Students will participate in a plenary activity to review and reflect on their learning from the lesson. The document provides a list of over 50 potential plenary ideas that teachers can use, ranging from questions activities to creative assignments. Some examples include students answering questions about the lesson, writing instructions for a task related to the content, explaining their opinions on the topic, or designing their own plenary for future lessons. The plenaries are meant to engage students in reviewing and demonstrating their understanding of the key concepts and skills from the lesson in an interactive way.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
ITBE Conference 2017 ESL Conversation ClubHelen Stewart
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
ITBE Conference 2017 ESL Conversation ClubHelen Stewart
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Moving Beyond 'Painting by Numbers': Promoting 'Real' Learning for a Complex ...Bill Moore
This document summarizes challenges in promoting real learning for a complex world and strategies to address these challenges based on William Perry's scheme of intellectual and ethical development. It outlines how current educational practices and students' conceptions of knowledge can limit real learning. Perry's scheme describes qualitative shifts in how students make meaning and interprets subject matter. The scheme provides a framework for instructional approaches that balance challenge and support to help students progress in their thinking. Real learning requires moving beyond memorization to changing understanding, but this transition involves both intellectual growth and loss of simpler perspectives.
The document discusses the thematic approach to teaching Chinese. It explains that a thematic unit uses meaningful real-life contexts to connect topics and embed authentic learning experiences. Themes are developed by brainstorming concepts related to a topic and planning learning activities, assessments and a culminating project centered around the theme. Developing thematic units allows students to learn Chinese in a meaningful way through engaging, purposeful activities.
This document provides over 50 classroom activities for gifted and talented students, ranging from challenge walls and video clips to verbal games and differentiation strategies. It emphasizes engaging students in higher-level thinking through activities like questioning, debates, and analyzing complex topics. Many activities can be adapted for students of varying abilities. The goal is to provide intellectual stimulation and appropriate challenges for gifted learners.
This document outlines activities for the first week of school that focus on building community and connections rather than academics. It includes suggestions for "App Mixers" using apps like GarageBand, iMovie, and Educreations to have students work in groups and learn the basics of the apps. The goals are for students to get to know each other, for teachers to feel comfortable with the apps, and for thousands of connections to be made. It is proposed that the first week involve no direct academics and instead focus on relationship building through shared creative experiences using technology.
This document provides tools and strategies for promoting active, in-depth learning in the classroom. It discusses the difference between novices and experts, with experts having a diverse collection of high-quality tools and strategies, the know-how to use them effectively, and experience practicing their craft. Teachers are expert craftsmen who need a variety of tools to do their jobs efficiently. The document reviews specific tools like Fist List, Think of a Time, and Vocabulary's CODE strategy and why expert teachers employ them over simpler methods. It emphasizes that teaching vocabulary is a "best bet" for improving student achievement.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
The document discusses differentiated instruction in a whole-group setting. It provides examples of strategies such as flexible grouping, tiered instruction, assessment, and questioning to meet all students' needs. Anchor activities are mentioned as ongoing tasks to allow students to work independently as the teacher works with groups.
49 Things to Do to Get a University Job in South KoreaJackie Bolen
This presentation outlines 49 tips for getting a university job in South Korea. Some key tips include meeting the basic requirements like having a visa, looking professional, being in Korea for interviews, networking through organizations like KOTESOL, getting advice on your resume from current university teachers, preparing reference letters and proof of prior employment, and following up on applications. The presentation emphasizes treating the job search like a full-time job, networking, preparing for interviews, and understanding Korean culture and expectations.
This document provides the objectives, content, and assignments for an English lesson on overcoming personal challenges. The lesson includes viewing a video on kindness, analyzing a picture relating to dealing with challenges, and discussing how students have dealt with problems in their lives. The target output is for students to create an impressive photo essay emphasizing how they can deal with personal challenges. The assignment is to read the myth of Arachne.
This document summarizes a professional development workshop for language teachers. It includes an agenda with topics on interpersonal speaking standards, strategies to facilitate interpersonal speaking in the classroom, a role play activity to practice communication strategies, and a discussion of common assessments for interpersonal speaking. Video samples of student interpersonal speaking performances were also shared for teachers to evaluate using a provided rubric. The workshop aimed to help teachers develop instructional strategies and assessments for interpersonal speaking.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
The document provides guidance on communicative activities for large classes. It begins by outlining the learning outcomes, which are to understand the advantages and challenges of large classes, understand ten principles for teaching large classes, and evaluate and adapt communicative activities for large classes. It then discusses both the advantages and challenges of teaching large classes. For advantages, it notes participation and use of class time. For challenges, it discusses issues like classroom management, monitoring students, and catering to individual differences. The document concludes by describing five suggested communicative activities - The Hot Seat, Guess Who/What, I Went to the Market, Hold Them Up, and Word Challenge - and having students discuss how to adapt the activities for their own classes
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
The document provides lesson plans and activities for English language learners at different levels. It includes discussions of routines of successful people for intermediate learners and habits for elementary learners. Younger learners will describe their favorite toys and tell stories. Activities incorporate speaking, listening, reading, and writing skills and can be done individually, in pairs, or as a class through online platforms. The lessons aim to help learners reflect on their progress and success.
The document provides information and suggestions for useful teaching tools and activities including projects, spelling bees, and English corners. It discusses setting up projects that allow students to creatively write about topics they have learned. Spelling bees are proposed as a fun competition to improve spelling skills. English corners are defined as dedicated classroom spaces with materials for extra practice in speaking, reading, vocabulary, and games. Overall the document encourages engaging students through interactive activities to boost motivation in learning English.
This presentation discusses differentiated instruction and provides examples of how to implement it. Differentiated instruction is flexible teaching that responds to learner needs in content, process, product, and environment based on readiness, interests, and learning profile. Examples are given of tiered assignments, learning contracts, interest surveys, flexible grouping, and modifying content, process or product. The goal of differentiated instruction is to engage and challenge all students.
The document discusses how mass media representations of social classes tend to portray the upper classes and monarchy positively as celebrities, while the working class and poor are often portrayed negatively or as problems. The media also focuses disproportionately on issues relevant to the middle class, such as concerns over moral decline. Representations of poverty are often marginalized or sensationalized in the media.
The document provides guidance for pitching an individual film idea to a group. It lists the elements that should be included in the presentation: the genre, subjects, setting, themes, and message of the film as well as why the target audience would find it appealing. It also describes what should be covered about the opening sequence, including how it introduces the story and sets the mood/style. The pitch should include inspiration sources like similar films, fonts, genre conventions, and the target audience. It should define distinctive elements and provide a textual analysis of ideas for visuals, editing, and sound design. Representation and the type of studio suited for the film should also be discussed.
This document outlines the requirements and marking criteria for an A2 Advanced Production research and planning task. Students must create a promotion package for a music album, including a music video and two other promotional elements. Research and planning must be presented digitally and indicate individual contributions. The task will be marked out of 20 and evaluated based on the thoroughness of research, audience analysis, pre-production planning, and digital presentation. Progress will be tracked using a learning and progress chart.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Moving Beyond 'Painting by Numbers': Promoting 'Real' Learning for a Complex ...Bill Moore
This document summarizes challenges in promoting real learning for a complex world and strategies to address these challenges based on William Perry's scheme of intellectual and ethical development. It outlines how current educational practices and students' conceptions of knowledge can limit real learning. Perry's scheme describes qualitative shifts in how students make meaning and interprets subject matter. The scheme provides a framework for instructional approaches that balance challenge and support to help students progress in their thinking. Real learning requires moving beyond memorization to changing understanding, but this transition involves both intellectual growth and loss of simpler perspectives.
