Board Games and card games borrow structures and play materials from popular recreational games to create engaging learning activities. Board games typically use board movement to encourage individuals and teams to demonstrate their mastery of concepts, principles, skills, and problem-solving strategies. Card games often require players to classify and sequence pieces of information from the instructional content, or share and trade pieces of information.

Pair activities such as coaching, “critical friend,” or pair programming typically involve two students paired up with particular roles. For instance, one member may be responsible for teaching a concept to the other, or to provide support and feedback on a learning activity. Often, the two students will take turns playing each role, or will provide mutual support and feedback.

Consensus decision-making activities involve a list of items to be arranged in order of priority. Participants complete the task individually and then reach consensus in teams. They may then compare their priority rankings with “expert” ranking. In the process, they learn more about factors that contribute to the importance of items and also factors that influence making decisions and reaching consensus.

Item processing is an interactive strategy in which individuals and teams generate, organize, and sequence ideas, facts, questions, etc. This activity enables participants to construct meaningful categories and sequences, resulting in deeper understanding and easier recall.

Role-playing requires participants to enact individual or team roles, often assuming attitudes or characters other than their own. Role-playing activities are usually built around such skills as leadership, teamwork, and planning. Debriefing after the role-play draws out issues and relationships that surfaced during the exercise.

Case studies involve a written account of a real or fictional situation, usually involving a problem. Participants work in teams to analyze, discuss, and recommend appropriate solutions. In some cases, the teacher may recount the actual decisions implemented in the real-world situation on which the case was based.

Panels are a special kind of role-playing involving an expert panel and moderator discussing a real or hypothetical case-study. Other members of the class can act as the audience, asking additional questions and challenging panelists' assumptions.

Jolts lull participants into behaving in a comfortable way and deliver a powerful wake-up call. They force participants to re-examine their assumptions and revise their standard procedures. Jolts typically last for a few minutes but provide enough insights for a lengthy discussion.

Openers are conducted near the beginning of a class session. Used to preview main points, orient participants, introduce participants to one another, establish ground rules, break the ice, set goals, or provide material for later discussion.

Closers are activities conducted near the end of a session. They are used for reviewing, tying up loose ends, applying concepts, providing feedback, or exchanging information for future contacts.