Activities for College Students [Plus: Free List of 45+ Activities]" width="2400" height="1200" />Planning to use interactive classroom activities intentionally can really transform the learning dynamic. Here are 20 activities to get you started.
Activities for College Students [Plus: Free List of 45+ Activities]" width="2400" height="1200" />
How interactive are your classroom activities? Do you have less energy for class than you used to? Do you find student grades declining? And are the teaching methods you’ve always relied on not working as well as they once did? We spoke to two college instructors, Chris Merlo and Monika Semma. Their strategies for interactive classroom activities will energize your class and get the discussion moving again.
Merlo, a computer science teacher, says that interactive classroom activities are not new to students, and one main reason why teachers have trouble connecting is that they fail to adapt to their students’ perspectives.
“My six-year-old son doesn’t find iPads amazing; to him, they’ve always just existed. Similarly, to a lot of students today, experiences like team exercises and flipped classrooms, while foreign to many instructors are not new.
“If we care about reaching today’s students, who seem to have a different idea of student responsibilities than we had, perhaps we have to reach them on their terms.
“In my thirties, I could still find a lot of similarities with my twenty-something students. But now, in my forties? Not so much. What I’ve started to realize is that it isn’t just the little things, like whether they’ve seen Ghostbusters. (They haven’t.) It’s the big things, like how they learn.”
Semma, a humanities TA, found that the chalk-and-talk approach failed on her first day in front of a class. “It was a lot like parallel parking in front of 20 people,” she said. “I looked more like a classmate. I dropped the eraser on my face whilst trying to write my name on the board. One of my students called me ‘mom.’”
“I chalked it up to first day jitters, but that same quietness crept its way back into my classroom for the next tutorial, and the next tutorial and the next. While nearly silent in class, my students were rather vocal in the endless stream of emails that flooded my inbox. That way I knew they wanted to learn. I also knew that I had to find a way to make tutorials more engaging.”
From these experiences, Merlo and Semma now share some interactive classroom activities for students and for teachers that can turn a quiet classroom full of people unwilling to speak up to a hive of debate, making the student learning experience more collaborative for everyone.
Energize your college classroom and get discussions flowing. Download The Best Classroom Activities for College Courses to engage and motivate students.
Chris Merlo: Open-ended questions don’t take any planning. All they take is a class with at least one student who isn’t too shy. I remember a class a few semesters ago that started with nine students. Due to a couple of medical conditions and a job opportunity, three of the students had to drop the semester. The problem was that these three students were the ones I counted on to ask questions and keep the class lively! Once I was left with six introverted people, conversations during class seemed to stop.
By luck, I stumbled on something that got the students talking again. I said, “What has been the most difficult thing about [the project that was due soon]?” This opened the floodgates—students love to complain, especially about us and our demands. This one simple question led to twenty minutes of discussion involving all six students. I wasn’t even sure what a couple of these students’ voices sounded like, but once I gave them an open-ended opportunity to complain about an assignment, they were off to the races. A truly successful classroom activity.
Chris Merlo: Students also love to find a professor’s mistakes—like me, I’m sure you’ve found this out the hard way. When I teach computer science, I will make up a program that, for instance, performs the wrong arithmetic, and have students find the bug. In a particularly quiet or disengaged class, you can incentivize students with five points on the next exam, or something similar.
If you teach history, you might use flawed examples that change a key person’s name, such as “King Henry VIII (instead of King John) signed the Magna Carta in 1215,” or match a person to an incorrect event: “Gavrilo Princip is considered to have fired the first shot in the Spanish Civil War (instead of World War I).” Beam these examples on the whiteboard, and let the students’ competitiveness drive them to get the right answer before their classmates.
Chris Merlo: This can go badly if you don’t set some ground rules for civility, but done well, classroom activities like this really help open up collaborative learning. One of my colleagues devised a great exercise: First, give students about half of their class time to write instructions that an imaginary robot can understand to draw a recognizable picture, like a corporate logo, without telling students what will happen later. Then assign each student’s instructions to a randomly chosen classmate, and have the classmate pretend to be the robot, attempting to follow the instructions and draw the same logo.
After a few minutes, introduce a specific student who can share their results with the class, then ask their partner to share the initial instructions. This method gives students a chance to communicate with each other (“That’s not what I meant!”) and laugh and bond, while learning an important lesson.
This exercise teaches computer science students the difficulty and importance of writing clear instructions. I have seen this exercise not only teach pairs of such students meaningful lessons but encourage friendships that extended beyond my classroom.