The document discusses the thematic approach to teaching Chinese. It explains that a thematic unit uses meaningful real-life contexts to connect topics and embed authentic learning experiences. Themes are developed by brainstorming concepts related to a topic and planning learning activities, assessments and a culminating project centered around the theme. Developing thematic units allows students to learn Chinese in a meaningful way through engaging, purposeful activities.
This document provides over 50 classroom activities for gifted and talented students, ranging from challenge walls and video clips to verbal games and differentiation strategies. It emphasizes engaging students in higher-level thinking through activities like questioning, debates, and analyzing complex topics. Many activities can be adapted for students of varying abilities. The goal is to provide intellectual stimulation and appropriate challenges for gifted learners.
This document outlines activities for the first week of school that focus on building community and connections rather than academics. It includes suggestions for "App Mixers" using apps like GarageBand, iMovie, and Educreations to have students work in groups and learn the basics of the apps. The goals are for students to get to know each other, for teachers to feel comfortable with the apps, and for thousands of connections to be made. It is proposed that the first week involve no direct academics and instead focus on relationship building through shared creative experiences using technology.
This document provides tools and strategies for promoting active, in-depth learning in the classroom. It discusses the difference between novices and experts, with experts having a diverse collection of high-quality tools and strategies, the know-how to use them effectively, and experience practicing their craft. Teachers are expert craftsmen who need a variety of tools to do their jobs efficiently. The document reviews specific tools like Fist List, Think of a Time, and Vocabulary's CODE strategy and why expert teachers employ them over simpler methods. It emphasizes that teaching vocabulary is a "best bet" for improving student achievement.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
The document discusses differentiated instruction in a whole-group setting. It provides examples of strategies such as flexible grouping, tiered instruction, assessment, and questioning to meet all students' needs. Anchor activities are mentioned as ongoing tasks to allow students to work independently as the teacher works with groups.
49 Things to Do to Get a University Job in South KoreaJackie Bolen
This presentation outlines 49 tips for getting a university job in South Korea. Some key tips include meeting the basic requirements like having a visa, looking professional, being in Korea for interviews, networking through organizations like KOTESOL, getting advice on your resume from current university teachers, preparing reference letters and proof of prior employment, and following up on applications. The presentation emphasizes treating the job search like a full-time job, networking, preparing for interviews, and understanding Korean culture and expectations.
This document provides the objectives, content, and assignments for an English lesson on overcoming personal challenges. The lesson includes viewing a video on kindness, analyzing a picture relating to dealing with challenges, and discussing how students have dealt with problems in their lives. The target output is for students to create an impressive photo essay emphasizing how they can deal with personal challenges. The assignment is to read the myth of Arachne.
This document summarizes a professional development workshop for language teachers. It includes an agenda with topics on interpersonal speaking standards, strategies to facilitate interpersonal speaking in the classroom, a role play activity to practice communication strategies, and a discussion of common assessments for interpersonal speaking. Video samples of student interpersonal speaking performances were also shared for teachers to evaluate using a provided rubric. The workshop aimed to help teachers develop instructional strategies and assessments for interpersonal speaking.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
The document provides guidance on communicative activities for large classes. It begins by outlining the learning outcomes, which are to understand the advantages and challenges of large classes, understand ten principles for teaching large classes, and evaluate and adapt communicative activities for large classes. It then discusses both the advantages and challenges of teaching large classes. For advantages, it notes participation and use of class time. For challenges, it discusses issues like classroom management, monitoring students, and catering to individual differences. The document concludes by describing five suggested communicative activities - The Hot Seat, Guess Who/What, I Went to the Market, Hold Them Up, and Word Challenge - and having students discuss how to adapt the activities for their own classes
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
The document provides lesson plans and activities for English language learners at different levels. It includes discussions of routines of successful people for intermediate learners and habits for elementary learners. Younger learners will describe their favorite toys and tell stories. Activities incorporate speaking, listening, reading, and writing skills and can be done individually, in pairs, or as a class through online platforms. The lessons aim to help learners reflect on their progress and success.
The document provides information and suggestions for useful teaching tools and activities including projects, spelling bees, and English corners. It discusses setting up projects that allow students to creatively write about topics they have learned. Spelling bees are proposed as a fun competition to improve spelling skills. English corners are defined as dedicated classroom spaces with materials for extra practice in speaking, reading, vocabulary, and games. Overall the document encourages engaging students through interactive activities to boost motivation in learning English.
This presentation discusses differentiated instruction and provides examples of how to implement it. Differentiated instruction is flexible teaching that responds to learner needs in content, process, product, and environment based on readiness, interests, and learning profile. Examples are given of tiered assignments, learning contracts, interest surveys, flexible grouping, and modifying content, process or product. The goal of differentiated instruction is to engage and challenge all students.
The document discusses how mass media representations of social classes tend to portray the upper classes and monarchy positively as celebrities, while the working class and poor are often portrayed negatively or as problems. The media also focuses disproportionately on issues relevant to the middle class, such as concerns over moral decline. Representations of poverty are often marginalized or sensationalized in the media.
The document provides guidance for pitching an individual film idea to a group. It lists the elements that should be included in the presentation: the genre, subjects, setting, themes, and message of the film as well as why the target audience would find it appealing. It also describes what should be covered about the opening sequence, including how it introduces the story and sets the mood/style. The pitch should include inspiration sources like similar films, fonts, genre conventions, and the target audience. It should define distinctive elements and provide a textual analysis of ideas for visuals, editing, and sound design. Representation and the type of studio suited for the film should also be discussed.
This document outlines the requirements and marking criteria for an A2 Advanced Production research and planning task. Students must create a promotion package for a music album, including a music video and two other promotional elements. Research and planning must be presented digitally and indicate individual contributions. The task will be marked out of 20 and evaluated based on the thoroughness of research, audience analysis, pre-production planning, and digital presentation. Progress will be tracked using a learning and progress chart.
This document discusses how the media often negatively represents and misrepresents young people and riots. It notes several studies that found the vast majority of news articles about young people focus on crime, violence, and anti-social behavior and use strongly negative terms to describe young people. It also discusses the concept of "moral panics" where the media presents a group as a threat in a stylized way to influence public opinion. The document questions whether the media simply misrepresents events or actually contributes to fear and unrest. It explores the role of new media and how issues get framed in both traditional and social media.
Here are a few key reasons why Skyfall was such a box office success at the cinema without American investment:
- It was the longest-awaited Bond film, having been in development for over 4 years, generating a lot of hype and anticipation among fans.
- The 50th anniversary of the Bond franchise coincided with Skyfall's release, attracting interest from both die-hard and casual fans of the series.
- Directed by Sam Mendes, it had a strong creative team and production values on par with Hollywood blockbusters, giving it crossover appeal.
- Strong British pride and identity are central to the Bond character, allowing the film to resonate with UK audiences in particular.
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1) The document outlines the tasks and responsibilities for a group to produce a short film opening sequence no longer than 2 minutes.
2) It lists the tasks needed to complete the project from initial planning through storyboarding, shooting, and editing.
3) Each group member is responsible for documenting progress in a production diary for tasks such as location scouting, risk assessments, and reflective summaries.
This document provides background information on the film The Selfish Giant. It summarizes that the film is based on the Oscar Wilde fairy tale of the same name, and tells the story of two boys in Bradford, England who begin collecting scrap metal to sell. The director was inspired by a real-life teenage boy she met who did scrap collecting. The film explores themes of exclusion and greed in marginalized communities. It describes the casting process, which involved finding two untrained lead actors, one who could ride horses, to portray the two boys at the heart of the story.
This document discusses collective identity and representations of Britishness in media. It provides background on studying collective identity through case studies and media texts. Some key topics of collective identity are identified such as gender, ethnicity, age and class. Examples of exploring representations of Britishness in British cinema and television news are given. Theories around the public sphere and how mass media has impacted it are also summarized. Students would analyze representations of collectives in media texts and debates around topics like national identity.
