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Plenary Activities

Plenary Activities

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Published by glen_meskell
plenary activities - pupil tracking and assessment
plenary activities - pupil tracking and assessment

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Published by: glen_meskell on Dec 08, 2010
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12/08/2010

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Blockbusters ICT interactive game

Plenary Activities

Verbal Football Students/teacher use previously devised questions. Split class in half and sit facing each other. Three questions in a row correct scores a ‘goal’. If fail, other team still have to get ‘three in a row’. Team with the most ‘goals’ wins.

Self Assessment/ Target Setting: Choose from a list of suggestions on whiteboard or devise own.

Newspaper Headlines Challenge small groups to invent a newspaper headline about the topic studies. Present like newspaper sellers!

Write a short ‘blurb’ (advert style) for a piece of work.

Exit Jeopardy Give the answers to key points from the lesson. Students have to raise their hands to give the question. If correct, they get to leave.

Choose from five statements on the board. Which three best reflect…?

Diamond Ranking Set question. Students have nine ideas to prioritise. Ideas on Post-It notes and arrange in diamond shape of importance.

Teacher shows relevant extract from previous student’s work: students identify three strengths and three pieces of advice for improvement.

Bingo 4 x 4 grid

Feedback to whole class by one or two groups only, according to rota, roll of dice or teacher selection.

Pictionary Students work in teams on whiteboard to draw knowledge/ skills/facts, etc. 2 minutes max.

‘Ask It’ Basket Write a question about the LO on a Post-It and put in a basket for answering next lesson.

Football Commentary or Match Report

Give students reminders about a topic over a few lessons. On a subsequent lesson ask them to feed back in the style of a football commentator (a la John Motson). They could record these and play back to class.

Show work to peer– Work in pairs to set targets for each other.

Answer teacher or student questions without saying ‘yes’ or ‘no’.

True or False Hold up card/ whiteboard to show whether statement on whiteboard is true or false.

Pictures/Cartoons Which would you put with today’s learning and why?

Take one minute to compose two statements in your head to explain what has been learnt and how. Report to class. ‘Phone a friend’.

Toss the Beanbag/Ball Students ask questions of each other based on learning.

Use ‘text–speak’ to review learning on Post-It.

Feelings Silhouette
Draw a person wearing a hat and carrying a toolbox. Annotate what has been learnt near the hat, write skills and ideas near the toolbox. Draw a heart on the person and write down the feelings about the topic and a rubbish bin to show what did not work or wasn’t understood in the lesson.

Elimination Put up a list of numbers/facts, etc. on whiteboard. Give clues to eliminate to leave one answer.

Dominoes Statements that connect together, e.g. Calcium > He Helium > Na Sodium > K

Odd One Out Pictures or words put on whiteboard for students to compare and contrast.

Traffic Lights Students use Red, Orange and Green cards to indicate their level of understanding on a topic.

In one minute draw what you’ve learnt today. Partner has 20 seconds to guess.

Prediction What will happen next? Justify your point of view.

Post-It you’re out of order. Sequencing activity.

Loop Students answer questions on 2-sided cards. Green Side: Question, Red Side: Answer to another question. Teacher starts and activity goes on until all questions have been asked and answered, ending with the teacher’s answer.

Who Wants To Be A Millionaire? Students set question with four possible answers on learning.

Continuum Students stand in line according to how they feel about a topic. Can also be used to explore statements and opinions.

Stand Up – Sit Down Q & A which forces students to stand up/sit down according to whether they agree/ disagree, true/false, higher/lower, etc.

Who/What Am I? Single question like ‘What’s My Line?’

Smiley/Sad Faces Reflect on part of the learning and discuss positive/negative aspects. Draw chart and respond with appropriate ‘faces’ and points for improvement.

Splat Put up key words on whiteboard. Two students as ‘splatters’. Class questions the 2 at the front. Students answer by ‘splatting’ the correct word on the board. Winner stays up, questioner replaces loser.

Freeze Frame Summary Students take up a pose that would represent a concept, fact or subject. Rest of class have to guess what they are representing.

Where can you apply this skill/knowledge in your homework or other subjects? Give 3 examples.

Identify the key points of the lessons from anagrams.

Brainstorm or mind map of what has been learnt during lesson.

Write 5 top tips/golden rules for….

Groups of 3, numbered 1 to 3. Put up 3 statements on whiteboard which individuals must explain to rest of group.

List 3 things your neighbour has learnt today.

Graphic summary of lesson, e.g. steps, flowchart.

60-Second Challenge Sum up knowledge of text or write down all the words you can think of to describe…

Quick-fire oral quiz to review learning.

Gimme 3 List three things you found out/learnt today.

In pairs, answer the question set at the start on a Post-It note. Stick on board and review.

Identify missing words in a cloze summary of learning.

Label a diagram or illustration, one word in each box.

Create a mnemonic which reflects the meaning of a new word or term you have learnt today.

Change role—student becomes teacher. What questions would you ask the class and why?

Summarise this piece/topic in 5 bullet points.

‘In Role Answering’ Hot-seating activity. Students

Design your own ‘writing mat’ to give advice to other students about…

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