Presentation is loading. Please wait.

Presentation is loading. Please wait.

A starter is useful for… A) Keeping the children quiet. B) Being able to log on. C) To be able to take the register. D) To hook the children to learning.

Similar presentations


Presentation on theme: "A starter is useful for… A) Keeping the children quiet. B) Being able to log on. C) To be able to take the register. D) To hook the children to learning."— Presentation transcript:

1

2 A starter is useful for… A) Keeping the children quiet. B) Being able to log on. C) To be able to take the register. D) To hook the children to learning. As a table, test your knowledge from the previous lesson to win sweets for your group. You will have 20 seconds to place your sweets over the correct answer. After the time limit is up place you hands behind your back. HINT- If you do not know the answer place the sweets on different answers.

3 A plenary should… A) Give you a chance to pack away. B) Make sure everyone has the h/w copied down. C) Judge how far the students have met the LO. D) To have a break before next lesson. As a table, test your knowledge from the previous lesson to win sweets for your group. You will have 20 seconds to place your sweets over the correct answer. After the time limit is up place you hands behind your back. HINT- If you do not know the answer place the sweets on different answers.

4 A mini-plenary is used for… A) An AFL tool. B) A diagnostic tool. C) To judge the areas for progression. D) All of the above. As a table, test your knowledge from the previous lesson to win sweets for your group. You will have 20 seconds to place your sweets over the correct answer. After the time limit is up place you hands behind your back. HINT- If you do not know the answer place the sweets on different answers.

5 Starters and plenary activities must show… A) Rapid and sustained progress. B) Rapid and sustained progress and to hook the students. C) To hook, show progress, be a diagnostic tool and be well planned. D) Not all of these all of the time. As a table, test your knowledge from the previous lesson to win sweets for your group. You will have 20 seconds to place your sweets over the correct answer. After the time limit is up place you hands behind your back. HINT- If you do not know the answer place the sweets on different answers.

6 Why starters and plenaries? Grade 1 (Outstanding)-Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum (Ofsted, 2012). Starters:Plenaries: Hook and engage learners from the start (mysterious, curiosity or novelty). Can be a meta-cognitive technique. Can provide student ownership of the lesson. Provides immediate learning on entry to the classroom. Pupils gain an understanding and ownership of the lesson. Has a clear purpose. Is a discrete part of the lesson but contributes to the achievement of the lesson objectives.  Pupils have opportunity to evaluate LO or learning.  Pupils reflect and articulate how they have learned.  Higher order thinking (evaluate).  The whole class works to draw the lesson to a close.  Acts as a diagnostic AfL strategy.  Informs future learning.  Mini-plenary activities act as a ‘snapshot’ of learning.  Pupils understand not only what they have learned but how they have learned it.

7

8 The Mediterranean Climate Lesson Objectives (Create your own): To be able to To begin to To stretch ourselves to Example- To be able to APPLY our knowledge of climate graphs to a Mediterranean Climate. Date: 24 th January Key word bank: Understand (identify or located) Describe Explain Analyse Apply Evaluate Achieve Key topics in the lesson: Climate graph formation. Comparing climates. Using homework. Reasons for different climates.

9 5 people 4 minutes 3 ideas about

10 Starter- Captain Answer Write down 3 questions in your book that you know the answer to. Use the key Blooms words to guide your questions. Record the name of the person (not next to you) you are testing. Peer assess and record their score out of 3. You can make the questions as easy or as hard as you like!! Example: Identify what a urban heat island is and how it affects the human environment.

11 Reverse Quiz What questions can you create which could lead someone to give the following answers? The Our Father ACTS Hymns The Creed Meditation Silence Make sure you can justify your answer. Try to develop a question that no-one else will have. Can you make question that include more than one of the answers.

12 Starter- Group GEOGRAPHY HOT seating In your rows, the aim is to recap Low Pressure Weather Systems. The aim is to reach the benchmark of 1minute without doing the following: Pausing; Repeating; Or going off the point. When you feel you have contributed all that you can give, or you are stuck, tap the next group member to continue (you can only go once!) The students timing and recording your score have the final word! BONUS point every 10 seconds +5 for 1 minute

13 Starter- Puzzler  As a team piece together and stick down the Urban Model pieces.  It is the first team with all the pieces and the 10 key words located in the correct spaces that wins!!! The final countdown The final countdown Use your key word bank to help you!

14 THE URBAN MODEL

15 Starter- Photo Analysis Analyse the photo using the 5 Ws of Geographical Enquiry. Think about the content of your questions and answers. Clues- Think about our weather and climate unit and last terms topics Discuss with your partner next to you. Think about the content of your questions and answers.