Here are some potential issues that could be discussed:
- Genres are not fixed categories and there can be overlap between genres
- As genres evolve over time with new films, clear definitions can become blurred
- Some films intentionally mix or subvert genres, challenging typical classifications
- Personal tastes and interpretations of genres may differ between individuals
- Broader social and historical contexts also shape understanding of genres
- Academically analyzing genres risks oversimplifying the complex nature of films
- Commercial interests also influence genre labels applied to films for marketing
- While genres provide a framework, each film has its own unique identity that may not perfectly fit an established genre
So in summary, genres are useful as
The document provides a list of over 50 different plenary activity ideas that teachers can use at the end of a lesson to review and assess what students have learned. The activities range from questions and answers, to games like Pictionary and Taboo, to creative exercises like writing poems, stories or comics. The plenaries are designed to be engaging ways for students to demonstrate their understanding of the lesson content.
A 15-year-old Canadian girl named Ann Makosinski invented a flashlight powered by body heat that earned her a spot in the finals of the Google Science Fair. She applied to the fair with her invention and gave a Ted Talk about it between 9:30 and 11:50 am, as described in a Daily Mail article.
Stretch and challenge the high attaining students v2bdavis2014
The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
The document provides a list of over 50 potential lesson starters or activities that teachers can use at the beginning of lessons. Some examples include asking students to identify the "odd one out" from a group, having students rank items in order of importance and justify their answers, setting students scenarios and asking them to respond, and giving students a word or concept to draw without saying what it is for others to guess. The starters are designed to engage students, assess prior knowledge, and introduce the day's topic in an interactive way.
This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
CTD Wi14 Weekly Workshop: Alternatives to LecturePeter Newbury
This document summarizes an workshop on alternatives to traditional lecture-based teaching. It discusses how lecture may not engage students or help them develop expertise. Alternatives presented include peer instruction using clicker questions, interactive demonstrations where students make predictions, and activities that draw on students' prior knowledge like discussions prompted by open-ended questions. The workshop emphasizes creating an interactive, student-centered approach to help students construct their own understanding as they learn.
A powerful partnership: you and your teacher-librarianlikeda
This document provides suggestions from teacher-librarians on how they can help teachers with various tasks. They can help locate resources for assignments, provide topic ideas for different student levels and interests, and suggest ways to modify assignments to require higher-order thinking. Examples are given of assignments that were modified from lower-level tasks, such as poster-making, to ones requiring analysis, comparisons, or creative projects. The teacher-librarians also offer assistance with teaching proper citation, avoiding plagiarism, and using online tools for collaboration. Their goal is to work with teachers to develop engaging and meaningful assignments for students.
This presentation was made but there are some references.
- Dr. M. Violeta, our speaker during the Region 6 training of trainers on higher order thinking skills(HOTS), Differentiated Instruction and Test Construction
This was also a collaborative effort of Mrs. Donalyn Frofunga- Llaban and Mrs. Lilibeth Meliton. These slides were presented during the Capiz Division Training for HOTS, DIs, and Test Construction.
Talk about it: Developing discussion tasks for young learners #iatefl2019shelliscfc
This document provides guidance and ideas for developing discussion tasks for young learners on global issues. It includes tips for writing effective discussion questions, examples of question types, ways to scaffold discussions, and follow-up activities. Sample discussion questions are provided on topics like poverty, inequality, and refugees. Teachers are encouraged to use techniques like modeling, providing word banks, and graphic organizers to prepare students. Both small group and whole class discussions are recommended, starting with pair work.
This document provides suggestions for plenary activities that can be used at the end of a lesson. Some of the suggested activities include having students answer questions to test their understanding, give their opinions on the lesson topic, fill in missing words, play Pictionary to review concepts, and assess each other's classwork. The document also mentions having students act as the teacher by summarizing and questioning the class. The plenary activities are meant to review and reinforce the key ideas from the lesson.
The document provides a long list of potential lesson starters and engagement activities for teachers. Some examples included are odd one out, show me the answer, what's the question, word fills, pictionary, freeze frames, bingo, 20 questions, name that tune, instructions, ridiculous arguments, what if scenarios, tell me three things, and get creative prompts. The document also includes some website links for additional starter ideas and resources.
This document outlines a unit plan for an 8th grade social studies class on TED Talk Learning. Over the course of 2 months, students will complete a 30-day challenge of their choosing, monitor their progress, and present their experience and learnings in a TED Talk-style speech to the class. Lessons include introducing the 30-day challenge concept, brainstorming challenge ideas, learning motivation techniques, preparing speeches, and practicing public speaking skills like overcoming fears. The unit aims to help students improve themselves and learn how to articulate experiences to others through hands-on challenge work and speech presentations.
This document provides a toolkit of activities to intellectually challenge students across different subjects. It includes 50 ideas grouped into categories such as insoluble problems, ethical dilemmas, poetry, symbols, and more. The ideas are presented generically so they can be adapted for different topics. The document acknowledges that the ideas come from the creator's own mind as well as colleagues and various websites listed for additional resources. It provides a contents page that lists and briefly describes each challenge category. The goal is to minimize additional teacher workload while stretching student thinking.
This document provides 60+ strategies for engaging students in collaborative and active learning activities. It is organized into sections with headings of "Five", "Twenty", "Ten" etc. representing different types of activities. The strategies range from low to high risk and cost, and are aimed at warm-up, critical thinking, creative thinking, small group work, learner-centered activities and other types of interactions. Many of the strategies can be adapted for online or blended settings. The document provides details on how each strategy can be implemented.
The document provides instructions for quickly moving through slides in a presentation by setting the slide transition time to zero seconds and turning off mouse click advancement. It also suggests pressing escape to randomly select a slide from the presentation. A list of additional resources for ideas about lesson plenaries is then provided.
This document provides a challenge toolkit with 50 ways to intellectually challenge students across the curriculum. It includes ideas like presenting students with insoluble problems, ethical dilemmas, random words to connect, generating their own exam questions, analyzing poetry, translating concepts into symbols, considering paradoxes and Zen teachings. The toolkit aims to provide engaging extension activities that can be adapted to different subjects while minimizing additional workload for teachers.
The document provides an overview of the GCSE Film Studies course, outlining its aims and objectives. It discusses how students will develop their knowledge of mainstream Hollywood films from the 1950s and 1970s-1980s, as well as more recent independent and international films. All films will be studied in relation to key developments in film history and technology. The timeline of developments discussed includes the first moving images, silent cinema, the Hollywood studio system, the introduction of sound and color, and modern technological advances like CGI and portable cameras.
The document provides information about AQA's Level 3 Extended Project Qualification, including an overview of what the project entails, guidance for teaching and supervising the project, details about the assessment process and requirements, and assessment objectives and criteria for evaluating students' work. Students must complete an independent project on a topic of their choosing, keep a production log documenting the process, and submit a written report and other evidence of their work, which will be assessed based on their ability to plan, research, analyze, evaluate and communicate their findings. The Extended Project Qualification aims to develop students' skills in independent learning, problem-solving, decision-making, and
The document provides guidance on writing a statement of intent for a course assignment. It explains that the statement should discuss plans for a music video and website, and how they will apply media theory and meet assignment requirements. For the video, it lists topics to address like concept, genre, audience, record label values, performers, style, editing, narrative, and message. For the website, it suggests discussing design, pages, social media, interactivity, financial aspects, visual elements, and unique features. It also notes the statement should explain how the video and website will demonstrate digital convergence through branding, sharing content, and using social media.
