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Proof of Progress Minibite (zs)
- 1. P Proof of Progress P From the outset, plenaries were often the weakest part of the lesson. Good planning was critical to the success of plenaries. Often there was O insufficient time for them, typically because teachers under-estimated the time required for activities in the main phase of the lesson. Plenaries were often the least active part of lessons. Teachers tended merely to sum up what happened during the main phase and pupils did not have the opportunity to articulate what O they had learned. P When pupils had such opportunities, they proved an important part of the learning process.’ POPs P O !
- 2. What are thebenefits of POPs and Plenaries • A few to get you started… • Stick your ideas on the board Help highlight Summarise the Lead on to the how pupils learn learning that has next stage of as well as what taken place so learning they learn far
- 3. POP! Criteria POPs !
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- 5. How to makesure your plenaries go… POP!
- 6. Proof of Progressshort POP activities ideas POP !
- 7. Linking phrases Sun Moon Orbit Star Axis Earth Solar system Tilt Space 1. Number each word, roll the dice to select the words that have to be linked. 2. Link as many words as possible together in one sentence 3. Lower ability give definitions of each word, increase the demand by linking more and more words together 4. Write the sentences in books, mini whiteboards, IWB, 5. Make as many sentences as you can linking on two of these words togther POP !
- 8. Concept cartoon John thinks.... Sarah thinks.... Amy thinks... POP ! Into the speech bubbles put... 1.True false phrases Abdi thinks... 2.Common misconception phrases 3.Varying degrees of accuracy phrases To use... 1.Who is right/ wrong... True/false? 2.Why are they right/wrong... True/false? 3.Correct/underline/point out the mistakes 4.Add the correct speech bubble in
- 9. Diamond 9 Participants aregiven a list of issues and asked to discuss and agree which are the most important items. Each item is placed on a large, diamond-shaped grid. The most important item is usually placed in the top of the diamond and the least important at the bottom of the diamond. Items in each row are of equal importance. (Some groups POP prefer to put the most important card in the ! centre - either approach is fine, as it's the discussion surrounding the group's decisions that is important.) The diamond shape enables the group to encompass a range of priorities and perspectives.
- 10. Fill in theblanks Blanks in text with no choices of words POP !
- 11. Red/ Yellow/ GreenCards POP ! A quick POP activity that allows you to check the whole classes progress Use the traffic lights for... 1.Statements 2.True or false 3.Understanding of a particular topic or activity
- 12. Aide Memoire POP ! 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.
- 13. Speed dating Sit with a partner - one of you must sit facing the whiteboard and the other facing the opposite way The first person has only 30 seconds to describe the key word(s) featured below before moving onto their next partner - your teacher will keep writing down the keyword to be explained Your keyword is: POP !
- 14. A, B, C,D Cards A B C D A quick POP activity that allows you to check the whole classes progress Use the ABCD cards for... 1.Multiple choice questions POP !
- 15. Idea thoughts When youhave received an answer to a question, open up the thinking behind it by asking what others think about the idea. e.g. “What do others think about _________’s idea?” POP !
- 16. Same…Different? Give group ofshapes/expressions/graphs and students identify what is the same and what is different about them. POP !
- 17. Adding detailed ideas In teams you are going to be extending sentences to show off your newfound knowledge. The team with the best sentence, ie accurate and detailed, wins the prize! POP ! Example Original Sentence: The Second World War started in 1939. Example Extended Sentence: The Second World War, which occurred between 1939 and 1945, started when the Germans invade Poland and Britain declared war on Germany
- 18. How, where, when,why, what e.g. …does democracy work? …is the economy? …do human rights affect people? POP !
- 19. Writing questions • HOW(higher order) • WHY (higher order) • WHAT POP !
- 20. Here are theanswers, what is the question? POP ! Question?
- 21. Kindred relationships • In this exercise, think of a word that is related to the preceding words. (Compound and hyphenated words or commonly used expressions are allowed.) • Sleeping, contest, spot, shop Answer: Beauty (sleeping beauty, beauty contest, beauty spot, beauty shop) POP ! Relating word?
- 22. Missing Sequence POP ! 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.
