The document provides instructions for quickly presenting random slides in a presentation by setting the slide transition time to 0 seconds and turning off click advancement. It also lists several sources of ideas for concluding or "plenary" activities at the end of a lesson, including questions, games, peer assessment, and role plays. The list of plenary ideas includes websites where more details can be found.
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.
The boy: The park: The dog: Found: Chased:
• Ask them to arrange the cards to make a story
• Or give them a story starter and ask them to continue it
'It was a cold, dark night when...'
'The old man looked out of the window and saw...'
'One day the king decided...'
'If I was invisible for a day I would...'
'We were lost in the forest when suddenly...'
'The end of the world was approaching and...'
'It was exam results day, I opened the envelope and...'
'I woke up this morning and found that...'
'There I was, stuck up
1) The document discusses three keys to interactive learning: game thinking, game elements, and gamification. It describes game thinking as using game techniques to engage people and motivate learning.
2) It outlines two types of gamification: structural which uses elements like points and badges, and content gamification which alters content to be more game-like.
3) The document advocates for incorporating elements like challenge, curiosity, and control to create flow and motivate learners intrinsically and extrinsically. It suggests using concepts like risk and failure productively in learning.
Long After the Thrill: Sustaining Passionate UsersStephen Anderson
The document discusses how to sustain passionate users through challenges and continual updates. It notes that delight does not last, and that sustaining users long-term requires more than just delightful experiences. Some factors that motivate people to stick with web apps and services for many years include continual improvements, reliability, ease of use, functionality, and social aspects like friends using the same service. The document also discusses game mechanics and gamification, noting they can add fun layers but are an oversimplification of game design.
Euro IA Closing Plenary - What I'm Curious About…Stephen Anderson
What are you curious about? What do you want to know more about by this time next year?
Here's my answer to that question (c. 2012) and why I believe Curiosity is core to everything we do as a profession.
(Don't) Use Your Words: Visual Communicators Rock!Katie Laird
Visuals are pretty. And they are crucial to creating data filled presentations that won't lull your audience to sleep.
This slide deck takes a look at basic techniques, tools and strategy anyone who has ever wanted to communicate just a little better visually can grow from.
Want to learn more - or want to have a presentation like this presented to your organization? Visit me at www.schipul.com/happykatie.
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.
The boy: The park: The dog: Found: Chased:
• Ask them to arrange the cards to make a story
• Or give them a story starter and ask them to continue it
'It was a cold, dark night when...'
'The old man looked out of the window and saw...'
'One day the king decided...'
'If I was invisible for a day I would...'
'We were lost in the forest when suddenly...'
'The end of the world was approaching and...'
'It was exam results day, I opened the envelope and...'
'I woke up this morning and found that...'
'There I was, stuck up
1) The document discusses three keys to interactive learning: game thinking, game elements, and gamification. It describes game thinking as using game techniques to engage people and motivate learning.
2) It outlines two types of gamification: structural which uses elements like points and badges, and content gamification which alters content to be more game-like.
3) The document advocates for incorporating elements like challenge, curiosity, and control to create flow and motivate learners intrinsically and extrinsically. It suggests using concepts like risk and failure productively in learning.
Long After the Thrill: Sustaining Passionate UsersStephen Anderson
The document discusses how to sustain passionate users through challenges and continual updates. It notes that delight does not last, and that sustaining users long-term requires more than just delightful experiences. Some factors that motivate people to stick with web apps and services for many years include continual improvements, reliability, ease of use, functionality, and social aspects like friends using the same service. The document also discusses game mechanics and gamification, noting they can add fun layers but are an oversimplification of game design.
Euro IA Closing Plenary - What I'm Curious About…Stephen Anderson
What are you curious about? What do you want to know more about by this time next year?
Here's my answer to that question (c. 2012) and why I believe Curiosity is core to everything we do as a profession.
(Don't) Use Your Words: Visual Communicators Rock!Katie Laird
Visuals are pretty. And they are crucial to creating data filled presentations that won't lull your audience to sleep.
This slide deck takes a look at basic techniques, tools and strategy anyone who has ever wanted to communicate just a little better visually can grow from.