This document outlines the course details and expectations for a Media Studies class. It includes information about trips related to different media forms, written assessments that will be completed every half term, and setting up individual blogs for submitting coursework. Students are introduced to common media forms and asked to research sub-forms within each. They will analyze adverts using the LIAR media framework and complete activities comparing different media texts.
This document provides information for a media studies induction. It outlines that there will be trips related to different media topics. Students will have written assessments and practical tasks each half term. They will receive a folder and course pack with an overview. Students should set up a personal blog to upload their work. The document asks students to list different media forms and provides examples. It introduces a research task to look at sub-forms within each media form. The document discusses what a target audience is and why it is important to identify one when creating media texts. It provides examples of target audiences for some videos and music. Finally, it directs students to set up a blogger account to use for classwork and assignments.
Greg James has targeted the intended audience of his BBC Radio 1 breakfast show through various means. He puts listeners at the center of the show and aims to make it unbelievably exciting. The BBC is also targeting younger audiences by cutting Nick Grimshaw's previous breakfast show from four to three days a week as part of an overhaul. The BBC uses digital convergence and social media platforms like YouTube, Facebook, and Instagram to engage audiences and promote its shows and personalities like Greg James.
This document outlines various techniques and conventions used in print advertising, including:
1. Logos, slogans, product images and names, font size, and anchorage to promote products.
2. Elements like typeface, shot types, composition, and color palette that influence how audiences view and understand ads.
3. Effects, rule of thirds use, props, locations, costumes, and register that enhance meaning and target specific audiences.
4. References, persuasive language, rhetorical questions, scientific claims, and humor that entice audiences to purchase products.
This document provides definitions for key media studies terms related to media language, audiences, narratives, representation, and industry. It defines over 80 terms concisely, with examples to illustrate meanings. Some key terms defined include genre, ideology, representation, narrative, audience, realism, and industry concepts like conglomerate and platform. The glossary offers succinct explanations of fundamental concepts studied in media to support analysis of media texts, audiences, and the industry.
This document outlines the summer tasks for a Media Studies course covering four subject areas: language, industries, audience, and representation. Students are asked to complete four tasks over the summer break: 1) Analyze how a magazine cover or film poster targets a specific audience; 2) Analyze the techniques used in a film trailer; 3) Examine how the media represents social groups through newspaper covers and advertising campaigns; 4) Research the major film studios known as the "Big Six" and their recent media productions. Completing these tasks will give students practice in key media analysis skills required for the two-year A Level course.
The document discusses techniques used in charity advertising campaigns. It provides context about the charity Shelter, including that it aims to help people with homelessness and housing issues. Shelter launched a poster advertising campaign in 2011 to encourage people at risk of losing their home to seek advice earlier. The campaign was created pro bono to raise awareness of homelessness arising from today's economic situation, using slogans like "but where will we live?" to get the message across directly. Generic codes and conventions of charity ads are discussed, such as creating sympathy, empathy and shock for the subject, using the charity's name and logo, sombre tones, and calls to interact with the charity.
The Lucozade Sport "I Believe" advertising campaign from 2013 aimed to promote the message that Lucozade Sport hydrates and fuels athletes better than just water. The £4 million campaign featured TV ads during soccer matches starring athletes Gareth Bale and Alex Oxlade-Chamberlain. On social media, the ads claimed Lucozade Sport gave athletes an advantage over water during prolonged exercise. However, the ads were later banned for failing to prove this claim applied outside of a laboratory setting.
The Old Spice advertising campaign from 2010 aimed to modernize the brand's image and attract new customers. Known as "The Man Your Man Could Smell Like", it featured actor Isaiah Mustafa addressing the camera and appealing to women. Through viral videos and an interactive social media strategy, the campaign became a major success. It helped Old Spice shift perceptions from being seen as outdated to representing contemporary masculine ideals.
The document discusses how technology has impacted the production of Minecraft. It was originally created using the Java programming language, which allowed for easy creation of modifications (mods) by players and sharing across platforms like Windows, Mac OSX and Linux. This bottom-up approach helped Minecraft creators expand the game's interests and keep current players engaged. The document also discusses how the "Better Together" update brings all Minecraft platforms together, allowing for cross-play between Xbox, mobile, Windows 10 and Nintendo Switch players.
Hackers, skids, and hatters pose threats to Minecraft servers. Hackers use cheating techniques to gain advantages over other players and are difficult to permanently ban. Skids falsely claim hacking abilities and may try to take servers offline through DDoS attacks or recruit other hackers. Hatters are more skilled hackers who could potentially discover personal information to harass server owners. Minecraft originally only required logging into private servers but now offers paid Realms servers directly through Mojang to prevent hacking. The game has expanded from PC to consoles and mobile, opening new markets and allowing cross-platform play through a single version with the "Better Together" update.
Minecraft has different versions that appeal to various audiences, including the original sandbox mode and story-based spin-offs. It can be played across platforms like Xbox, PC, PlayStation, phone and tablet. The game attracts a wide age range because of its construction concept, and appeals to both genders. Players can customize their own worlds without limitations, linking with friends to view different creations. Audiences have provided feedback since inception, allowing developers to improve the game and expand its circulation to new players.
Without a large publisher or marketing budget, Minecraft relied on word-of-mouth promotion through gaming sites and forums to generate interest. It also benefited from audiences sharing gameplay videos and mods on YouTube and forums. As Minecraft grew more popular, it expanded to new platforms and versions while maintaining a strong fan community. This led to various franchise extensions like Lego sets, books, and merchandise, as well as a planned movie.
Minecraft was designed to be creative and allow building freely in an endless block world. It was inspired by other games and initially self-published before being acquired by Microsoft. Written in Java, it allows user modifications and cross-platform play. It has been hugely successful commercially, with over 70 million monthly players and 144 million copies sold across all platforms.
Radio 1 aims to entertain and engage 15-29 year olds with a mix of contemporary music and speech. The breakfast show is hosted by Nick Grimshaw on weekdays and DJ Dev on weekends. Radio 1 uses social media like Twitter, Instagram, YouTube and Facebook extensively to interact with listeners and share content. They strive to be innovative by playing emerging artists in addition to chart music. The station sees the future in digital platforms like iPlayer and YouTube to continue engaging younger audiences who consume more content online.
BBC Radio 1 is a British radio station operated by the BBC that specializes in popular music. It aims to entertain 15-29 year olds through its mix of music and speech content promoted across social media platforms. However, research found that most Radio 1 listeners feel it should have more distinctive content than commercial stations and better inform and educate the public. The document then provides background on the history and flagship breakfast show of Radio 1.
Nick Grimshaw has returned from the Christmas holidays to host his daily BBC Radio 1 Breakfast Show. The three and a half hour show includes music, interviews with celebrity guests, phone-ins from listeners, and competitions. Well-known segments include "Call or Delete" where guests prank call contacts, and "Happy Hardcore FM" which allows listeners to scream over music. The show aims to lower the target age of the audience for the BBC while informing, educating, and entertaining through British music, news, quizzes and games. It differs from commercial stations by focusing on its public service remit through the license fee rather than advertisers.
1. Ideas from –
The Creative Teaching and Learning Toolkit (and Handbook) – Brin Best and Will
Thomas
’35 Ideas for Plenaries’ – Pimlico Academy – Chris Marshall
http://www.teachit.co.uk/custom_content/newsletters/newsletter_oct06.asp
http://www.schoolhistory.co.uk/teachers/starters.html
http://www.geographypages.co.uk/start.htm
http://news.reonline.org.uk/rem_art10.php
http://www.teach-ict.com/teacher/plenary/plenaries.htm
http://www.kenttrustweb.org.uk/UserFiles/ASK8/File/Secondary_Science/Secondary_
Science_Resources/science-ideas-for-starters.pdf
Made by Mike Gershon –
mikegershon@hotmail.com
www.independentthinking.com
http://www.bristol-
cyps.org.uk/teaching/secondary/science/pdf/el_starters.pdf
www.teachingthinking.net
http://www.geointeractive.co.uk/contribution/wordfiles/starters%20list.doc
www.psychexchange.co.uk
www.teachinglinks.co.uk/Lesson%20Starters%20and%20Plenaries.doc
TES resources site
Edward De Bono – How to Have Creative Ideas (Vermilion, Chatham, 2007)
My head
Other people’s heads
If you want to make the slides whizz through really
quickly and then press escape to choose a plenary
at random do this:
Select all slides, change slide transition to ‘0’
seconds and uncheck the ‘advance on mouse click’
box. Start the slide show and it should work.