Monika Semma: As an instructor, it’s amazing how much information you can gather from a student-centered review session. Specifically, if you leave the review in the hands of your students, you can get an easy and thorough assessment of what is being absorbed, and what is being left by the wayside. The more you encourage participation, the more you’ll see where your class is struggling and the more comfortable students will become with course material. Here’s how to transform a standard review into one of your more popular classroom activities:
Students will have a tendency to pick the terms that they are most comfortable speaking about and those left consistently untouched will give you a clear assessment of the subjects in which your class is struggling, and where comprehension is lacking. Once your class has narrowed down the list to just a few terms, you can switch gears into a more classic review session. Bringing a bit of interaction and fun into a review can help loosen things up during exam time, when students and teachers alike are really starting to feel the pressure.
Monika Semma: Do you remember the pure and utter joy you felt upon seeing your professor wheel in the giant VHS machine into class? Technology has certainly changed—but the awesome powers of visual media have not. Making your students smile can be a difficult task, but by channeling your inner Bill Nye the Science Guy you can make university learning fun again.
A large part of meaningful learning is finding interactive classroom activities that are relevant to daily life—and I can think of no technology more relevant to current students than YouTube.
A crafty YouTube search can yield a video relevant to almost anything in your curriculum and paired with an essay or academic journal, a slightly silly video can go a long way in helping your students contextualize what they are learning.
Even if your comedic attempts plunge into failure, at the very least, a short clip will get the class discussion ball rolling. Watch the video as a class and then break up into smaller groups to discuss it. Get your students thinking about how the clip they are shown pairs with the primary sources they’ve already read.
Monika Semma: In the humanities, we all know the benefits of close reading activities—they get classroom discussion rolling and students engaging with the material and open up the floor for social and combination learners to shine. “Close reading” is a learning technique in which students are asked to conduct a detailed analysis or interpretation of a small piece of text. It is particularly effective in getting students to move away from the general and engage more with specific details or ideas.
If you’re introducing new and complex material to your class, or if you feel as though your students are struggling with an equation, theory, or concept; giving them the opportunity to break it down into smaller and more concrete parts for further evaluation will help to enhance their understanding of the material as a whole.
And while this technique is often employed in the humanities, classroom activities like this can be easily transferred to any discipline. A physics student will benefit from having an opportunity to break down a complicated equation in the same way that a biology student can better understand a cell by looking at it through a microscope.
In any case, evaluating what kinds of textbooks, lesson plans and pedagogy we are asking our students to connect with is always a good idea.
Group size: 10 students (minimum)
Course type: Online (synchronous), in-person
This activity helps build rapport and respect in your classroom. After you tackle a complex lecture topic, give students time to individually reflect on their learnings. This can be accomplished through guided prompts or left as an open-ended exercise. Once students have gathered their thoughts, encourage them to share their views either through an online discussion thread or a conversation with peers during class time.
Group size: 10 students (minimum)
Course type: Online (synchronous), in-person
Collaborative concept mapping is the process of visually organizing concepts and ideas and understanding how they relate to each other. This exercise is a great way for students to look outside of their individual experiences and perspectives. Groups can use this tactic to review previous work or to help them map ideas for projects and assignments. For in-person classes, you can ask students to cover classroom walls with sticky notes and chart paper. For online classes, there are many online tools that make it simple to map out connections between ideas, like Google Docs or the digital whiteboard feature in Zoom.
Group size: Groups of 5–10 students
Course type: Online (synchronous), in-person
Propose a topic or issue to your class. Group students together (or in breakout rooms if you’re teaching remotely) according to the position they take on the specific issue. Ask the groups of students to come up with a few arguments or examples to support their position. Write each group’s statements on the virtual whiteboard and use these as a starting point for discussion. A natural next step is to debate the strengths and weaknesses of each argument, to help students improve their critical thinking and analysis skills.
Group size: Groups of 5–10 students
Course type: Online (synchronous), in-person
Ask your students to focus on a specific chapter in your textbook. Then, place them in groups and ask them to make connections and identify differences between ideas that can be found in course readings and other articles and videos they may find. This way, they can compare their ideas in small groups and learn from one another’s perspectives. In online real-time classes, instructors can use Zoom breakout rooms to put students in small groups.
Group size: Groups of 5–10 students
Course type: Online (synchronous), in-person
This activity will improve students’ problem-solving skills and can help engage them in more dynamic discussions. Start by proposing a topic or controversial statement. Then follow these steps to get conversations going. In online classes, students can either raise their hands virtually or use an online discussion forum to engage with their peers.
Group size: Groups of 3–7 students
Course type: Online (synchronous), in-person
Provide students with a moral or ethical dilemma, using a hypothetical situation or a real-world situation. Then ask them to explore potential solutions as a group. This activity encourages students to think outside the box to develop creative solutions to the problem. In online learning environments, students can use discussion threads or Zoom breakout rooms.