- 23. POP In ten words.... ! •Summary activity (second level of Bloom’s taxonomy) •Literacy activity •Encourages boys to pick out key words/ key bits of information •Can be changed to more or less words, and therefore can be differentiated
- 24. POP Pictionary ! e.g. Give students concepts/ideas/things to draw whilst others have to guess what they are Alternative – short list of concepts/ideas and students have to draw in books or on mini-whiteboard and then feedback their Can divide group thinking/explanation. into teams to make it competitive
- 25. Logical/Mathematical Verbal/Linguistic Interpersonal Intrapersonal 8 way thinking Naturalistic Body/Physical Musical Visual/Spatial POP ! 1. Students can ask questions on each of the 8 ways- then research them 2. or use the 8 ways as prompts to jot down information 3. Can be used at the start of a lesson or topic 4. And/or at the end of a lesson/ topic
- 26. Hangman You know whatit is! POP !
- 27. 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. POP ! 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
- 28. Pupil as Teacher POP ! e.g. One (or more?) pupil is the teacher. They have to summarise the lesson (unit) and question the class on what was studied.
- 29. Looking at bloomsbookmark 1. Ask students what the highest skill they have used was POP !
- 30. Mime Students get intopairs and mime key learning/ideas/concepts whilst the other has to guess what it is. POP !
- 31. What if? What ifwe 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? POP !
- 32. 5–5–1 Summarise today’s topicin 5 sentences. Reduce to 5 words. Now to 1 word. POP ! (with as many variations as there are numbers!)
- 33. 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. POP !
- 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 POP !
- 35. No to noand 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. POP !
- 36. POP ! 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.
- 37. POP 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.
- 38. POP 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.
- 39. Write your ownobjective Either at the end of the lesson or during the lesson ask pupils to write their own objectives, thinking about what skill they have acquired POP !
- 40. Evaluation Tree Ask students where they feel they are on the tree in relation to the lesson or topic. POP ! 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.evaluationsupportsc otland.org.uk/article.asp?id=13
- 41. 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. POP !
- 42. Now reduce thatto 5 key words… 5-5-1 Deluxe! Write 5 sentences summarising today’s topic… And finally to one word…. Use shapes and pictures to deluxe-ify 5-5-1 POP !
- 43. 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. POP ! 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.
- 44. Exam Question POP ! 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.
- 45. Equation Write an equation showing your learning… For example – Humans + cars = carbon dioxide Carbon dioxide= melting ice caps + increasing temperature POP !
- 46. Txt Msg Write atxt msg explaining your learning POP !
- 47. Self assessment POP !
- 48. Peer assessment POP !
- 49. Independent Focus IFTask POP !
- 50. Guess who? POP !
- 51. DARTs activites • DirectedActivities Related to Text POP !
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- 53. Catch phrase POP !
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- 55. Question loops POP !
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- 58. Just a minute •Pupils talk for exactly one minute without hesitation on a topic to their peers POP !
- 59. Connect game: 1. Sortpupils into groups of 3 or 4 2. choose a topic (perhaps revision) 3. Ask a student to suggest a word. 4. The next member of the group says a word that is related to that word e.g. if the word is ‘football’ they might say ‘goal’. 5. The next child then says a word connected with the previous word e.g. ‘goal’, ‘net’ and so on. 6. Players take turns. They are allowed thinking time, but can be challenged by any other player to explain the connection between their word and the previous word POP !
- 60. The 5 whys 1 2 Q: Why do you Q: Why is it exercise? healthy? A: Because it's A: Because it’s healthy good for me 3 POP Q: Why is it good ! for me? Ask ‘why’ questions in response to five A: consecutive answers. 5 4 For example: Q: Why Q: Q: do you exercise? A: Because it's healthy. A: A: Q: Why is it healthy? A: Because it’s good for me. Q: Why is it good for me? And so on.
- 61. 5 good questions 1.Share questions with class, partner 2. See how many pupils came up with the same questions 3. Peers to answer each others questions Question 3 Question 2 Question 4 Write down 5 questions you know the answer to Question 1 Question 5 POP !
- 62. POP ! KWL what we Know", what we Want to know, and "what we Learned 1 thing I already knew 2 questions about what I have learnt/ 2 things I didn’t understand 3 things I have learnt