Useful summary
about plenaries -
http://www.bright
on-
hove.gov.uk/down
loads/education/e
ducation_online/k
ey_documents/ke
y_stage_3/tlf_plen
aries_circle.doc
2. Show me the answer Questions Questions to ask What’s your opinion? Word Fill
Freeze Frame Hangman Classwork peer assessment Pupil as teacher Instructions
Tell me 3 things… Get Creative Recipe Time Story-Time True/False
Just a Minute What do you know? Taboo Stop!... Mr Postman Bingo Sheets
Inside the Octagon Different Shoes In the Spotlight Home Improvement Get in Character
Design a plenary Blockbusters Controversial Issue Dominoes My word!
Concept Map Pictionary What if? Txt Msg Flow-Chart
Millionaire 5-5-1 Anagrams Helpful Tips Question? Answer.
Cross the Curriculum Self, Peer, Teacher No to no and no to yes As easy as 1,2,3 Quick-fire
Labelling Brainstorm Mind Map Storyboard Comic Strip
Evaluation Tree Which Pic? Hot Seating Draw your brain You’re Bard!
Skills skills skills 5-5-1 Deluxe Art Schmart Sculpture Vulture PLTS
Definition Poster Campaign VAK Beat the Teacher Pyramid
Extra Extra Exam Question Shape and Colour Play Doh Targets
Equation K U I Success! Txt Msg Flow-Chart
Neighbours 60 Seconds Predict it Show and Comment Random Feedback
Mr Wrong The Big Match Live! Open Question Publishing Mogul Probing Questions
Objective Traffic Lights Aide Memoire Question? Answer. 2 Chop and Sort Same…Different?
Classified Information Make me your selection Word Limit Whiteboard How, where, when, why, what Everyday People
Different Writing Styles Missing Sequence Plenary Dice Graph It Material
Knightmare Enter the Box Continuum Odd One Out Maker Pyramid 2
Musical Sentence Stems Video Errors Activity Planning Question Tennis Voice Over
Circle Time Conflict – Tension Timeline Partnering Charades
Football Set your own homework Quiz the group Re-draft What? How?
Mime Rorrim Celebrities Musical Styles Camera, Action
Forecast Points of view Chinese Whispers Animal Magic Change the world
Plenaries
3. Show me the answer!
Using mini-whiteboards, true/false cards, hand
signals, different coloured cards etc. pupils
must show you the answer to a series of
questions
Answer!
Back to Plenaries
4. Questions
e.g. A series of questions
(perhaps relating to the lesson
objectives)
1) What does fair trade mean?
2) What is not fair trade?
3) Why?
4) Does fair trade work?
5) Does fair trade matter?
Back to
Plenaries
5. Questions you would like to ask
e.g.
Today we have been studying elections. Write down the
questions today’s lesson has inspired you to think of.
Or, Write down 3 questions to ask other people in the class
about today’s lesson.
Back to
Plenaries
6. What’s your opinion?
Students write/speak/act out their opinion(s) about the topic
covered.
This could be used as a springboard for shared evaluative
discussion of what has been studied.
It could also link back to a
similar activity done at the
start of the lesson/topic.
Back to
Plenaries
7. Word Fill
e.g. Fill in the missing words (can include the
words underneath - in the wrong order of
course - for differentiation)
The X _______ is a popular programme on
____.
All of the contestants are extremely________
and ________.
Simon Cowell always says ______ things and
makes the performers feel ______ about
themselves.
Back to
Plenaries
8. Pictionary
e.g. Give students concepts/ideas/things to
draw whilst others have to guess what they
are
Can divide group into
teams to make it
competitive
Alternative – short list of
concepts/ideas
and students have to
draw in books or on
mini-whiteboard and
then feedback their
thinking/explanation.
Back to
Plenaries
9. Freeze Frame
Students have to produce a freeze-frame showing one
aspect of their learning.
This could be developed so they have to dramatise the
learning in the lesson. (“Oh my god! 2x + 3y = 19!)
Back to
Plenaries
10. Bingo Sheets
e.g. Pupils get bingo sheets with key
words/phrases and you read out
definitions...
Develop by
choosing able
student to
stand at front
and come up
with the
definitions
Back to
Plenaries
12. Classwork Peer Assessment
e.g.
Students asked to swap classwork (relies
on it having being done) and peer assess
their neighbour’s on the success criteria
you set.
Can also use two stars and a wish.
Back to
Plenaries
13. Pupil as Teacher
e.g. One (or more?) pupil is the teacher.
They have to summarise the lesson (unit) and
question the class on what was studied.
Back to
Plenaries
14. Instructions
e.g. Ask students to write intricate
instructions for a specific task
related to the lesson.
For example voting in an election
or staging a protest march.
An alternative would be to write
detailed instructions for the learning
they have done during the lesson/or of
the lesson itself
Back to
Plenaries
15. What if?
What if we hadn’t done today’s lesson?
What if you weren’t allowed to know what
we’ve learnt today?
What if everything I’ve told you today
was false?
Back to
Plenaries
16. Tell me three things...
you have learnt today
you have done well
the group has done well
you would like to find out more about
you know now that you didn’t know 50 minutes ago
Back to
Plenaries
17. Get Creative
Cloak Sled Tourist Machine Fuse
- Show how each of these random words might link to today’s
lesson.
- Explain the influence or link
- Could do quick-fire point and say, A+B pairs, increasing links
(i.e. first link 1, then 2 etc.)
Adapted Edward De Bono’s ‘How to Have Creative Ideas’. See
www.edwarddebono.com
Back to
Plenaries
18. Taboo
Students have to describe a key word
without using that word (it is taboo!).
(could do it in teams, pairs, whole-class)
Back to
Plenaries
19. Recipe Time
Students have to write a recipe
of the lesson (or their learning).
Can be a good way to narrativize
the lesson and so help recall.
Could develop by asking for a
dramatic (or genre-specific) recipe
of the lesson
Back to
Plenaries
20. Story-Time
Re-tell today’s lesson as a story.
Ensure you have a beginning, a
middle and an end.
Develop through genres i.e.
Fable
Sci-fi
Thriller etc.
Back to
Plenaries
22. Just a Minute
One pupil starts to speak about the topic
covered. At the first repetition, pause or
mistake another takes over - and so on until
the minute is up.
Back to
Plenaries
23. What do you know?
(variation – ideas must be pictures instead of words)
Back to
Plenaries
24. Inside the Octagon
8 way thinking comes from Howard Gardner’s multiple intelligences. The
simplified octet is –
1) Numbers How many...
2) Words Where does the word come from..
3) People Who...
4) Feelings What emotions...
5) Nature How does the environment affect...
6) Actions What do people do...
7) Sounds What songs have been written about it...
8) Sights What images represent...
(from http://www.independentthinking.co.uk/Cool+Stuff/8Way+Thinking/default.aspx)
Two ideas – i) Who is affected by what we have studied today?
ii) What sounds could convey today’s lesson?
iii) What emotions have helped/hindered your learning today?
