USF Stavros Center presents:���Marketplace �of �Ideas!
March 5, 2026
Adam Kloper
Beverly Ledbetter
Our Workshop Sponsor:����
Workshop Goals:
What is Market Place of Ideas?
Creative Strategies for Your Classroom
This training will be full of small quick ideas that can make your lessons more fun and engaging.
Aisle 1: Word Market - Vocabulary
Aisle 2: Innovate that Worksheet
Aisle 3: Matching Mall
Aisle 4: Trade and Negotiate - Group Collaboration
Aisle 5: Engagement Booth
Aisle 6: Creativity to the Rescue
Aisle 7: Management – That Kid
WHAT IS IT?�
WHEN TO USE IT?�
WHAT DO YOU NEED?
Shopping list…. so you don’t forget!
Using your handout, write some quick notes for thoughts you have to implement the idea in YOUR classroom
Aisle 1: Word Market Vocabulary
Flash Sale…�
Fill your basket!
Choose 5 financial literacy or economic terms you would use in your classroom.
Write the word and draw a picture on the front. Put the definition on the back.
See how you can transform them into many strategies!
REMEMBER TO NOTE!
Headbands
What is it?
When to use it?
What do you need?
Students work with a partner. Each student places a vocabulary card on their forehead so their partner can see the word, but they cannot. Partners give clues—without saying the word—until the student wearing the card correctly guesses it.
REMEMBER TO NOTE!
Word of the Day
Choose a vocabulary word and write it in the center of a chart paper. Students add their own definitions, connections, examples, drawings, or anything else that relates to the word. As a class, they build a collaborative word map that deepens understanding and helps reinforce meaning through multiple perspectives.
What is it?
When to use it?
What do you need?
REMEMBER TO NOTE!
I Have, Who Has…
Students sit in a circle or remain at their desks with a deck of “I Have, Who Has…” cards. Each card contains one vocabulary answer (“I have…”) and a new prompt (“Who has…?”). One student starts by reading their card aloud. The student holding the matching answer reads theirs next, continuing the chain until all cards have been used.
REMEMBER TO NOTE!
Sign Language
Students practice vocabulary by finger‑spelling each word using the American Sign Language (ASL) alphabet. Display the ASL alphabet chart or give students a reference card. Call out or show a vocabulary word, and have students use their hands to spell it letter‑by‑letter.
REMEMBER TO NOTE!
Create a Motion
Students deepen their understanding of vocabulary by inventing a motion, hand signal, or full‑body movement that represents the meaning of each word.
REMEMBER TO NOTE!
Die for Vocabulary!
Vocabulary term/Die Roll/Answer
3. For each vocabulary term, the students roll a die. The number they roll tells them the activity they are to complete for that term.
1 = give a definition of the term
2 = give an antonym and synonym for the word
3 = write a sentence using the term
4 = make a connection with that term to another
5 = give an example of the term
6 = your choice of any of the above
REMEMBER TO NOTE!
Using Bloom’s Taxonomy
Choose a term.
Using Bloom’s Taxonomy as a guide, have your students think about the vocabulary term, moving up to higher order thinking.
Vocabulary Cube!
Bloom Ball!
REMEMBER TO NOTE!
Build It
Students create a physical or drawn model that represents the vocabulary word. They can sketch a picture, build it with clay or Play‑Doh, or construct it using materials like Legos, pipe cleaners, or small craft items. The goal is for students to show the meaning of the word through a concrete, visual model, strengthening comprehension by turning abstract vocabulary into something they can see and manipulate.
REMEMBER TO NOTE!
Pictionary
Students build vocabulary understanding by drawing a word while their classmates try to guess it. Choose a vocabulary term, and one student goes to the board (or uses a small whiteboard) to sketch a picture that represents the word’s meaning without writing letters or numbers. The rest of the class or group calls out guesses until someone identifies the correct word.
REMEMBER TO NOTE!
Taboo
Students practice vocabulary by trying to get their teammates to guess a target word without using a list of “taboo” words that are closely related to its meaning. Give one student a card with:
The vocabulary word
3–5 forbidden words they are not allowed to say
The student must describe the word in other creative ways—using examples, characteristics, or comparisons—while teammates try to guess it before time runs out.
REMEMBER TO NOTE!
Aisle 2: Innovate That Worksheet
Question Trail
Question Trails are a fun way to review any skill or subject. Students travel around the room answering multiple choice questions. Each correct answer leads them to another poster until they complete the loop. If they get them all right, they will hit each poster once. If they make a mistake, they backtrack to find their error.