Want to learn more - or want to have a presentation like this presented to your organization? Visit me at www.schipul.com/happykatie.
The document provides a toolkit of assessment for learning tools to help teachers embed assessment in their teaching and learning. It presents different techniques, activities, and tools for formative assessment that teachers can use to achieve successful assessment for learning. The toolkit aims to be a useful resource for teachers.
The document provides an important checklist for 21st century technologies. It lists key areas like artificial intelligence, robotics, biotechnology, and more that are advancing rapidly and impacting our lives. The checklist aims to help individuals understand and prepare for the many technological changes that will continue to transform our world in coming decades.
This document outlines the superpowers and tools of a peer and self-assessment superhero. The superhero would have speed, provide specific and formative feedback, and create dialogue through assessment. Their utility belt would include progress tables, rubrics, model answers, and other tools. Peer and self-assessment need to be quick, formative, and specific. Feedback should create improvement and be acted upon through discussion. The document provides examples of assessment tools and rules for providing kind, specific, and helpful critique.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
El documento resume varios síndromes neurocutáneos, incluyendo la neurofibromatosis, la esclerosis tuberosa, y el síndrome de Sturge-Weber. La neurofibromatosis se divide en dos tipos, el tipo 1 (enfermedad de von Recklinghausen) y el tipo 2, cada uno con sus propias características clínicas y manifestaciones. La esclerosis tuberosa se caracteriza por la presencia de tumores benignos en el cerebro, ojos, piel y riñones. El síndrome de Sturge-Weber implica angi
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 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.
Further Professional Studies (ICT) presentation showing possible alternatives to paper-based pupil feedback to inform the planning and delivery in primary and secondary schools.
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.
The document describes several palm applications for learning math concepts through hands-on activities. It discusses applications for learning place value, order of operations, geometry, measurement, and more. Students can use the applications to practice math skills in an interactive way through activities like flashcards, games, and spreadsheets. The applications aim to engage students and help them learn through discovery and practice across different levels of Bloom's Taxonomy.
The document provides an overview of creative thinking tools and techniques that can be used to maximize creative skill development. It discusses warm-up exercises to open thinking, as well as divergent thinking tools like brainstorming, forced relationships, idea grids, and morphological grids. Convergent thinking tools are also presented, such as SCAMPER, checklisting, value grids, and PCP analysis for evaluating ideas. The goal is to learn, use, and create with these different creative thinking tools.
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.
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.
The document discusses strategies for developing quality thinking in classrooms. It recommends:
1) Teaching self-talk and modeling thinking to develop metacognition.
2) Coding lessons and student thinking to assess the quality of thinking being facilitated.
3) Using a focus question to drive learning and inquiry for a study.
It also provides examples of thinking strategies and sequences that can be taught and used to resolve different types of issues.
Integrating Creativity into Core Content Jasper 2014Lisa Rubenstein
This document outlines an agenda for a workshop on integrating creativity into core content. The day includes sessions on storytelling, creating intellectual need through mysterious problems, brainstorming and freedom using techniques like analogical thinking and SCAMPER, and creative problem solving. Visual thinking strategies like storyboarding are discussed as ways to help students make sense of and illustrate concepts. The importance of understanding challenges is also covered to ensure ideas generated will be relevant.
Math staff development techn integration presentationKari
This document outlines an agenda for a teacher training on technology integration. It includes instructions for warm-up activities, introductions, a presentation on effective technology integration, and examples of technology tools. The presentation discusses preparing students for the future by developing 21st century skills like visual learning, collaboration, and digital literacy. It emphasizes using technology to engage students and make learning authentic and challenging. Teachers practice using tools like Echalk, Diigo, Google Docs, and wikis. The document concludes by having teachers design a lesson plan integrating technology and real-world problems.
This document provides a collection of over 30 ideas for using technology in the language classroom, including:
1) Websites for creating word scrambles, captions, diagrams, timelines, and more.
2) Tools for translating text, recording audio, and generating quizzes and games.
3) Ideas for engaging activities using videos, images, and interactive whiteboard resources.
4) Tips for using QR codes, text randomizers, voice changers and other technologies to enhance lessons.
5) Links to free online resources for activities focused on vocabulary, grammar, listening and reading skills.