Back to
Plenaries
25. Different Shoes
If…
Gordon Brown/an LEDC farmer/dolphins
…had taught today’s lesson, how might it have
been different and why?
Back to
Plenaries
26. In the spotlight
A volunteer (or group) is asked five
questions based around the lesson.
The rest of the class mark down
whether they agree or disagree
with the answers so that the whole
class is tested. Could use whiteboards
or voting cards.
Back to
Plenaries
27. Home Improvement
How can _______________ be improved?
Why would your changes be an improvement?
Who for?
How long would they last?
(could be used for a specific area covered in the lesson, or about the lesson itself, or about the
learning that went on in the lesson etc.)
Back to
Plenaries
28. Get In Character
Hand out character cards of people or groups related to the lesson.
Students then have to answer questions in character, come up with
questions for other characters (still in role) or discuss how their
character may have felt had they been in the lesson.
Could have 3-4 characters and then put students into mixed groups.
Back to
Plenaries
29. Design a Plenary
• Ask students to design a plenary activity to
use next lesson. Set success criteria.
Back to
Plenaries
30. Blockbusters
Set up a Blockbusters
style grid using
appropriate
key terms/names/places
etc. from the
lesson or
unit
Can I have a
‘P’ please Bob
No
Back to
Plenaries
http://www.teachers-
direct.co.uk/resources
/quiz-
busters/subjects/ks2.a
spx
31. Controversial Issue
Make a deliberately controversial statement relating to the
lesson as an incitement to reflective discussion
e.g. after a lesson on sustainable development, the teacher
could proclaim:
“So why don’t we just not bother with sustainable
development? What would happen then?”
Back to
Plenaries
32. Dominoes
Create enough cards for one each.
Students have to join them up a la the great pub/lounge/caravan
game ‘dominoes’!
Many uses – i.e. could spell out the lesson objectives, a question
to reflect on, key words/concepts from the lesson that link
Back to
Plenaries
33. My Word!
Students are given (or choose) a word related to
the lesson. They must stand up and point to
someone in the class who must then give the
meaning. That person then chooses the next
person to pose a word.
Back to
Plenaries
34. Concept Map
Give students a list of words related to the lesson.
This can either be on cards or on the board.
They must then turn these into a ‘map’, where each
connection can be explained and justified.
e.g. Democracy Voting
Safety Freedom
Back to
Plenaries
35. Who Wants To Be A
Millionaire?
Google ‘Who Wants To Be A Millionaire
template’ and off you go!
Back to
Plenaries
36. 5 – 5 – 1
Summarise today’s topic in 5 sentences.
Reduce to 5 words.
Now to 1 word.
(with as many variations as there are numbers!)
Back to
Plenaries
37. Anagrams
Students unravel anagrams to reveal the key
words/phrases/ideas from the lesson
Develop by getting students to come up with
their own mana rags
Back to
Plenaries
38. Helpful Tips
Write 5 top tips or golden rules about the topic
for students taking the lesson next year.
Develop with snowballing, group answers or
posters etc.
Back to
Plenaries
39. Question? Answer.
Set a question at the beginning of the lesson – as the aim, lesson
objective etc.
Return to this and ask students to now produce an answer. This
could be in lots of different forms – written, verbal, still
image, poster, storyboard
Develop with word limits, producing for specific audiences.
AfL with mini-whiteboards, thumbs/colours agreement when
answers read out. Back to
Plenaries
40. Stop!...wait a minute Mr Postman
Use post-it notes to share reflection, recall and
evaluation.
Could be done in groups of 3/4 on sugar paper and then presented.
Could use pictures relating to parts of the lesson or people/characters related to it.
Could have a number of A3 sheets with different questions/areas on.
Back to
Plenaries
41. Cross the Curriculum
How does today’s learning link to three other subjects?
How can you use what you have learnt today in other subjects?
What skills can you take from today and use elsewhere in school?
How would you encounter the same topic differently in other subjects? (e.g.
environment)
What links today’s topic to _______________ (insert subject here)
Back to
Plenaries
42. Self Peer Teacher
Use a self-, peer-, or teacher- assessment to achieve
excellent AfL and Student Voice practice.
e.g.
Two stars and a wish
3 good things, one to improve
What I found interesting/learnt/struggled with
Back to
Plenaries
43. No to no and no to yes
Students are not allowed to use the words ‘no’
or ‘yes’ when answering questions.
Questions can be posed by the teacher, in pairs
or groups.
Back to
Plenaries
44. As easy as 1 2 3
Place students in groups of 3 and number them 1-3.
3 statements on the board which the corresponding
individual must explain to the rest of the group.
Develop by ‘phone-a-friend’ where if one student can’t
explain they find another student with their number in
the group and learn from them.
Back to
Plenaries
45. Quick-fire
Quick-fire questions on the topic to individuals
in the class.
Develop by getting students to write the
questions and put them in a box which you
then draw from.
Back to
Plenaries
48. Mind Map
Ask students to produce a mind map of their
learning. This could be done using concept
branches, key words, 3 things they have learnt
etc.
Back to
Plenaries
50. Comic Strip
Produce a comic strip showing what you have
learnt today/explaining the lesson.
Could be developed by having a PowerPoint
slide with specific speech bubbles they have
to put in their strip (i.e. Wow! Proportional
representation really is a potential alternative
to first-past-the-post)
Back to
Plenaries
51. Evaluation
Tree
Back to
Plenaries
Ask students where they feel they
are on the tree in relation to the
lesson or topic.
Can be used repeatedly to
articulate progress/problems.
Could print out on A3/A2 and get
students to put post-it notes on
with their name. Could then pair
up strong and weaker students
etc.
http://www.evaluationsupportsco
tland.org.uk/article.asp?id=13
52. Which Pic?
Back to
Plenaries
Which picture matches your learning today? Explain why?
(pictures = new ideas, problem solving, discussion, experimenting, team/group work, creativity)
53. Hot Seating
Students (or the teacher) take the ‘hot-seat’ and answer
questions in-role that the class have come up with.
This could be as an expert on the topic just covered, or as an
individual linked to the topic.
(e.g. a specific individual such as the head of the Bank of England
or a representative of a group affected such as a working-class
factory hand in 19th century Britain)
Back to
Plenaries
Have fun by dressing up – use props etc. to get into the role; e.g. bowler hat for a banker of flat cap for a w/c man
54. Draw your brain
Either hand out outlines of a brain/head or pupils draw it
themselves. Then, get them to fill it with everything they have
learnt (knowledge and skills) during the lesson.
Could develop by having them draw the brain at the start of the
lesson so as to signpost that they will be able to fill it up by
the end.
Back to
Plenaries
55. You’re Bard!
Write a poem, 5 lines long and that rhymes, summing up what
you have learnt today.
e.g. (after a lesson on JFK and Vietnam)
This is a poem for plenary,
About the policies of J.F. Kennedy,
He tried to contain,
The red, Russian stain,
Before ending up in the cemetery.
Back to
Plenaries
Develop by using different poetry styles, i.e. Haiku, sonnet,
limerick (as seen above), non-rhyming, acrostic, tongue
twister
56. Skills skills skills
What skills have you developed today? Choose one and
explain how you have developed it….
Develop by linking to PLTS (http://curriculum.qca.org.uk/key-stages-3-and-
4/skills/plts/index.aspx) and perhaps focussing on a different skill
week by week.
Back to
Plenaries
57. Back to
Plenaries
Write 5 sentences summarising today’s
topic…
Now reduce that to 5 key words…
And finally to one word….
5-5-1 Deluxe!
Use shapes and pictures to
deluxe-ify 5-5-1
58. Art Schmart
Draw the most important thing you have learnt
today.
Could develop by then asking students to stand
in two lines facing each other and explain
their drawings. One line then moves along
and the ‘pairings’ change.
