Hybrid Activities Repository

CETL’s model of 50% in-person, 50% online

A hybrid week has three steps in its sequence: Before Class (25%), In-Class (50%), and After Class (25%).  

  • Each step has at least one activity.  
  • An activity is instructor-initiated so students don’t just read a chapter or do a set of problems.  
  • Also, each activity yields student work so you can provide feedback. 

Include an activity for each step in your hybrid week.  

  1. Browse these activities below 
  2. Select at least three for a full week 
  3. Use the template to write your own description in a course planning document or course map. 

Click each link for the full description. Most include examples. 

Prepare for Class

Activity Name 



Review Materials and Take a Quiz 


  1. Read, watch, or interact with an instructional material. 
  2. Identify key factors in a quiz. 

Read for Detail and the Big Picture 


  1. Read a passage for detail and take notes. 
  2. Read again for the big picture and take notes. 
  3. Compare both sets of notes.  

Annotate in a Group 


  1. Add annotations to a document. 
  2. Review and respond to annotations. 

Annotate with Hyperlinks 


  1. Highlight sentences in a passage. 
  2. Include a hyperlink and explanation of the connection to the passage. 

Create a Reading Journal 


  1. Log expectations, moments that stood out, and what you learned from several passages throughout the term. 


Activity Name 



Think, Pair, Share 


  1. Think about a question, concept, or problem. 
  2. Pair up and discuss findings.  
  3. Pairs join the large group and discuss. 

Research an In-text Person, Place, or Event 


  1. Pick an entity from the reading  
  2. Search online, annotate text with research 
  3. Join groups based on the entity chosen and discuss. 

Identify 3 Interesting Moments, 2 Confusing Moments, 1 Question 


  1. Read a passage. 
  2. Annotate the passage with 3 interesting moments, 2 confusing moments, and 1 question. 
  3. Share responses and receive feedback. 

Analyze a Problem on a Board 


  1. One student fills out section 1: Prerequisite knowledge. 
  2. Two students simultaneously complete section 2 (problem-solving steps) and 3 (narrative) on the board. 
  3. Another student completes 4th section (sample problems).   

Students Teach the Class 


  1. Join a group and receive a concept, topic, or skill to teach others. 
  2. Groups design a presentation with visual aids, sketches, examples, discussions, or questions. 
  3. Each group teaches their 10-minute lesson. 

Peer Review with Rubric 


  1. Revise document based on a rubric. 
  2. Conduct a peer review of a partner’s document based on that same rubric. 
  3. Revise document based on a self-assessment and your partner’s feedback. 

Diagram and Share


  1. Students in groups draw a diagram, i.e., a timeline, Venn diagram, or concept map.  
  2. A group leader shares their diagram with the class. 
Jigsaw Group Activity Explain
  1. Students join groups and focus on a section of a text to discuss
  2. Students join a second different group and bring their previous focus to a common task or problem
Create a Key Concepts Map about Multiple Readings  Organize
  1. Individually or in groups, identify themes and place them in big circles. 
  2. Connect small circles with a quote or passage to the big circles.  
  3. Share their key concepts map or table. 
Organize Concepts from One Reading with a Pinboard  Prioritize 
  1. Generate five tags or categories. 
  2. Assign quotes or citations to a tag. 
  3. Reflect on categorizing. 
Follow the Citation Trail  Explain
  1. Find and read a foundational text. 
  2. Search for two additional texts: one cited by the foundational text; another cited by the just found, previously cited text. 
  3. Discuss how the two texts provide context for the foundational text. 

After Class 

Activity Name 



Quiz and Reflect Reflect
  1. Students take a quiz on a topic or skill.  
  2. Students reflect on the importance of, and how to learn more about, that topic or skill. 
Roleplay Discussion  Recommend 
  1. Watch a video, read a case study or scenario.  
  2. Recall principles related to that scenario.  
  3. Assume a role and address that scenario based on those principles. 

Check-in about Portion of a Group Project


  1. Work on a portion of a group project. 
  2. In a Canvas Discussion, one group member posts a progress report. 
  3. Individually, group members post to a Canvas survey on their individual contribution and any challenges. 

Conduct Preliminary Research 


  1. Write a research problem. 
  2. Use a library database to research. 
  3. Draft and submit a tentative report outline to a Canvas assignment for faculty feedback.