Gadgets, Games and Gizmos for Learning: Teach on the BeachKarl Kapp
1. The document discusses how technology has advanced in many areas but not as much in learning, and it is time to change that.
2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
This document outlines an agenda for a entrepreneurship training program run by Founder Centric. The day includes sessions on iterative teaching, workshops and assignments, the design process and goals, getting feedback, and managing risks. Assignments described include developing personal inventories of skills and resources, conducting customer interviews, optimizing an MVP, and launching constrained startup projects over 1-2 weeks. The document emphasizes adapting curriculum flexibly to student needs, using peer support and optional modules, and avoiding common pitfalls like getting stuck on inconsequential details.
The document provides a toolkit of assessment for learning tools to help teachers embed assessment in their teaching and learning. It presents different techniques, activities, and tools for formative assessment that teachers can use to achieve successful assessment for learning. The toolkit aims to be a useful resource for teachers.
The document provides an important checklist for 21st century technologies. It lists key areas like artificial intelligence, robotics, biotechnology, and more that are advancing rapidly and impacting our lives. The checklist aims to help individuals understand and prepare for the many technological changes that will continue to transform our world in coming decades.
This document outlines the superpowers and tools of a peer and self-assessment superhero. The superhero would have speed, provide specific and formative feedback, and create dialogue through assessment. Their utility belt would include progress tables, rubrics, model answers, and other tools. Peer and self-assessment need to be quick, formative, and specific. Feedback should create improvement and be acted upon through discussion. The document provides examples of assessment tools and rules for providing kind, specific, and helpful critique.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
El documento resume varios síndromes neurocutáneos, incluyendo la neurofibromatosis, la esclerosis tuberosa, y el síndrome de Sturge-Weber. La neurofibromatosis se divide en dos tipos, el tipo 1 (enfermedad de von Recklinghausen) y el tipo 2, cada uno con sus propias características clínicas y manifestaciones. La esclerosis tuberosa se caracteriza por la presencia de tumores benignos en el cerebro, ojos, piel y riñones. El síndrome de Sturge-Weber implica angi
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 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.
Further Professional Studies (ICT) presentation showing possible alternatives to paper-based pupil feedback to inform the planning and delivery in primary and secondary schools.
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.
The document describes several palm applications for learning math concepts through hands-on activities. It discusses applications for learning place value, order of operations, geometry, measurement, and more. Students can use the applications to practice math skills in an interactive way through activities like flashcards, games, and spreadsheets. The applications aim to engage students and help them learn through discovery and practice across different levels of Bloom's Taxonomy.
The document provides an overview of creative thinking tools and techniques that can be used to maximize creative skill development. It discusses warm-up exercises to open thinking, as well as divergent thinking tools like brainstorming, forced relationships, idea grids, and morphological grids. Convergent thinking tools are also presented, such as SCAMPER, checklisting, value grids, and PCP analysis for evaluating ideas. The goal is to learn, use, and create with these different creative thinking tools.
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.
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.
The document discusses strategies for developing quality thinking in classrooms. It recommends:
1) Teaching self-talk and modeling thinking to develop metacognition.
2) Coding lessons and student thinking to assess the quality of thinking being facilitated.
3) Using a focus question to drive learning and inquiry for a study.
It also provides examples of thinking strategies and sequences that can be taught and used to resolve different types of issues.
Integrating Creativity into Core Content Jasper 2014Lisa Rubenstein
This document outlines an agenda for a workshop on integrating creativity into core content. The day includes sessions on storytelling, creating intellectual need through mysterious problems, brainstorming and freedom using techniques like analogical thinking and SCAMPER, and creative problem solving. Visual thinking strategies like storyboarding are discussed as ways to help students make sense of and illustrate concepts. The importance of understanding challenges is also covered to ensure ideas generated will be relevant.
Math staff development techn integration presentationKari
This document outlines an agenda for a teacher training on technology integration. It includes instructions for warm-up activities, introductions, a presentation on effective technology integration, and examples of technology tools. The presentation discusses preparing students for the future by developing 21st century skills like visual learning, collaboration, and digital literacy. It emphasizes using technology to engage students and make learning authentic and challenging. Teachers practice using tools like Echalk, Diigo, Google Docs, and wikis. The document concludes by having teachers design a lesson plan integrating technology and real-world problems.
