. Draw
a picture of the insect and label the parts.
Based on: Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach
Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow.
Strategies that Emphasize Active Engagement______________________________________________
Performance Prompts from Bloom’s Revised Taxonomy
(from Differentiated Assessment, Blaz, 2008)
Bloom’s Level
Prompts
Arrange
Choose
Combine
Compile
Copy
Count
Dance
Define
Describe
Draw
Fill in
Find
Hunt
Identify
Label
List
Match
Memorize
Observe
Outline
Name
Play (sport, instrument)
Point
Quote
Rap
Recall
Recite
Recognize
Rehearse
Relate
Repeat
Review
Select
Show
Sing
Sketch
Spell
State
Tell
Write on board
Understanding
*Demonstrate meaning of
information
Act
Categorize
Chart
Classify
Compare
Conclude
Correct
Demonstrate
Describe
Differentiate
Discover
Discuss
Explain
Extend
Find more about
Generalize
Give examples
Identify
Infer
Interpret
Locate
Outline
Paraphrase
Predict
Put into your own
words
Recognize
Report
Research
Restate
Retell
Review
Reword
Rewrite
Show
Summarize
Translate
visualize
Applying
*Apply information to a
real
situation
Adapt us
Apply
Build
Calculate
Change
Choose
Command
Construct
Convert
Demonstrate
Diagram
Discover
Display
Dramatize
Draw a map
Experiment
Incorporate
Interpret
Interview
Listen
Manipulate
Mime
Model
Modify
Operate
Order
Organize
Plan
Practice
Prepare
Produce
Record
Reformat
Reread
Research
Revise
Role play
Sequence
Share simulate
Solve
Translate
Remembering
*Remember previously
learned information
Strategies that Emphasize Active Engagement______________________________________________
Bloom’s Level
Prompts
Analyze
Appraise
Brainstorm
Categorize
Choose
Classify
Compare
Conclude
Connect
Contrast
Critique
Debate
Deduce
Dissect
Distinguish
Examine
Experiment
Infer
Inspect
Interpret
Investigate
Question
Organize
Reflect
Research
Select
Separate
Simplify
Solve
Survey
Test for
Evaluating
*Make judgments about
information
Adapt
Appraise
Argue
Assess
Build
Change
Choose
Combine
Compile
Consider
Convince
Craft
Criticize
Critique
Decide
Defend
Discriminate
Elaborate
Estimate
Evaluate
Feel
Forecast
Grade
Imagine
Improve
Judge
Justify
Modify
Persuade
Predict
Prioritize
Prove
Rank
Rate
Recommend
Select
Self-evaluate
Support
Theorize
Value
Verify
Creating
*Rearrange information
into
something new
Award
Build
Cartoon
Caricature
Combine
Compose
Conclude
Construct
Create
Design
Determine
Devise
Develop
Discuss
Disprove
Dispute
Explore
Generalize
Hypothesize
Improvise
Infer
Influence
Invent
Make
Measure
Organize
Originate
Perform
Plan
Produce
Propose
Rearrange
Refine
Reorganize
Report
Revise
Rewrite
Satirize
Transform
Write
Analyzing
*Break information into
parts/see how they relate
Differentiated “Wait-Time”
(www.av.k12.mo.us/main/files/Differentiated%20Instruction)
Strategies that Emphasize Active Engagement______________________________________________
Wait-time allows students sufficient time to process and develop a response to a
question before the teacher asks a specific student to respond.
1.
Every 20 minutes provide a 60 second talk break for
students to process information
2.
Give students 3-5 seconds of “wait-time”.
3.
Some students need more than 5 seconds when the question
is above their recall level.
4.
Some boys may need up to 60 seconds to bring information
up on their “screen”.
5.
Many students from poverty need additional “wait-time.”
6.
Students whose primary language is not English will need additional processing
time.
7.
Students with expressive language difficulty need more time for the retrieval of
words and thoughts.
8.
Some students with learning disabilities have difficulty locating and retrieving
“stored” information will benefit from increased wait-time.
Note: Wait-time and think-time are often used interchangeably.
Paper Pass
(from Differentiated Instructional Strategies, Gregory and Chapman, 2005)
Strategies that Emphasize Active Engagement______________________________________________
This activity uses several large pieces of chart paper.
1.
Place a different subject heading about your new unit on the top of each piece of paper
(depends on the number of topics you want to pre-assess).
2.
Each group gets a different colored marker.
3.
Each group brainstorms and writes down what it knows about its topic.
4.
The group passes the paper to the next group (pre-determine this).
5.
The second group reads all that has been written.
6.
The second group writes down what else it knows about the topic.
7.
The second group passes the paper to the next group to add to its sheet.
8.
The last group finishes its brainstorming and passes the paper back to its home group.
9.
The last group takes the information and groups it according to the information on the sheet.
10.
Each group can determine its grouping or have pre-determined grouping suggestions.
11.
Each group shares and then posts all the papers.
Paper
Pass