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The Ultimate Lesson Activity
Generator
120 activities
for use across the
Key Stages and the curriculum
Created by Mike Gershon
www.mikegershon.com
mikegershon@hotmail.com
All On One
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Categories
Creation
Discussion
Paired
Work
Group
Work
Analysis
Evaluation
Misc.
Writing
EnquiryBased
Learning
Drama
Design
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Active
Learning
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Discussion
Speed Debating
Silent Debate
Stimulus Material
Question Set
Café Culture
Sit and Move
Card Talk
Question Porters
Goldfish Bowl
Listening Triads
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Back to
the Start
Group Work
Jigsawing
Envoys
Marketplace
Rainbow Groups
Interviewing
Team Challenge
Presentations
Activity Stations
Socratic Dialogue
Moral Dilemmas
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the Start
Drama
Radio Phone-In
TV Chat Show
Hot Seating
Role-Play
Vignettes
Human Modelling
Monologue
Re-enactment
Forum Theatre
Shopping Channel
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the Start
Design
Design Brief
Comic Strip
Testing, Testing
Alternatives
Advertising
What If…
Solutions
Website
Newspaper Front-page
Poster Presentation
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the Start
Evaluation
Defend Your X…
Formal Debate
Speech Writing
Pros and Cons
Casting Judgement
Match-Group-Rank
Peer-Assessment
Self-Assessment
Criticising Arguments
Using Criteria
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Analysis
Examination
Investigations
Question Set 2
Case Studies
Narrative
Review
Reading and Questions
Key Messages
Categories
Compare and Contrast
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the Start
Creation
Videos
Modelling
Quizzes
Board Games
Storyboard
Visualise
Mind-Maps
Spider Diagrams
Glossaries
Revision Guides
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the Start
Writing
Creative Writing
Comprehension
Keyword Practice
Genre Writing
Essay Writing
Report Writing
Script Writing
Target Practice
Persuasive Writing
Guides, Leaflets and Posters
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Active Learning
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the Start
Person Bingo
Visits and Visitors
Distributed Content
Library Lessons
Computer Room
Numbered Information
Try It Out
Continuum
Student Teachers
Translation
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Enquiry-Based Learning
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the Start
Options
Choices
Big Question
Why is that?
Hypothesis
Trial and Error
Working Backwards
Research
Round Table
Mystery
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the Start
Paired Work
Character Discussion Question Development
Rewrite
Explain It To Me
Snowballing
Problem-Solving
Summarising
Paired Writing
Paired Discussion
Think-Pair-Share
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Miscellaneous
Community of Enquiry
Circle Time
Tabulating
Mock Exam Questions
Competitions
Rearrange
Worksheets
Textbooks
Interactive
Video and Questions
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the Start
All the Activities on One Page
Speed Debating Silent Debate Stimulus Material Question Set Café Culture Sit and Move
Card Talk Question Porters Goldfish Bowl Listening Triads
Jigsawing Envoys Marketplace Rainbow Groups Interviewing Team Challenge Presentations
Activity Stations Socratic Dialogue Moral Dilemmas
Radio Phone-In TV Chat Show Hot Seating Role-Play Vignettes Human Modelling Monologue
Re-enactment Forum Theatre Shopping Channel
Design Brief Comic Strip Testing, Testing Alternatives Advertising What If… Solutions Website
Newspaper Front-page Poster Presentation
Defend Your X… Formal Debate Speech Writing Pros and Cons Casting Judgement
Match-Group-Rank Peer-Assessment Self-Assessment Criticising Arguments Using Criteria
Examination Investigations Question Set 2 Case Studies Narrative Review
Reading and Questions Key Messages Categories Compare and Contrast
Videos Modelling Quizzes Board Games Storyboard
Spider Diagrams Glossaries Revision Guides
Visualise
Mind-Maps
Creative Writing Comprehension Keyword Practice Genre Writing Essay Writing Report Writing
Script Writing Target Practice Persuasive Writing Guides, Leaflets and Posters
Person Bingo Visits and Visitors Distributed Content Library Lessons Computer Room
Numbered Information Try It Out Continuum Student Teachers Translation
Options Choices Big Question Why is that? Hypothesis Trial and Error
Working Backwards Research Round Table Mystery
Character Discussion Question Development Rewrite Explain It To Me Snowballing
Problem-Solving Summarising Paired Writing Paired Discussion Think-Pair-Share
Community of Enquiry Circle Time Tabulating Mock Exam Questions Competitions Rearrange
Worksheets Textbooks Interactive Video and Questions
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the Start
Speed Debating
Present students with a statement.
Divide the class in half.
One half are for, one half are against.
Groups have time in which to develop their
arguments.
Students then pair up. Each pair should have a
‘for’ person and an ‘against’ person.
Pupils take it in turns to put their case (1-2
minutes each) before both speaking at the same
time (1 minute).
The ‘for’ students then stand up and find a new
partner and the process is repeated.
Discussion
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the Start
Silent Debate
Distribute five sheets of A3 (or larger) paper
around the room.