This document provides a collection of over 30 ideas for using technology in the language classroom, including:
1) Websites for creating word scrambles, captions, diagrams, timelines, and more.
2) Tools for translating text, recording audio, and generating quizzes and games.
3) Ideas for engaging activities using videos, images, and interactive whiteboard resources.
4) Tips for using QR codes, text randomizers, voice changers and other technologies to enhance lessons.
5) Links to free online resources for activities focused on vocabulary, grammar, listening and reading skills.
Gadgets, Games and Gizmos for Learning: Teach on the BeachKarl Kapp
1. The document discusses how technology has advanced in many areas but not as much in learning, and it is time to change that.
2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
This document outlines an agenda for a entrepreneurship training program run by Founder Centric. The day includes sessions on iterative teaching, workshops and assignments, the design process and goals, getting feedback, and managing risks. Assignments described include developing personal inventories of skills and resources, conducting customer interviews, optimizing an MVP, and launching constrained startup projects over 1-2 weeks. The document emphasizes adapting curriculum flexibly to student needs, using peer support and optional modules, and avoiding common pitfalls like getting stuck on inconsequential details.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
This document summarizes a crowdsourced keynote presentation at the Innovating e-Learning 2011 conference on co-creating learning. It introduces the facilitator, Tom Barrett, a UK teacher who shares educational technology ideas, and the presenter, Ewan McIntosh, CEO of NoTosh Limited, which works with creative industries and education. It provides instructions for participating in the session using the Elluminate online platform and outlines 8 challenges discussed around rethinking education approaches.
The document provides guidance on developing effective questioning skills in students. It discusses the importance of questioning, lists strategies for responding to questions, and provides examples of questioning tools and frameworks teachers can use to scaffold questioning skills including Bloom's Taxonomy, Thinking Hats, Thinking Maps, and Anderson's Revised Taxonomy. The document emphasizes the role of teachers in explicitly teaching, modeling and providing opportunities to practice questioning.
Digital storytelling for language classroomsTom Walton
Creative, collaborative, process writing using simple Web 2.0 tools (=digital storytelling) makes for great, fun language learning activities.
Presentation given at Macmillan Teachers Day in Bilbao, May 2012.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Pengantar Penggunaan Flutter - Dart programming language1.pptx
The plenary producer-1
1. Made by Mike Gershon – If you want to make the slides whizz through really
mikegershon@hotmail.com
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
Ple
about plenaries -
http://www.brighton-hove.gov.uk/downloads/education/education_online/key_documents/key_stage_3/tlf_plenaries_circle.doc
na
ry
Ideas from – www.independentthinking.com
The Creative Teaching and Learning Toolkit (and Handbook) – Brin Best and Will
Thomas http://www.bristol-cyps.org.uk/teaching/secondary/science/pdf/el_starters.pdf
’35 Ideas for Plenaries’ – Pimlico Academy – Chris Marshall www.teachingthinking.net
http://www.teachit.co.uk/custom_content/newsletters/newsletter_oct06.asp http://www.geointeractive.co.uk/contribution/wordfiles/starters%20list.doc
http://www.schoolhistory.co.uk/teachers/starters.html www.psychexchange.co.uk
http://www.geographypages.co.uk/start.htm www.teachinglinks.co.uk/Lesson%20Starters%20and%20Plenaries.doc
http://news.reonline.org.uk/rem_art10.php TES resources site
http://www.teach-ict.com/teacher/plenary/plenaries.htm Edward De Bono – How to Have Creative Ideas (Vermilion, Chatham, 2007)
http://www.kenttrustweb.org.uk/UserFiles/ASK8/File/Secondary_Science/Secondary_Science_Resources/science-ideas-for-starters.pdf
My head
Other people’s heads
2. Plenaries
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 KUI 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
3. Answer! 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
Back to Plenaries
4. Back to
Plenaries
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?
5. Back to
Plenaries
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.
6. Back to
Plenaries
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.
7. Back to
Plenaries
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.