Group size: Groups of 4–6 students
Course type: In-person
This activity exposes students’ ideas in a controlled way, prompting discussions that flow naturally. To start, share a list of discussion questions pertaining to a course reading, video or case study. Put students into groups and give them five-to-ten minutes to discuss, then have two students rotate to another group. The students who have just joined a group have an opportunity to share findings from their last discussion, before answering the second question with their new group. After another five-to-ten minutes, the students who haven’t rotated yet will join a new group.
Group size: Groups of 5–10 students
Course type: Online (synchronous or asynchronous), in-person
This activity allows students to see where their peers stand on a variety of different topics and issues. Instructors should distribute a list of provocative statements before class, allowing students to read ahead. Then, they can ask students to indicate whether they agree, disagree or are neutral on the topic in advance, using an online discussion thread or Google Doc. In class, use another discussion thread or live chat to have students of differing opinions share their views. After a few minutes, encourage one or two members in each group to defend their position amongst a new group of students. Ask students to repeat this process for several rounds to help familiarize themselves with a variety of standpoints.
Group size: 2–4 students per group
Course type: Online (synchronous), in-person
Assign students a case study or worksheet to discuss with a partner, then have them share their thoughts with the larger group. Use breakout rooms in Zoom and randomly assign students in pairs with a discussion question. After a few minutes, combine rooms to form groups of four. After another five minutes, combine groups of four to become a larger group of eight—and so on until the whole class is back together again.
Group size: Groups of 2–8 students
Course type: Online (synchronous), in-person
After you’ve covered a topic or concept in your lecture, divide students into small discussion groups (or breakout rooms online). Ask the groups questions like “How did this impact your prior knowledge of the topic?” or “What was your initial reaction to this source/article/fact?” to encourage students to reflect on their personal connections to the course concepts they are learning.
Group size: 20–25 students (maximum)
Course type: In-person
A statement that has two possible responses—agree or disagree—is read out loud. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. After everyone has chosen a side, ask one or two students on each side to take turns defending their positions. This allows students to visualize where their peers’ opinions come from, relative to their own.
Group size: Groups of 3–8 students
Course type: Online (synchronous)
Place students in small groups (or virtual breakout rooms) and pose a broad question or problem to them that is likely to result in lots of different ideas, such as “What was the greatest innovation of the 21st century?” or “How would society be different if _____ never occurred?” Ask students to generate responses by writing ideas on pieces of paper (one idea per page) or in a discussion thread (if you’re teaching online). Once lots of ideas have been generated, have students begin grouping their ideas into similar categories, then label the categories and discuss why the ideas fit within them, how the categories relate to one another and so on. This allows students to engage in higher-level thinking by analyzing ideas and organizing them in relation to one another.
Group size: 20 students (minimum)
Course type: In-person
Ask students to prepare for a discussion by reviewing a course reading or group of texts and coming up with a few higher-order discussion questions about the text. In class, pose an introductory, open-ended question. From there, students continue the conversation, prompting one another to support their claims with evidence from previous course concepts or texts. There doesn’t need to be a particular order to how students speak, but they are encouraged to respectfully share the floor with their peers.
Group size: 20 students (maximum)
Course type: In-person
Students form two circles: an inner circle and an outer circle. Each student on the inside is paired with a student on the outside; they face each other. Pose a question to the whole group and have pairs discuss their responses with each other. After three-to-five minutes, have students on the outside circle move one space to the right so they are standing in front of a new person. Pose a new question, and the process is repeated, exposing students to the different perspectives of their peers.
Making your classes more interactive should help your students want to come to class and take part in it. Giving them a more active role will give them a sense of ownership, and this can lead to students taking more pride in their work and responsibility for their grades.
A more interactive class can also make things easier for you—the more work students do in class, the less you have to do. Even two minutes of not talking can re-energize you for the rest of the class.
Plus, these six methods outlined above don’t require any large-scale changes to your class prep. Set up a couple of activities in advance here and there, to support what you’ve been doing, and plan which portion of your class will feature them.
The reality remains that sometimes, students do have to be taught subject matter that is anything but exciting. That doesn’t mean that we can’t make it more enjoyable to teach or learn. It may not be possible to incorporate classroom activities into every lecture, but finding some room for these approaches can go a long way in facilitating a positive learning environment.
And let’s not forget, sometimes even an educator needs a brief departure from the everyday-ordinary-sit-and-listen-to-me-lecture regimen.
Energize your college classroom and get discussions flowing. Download The Best Classroom Activities for College Courses to engage and motivate students.
