A starter is useful for… A) Keeping the children quiet. B) Being able to log on. C) To be able to take the register. D) To hook the children to learning

A starter is useful for…

A) Keeping the children quiet.

B) Being able to log on.

C) To be able to take the register.

D) To hook the children to learning.

As a table, test your knowledge from the previous lesson to win sweets for your group. You will have 20 seconds to place your sweets over the correct answer. After the time limit is up place you hands behind your back. HINT- If you do not know the answer place the sweets on different answers.

A plenary should…

A) Give you a chance to pack away.

B) Make sure everyone has the h/w copied down.

C) Judge how far the students have met the LO.

D) To have a break before next lesson.


A mini-plenary is used for…

A) An AFL tool.

B) A diagnostic tool.

C) To judge the areas for progression.

D) All of the above.


Starters and plenary activities must show…

A) Rapid and sustained progress.

B) Rapid and sustained progress and to hook the students.

C) To hook, show progress, be a diagnostic tool and be well planned.

D) Not all of these all of the time.


Why starters and plenaries?

Grade 1 (Outstanding)-Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum (Ofsted, 2012).

Starters: Plenaries:• Hook and engage learners from the

start (mysterious, curiosity or novelty).

• Can be a meta-cognitive technique.• Can provide student ownership of

the lesson.• Provides immediate learning on

entry to the classroom.• Pupils gain an understanding and

ownership of the lesson.• Has a clear purpose.• Is a discrete part of the lesson but

contributes to the achievement of the lesson objectives.

Pupils have opportunity to evaluate LO or learning.

Pupils reflect and articulate how they have learned.

Higher order thinking (evaluate). The whole class works to draw the

lesson to a close. Acts as a diagnostic AfL strategy. Informs future learning. Mini-plenary activities act as a

‘snapshot’ of learning. Pupils understand not only what

they have learned but how they have learned it.

The Mediterranean Climate

Lesson Objectives (Create your own):•To be able to•To begin to•To stretch ourselves to

Example- To be able to APPLY our knowledge of climate graphs to a Mediterranean Climate.

Date: 24th January

Key word bank:

Understand (identify or located)DescribeExplainAnalyseApplyEvaluateAchieve

Key topics in the lesson:

Climate graph formation.Comparing climates.Using homework.Reasons for different climates.

• 5 people

• 4 minutes

• 3 ideas about

Starter- Captain AnswerWrite down 3 questions in your book that

you know the answer to.Use the key Blooms words to guide your

questions.Record the name of the person (not next

to you) you are testing. Peer assess and record their score out of 3.

You can make the questions as easy or as hard as you like!!

Example: Identify what a urban heat island is and how it affects the human environment.

Reverse Quiz

What questions can you create which could lead someone to give the following answers?

• The Our Father• ACTS• Hymns• The Creed• Meditation• Silence

Make sure you can justify your answer.

Try to develop a question that no-one else will have.

Can you make question that include more than one of the answers.

Starter- Group GEOGRAPHY HOT seating• In your rows, the aim is to recap Low Pressure

Weather Systems.• The aim is to reach the benchmark of 1minute

without doing the following:• Pausing;• Repeating;• Or going off the point.

• When you feel you have contributed all that you can give, or you are stuck, tap the next group member to continue (you can only go once!)• The students timing and recording your score

have the final word!

BONUS point every 10 seconds +5 for 1 minute

Starter- Puzzler As a team piece together and stick down the Urban Model pieces.As a team piece together and stick down the Urban Model pieces.

It is the first team with all the pieces and the 10 key words located in It is the first team with all the pieces and the 10 key words located in the correct spaces that wins!!!the correct spaces that wins!!!

The final countdownThe final countdown

Use your key word bank to

help you!

THE URBAN MODEL

Starter- Photo Analysis • Analyse the photo using the 5 Ws of Geographical Enquiry.

Think about the content of your questions and answers.

Clues- Think about our weather and climate unit and last terms topics

Discuss with your partner next to you. Think about the content of your questions and answers.

LO Checklist: Start of the Lesson

(G, A, R)

Middle of the Lesson

(G, A, R)

End of the Lesson

(G, A, R)I can list some of the geographical words given today (L2).I can describe the features of the urban model (L3).I can begin to realise geographical patterns (L4).

17th January 2013

Taken from your tracker!

Settler- Write whether you can meet the LO already using G, A, or R. HINT- Can you create a question for the person responding on the board?

• This will inform our FUTURE learning.