Back to
Plenaries
59. Sculpture Vulture
Bring in a random bag of packaging, newspapers, fabrics,
materials etc. (I keep a few bags in my room and chuck in
anything that might be useful as I go along) and get students
to make a sculpture of the lesson/their learning/a key topic.
Develop by having a plinth or shelf in your room where the best
sculpture plenaries get displayed.
Back to
Plenaries
60. PLTS
Back to
Plenaries
Creative Thinker
Independent Enquirer
Team Worker
Self Manager
Reflective Learner
Effective Participator
1) Pick one of the skills and explain
how you have used it today…
2) Pick one of the skills and explain
how you have improved it today…
3) Pick one of the skills and explain
how you will aim to use it or
improve it next time…
61. Definition
Choose three new words you have learnt today or in the last few
lessons and write dictionary definitions.
Develop by then asking students to write a paragraph for each of
the words (or one using all three at once).
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62. Poster Campaign
Design a poster advertising the lesson/your
learning.
Develop by setting word limits i.e. no more than 7 words
or target audiences i.e. a Year 6 student
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63. VAK
Visual, auditory, kinesthetic.
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What have you learnt with your eyes this lesson?
What have you learnt with your ears?
What have you learnt with your body?
64. Beat the Teacher
Your task is to try and beat the teacher!
Come up with questions based around your learning today and
see if the teacher can answer them.
Develop by: - snowballing
- writing questions on pieces of paper and placing
in a box. One student (sensible - able to vet) then
sits opposite the teacher at the front of the class
and pulls out questions to ask a la Mastermind.
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66. Back to
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Write a newspaper headline
about today’s lesson…
Develop by: - asking for a plan of the article to go with the headline
- asking for a series of different headlines (i.e.
sensational, serious, tabloid etc.)
- asking for a headline with picture
67. Exam Question
Write an exam question based on your learning today. Then,
swap books and answer someone else’s question.
Develop by writing a mark scheme for the question as well, using
peer/self assessment or using different types of exam
questions – multiple choice, short answer, essay etc.
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68. Back to
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Use only shape and colour to create
an image of your learning.
Then, show it to a partner and see if
they can guess what the learning is.
Shape and Colour
69. Play Doh
Use Play Doh to make a sculpture showing what
you have learnt this lesson or what skills you
have used/improved or a key concept etc.
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http://www.argos.co.uk/static/Product/partNumber/3495454/Trail/searchtext>PLAY-DOH+.htm
70. Targets
What three things have you done well this lesson?
What can you improve next lesson?
How will you do this?
Develop by signposting with exemplar, ideas of targets or oral Q+A
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71. Equation
Write an equation showing your learning…
For example –
Eggs + flour + milk + sugar X oven = cake
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72. K U I
As a result of the lesson today I:
Know…
Understand…
Can use the information in the following other situations….
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73. Success!
I have been successful in the following three ways…
I could make this better next time if I…
If I were starting again and designing this for myself I would do this
instead…
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76. Neighbours
Ask students to review the lesson through their
neighbour. For example:
What three things has your neighbour learnt today?
What would your neighbour like to find out more about?
What does your neighbour think about….
What answer to the overall question can your neighbour give?
Set targets with your neighbour by sharing your work
(Develop by sitting different abilities together, snowballing so that a pair of neighbours then become the neighbours of another
pair,)
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77. 60 Seconds
Timer on board –
http://classtools.net/main_area/template_loader.php/?timer
Set students the challenge of summing up the lesson in
sixty seconds.
Students then read out their summations until a really full
picture is presented to the class.
(Develop by setting paired work – one speaker, one scribe; giving certain words/phrases to include; adjusting the time
for more quick-fire/in-depth answers)
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78. Predict it
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Ask students to make a prediction based on the knowledge
gained in the lesson. For example:
What do you think we will study next lesson?
What would happen if a catalyst were brought into the reaction?
Predict the changes if welfare benefits were removed
79. Show and Comment
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Students show their work and others give AfL-style feedback (2
stars and a wish etc.)
Could be done with groups showing work to the whole class.
In groups of 3 or 4 with each individual showing to the rest of
the group.
With individuals who have done good exemplar work/would
benefit from public praise or encouragement showing to the
whole class
80. Random Feedback
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Use dice, short straws, roulette wheel, tombola, guess the
number of sweets in the jar, to pick a group (or two) at
random to feedback to the whole class on the lesson.
Develop by rotating group to group if doing extended
project work or coursework.
Could be used as a nice modelling tool for coursework –
start with students/groups who are further on and they
can model for the others.
81. Mr Wrong
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Give students the wrong answer and ask them to explain why it is
wrong.
e.g. Parliamentary democracy has no safeguards for the individual
against the state.
Potassium is an un-reactive element
3+8 = 12
82. The Big Match Live!
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Use a matching activity to consolidate learning.
For example: - Match the concepts to the pictures
- Match the word with the definition
- Match the verb with the action
Some potential concept images - http://www.acclaimimages.com/search_terms/concept.html
83. Open Question
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Pose an open question that can lead to generalisation of key
ideas from the lesson (accessible to all)
e.g. (after a lesson on media bias)
Why do we read newspapers?
Why do newspapers get made?
How can we see power through newspapers and Television?
84. Back to
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Publishing Mogul
You are to become a publishing mogul. In order to start your
empire you need a first book for publication. Make a mini-
book on the topic we have been studying (end of lesson or
more likely end of unit)
Develop by branching out into different media – i.e. a blog,
webpage, encyclopaedia entry, radio programme, webcast etc.
85. Objective Traffic Lights
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How do you feel about the lesson objectives?
Red = don’t think I have grasped this
Amber = feeling OK about this, have just about got there
Green = Confident I have achieved this
Develop through AfL tools i.e. hand out traffic light cards that students show visibly, use coloured pens
for students to indicate on their work how they have assessed themselves, have a class count of
red/amber/green and then pair up greens with reds and ambers to try and improve the spread
86. Probing Questions
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A probe Also a probe
Prior to the lesson come up with a list of probing questions
about the topic which you can then use to test understanding.
Develop by asking G+T students to come up with the questions as an extension activity. Also,
why not print a question list off and ask students to work in groups with one being the
question-master (be good to model how they should probe and follow-up questions)
A…probe!
87. Aide Memoire
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Students have to come up with something to help them
remember what has been studied. This could be a mnemonic,
visual aids, a story, a song etc. Allows differentiation for
learning styles.
Develop by asking students to share their aide memoires and
producing a pool of the most helpful ones.
88. Question? Answer. 2
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Put a question on the board and have different answers around
the room. Students go to the one they think is right and justify
their decision.
Make this easier by having A,B,C,D points or posters in your room.
Then you can have the answers on the board as well to save
faffing.
Develop by getting one member from each answer area to try and convince the others that their
answer is right (good for encourage use of reason and uncovering of fallacy, misconceived reasoning
etc.)
89. Chop and Sort
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Produce three different solutions to a problem related to the
lesson. Distribute these among groups who then have to cut them
up. They then swap with a group who has an alternative solution
and have to sort it into order, then explain it.
Develop by using different media – i.e. images, poems, newspaper articles etc. the task could be not
to explain the solution but explain how the re-sorted item links to the learning/lesson objective.
Sorted, respect due.
90. Same…Different?
Give group of shapes/expressions/graphs and students identify
what is the same and what is different about them.
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91. Classified Information
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Ask students to classify information related to the lesson.
e.g. fact/opinion, masculine/feminine words, studies using
according to different kinds of methodologies used.
Develop by asking students to come up with their own
classification systems and a rationale behind it.
