Two complementary techniques to gauge student understanding and inspire interactive learning in the chemistry classroom are presented. Specifically, this article explores the use of student responses with their thumbs as an alternative to electronic-response systems and complementing these experiences with longer, task-based questions in an activity called “cue-card gambling”. Specific examples are provided of the application of these techniques to a second-year inorganic chemistry course focusing on coordination chemistry; however, these general tools can be readily applied to any area of chemistry and science education.Keywords (Audience): Second-Year Undergraduate