16 LO Checklist: Start of the Lesson (G, A, R) Middle of the Lesson (G, A, R) End of the Lesson (G, A, R) I can list some of the geographical words given today (L2). I can describe the features of the urban model (L3). I can begin to realise geographical patterns (L4). 17 th January 2013 Taken from your tracker! Settler- Write whether you can meet the LO already using G, A, or R. HINT- Can you create a question for the person responding on the board?

17

18

19 This will inform our FUTURE learning. 1) For each LO, state whether it is: – G=Green (very confident) – A=Amber (a bit unsure) – R=Red (need more help) Explain why you underlined green/amber/red: LO Checklist: End of the Lesson (G, A, R) I can list some of the geographical words given today (L2). I can describe the features of the urban model (L3). I can begin to realise geographical patterns (L4). 2) Tick your tracker in your book to the levels you think you have met and sign. 3) Give the following: A WWW; An EBI; A WCII (a target for next lesson). WCYI (give a target for a peer)

20 FIND SOMEONE WHO You have 3 minutes. Complete the grid by finding 9 different people who can answer the 9 questions. Write down the answers and the person who gave it to you. You are not allowed to answer a question yourself even if you know it! Sit down as soon as you have finished.

21 3-2-1 Post-it note On a post-it note write down the following and stick on the whiteboard on your way out!! Facts your have learnt about... Ways you would use this information Learning Objective YOU achieved.

22 Tick partial tick cross This exercise is for students to think about how successfully they would complete a task. TICK DOTTED TICK CROSS

23 Plenary- AFL Feedback Sandwich  To give a AFL sandwich for this topic with a view to setting targets for the future.  BUN- holds the sandwich together. What have you done well to hold these lessons together? Positive comment!  BURGER- gives flavour and taste to the bun. What has been your most impressive point in your topic?  Lettuce- GREEN- WWW 1 target.  Tomato- RED- EBI 1 weakness to inform your target.  Mayo- AMBER- WCII 1 target.

24 Mini-Plenary- List ‘O’Mania You have 60 seconds to list as many physical and human effects that cause desertification. Remember to think back to weather and climate! LO1- To be able to IDENTIFY physical and human effects that cause desertification.

25 Mini Plenary- 1 minute sales Pitch Work in pairs to produce a sales pitch to your peers on RIVERS. Using facts that you have generated SELL your knowledge back to the class. Prizes for the best sales pitch. Peer assess using GREEN (I would buy your knowledge), AMBER (Your pitch needs work) or RED (Not today thank you!)

26 True or False? True or is it false! Write 10 True or False questions on the LHWP. These can be designed using your completed case studies on the LHWP. Make sure you know the answers to the questions as you will be peer marking them next lesson. Example: SOLE is the name of the resident group currently protesting the dam’s construction?

27 Using the knowledge developed during the lesson, write a text message to a mate suggesting new ideas you have gained about the theme of the lesson. Provide them with the following:  The best part of the lesson  A new idea you have gained  An LO you met  An LO you need to work on  A question A new idea I got today is

28 Using the knowledge developed during the lesson, write a tweet message to people on Twitter suggesting new ideas you have gained about the theme of the lesson. Provide them with the following:  The best part of the lesson  A new idea you have gained  An LO you met  An LO you need to work on  A question

29 Plenary – Status Update Write a status update on a facebook page highlighting the following: An LO that you have met this lesson; Something you have learnt this lesson; A question for your peers; A LO you would like to work on in the future.

30 Create Evaluate Analyse Apply Understand- Describe, Explain Knowledge- Remember Self Assessment: For this self assessment, shade the Bloom’s Triangle to the skills you feel that you have achieved in this lesson. Make sure you list the activities which has allowed you to meet this. From this self analysis, give 1 WWW and 1 EBI and 1 WCII to inform your future learning. WWW- EBI- WCII- P LENARY - B LOOM ’ S A SSESSMENT I am able to evaluate my own performance in this lesson against the LO using WWW and EBI strategies.

31 Using your SMART assessment paperwork do they following: 1)Add in the title of your mock, your aspirational grade and your grade below 2)Give feedback analysis of your result. Are you happy? 3)Write one WWW, an EBI and one SMART WCII target (take note of my advisory feedback)

32

33 Conclusion- Designer We hope today has given you some formulas to use in lessons and reduce the time taken to plan. On your tables is a lesson pro- forma to design an upcoming lesson of your choice some of the ideas gathered today. Potentially it can give you…

34 Plenary- Basket Case Design a challenging question for your peer (you must know the answer to the question). The aim is to challenge an opposing team member with your question. If you: Give a question your peer cannot answer you receive 1 ball. If your peer can answer your question they gain 1 ball. To win a point for your team you must get the ball in to the moving target’s net. Driven to madness by the snow. John invented a game that he could entertain himself. Even if he looked loopy!


Download ppt "A starter is useful for… A) Keeping the children quiet. B) Being able to log on. C) To be able to take the register. D) To hook the children to learning."

Similar presentations


Ads by Google