First aid for passivity emergencies

Do you pose questions to students, but get little (or no) response? Or, is it always the same two or three students answering? Try these easy ways to include everyone; they make answering questions less individual and make sure students feel more anonymous and safe to answer:

1. Set-up the furniture for interaction

Nothing kills (peer) interaction like a classic school-row set-up. For whole-group interaction and plenary explanations, make a U-shape. For peer interaction in small groups, make group-tables for 3-6 students.

2. Use a simple show of hands

Change your question from an open format to a yes/no format and ask students to raise hands if they think yes. Or post your questions as a statement and ask students who agree to raise their hand or even stand up. A short stand-up/sit down quiz is physical and has the extra advantage of increasing bloodflow. Give sufficient time and encouragement if students are hesitant, and be appreciative of input.

3. Use anonymous (digital) voting

Use a voting tool like Wooclap to have students submit answers anonymously. It offers many options for questions: Multiple choice, fill in the blank, rank, wordcloud, poll, etc.. Optionally: Encourage students to discuss with a neighbour before they submit their vote.

4. Let students write before answering

Give students a minute to think and write down their answer for themselves. After that:

• Ask a few students “What did you write down?” (rather than “What is the answer?”).
• Ask if others had the same or a similar notion or if they had something completely different. For example, by raising hands.
• Let students exchange answers with a peer, add something, or briefly discuss (like in Think-Pair-Share).

5. Start with an informal low-stakes ice-breaker

Use a brief ice-breaker for students to get to know, or talk to, each other a bit more. Do a low-stakes activity where everyone briefly introduces themselves or gives their answer / opinion to a neutral statement (“My favorite molecule / natural law / theorem / cell type / planet / movie / type of coffee/ is…”). As a lecturer, you can join and start first, to set an example. As inspiration, see these two teaching activities: Break the ice and gain insight and Opening statement.

Do you leave room for questions in your lessons, but students never seem to have any? Are you unsure whether students feel shy, or whether they really have no questions? Then, instead of simply asking “Are there any questions?”, try these simple methods:

1. Value questions as treasures and express appreciation

Point out from the start that you love it when questions are asked. That it makes you happy as a lecturer if you see them think along. That you cannot feel more satisfied after a lecture than when there were a lot of student questions. That no stupid questions exist. That other students probably have similar questions. That you need their questions for your explanations. Yes, you can exaggerate or over-act a bit here.

• Use any version of the above that fits your personal style. Just emphasise on how valuable their questions are.

2. Set-up the furniture for interaction

Nothing kills (peer) interaction like a classic school-row set-up. For whole-group interaction and plenary explanations, make a U-shape. For peer interaction in small groups, make group-tables for 3-6 students.

3. Structure and re-frame moments for questions

Leave room for questions every 10/15 minutes, and appoint a topic rather than an open opportunity: “Anything still unclear about the T-cell receptor / this theorem / the example I just showed / etc.? During tutorials, if students hardly ask any questions during group work and they hardly respond when you address then, re-frame the way you ask questions as if you’re definitely expecting them, e.g. by asking which questions there are, rather than asking if there are any, or asking what is still unclear, rather than ‘everything clear?’.

4. Let students write before asking

Give students a minute to think and write down a question they have or a concept that is not clear to them. Then ask them to either share it aloud, discuss with a neighbour, submit it anonymously (e.g., through Wooclap), or collect their papers and randomly pick some questions (anonymously).

You can also use the Think – Pair – Share format to do this: Students first reflect individually, then discuss with a partner, and finally share a summary or question with the class.

5. No questions; then a challenge!

Activate the students with a contra-question or formative / playful challenge if no one has questions. “No questions? Great, that suggests that everything is more or less clear, so I have an interesting question/case/puzzle for you” , and then do a simple activity such as a true/false statement, an estimation question, a Wooclap, or predict a situation/an outcome/a case etc. Use their replies to figure out if there were still unclarities.

Does your course have a small number of participants, and do not all students show-up at a lecture? If so, you may end up with only a handful of students in your lecture. Imagine in a room for 20-40 students, you may have only 5-10 (or worse…). Here’s what you can do to still create an atmosphere in which students feel connected with peers:

1. Appreciate their presence and have students sit together

Acknowledge students’ presence and ask students not too sit dispersed throughout the whole room. When you’re in a large lecture hall, ask everyone to be at least in the first few rows. Validate why you want them to sit closer together. For example, they’re going to discuss certain topics with peers. Or, you want to be accessible for everyone. Etc.

2. Small room? Make a meeting-room-style group table and place the screen at the head. 

This will immediately create an atmosphere of co-working and it wil feel more informal and lower the threshold for students to ask questions or share ideas. It is alo ideal if you give students small assignments or peer assignments; you can then easily walk around to guide and assist. See also the next point.