REMEMBER TO NOTE!
Key Terms Links
Step 1: Create a list of 7 vocabulary words.
Step 2: Decide on the center term and then fill the remaining hexagons with the terms.
Step 3: The students explain how each term is linked to the word next to it.
REMEMBER TO NOTE!
Interactive Quizzing with Microsoft Forms
Transform traditional practice by placing your questions into Microsoft Forms, turning your activity into a dynamic, self‑paced, and engaging experience. Forms allows you to upgrade simple quizzes into interactive learning tools with features such as:
✔ Branching Paths
✔ Personalized Feedback
✔ Multimedia Support
✔ Automatic Grading & Data Collection
This gives teachers real‑time insight into learning mastery.
REMEMBER TO NOTE!
Self Checking
Turn practice into a built‑in feedback system by creating activities where the answers reveal themself. Students instantly know whether they are correct, preventing them from reinforcing mistakes and making the learning experience more fun and game‑like.
✔ Decoder Activities
✔ Riddle Solutions
✔ Puzzle‑Based Checks
REMEMBER TO NOTE!
Aisle 3: Matching��Mall
Egg Cartons
Turn a classic matching activity into a playful, tactile experience by placing the matching pieces inside plastic Easter eggs arranged in an egg carton. This simple twist boosts excitement and keeps students motivated while practicing vocabulary.
REMEMBER TO NOTE!
Fly Swatter
Lay out a variety of vocabulary words or answer choices on a table or whiteboard.
Give each student in the group a fly swatter.
Read a question or definition whose answer is one of the displayed choices.
Students race to swat the correct word.
The first student to swat the right answer earns a point.
REMEMBER TO NOTE!
Aisle 4: Trade & Negotiate�Group Collaboration
Quiz, Quiz, Trade
Give each student a card with a question on the front and the answer on the back.
Students circulate around the room and find a partner.
Partner A quizzes Partner B by showing only the question side of the card.
Partner B answers.
If incorrect, Partner A coaches or gives hints until Partner B gets it right.
Switch roles.
Partner B now quizzes Partner A using their card.
Trade cards.
After both questions are answered correctly, students exchange cards.
Find a new partner and repeat the process with fresh questions.
REMEMBER TO NOTE!
Jigsaw Learning
Divide the Class Into Home Groups�Each group has 3–5 students. Every student in the group is assigned a different part of the topic.
Move to Expert Groups�All students assigned the same topic gather together. In these expert groups, students read, discuss, or study their section until they understand it well enough to teach it to others.
Return to Their Home Groups�Each student now teaches their assigned section to the rest of their group. Home groups rely on one another—each student’s “piece” is essential to complete the full lesson.
Synthesize the Whole Topic�The group completes an activity requiring all pieces of information (e.g., a chart, concept map, summary, or problem‑solving task).
REMEMBER TO NOTE!
Everyone Gets it
Split the class into two groups.�Each group works as a team, but students solve the problem individually.
Pose the same question to both groups.�Every student works silently and independently to find the correct answer.
Identify the first correct student.�The first student who finishes raises a hand. The teacher quickly checks the answer.
The verified student becomes the group’s first “Verifier.”�This student now helps check answers for classmates in their group.
Students get verified one by one.�As students finish, they raise their hand to get their work checked by a Verifier.
If correct, they also become Verifiers and help others too.
If not, correct, the Verifier guides them until they fix their work.
The team grows in strength as more students become Verifiers.�The group gradually speeds up because more members are checking and coaching.
The first team with all members verified wins the round.
REMEMBER TO NOTE!
Problem:�A student invests $1,200 in a savings account with an annual interest rate of 6%, compounded quarterly.�Another identical account also earns 6%, but interest is compounded daily.�Both accounts are left untouched for 3 years.
Which account will have more money after 3 years?�How much more?
Round to the nearest dollar.
Everyone Gets it
Rally Coach
Students pair up. Each pair shares one set of problems or one task at a time.
Student A solves, Student B coaches.
Student A works through the problem out loud.
Student B watches carefully, gives hints, asks guiding questions, and encourages correct thinking—without giving the answer.
Switch roles.�Student B solves the next problem.
Student A becomes the coach.
Continue alternating.�Partners rotate roles with each question, practicing both explaining and coaching.
REMEMBER TO NOTE!
Appointment Calendar
Incorporate movement and easy re-grouping.
Create an appointment calendar for your students.
