14. Blank Axes
16. Stroop Effect
18. Two Balls

Pupils come into the classroom and there\u2019s something to do right away. There\u2019s a puzzle on the board, a challenge on the desk, something to think about. Right away, the teacher has the attention of the class. The lesson is off to a flying start.

\u2018asked\u2019, or \u2018exclaimed\u2019 to use when they write a dialogue; in mathematics, they might work out and explain the pattern in a sequence of numbers written on the board; in science, they might play a loop card game on cells and cell functions. Very often, this starter will be picked up later, in the main part of the lesson. But even ten minutes into the lesson, the pupils already feel as though they\u2019ve learned something.

\u25a0they influence early levels of engagement and motivation;
\u25a0they help to inject a sense of pace and challenge;
\u25a0they are an alternative to commencing with a whole-class question-and-answer routine;
\u25a0they create an expectation that pupils will think and participate in the lesson.