PLENARIES Plenaries have certain aims: pull the whole group together at the end of the lesson

1. PLENARIES • Plenaries have certain aims: • pull the whole group together at the end of the lesson • summarise the learning that has taken place so far • consolidate the learning • lead on to the next stage of learning • help highlight how students learn as well as what they learn • help determine the next steps for learning

2. The purpose of having a Plenary is: • to help students understand and remember what they have learned • to refer back to the learning objectives in the starter • create a sense of achievement, gain and completion • recognise the value of individuals and the class as a whole • take stock of where the class has reached • to take learning further • Plenaries usually appear at the end of a lesson, but they can occur at other stages of a lesson, including part of the way through the lesson.

3. How do plenaries help teachers ? • develop a habit of reflecting on their learning • stimulate interest, and curiosity about the next stage of learning • help students communicate about what they have learned • helps to devise assessment for learning • How can we make sure that plenaries are a success ? • plan for the plenary as a distinct part of the lesson • make sure it links with the lesson objectives • ensure that students feel confident and can all contribute to the lesson • give students the chance to review their learning • don't use the same sort of starter each lesson - try a variety of plenaries • practise the thinking skills activities which will become part of their learning as the new strategy becomes more widely integrated into schemes of work • make time for the plenary - don't make it rushed for time, and squeezed out by time for sorting out homework etc

4. Reflection Think back over the lesson Note down one new thing you have learnt today

5. Reflection Think back over the lesson Note down what you consider to be the MOST IMPORTANT POINT from the lesson

6. Reflection Think back over the lesson Note down what you consider to be the MOST IMORTANT POINT from the lesson Chose one to share with the class

7. Reflection Think back over the lesson Note down Two new things you have learnt today

8. Reflection Think back over the lesson Note down Two new things your neighbour has learnt today

9. Reflection Think back over the lesson Set Two questions to ask your neighbour to test what they have learnt today Swap questions with your neighbour and answer them

10. Reflection Think back over the lesson Note down which objectives you are confident you have understood Note down which objectives you are still unsure about Be ready to explain your decisions

11. In pairs chose two examples of skills you have used in answering the question about Wilf

12. SOYA AS Food Technology Protein 4 Soya products 3 Advantages of Soya 2 Disadvantages of Soya 1 Question you have about Soya

13. Reflection Think back over the lesson Summarize this process/design idea/product In 5 bullet points

14. Reflection Think back over the lesson Summarize this lesson In 5 bullet points

15. Reflection Think back over the lesson Summarize today’s topic In 5 sentences Reduce this to five words Reduce this to one word

16. Reflection Think back over the lesson You have 60 seconds to Sum up your knowledge of the topic

17. Reflection Think back over the lesson You have 60 seconds to Write down all the words you can think of to describe…..

18. Reflection Think back over the lesson Design your own help sheet to give advice to another student on today’s lesson

19. Reflection • PMI • Think back over the lesson and note down something for : • Plus • Minus • Interesting

20. In pairs • Tell each other: • - 1 thing you have learnt • 1 thing you’re not sure of • Then report to the class. • Someone else might want to give an explanation to the “not sure of” item.

21. In pairs, Write 2 to 4 questions in the style of “Who wants to be a millionaire? Then ask the rest of the class or swap questions with another pair.

22. Noughts and crosses • Have a grid with 9 boxes on the board. • Each box might have: a picture (good for MFL), a definition, a key word, a question, a date etc • Divide the class in 2 teams (boys/girls, right/left) • To hit a square, they have to say: • A word or short phrase (describing the picture) • A definition (matching the key word) • A word (matching the definition) • The answer to the question… • Play like you would play noughts and crosses. • Can also be used as a starter.

23. In common Write down as many things as you can think of that a square and a rectangle have in common

24. Bar chart Info Look at the bar chart below. What fraction of girls have size 5 feet or above? What percentage of the pupils have size 8? What is the boys modal size? What is the mean shoe size?

