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Starters and Plenaries

Starters and Plenaries. Learning Styles. Starters. What makes an effective starter? What is their purpose? What are the pitfalls?. During successful INTERACTIVE starters; Pupils engage Pupils understand LOs There is a sense of pace Pupils are on-task Pupils are challenged

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Starters and Plenaries

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  1. Starters and Plenaries Learning Styles

  2. Starters • What makes an effective starter? • What is their purpose? • What are the pitfalls?

  3. During successful INTERACTIVE starters; • Pupils engage • Pupils understand LOs • There is a sense of pace • Pupils are on-task • Pupils are challenged • Pupils are well-managed • Previous learning can be checked, with links to new learning

  4. Whiteboards • Loads of different uses • Off the cuff starters, plenaries and giving instant feedback on understanding • Examples: • Pictionary • Recaps- list 3 things you found out last lesson • 60 second challenge • List 5 advantages of.. • Draw a diagram to show….

  5. Pictionary • Great for revising diagrams and keywords • You or the students come up with the event/keyword/topic/person • Students play in pairs. • Students draw the word without speaking or writing • Use the whiteboards

  6. Post it notes • Post it notes or stickers on forehead • Pupils work out keyword by asking neighbour questions which receive yes/no answers

  7. Blockbusters • A generic version can be used. See example. This one is good for analysis. • Alternatively, students can make their own up based on particular topics. • Excellent for re-cap of content.

  8. Verbal Tennis • Play in teams of 3 (one is the umpire) or divide class into 2 groups • Sides take turns to say a word related to the current topic • No words can be repeated • Repeated words or hesitation loses the point • Scored as tennis

  9. Countdown • Based on Countdown Conundrum • Easy to set up • Can use extension questions based on key word • Can be played individually or in two teams

  10. Topic Taboo • Great for keywords, concepts, events, people etc. • Students can create cards by writing the key word at the top and then 5 words below it which the describer cannot use. • To play the game, divide the class in two. Students have a minute to describe as many cards as they can to their team for a point. If they pass or use a key word, a point goes to the other team.

  11. Some examples cont…. • The examples you have come across • Read the 50 ideas for starters. Which would be most beneficial in your classroom?

  12. Your ideas

  13. Plenaries • What makes an effective plenary? • What is their purpose? • What are the pitfalls? • Read the first 2 pages of the booklet. • What are the salient points?

  14. Your examples

  15. Some examples • The examples you have come across • Read the 55 ideas for plenaries. Which would be most beneficial in your classroom? • ….and if all else fails, use the envelope idea

  16. Our Plenary • The envelope idea • Choose a number

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