3. Change your question-style

In a small group, it is easier to gauge everyones understading, rather than just the few who answer. Ask students to briefly write down something for themselves and share with a peer or with you; instead of one person answering, let everyone share their answer or opinion. Or let students briefly discuss as a team.

4. Have some interactive activities prepared just in case

With a small group, you lose less time for everyone to sit down, pull out their laptops, and stop chatting. Have some interactive activities prepared ‘just in case’. Validate the extra value of this: “Since we’re a small group today, I’m going to give you an interesting case with some more interaction, to help you understand / go deeper into / practice more/something you won’t find in a text book...” Students appreciate that you recognise their effort of being there, and the adaptation to them as a group of peers specifically. See next point.

5. Use everyone actively & turn the group into a team

Give the group a collective challenge or project: Small problem-solving exercises where the whole class works together. You can assign short individual roles (e.g., summariser, question asker, explainer) or responsibilities during activities to ensure everyone contributes.

6. Adjust your pacing and depth

Small groups can explore topics more deeply. You can provide more nuanced explanations or go into optional extensions for motivated learners.

Too many tutorials end up becoming “homework classes”: Students quietly grind through problem sets, while the TA quietly waits for questions, sometimes even diving into their own work if students don’t ask questions. This setup underuses valuable contact time and mainly serves the students who were already confident, and who’ve chosen to show up in the first place. With these structural tweaks, you can give interaction and engagement a boost: 

1. Set-up the furniture for interaction

Nothing kills peer interaction like a classic school-row set-up. For whole-group interaction and plenary explanations, make a U-shape. For peer interaction in small groups, make group-tables for 3-6 students. Or book an active learning space.

2. Always start (and preferably end) plenary and actively

A welcome, a concept question, a quick “show of hands” poll, a check how the lecture has been received and how the energy is for that day…it all focuses attention, surfaces misconceptions, and gives the lecturer or TA a sense of where the group stands. Ending with a brief plenary wrap‑up: “What did we learn today?” or one exam‑style question you solve together closes the loop. Check-out this activity from the activity finder: Check-in and check-out.

3. Give the tutorial a clear, communicated structure

Avoid the “just work on the sheet” message and tell students explicitly how the 2 hours will run. For example, 10 minutes plenary start, 25 minutes group work on problems 1-3, 15 minutes plenary discussion of 2 key problems, break, etc. Put this structure on the board or first slide and stick to it, so students know what to expect and stay engaged.

4. Use a consistent format across the course

A simple pattern for all tutorials in the course, communicated in the syllabus, helps students prepare and lets TAs refine their routines. For instance: “On Tuesdays we work in groups on conceptual and exam‑style problems; on Thursdays we focus on individual practice and Q&A.”

5. Provide TAs with a template lesson plan or scaffold

Don’t leave TAs to “just be there for questions.” Give them a short, repeatable lesson plan: Timing, which problems to use in plenary explanations, when to do a whole‑group plenary example, what to look for while walking around, etc.. A one‑page scaffold per session makes it much more likely that tutorials include active starts, structured work, and meaningful closings. See this template and tips for a lesson plan.

6. Use active learning methods and stimulate peer interaction

This fix is a bit less quick, but worth it. Solving problems on their own is what they can do just as well at home, many students say. So bring something to the tutorial that students can’t get at home, and include ample peer interaction (see point 1!). It will lead to deeper learning, and development of communication and co-working skills. You can also include activities that form part of the final grade. Check the STEM active learning activity finder for inspiration or templates.

7. Co‑design activities with your TAs or with TLC Science

Similar to tip 6, this is not a quick fix, but a long(er) term solution: Brainstorm with your TAs in advance. Which activities fit this course, this topic, this cohort? What has worked for them elsewhere? Build those ideas into the tutorial template. You can use this scaffold for hosting a brainstorm session.

Or, if you want extra inspiration or a fresh pair of eyes, book a brainstorm or co‑creation session with TLC Science.

Students often “understood it in the lecture, but a week later it was gone”. Indeed, students can do fine on a problem right after instruction, but struggle on similar questions in a later tutorial or exam. The issue is building in enough retrieval options and reuse the knowledge so it actually sticks. Show students that forgetting is normal, and that the course is designed to help them relearn and reinforce what matters most, using these tweaks:

1. Start every session with short retrieval of prior knowledge (not new input)
Begin each class or tutorial with 3-5 quick questions on previous material (a mini‑quiz, poll, or “write down the key steps for…”) before introducing anything new. No syllabus or notes allowed for 2-3 minutes: Students have to pull knowledge from memory. Then let them check with neighbours. This massively improves long‑term retention.