25. Solution • What fraction of girls have size 5 feet or above? 14 out of 20 girls= 7/10 • What percentage of the pupils have size 8? 3 out of 40 pupils = 7.5% • What is the boys modal size? 6 • What is the mean shoe size? 6×3 + 3×4 + 7×5 + 12×6 + 9×7 + 3×8 = 5.6 6+3+7+12+9+3

26. Football Star The star player of the local football team has played in every match so far this season. If he had scored 8 more goals, his mean would be 3 goals per match. If he had cored 7 fewer goals, his average would be 2 goals per match. How many goals has the start player scored so far this season?

27. Solution t = the total score n = the number of game played Then t + 8 = 3 and t – 7 = 2 n n So t = 37 (and n = 15)

28. Who’s Who? • Who was the tallest? • Who was the heaviest? • Who was the lightest? • Who was taller than Helen but lighter than Dave? • Who was heavier and shorter than Ed? • Who was lighter and shorter than Ian? • What is the general relationship between your height and weight? Weight (kg) A B C E D F G H I J K L M Height (m) A – Alan B – Bobby C – Charlie D – Dave E – Ed F – Fiona G – Gareth H – Helen I – Ian J – Jenny K – Katy L – Liam M - Michael

29. Solution • B • A • M • G, E and C • K, L and M • The taller you are the heavier you are

30. Doing the same thing to both sides D + 7 = 10 What is D? Why? 2B = 16 What is B? Why? M – 7 = 12 What is M? Why?

33. DT specific Plenaries Practical Lessons These can be done as a whole group discussions, or individual work to include in design folders Making diaries and to do lists. Write out a time plan for how you spent the lesson and make a ‘to do’ list for next lesson. Store this in your design folder, and update it every lesson you are working on your project. Discuss any special requirements you need for next lesson with your teacher. Time and Motion On a blank A3 page do a very quick plan of the workshop and plot out where you worked and moved around the room, including times spent waiting and/or doing nothing. Could you work in a different location, or plan ahead to save time in any way in future lessons?

34. Modifications Make a new design folder page labeled ‘modifications’ and write down, in bubble diagram form, any things you had to change, adapt or that went differently than expected. Add to this after each practical lesson. Risk Assessment Did anything go wrong for you this lesson, or could anything have easily gone wrong? What will you do to make sure this doesn’t happen in future?

35. Team working Have you or couldyou help any other members of your class to complete their work quicker without doing important parts for them? Can you suggest ways the whole class could organize themselves to better share out equipment? Batch Processes If you had to make more duplicates of your project how might you speed the process up? On an A3 page, to add to your folder, quickly sketch some designs for templates, guides or jigs you could make to help you with the tasks you have been doing today.

36. PMI Think about what you have learned in today’s lesson Give me a ‘Plus’ Give me a ‘Minus’ Give me an ‘Interesting’

37. In the opinion of your group…. • What are the top five greatest inventions or discoveries of all time? • And why?

38. Plenary • How well did your group ‘feed back?’ • What would you change about the group dynamics next time? • How would you improve the design and why?

39. The Question Wall 5 large sheets of paper are stuck to the board. Each sheet has a different question on it – each group goes to a different sheet and answers the question after a discussion. The questions become harder to answer as more information is written for each one. If each group uses a different coloured pen, the teacher will be able to see who understands the most.

40. Four Square Each group is given a sheet of paper split into 4 sections – picture / paragraph / song or rap / make a list. Pupils must think about a particular concept learnt in the lesson and describe it in these 4 different ways – this can help pupils to use learning styles different to their own.

41. The Pyramid Ask pupils to reflect individually over what they have learnt this lesson. Then give them a pyramid, with 3 blocks on the base, followed by 2 blocks and 1 block on the top. They can then answer questions or give information in each box. For example, you might ask them to: Write 3 le words Write 2 la words Write 1 les word

42. Review Race: Pupils are placed in groups. One by one, each pupil runs to the board and writes down a phrase or words that they have learnt this lesson. The winning group is the one with the most information, although bonus points can be given for quality of response.