Decide how many different groupings you want. Choose a theme– a clock, continents, literary genres, time periods, storybook characters, ABCs, etc.
First, have the student write their name on the sheet.
Next, announce the category and have students pair up. They exchange papers and write their name on the same category.
When everyone has completed that, announce for the students find a new partner and repeat the process till everyone has their appointment calendar completed. (odd number of students? They meet with you!)
REMEMBER TO NOTE!
Aisle 5: Engagement
Make a Game
Give students the chance to show what they’ve learned by designing their own board game or classroom game based on the current unit. This strategy blends creativity, critical thinking, and content mastery.
REMEMBER TO NOTE!
Aisle 6: Creativity to the Rescue
Put some meat on those bones!��Flesh out the Skeleton!
Label the skeleton bones with concepts you want your students to answer about a concept or event.
They “flesh out” the skeleton adding details.
REMEMBER TO NOTE!
Compass Rose
A compass rose helps learners view an issue or event from different perspectives.
Step 1: Frame the issue or event.
Step 2: Label each point on the compass rose with a word beginning with each of the 4 points (N, S, E, W)
REMEMBER TO NOTE!
But, Because, So
But, Because, So is a writing prompt which enables students to expand on their knowledge.
The BUT part should prompt an exception, the BECAUSE part should prompt a reason and the SO part should prompt a conclusion/effect.
Contrast, Cause, Effect.
Savings
I wanted to go on the school trip, but I didn’t have enough money, because I hadn’t been putting money into my savings, so I started setting aside a little each week to be ready next time.
�
The Homestead Act was a law that gave free land to settlers but led to wars with Native Americans.
The Homestead Act was a law that gave free land to settlers because the government wanted to encourage westward expansion.
The Homestead Act was a law that gave free land to settlers, so thousands of Americans began to move out west.
REMEMBER TO NOTE!
Bio-Poems
A Bio-Poem, is a structured poetic form that reflects on the life and experiences of a person. It can be tailored to be written about a group of people (think Native American tribe) or a country.
5th Grade Gifted
REMEMBER TO NOTE!
I used to think, but now I know
Helps students reflect on what they thought about an issue or event (or a character in a book) and how their thinking has changed.
Have students think back to what they thought they knew about the topic. Then have then reflect on how that thinking has changed.
The writing prompt is..
I used to think__________________, but now I know____________________________.
I Used to Think But Now I know…. By Molley Hammond
I used to think Conversational and Academic language were interchangeable,
Now I know that it is much harder for an ELL to understand Academic language.
I used to think that students who spoke English fluently were proficient in school,
Now I know that not every student that is fluent is proficient in school.
I used to think that collaborative learning would help an ELL succeed in the classroom,
Now I know that teaching English specifically will be more beneficial to the student.
I used to think that teaching in English was the only way to teach,
Now I know that teaching English is something that must be included.
I used to think that it took someone who studied the native language of a student to be able to teach them,
Now I know that anyone, including myself, can teach the student.
REMEMBER TO NOTE!
Creative Writing … �with a twist
Everyone wants gifts!
Have your students write a letter to Santa asking for three things a historical person (or character or science element or even a number) would want for Christmas and state why.
Or… Create a letter to Santa from a villain persuading Santa what they did wasn’t all that bad!
Or.. create Superheroes to combat a villain! What is their superpower and how can they combat the villain?
REMEMBER TO NOTE!
Aisle 7: Management –�� That Kid
Be My Arms
This strategy gives a student who may struggle with behavior a positive leadership role by making them your “hands” during instruction. As you continue teaching, the student stands beside you and mirrors all of your instructional hand motions—such as pointing to key information, signaling steps, or emphasizing important ideas. Their task is simply to watch you closely and amplify your gestures so the class sees them clearly. This keeps the student engaged with a purposeful job, channels their energy into something productive, and helps reinforce your teaching visually for the whole class.
REMEMBER TO NOTE!
Echo Me
This is the same as “Be My Arms” but instead of doing my hand motions the student will echo the last words I say. So, as I am teaching once I point to that student, they must restate the last words I just said.
REMEMBER TO NOTE!
Behavior Cards
Create a behavior card and have them handy to hand out quietly to THAT KID who is just beginning to be off task and cause a disturbance. It is quiet and non-confrontational but lets your expectations of better behavior expressed.
THANK YOU�FOR SHOPPING WITH US!
Adam Kloper
Adam.kloper@hcps.net
Beverly Ledbetter
Beverly.Ledbetter@usf.edu
Checkout!
IDEAS
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