92. Make me
your selection
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Set students a problem to solve. This could
be the original lesson objectives,
something signposted in the lesson or an
holistic question. They then have to select
information/learning from the lesson that
will enable them to solve the problem.
Develop by giving a review list of
information from the lesson that students
choose from.
Or, ask students to come up with a
problem that they then ask others to solve
by selecting from the lesson/learning
93. Word Limit Whiteboard
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Set a question at the start of the lesson, or frame the objectives as
a question, and then return at the end of the lesson. Students
must produce an answer on mini-whiteboards to share with
you/the class. Set a word limit to increase challenge.
Develop by asking for a word limit and a picture; asking them to answer the question with another question;
asking them to walk around the room holding the whiteboard and find people with the same answers.
94. How, where, when, why, what
e.g. …does democracy work?
…is the economy?
…do human rights affect people?
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95. Different Writing Styles
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Write up what you have learnt in the lesson as an article for a
‘broadsheet’ newspaper, as a spy report for MI5, as 1-2 pages in a
Ladybird book for 10 year-olds etc.
96. Everyday People
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How can you link today’s lesson to your everyday life?
In what contexts would you encounter what we have learned
about today in your day-to-day life?
How can you use what we have learned to day in your life inside
and outside of school?
97. Missing Sequence
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Students receive a process (or the lesson itself) cut up or
distributed between cards which they must then put into the
right sequence. However, one (or more) of the bits is missing
and they must work out what should go there.
99. Learning
0
10
20
30
40
50
1 2 3 4 5 6 7 8
Time Through Lesson
Amount
Learned
Learning
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Draw a graph showing your learning during the lesson.
Or;
Ask students to draw a graph showing a certain aspect or topic
from the lesson
Graph It
0
1
2
3
4
5
6
7
8
9
0 2 4 6 8 10
Time
Politician
Popularity
During
'Swine
Flu
Week'
100. Material
What material is today’s lesson most like and why?
Example materials -
Wood, stone, wool, felt, linen, silk, charcoal
Develop by providing pictures of a series of materials; by providing students with some physical
items or materials they must link to the lesson/use to explain aspects etc.
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101. Knightmare
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Make a grid 4 by 5 on the floor at the front of the classroom (or
have five ‘stages’). Sort class into four teams. Each team sends a
student up. They stand on the first square of the grid. They can only
move on if their team gets a question right. Ask the teams in turn
and the first student to the end of the grid/last stage is the winner.
(it’s a bit like the old TV show Knightmare)
102. Enter the Box
Student comes up to the front of the class and steps in an
imaginary (or real!) box. They are not allowed to leave until
they have answered a question correctly.
Could develop by student having to pick others in the class to answer correctly and ‘release’
them
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103. Continuum
Use continuum to allow students to identify themselves with a
position or stance related to the issue or topic looked at.
Particularly appropriate if the lesson has centred around making
an informed judgement.
Develop by questioning students on their position on the continuum; only allowing reasons based on evidence
from the lesson; asking students to decide the continuum question or statement
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104. Odd One Out Maker
Make an odd-one-out activity based on today’s lesson
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Could be key words, pictures, diagrams, concepts etc.
Students then try them out on each other.
105. Pyramid 2
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Three key words that are important
Two words that have made
an impression
One thing you will
do to follow up, or
question you want
to ask
106. Musical Sentence Stems
Fill a hat with sentence stems about the lesson. Play music as the
hat is passed around the room. Stop the music and student has
to pull one out and either answer it or choose someone they
think can answer it.
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107. Video Errors
Make a film of yourself (or another teacher or student if you are
camera shy!) explaining the topic covered in the lesson. Insert
a number of deliberate mistakes/common misconceptions
that students have to identify.
Develop by asking students how they would have presented the material better; why they think
common misconceptions are commonly misconceived (thinking about thinking)
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108. Activity Planning
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Plan an activity that Year 7 students could do to learn what we
have learnt today.
Develop by changing the audience; asking for a rationale; asking for an identification of
the strengths and weaknesses of their activity in relation to the learning.
109. Question Tennis
Arrange the class in two rows facing each other. The first student
asks the student opposite a question about the lesson. If they
get it right the person sat next to them gets to ask a question
of the student opposite. If they get it wrong, the first team
continue asking the questions.
A1 asks B1.
If B1 gets it right, then B2 asks A2.
If B1 gets it wrong, then A2 asks B2.
Etc.
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110. Voice Over
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Students work in groups of four.
2 students sit facing each other and have a silent conversation,
moving their mouths whilst the other two stand behind them and
provide the voice-over. Have the beginnings of a conversation about
the lesson on the board to start them off.
Sitters must sound the alarm if speakers go ‘off-topic’ or fail to
synchronize their speech with the sitter’s mouth movements.
111. Circle Time
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Use circle time to:
-Review
-Reflect
-Explore the learning
-Explore questions
-Relate feelings to the lesson/learning
http://www.circle-time.co.uk/
112. Conflict - Tension
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Where has conflict or tension arisen in today’s lesson?
(then explore this)
-Note, this can either be used as a behaviour tool to speak about relationships within
the classroom or in relation to the learning.
e.g. (learning)
‘There was tension between different interpretations of The Human Rights Act by
people’
‘There is conflict between mammals and birds trying to use the same drinking water.’
113. Timeline
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Draw a timeline of the events we have covered so far.
Sketch a timeline of the lesson
Draw a timeline of what you learnt and when in the lesson
Draft a timeline of what skills you used and when in the lesson
114. Partnering
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Hand out half question cards and half answer cards. Students
must then match themselves up in silence.
Develop by having a third questions and two thirds answers, with two answers being correct for every one question; sticking
questions and answers on students’ backs; questions find questions that lead to the same answer and answers find answers
that could be from the same question
115. Charades
Act out a key word, concept, idea from the lesson. (teacher or
students could do it, others guess)
Develop by having the ‘charade-doer’ then questioning the class about their choice once it has been guessed;
others explaining how they might have done it differently (makes mental concepts explicit); students
doing it in small groups so everyone can have a turn
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116. Football
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Draw up a pitch with 5 lines running
across it for marking draw goals, put the
'ball' in the middle and put the children
in 2 groups or teams. They can either
work as a team to answer questions or
you can pick some out individually from
each team if they get a question right
they get to move a line across and if
they get 3 in a row they get to shoot to
save the other team must get their
question right. This is a fun and
interactive lesson and you can gauge
the questions to ability if they have
individual questions.
From TES Resources website
117. Set your own homework
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What homework would you set yourself on what you have learnt
today? How would this help you to build on what you have done?
(students can then do the homework, or the class can vote for the
best one and all do that)
118. Quiz the group
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One group come to the front and are quizzed by the rest of the
class on what they have learnt, how they have learnt and what
skills they have used/developed
119. Re-draft
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Get your work peer-assessed and then re-draft it according to
the feedback. (can probe understanding by questioning students
as to why they have assessed as such and why they have
changed it as they have)
124. Musical Styles
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Choose a music style, sum up the learning and then recite it in
your chosen style.
e.g. could write a rap about the lesson, do a group monastic
chant, sing a country style song etc.
125. Camera, Action
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Make a 30/60 second news bulletin about the lesson/learning
and capture on a webcam or student mobile phone. Upload if
you can and play back to the class.
126. Forecast
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If what you have learnt today is true, what will the future be like?
If what you have learnt today were false, what would the future
be like?
127. Points of view
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Ask students to imagine the different points of view people would
have on today’s learning. This can be people in the media, people
they know, types of people, groups and so on.
128. Chinese Whispers
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In groups or a whole class, send whispers round summarising the
learning. Compare the end result with the summary and then
explore the learning, maybe referencing communication, memory
and listening.
130. Change the world
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How could what you have learnt today change the world? In a small,
medium or large way? On a local, national, global scale?