2. Expand old content in new problems
When designing problem sets or examples, always include 1-2 items that combine last week’s topic with the new one. For example, a current chapter problem that also requires a concept from the previous chapter. You can tell students explicitly: “We keep mixing topics because real problems do too, and it helps you not to forget.”

3. Use low‑stakes quizzes or weekly tests
Give short online quizzes that always include some questions from earlier weeks, and keep them formative or low stakes. This builds-in regular review moments without high pressure and gives you data on what is fading. See this activity from the activity finder: Weekly test.

4. Let students produce mini-summaries
At the end of a lecture, let students write a 1 minute exit paper or mini reflection; what is the most important thing they’ve learned, and what are they going to re-read or look-up themselves? Or, instead of giving ready‑made summaries, ask students to create a one‑page “cheat sheet” from memory at the end of a topic, then compare with notes and fill gaps. Let them do it by hand, on paper, or whiteboard; no laptop, no AI. Collect or briefly discuss a few examples in class so they learn what a good summary looks like.

5. Revisit key concepts before major assessments
Plan short wrap-up meetings in the week before a midterm or exam. Use a session or part of a lecture to revisit the 5-10 most important topics. Use retrieval questions and application tasks, rather than re‑lecturing the topic. Or do an unannounced, purely formative practice exam, using Wooclap (or on paper). Afterwards give the answers and explanations, and let students calculate their ‘grade’, so they know exactly where they stand and what to do and study.

6. Build-in active memory retrieval or content application in lectures least every 15-20 minutes
That massively helps to get content into the working memory. See the tips in the next topic.

Do you want to keep students engaged during your STEM lecture, but you don’t have time or space to make big changes right now? To keep student brains awake and fresh, it’s recommended to do an interactive activity at least every 15-20 minutes. These small tweaks are proven to boost engagement and learning, and are very simple to include. Take your pick or make a combination:

1. Think-Pair-Share

Ask students to write down their answer to a question or calculation. For example, in one sentence, the expected acceleration of a 2 kg cart when a 10 N horizontal force is applied. Give the students 30-60 seconds to write down their answer. After 30-60 seconds, they discuss their answers with a neighbour, reconcile any differences, and then a few pairs share the correct expression (in this case a = F/m) with the class.

2. Prediction activity

Before explaining the next step in a reasoning, calculation, code or concept, let students predict what they think is the next step or outcome. For example: “Show a plot of input size (n) versus runtime for three algorithms (bubble sort, quicksort, merge sort).” Before revealing the answer (here: curves), ask students to predict what they think (e.g. which algorithm will have the steepest slope for large (n). After collecting their predictions, display the actual results and discuss why that is true, or any misconceptions (in this case, the (O(n^2)) vs. (O(n\log n)) complexities). Having students predict a next step also works well in lectures where you are writing and building a line of reasoning on the whiteboard.

3. Voting quizzes or statements

Use a voting tool like Wooclap (or simply a slide and show of hands) to pose a multiple choice poll, or a true/false or I agree/do not agree statement. For example, “When 25 mL of 0.1 M HCl is mixed with 25 mL of 0.1 M NaOH, the resulting solution will have a pH of …” (options: 3, 5, 7, 9). After voting, react to the answers. Explain why the correct answer is correct and address any misconceptions, for example when more votes are wrong then right.

4. One-minute-paper

After 15-20 minutes of lecturing, give students one minute to write a brief answer to an open question. For example, “In your own words, why does the sampling distribution of the mean become approximately normal regardless of the original population shape?” “Or ‘what are your main take-aways of the last topic‘? ” Collect the responses for quick formative feedback and address common misconceptions. this writing exercise may also lead to questions being asked, allot some time for that.

5. Explain to your neighbour

After explanation of a concept or reasoning, ask students to explain the same concept in their own words to a neighbour. It will immediately become visible for themselves whether they grasp the concept. After 1-2 minutes, check if they understood the concept or if they need further clarification. Do this at least twice in your lecture so that each student can once be an explaining neighbour and once a receiving neighbour. When students are far apart ask them to move towards a peer.

6. Re-use exam questions

Take one or two past exam questions that are not too long or complex, and have students attempt them in class individually or with a neighbour, before you walk through the solution, using their attempts to shape your explanation.

7. Playful prize questions

Give students a question or puzzle that is related to the topic, but also to daily live. For example, “How many photons per second does a typical 1 m² solar panel receive from the Sun at Earth’s orbit?” Or “How many meteoroids larger than 1 cm in diameter strike the Earth’s atmosphere each day?” Give a single order‑of‑magnitude answer (e.g., (10^{x}) per day). Let students send in their estimation using a voting tool (and include their name if they want to win!). The first to send in the correct (or best) estimation wins. An actual prize makes it more lively.

NB. Use this always in a playful, voluntary and formative way. No leaderboards or pressure.

