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Proof of Progress
POPs!
P
P
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PO
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From the outset, plenaries were often the weakest part of the lesson.
Good planning was critical to the success of plenaries. Often there was 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
they had learned.
When pupils had such opportunities, they proved an important part of the learning process.’
What makes a good plenary/POP?• Think of 3 things and come up and write your most important one on
the board…• Every individual must do something to show progress• Consolidate • Students taking charge of their reflections (practically or through
questioning)• Evidence of learning linked to LOs
POP! Criteria
POPs!
Your task
How to make sure your plenaries go…
POP!
Proof of Progress short POP activities ideas
POP!
Linking phrases
Sun Moon OrbitStar 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 together4. Write the sentences in books, mini whiteboards, IWB, 5. Make as many sentences as you can linking on two of these words togther
POP!
Concept cartoon
Abdi thinks...
Amy thinks... John thinks.... Sarah thinks....
Into the speech bubbles put...1.True false phrases2.Common misconception phrases3.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 mistakes4.Add the correct speech bubble in
POP!
Diamond 9
Participants are given 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 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.
POP!
Fill in the blanks
POP!
Blanks in text with no choices of words
Red/ Yellow/ Green Cards
POP!
A quick POP activity that allows you to check the whole classes progress
Use the traffic lights for...1.Statements 2.True or false3.Understanding of a particular topic or activity
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.
POP!
Speed datingSit 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!
A, B, C, D Cards
POP!
A B C DA quick POP activity that allows you to check the whole classes progress
Use the ABCD cards for...1.Multiple choice questions
Idea thoughts When you have 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!
Same…Different?
Give group of shapes/expressions/graphs and students identify
what is the same and what is different about them.
POP!
Adding detailed ideas
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
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!
How, where, when, why, what e.g. …does democracy work?
…is the economy?…do human rights affect people?
POP!
Writing questions
• HOW (higher order)• WHY (higher order)• WHAT
POP!
Here are the answers, what is the question?
Question?
POP!
Kindred relationships
Relating word?
POP!
• 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, shopAnswer: Beauty (sleeping beauty, beauty contest, beauty spot, beauty shop)
Missing SequenceStudents 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.
POP!
In ten words....POP
!
•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
Pictionary
e.g. Give students concepts/ideas/things to draw whilst others have to guess what they are
Can divide group into teams to make it competitive
Alternative – short list of concepts/ideas and students have to draw in books or on
mini-whiteboard and then feedback their thinking/explanation.
POP!
8 way thinking
POP!
Logical/Mathematical Verbal/Linguistic Interpersonal Intrapersonal Naturalistic Body/Physical Musical Visual/Spatial
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 information3. Can be used at the start of a lesson or topic4. And/or at the end of a lesson/ topic
Hangman
You know what it is!
POP!
ContinuumUse 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
POP!
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.
POP!
Looking at blooms bookmark
1. Ask students what the highest skill they have used was
POP!
Mime
Students get into pairs and mime key learning/ideas/concepts whilst the other has to guess what it is.
POP!
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? POP!
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!)
POP!
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!
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!
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.
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.
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.
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.
POP!
Write your own objective
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!
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.org.uk/article.asp?id=13
POP!
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!
Write 5 sentences summarising today’s topic…
Now reduce that to 5 key words…
And finally to one word….
5-5-1 Deluxe!
Use shapes and pictures to deluxe-ify 5-5-1 POP
!
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.
POP!
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.
POP!
Equation
Write an equation showing your learning…
For example –
Humans + cars = carbon dioxide
Carbon dioxide= melting ice caps + increasing temperature
POP!
Txt Msg
Write a txt msg explaining your learning
POP!
Self assessment
POP!
Peer assessment
POP!
Independent Focus IF Task
POP!
Guess who?
POP!
DARTs activites
• Directed Activities Related to Text
POP!
BINGO
POP!
Catch phrase
POP!
Splat
POP!
Question loops
POP!
Taboo POP
!
Dingbats POP
!
Just a minute
• Pupils talk for exactly one minute without hesitation on a topic to their peers
POP!
Connect game:1. Sort pupils into groups of 3 or 42. 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!
The 5 whys
4Q:
A:
1Q: Why do you
exercise?
A: Because it's healthy
2Q: Why is it
healthy?
A: Because it’s good for me
3Q: Why is it good
for me?
A:5Q:
A:
Ask ‘why’ questions in response to five consecutive answers. For example: Q: Why do you exercise? A: Because it's healthy. Q: Why is it healthy? A: Because it’s good for me. Q: Why is it good for me? And so on.
POP!
5 good questions
Question 2
Question 1
Question 3
Question 4
Question 5
Write down 5questions you know
the answer to
POP!
1. Share questions with class, partner2. See how many pupils came up with
the same questions3. Peers to answer each others
questions
KWL
1 thing I already knew
2 questions about what I have learnt/ 2 things I
didn’t understand
3 things I have learnt
what we Know", what we Want to know, and "what we Learned
POP!