8. Back to
Plenaries
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 Can divide group into
students have to draw in
books or on mini-whiteboard and teams to make it
then feedback their competitive
thinking/explanation.
9. Back to
Plenaries
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!)
10. Back to
Bingo Sheets
Plenaries
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
11. Back to
Plenaries
Hangman
You know what it is!
12. Back to
Plenaries
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.
13. Back to
Plenaries
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.
14. Back to
Plenaries
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
15. Back to
Plenaries
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?
16. Back to
Plenaries
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
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 Back to
www.edwarddebono.com Plenaries
18. Back to
Plenaries
Taboo
Students have to describe a key word
without using that word (it is taboo!).
(could do it in teams, pairs, whole-class)
19. Back to
Plenaries
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
20. Back to
Plenaries
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.
21. Back to
Plenaries
True or False
True..................................................or is it false!
Could pre-plan questions or get students to
write their own for the rest of the class
22. Back to
Plenaries
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.
23. Back to
Plenaries
What do you know?
(variation – ideas must be pictures instead of words)
24. Back to
Plenaries
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?
25. Back to
Plenaries
Different Shoes
If…
Gordon Brown/an LEDC farmer/dolphins
…had taught today’s lesson, how might it have
been different and why?
26. Back to
Plenaries
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.
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. Back to
Plenaries
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.
29. Back to
Plenaries
Design a Plenary
• Ask students to design a plenary activity to
use next lesson. Set success criteria.
30. Back to
Blockbusters
Plenaries
Set up a Blockbusters
style grid using
appropriate
key terms/names/places
etc. from the
lesson or No
unit
Can I have a
‘P’ please Bob
http://www.teachers-dir
31. Back to
Controversial Issue Plenaries
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?”
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. Back to
Plenaries
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.
34. Back to
Plenaries
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
35. Back to
Who Wants To Be A Plenaries
Millionaire?
Google ‘Who Wants To Be A Millionaire
template’ and off you go!
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. Back to
Plenaries
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
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. Back to
Plenaries
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.
41. Back to
Cross the Curriculum
Plenaries
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)
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. Back to
Plenaries
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.
47. Back to
Plenaries
Brainstorm
Today’s lesson/what
you have learnt
48. Back to
Plenaries
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.
49. Back to
Plenaries
Storyboard
Make a storyboard of today’s lesson/your
learning/a key concept/the topic studied…
50. Back to
Plenaries
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)
51. Back to
Plenaries
Evaluation
Tree
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.evaluationsupportscotland.
52. Back to
Plenaries
Which Pic?
Which picture matches your learning today? Explain why?
(pictures = new ideas, problem solving, discussion, experimenting, team/group work, creativity)
53. Back to
Plenaries
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)
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. Back to
Plenaries
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.
55. Back to
Plenaries
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. 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 (
and perhaps
http://curriculum.qca.org.uk/key-stages-3-and-4/skills/plts/index.aspx)
focussing on a different skill week by week.
Back to
Plenaries
57. Back to
Plenaries
Now reduce that to 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
58. Back to
Plenaries
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.
59. Back to
Plenaries
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.
60. Back to
Plenaries
PLTS
1) Pick one of the skills and explain
how you have used it today…
2) Pick one of the skills and explain
Independent Enquirer 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… Creative Thinker
Team Worker
Reflective Learner Self Manager
Effective Participator
61. Back to
Plenaries
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).
62. Back to
Plenaries
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
63. Back to
Plenaries
VAK
Visual, auditory, kinesthetic.
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.
Back to
Plenaries
65. Back to
Plenaries
Question you have
about the lesson
Pyramid
Things you
have been
reminded of
today
Things you
have learned
today
66. Back to
Plenaries
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.
Back to
Plenaries
68. Back to
Plenaries
Shape and Colour
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.
69. Back to
Plenaries
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.
http://www.argos.co.uk/static/Product/partNumber/3495454/Trail/searchtext>PLAY-DOH+.htm
70. Back to
Plenaries
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
71. Back to
Plenaries
Equation
Write an equation showing your learning…
For example –
Eggs + flour + milk + sugar X oven = cake
72. Back to
Plenaries
KUI
As a result of the lesson today I:
Know…
Understand…
Can use the information in the following other situations….