8. Tomato throwing / Spot the mistake

Make deliberate mistakes and urge your students to spot them and call you out. See this learning activity: Tomato throwing.

9. Exit ticket

At the end of the lecture, ask students to spend 1-2 minutes writing a brief response to a single question, such as “What is the most important thing you learned today?” or “What concept is still unclear to you?” Collect these responses (on paper or via a voting tool) to get immediate feedback on understanding and misconceptions, and use it to guide the next session.

10. Let UvA AI Chat help you

Use UvA AI Chat to help you make specific questions and puzzles for the activities above. Prompt it well: Give the topic, type of questions, academic level, and possible misconceptions you want to tackle. It usually comes up with easy to use and sometimes surprisingly fun questions. Do check for accuracy and hallucinations.

When students have not prepared (well enough), first of all, RESIST the temptation to simply reteach everything. Use the situation as diagnostic information and keep students actively involved. Key principle: Don’t reward unpreparedness with a lecture. Keep students thinking, discussing, and applying.

1.Diagnose before you explain

Don’t immediately start reteaching. Give students one short question or problem based on the preparation and let them answer individually (e.g. first write down for themselves, then share answers). This reveals what they actually know and where the important gaps are. For example: “Take two minutes. Don’t worry about getting it right. I want to see where we’re starting.”

2.Make them struggle productively

If students cannot answer immediately, don’t rescue them too quickly. Give them a problem they can partly reason through and ask them to identify what information or knowledge they are missing. This gives a problem → struggle → explanation chain of events and makes students aware of knowledge gaps (that could’ve been prevented by preparation). Depending on time/your lesson plan, you can let students look up the missing information (a.k.a. the preparation) together.

3. Keep prepared students learning too

If some students did prepare, don’t make them sit through a complete recap. Appreciate their effort. Offer an extension or challenge question so they can deepen or transfer their understanding while others catch up. Example: Basic task: calculate the reaction rate. Challenge: explain why the rate changes under these conditions. Or, when you have a series of assignments for that day, state which assignments you minimally expect students to do while simultaneously looking up the preparation (as in an open book test), whereas the prepared students can work on all assignments. They will likely have to do less at home/before the test/etc.

4. Put them in pairs before you step in

Before you provide the answer, ask students to compare their reasoning with a neighbour. Let them explain, defend or reconsider their answer. E.g. “Decide together which answer you think is better and explain why.” Depending on time/your lesson plan, you can let students look up the missing information (a.k.a. the preparation) together. Avoid making teams of one prepared and one unprepared student, as that creates an unfairness to the prepared students, who would have to do the work for two, and the unprepared students who freeride.

5. Teach only the gaps

Once you know where students are struggling, don’t repeat the entire preparation. Give a short, targeted explanation of the main misconception or missing concept, and immediately ask students to use it. E.g. 2 minutes explain → 5 minutes apply → 2 minutes discuss. Immediate application are generally more effective than extended passive explanation.

6. Make the preparation useful now

Avoid saying only, “You should have prepared.” Instead, give students a problem that becomes easier once they understand the preparation. Let them experience why the knowledge matters. Try: “You don’t have all the tools for this problem yet, that’s exactly what we’re going to work on.” Depending on time/your lesson plan, you can let students look up the missing information (a.k.a. the preparation) together. Students are more likely to engage when preparation has a visible purpose and is directly connected to classroom activity.

7. End with retrieval and reset the expectation

End with a short individual retrieval task. Then clearly connect today’s learning to the preparation for the next session. E.g. “Without looking at your notes, write down the three things you need to remember from today or the three things that you still have to look into.” Then connect this to the next preparation. This makes preparation consequential without being punitive.

8. Be clear about your expectations for the next time

You do expect students to be prepared. And if they have any questions or trouble finding the material they can let you know a.s.a.p. so you can help them.

9. Self reflect: why weren’t they prepared? 

It is possible that there were structural reasons why students didn’t prepare. Motivation is partly based on prompt and ability (Fogg behavioural model, see refs). The question: “What made it hard for the student to do it” rather than “Why don’t they want to?” can give very practical leads to make it easier (and thus more tempting) for students to prepare.

Perhaps the material was posted only yesterday, or it was hard to find in a non-disclosed shared folder, or there was no clear deadline/time schedule, or it was simply an overload or unspecific (“read chapters 3-6” versus “read paragraphs 1 to 6 from chapter 4 and answer these three questions: …”).

Fogg, Brian J. “Fogg behavior model.” Behav. Des. Lab., Stanford Univ., Stanford, CA, USA, Tech. Rep (2019).
Fogg, B. J. (2009, April). A behavior model for persuasive design. In Proceedings of the 4th international Conference on Persuasive Technology (pp. 1-7).
https://www.habitweekly.com/models-frameworks/the-fogg-model