• 1) For each LO, state whether it is:– G=Green (very

confident) – A=Amber (a bit

unsure)– R=Red (need

more help)

• Explain why you underlined green/amber/red:

LO Checklist: End of the Lesson

(G, A, R)

I can list some of the geographical words given today (L2).I can describe the features of the urban model (L3).I can begin to realise geographical patterns (L4).

2) Tick your tracker in your book to the levels you think you have met and sign.3) Give the following:

• A WWW;• An EBI;• A WCII (a target for next lesson).• WCYI (give a target for a peer)

FIND SOMEONE WHO • You have 3 minutes.

• Complete the grid by finding 9 different people who can answer the 9 questions.

• Write down the answers and the person who gave it to you.

• You are not allowed to answer a question yourself even if you know it!

• Sit down as soon as you have finished.

3-2-1 Post-it note• On a post-it note write down the following and stick on the whiteboard

on your way out!!

Facts your have learnt about ...

Ways you would use this information

Learning Objective YOU achieved.

Tick partial tick cross• This exercise is for students to think about how successfully

they would complete a task.

• TICK

• DOTTED TICK

• CROSS

Plenary- AFL Feedback Sandwich

To give a AFL sandwich for this topic with a view to setting targets for the future. BUN- holds the sandwich together. What

have you done well to hold these lessons together? Positive comment!

BURGER- gives flavour and taste to the bun. What has been your most impressive point in your topic?

Lettuce- GREEN- WWW 1 target. Tomato- RED- EBI 1 weakness to inform your

target. Mayo- AMBER- WCII 1 target.

Mini-Plenary- List ‘O’Mania• You have 60 seconds to list as many physical and human

effects that cause desertification. Remember to think back to weather and climate!

LO1- To be able to IDENTIFY physical and human effects that cause desertification.

Mini Plenary- 1 minute sales Pitch• Work in pairs to produce a sales pitch to your peers on RIVERS.• Using facts that you have generated SELL your knowledge back

to the class. • Prizes for the best sales pitch.• Peer assess using GREEN (I would buy your knowledge),

AMBER (Your pitch needs work) or RED (Not today thank you!)

True or False?

True.......................... or is it false!Write 10 True or False questions on the LHWP.These can be designed using your completed case studies on the LHWP.Make sure you know the answers to the questions as you will be peer marking them next lesson.

Example: SOLE is the name of the resident group currently protesting the dam’s construction?

Using the knowledge developed during the lesson, write a text message to a mate suggesting new ideas you have gained about the theme of the lesson. Provide them with the following:

The best part of the lessonA new idea you have gainedAn LO you metAn LO you need to work onA question

A new idea I got today is

Using the knowledge developed during the lesson, write a tweet message to people on Twitter suggesting new ideas you have gained about the theme of the lesson. Provide them with the following:

The best part of the lessonA new idea you have gainedAn LO you metAn LO you need to work onA question

Plenary – Status Update• Write a status update on a facebook page highlighting

the following:• An LO that you have met this lesson;• Something you have learnt this lesson;• A question for your peers;• A LO you would like to work on in the future.

CreateEvaluateAnalyseApply

Understand- Describe, Explain

Knowledge- Remember

Self Assessment:

For this self assessment, shade the Bloom’s Triangle to the skills you feel that you have achieved in this lesson. Make sure you list the activities which has allowed you to meet this.

From this self analysis, give 1 WWW and 1 EBI and 1 WCII to inform your future learning.

WWW-

EBI-

WCII-

PLENARY- BLOOM’S ASSESSMENT

I am able to evaluate my own performance in this lesson against the LO using WWW and EBI strategies.

Using your SMART assessment paperwork do they following:1)Add in the title of your mock, your aspirational grade and your grade below2)Give feedback analysis of your result. Are you happy?3)Write one WWW, an EBI and one SMART WCII target (take note of my advisory feedback)

Conclusion- Designer• We hope today has given you some

formulas to use in lessons and reduce the time taken to plan.• On your tables is a lesson pro-

forma to design an upcoming lesson of your choice some of the ideas gathered today.• Potentially it can give you…

Plenary-Basket Case

• Design a challenging question for your peer (you must know the answer to the question).

• The aim is to challenge an opposing team member with your question. If you:• Give a question your peer cannot answer

you receive 1 ball.• If your peer can answer your question

they gain 1 ball.• To win a point for your team you must

get the ball in to the moving target’s net.

Driven to madness by the snow. John invented a game that he could entertain himself. Even if he looked loopy!

Documents

A starter is useful for… A) Keeping the children quiet. B) Being able to log on. C) To be able to take the register. D) To hook the children to learning