73. Back to
Plenaries
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…
74. Back to
Txt Msg Plenaries
Write a txt msg explaining
your learning
75. Back to
Plenaries
Flow-Chart
Draw a flow-chart
showing the lesson
76. Back to
Plenaries
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,)
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)
Back to
Plenaries
78. Back to
Plenaries
Predict it
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
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 Back to
Plenaries
80. Back to
Plenaries
Random Feedback
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. Back to
Plenaries
Mr Wrong
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. Back to
Plenaries
The Big Match Live!
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. Back to
Plenaries
Open Question
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
Plenaries
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
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
Back to
Plenaries
86. Back to
Plenaries
Probing Questions
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 Also a probe A…probe!
87. Back to
Plenaries
Aide Memoire
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. Back to
Plenaries
Question? Answer. 2
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
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. Back to
Plenaries
90. Back to
Plenaries
Same…Different?
Give group of shapes/expressions/graphs and students identify
what is the same and what is different about them.
91. Back to
Plenaries
Classified Information
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. Back to
Plenaries
Make me
your selection 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. Back to
Plenaries
Word Limit Whiteboard
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. Back to
Plenaries
How, where, when, why, what
e.g. …does democracy work?
…is the economy?
…do human rights affect people?
95. Back to
Plenaries
Different Writing Styles
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
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?
Back to
Plenaries
97. Back to
Missing Sequence
Plenaries
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.
98. Back to
Plenaries
Plenary Dice
http://www.ldalearning.com/webapp/wcs/stores/servlet/Product_
99. Back to
Graph It Plenaries
Draw a graph showing your learning during the lesson.
Learning
50
40
Amount Learned
30
Learning
20
10
0
1 2 3 4 5 6 7 8
Or; Time Through Lesson
Ask students to draw a graph showing a certain aspect or topic
from the lesson
9
During 'Swine Flu Week'
8
Politician Popularity
7
6
5
4
3
2
1
0
0 2 4 6 8 10
Time
100. Back to
Plenaries
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.
101. Back to
Plenaries
Knightmare
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. Back to
Enter the Box Plenaries
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
103. Back to
Continuum Plenaries
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
104. Back to
Plenaries
Odd One Out Maker
Make an odd-one-out activity based on today’s lesson
Could be key words, pictures, diagrams, concepts etc.
Students then try them out on each other.
105. Back to
Plenaries
Pyramid 2
One thing you will
do to follow up, or
question you want
to ask
Two words that have made
an impression
Three key words that are important
106. Back to
Plenaries
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.
107. Back to
Video Errors
Plenaries
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)
108. Back to
Plenaries
Activity Planning
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. Back to
Plenaries
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.
110. Voice Over
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.
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Plenaries
111. Back to
Plenaries
Circle Time
Use circle time to:
-Review
-Reflect
-Explore the learning
-Explore questions
-Relate feelings to the lesson/learning
http://www.circle-time.co.uk/
112. Back to
Plenaries
Conflict - Tension
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. Back to
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Timeline
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. Back to
Plenaries
Partnering
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. Back to
Plenaries
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
116. Back to
Football Plenaries
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. Back to
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Set your own homework
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. Back to
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Quiz the group
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. Back to
Plenaries
Re-draft
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)
120. Back to
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What? How?
Explain what you have learnt today and how you have learnt it
?
121. Back to
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Mime
Students get into pairs and mime key learning/ideas/concepts whilst
the other has to guess what it is.
122. Back to
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Rorrim
Write what you have learn backwards. Swap books and decode!
123. Back to
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Celebrities
How would a famous celebrity summarize today’s learning? Choose a
celebrity and make your summary
124. Back to
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Musical Styles
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. Back to
Plenaries
Camera, Action
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. Back to
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Forecast
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. Back to
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Points of view
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. Back to
Plenaries
Chinese Whispers
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.
129. Back to
Plenaries
Animal Magic
Summarize your learning in the character of an animal of your
choosing
130. Back to
Plenaries
Change the world
How could what you have learnt today change the world? In a
small, medium or large way? On a local, national, global scale?