Each piece should have a contentious statement
or question written in the middle (which connects
to the topic).
Students walk round the room in silence and use
a pen to write comments on each piece of paper.
When they have commented on each statement
and question, they then go back and comment on
other people’s comments.
Conclude by dividing the class into five groups
and giving each group one of the sheets. They
analyse this and pick out the most interesting
comments.
Discussion
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the Start
Stimulus Material
Present students with some stimulus material
which will cause them to talk and discuss.
Examples include:
-
A video
An object
An article
A point of view
A piece of music
An image
A source
A piece of work
You can present the item to the whole class or
divide students into groups and then give each
group a piece of stimulus material.
Scaffold the discussion by providing model
questions or categories of analysis.
Discussion
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the Start
Question Set
Create a set of questions you can use as the basis
of a whole-class or group discussion.
The questions should connect to the topic in
question or a particular theme.
You can present the questions orally or in writing.
If working in groups, students can go through the
questions at their own pace or at a pace set by
the teacher.
Use Bloom’s Taxonomy to underpin the questions,
ensuring they get progressively more challenging.
Appoint a scribe (or scribes in each group) to
record what is said during the discussions.
Discussion
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Café Culture
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the Start
Hand out six sheets of A3 paper to six different
students.
Each piece of paper should have a question or
statement written on it.
The pupils with the sheets of paper are the café
owners. They stay where they are.
The rest of the class stand up and find a café to join.
Ensure roughly equal numbers go to each café.
Students discuss the question or statement at their
café. The café owner facilitates the discussion and
makes notes on the piece of paper.
After sufficient time has passed, ask pupils to move
to a new café and to start a new discussion.
Discussion
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the Start
Sit and Move
Present the class with a topic for discussion. This
might be a question or statement. Equally, it could
be that which has been studied most recently.
Display a set of sub-questions relating to that
which is to be discussed.
Students get into pairs and have a discussion
based around the topic making use of the subquestions.
After 3-4 minutes, one person from each pair
stands up and finds a new partner. The fresh
groupings now have their own discussion (for
variation, you might want to display a new set of
questions).
Repeat the process a final time, allowing the
other students to stand up and move.
Discussion
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Card Talk
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the Start
Pupils work in groups of four.
The teacher gives each group a set of eight cards.
On each card is a question or statement related to
the topic.
One person from each group removes a card at
random. Groups must discuss what is on the card
for three minutes.
When the time is up, groups pull out another card
at random and begin a new discussion.
Variations include having one set of cards for the
whole class, students creating cards for each
other and groups changing their make-up after
each discussion.
Discussion
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Question Porters
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the Start
Students work in groups of three or four.
Each group elects a question porter. They come to
the front and are given a question and a sheet of
paper by the teacher. Make sure all the questions
are different.
Porters return to their groups and lead a
discussion on their question, making notes as
they go.
After 3-4 minutes, the teacher asks the porters to
stand up and move to a new group, taking their
paper with them.
New discussions takes place, building on the work
of the previous discussions.
Repeat for a total of 3 or 4 times.
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Discussion
Goldfish Bowl
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the Start
Students work in groups of four.
The teacher introduces the topic and invites groups to
prepare a set of notes ready for a whole-class discussion.
(You may want to make it for and against or hand out specific
roles to different groups).
After sufficient time has passed, the teacher asks each group
to nominate two discussers and two watchers.
The class forms two concentric circles. On the inside are the
teacher and the discussers. On the outside are the watchers.
The teacher leads the inner circle in a discussion while the
outer circle watches and makes notes.
When time has passed, the outer circle give feedback on the
ideas and performance of the inner circle. The circles may
then swap over if you have enough time.
Discussion
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Listening Triads
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the Start
Students work in threes.
The teacher presents a statement or question for
discussion.
In each three, two pupils volunteer to discuss. The
third student is the observer.
While the two students discuss, the third takes
notes. The teacher provides a set of criteria on
which these pupils can focus.
When the time is up, the observer feeds back to
the two discussers.
Repeat with role changes.
Discussion
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Jigsawing
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the Start
Students work in groups of four or five.
The teacher asks pupils to number themselves off
in their groups (1 – 4 or 1 – 5).
They then present a series of numbered tasks or
questions (1 – 4 or 1 – 5).
Groups break up. Pupils find the students who
have the same number as them. The numbered
groups then attempt the question or task which
matches their number.
After sufficient time has passed, the original
groups re-form (like a jigsaw) and students take it
in turns to teach their peers what they have
learnt.
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Group
Work
Envoys
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the Start
Students work in groups of 3, 4 or 5.
Each group is given a different task to complete or
area of the topic to research. (If you have a large
class, you might choose to double these up).
After sufficient time has passed, each group
nominates an envoy.
The envoy leaves their group and visits each other
group in turn, teaching them what they have
found out during the activity.
Finally, the envoys return to their home groups.
Here, they find out from their peers what the
other groups have learnt.
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Group
Work
Marketplace
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the Start
Students work in groups of 3 or 4.
Each group is given a different area of the topic to
research. These might be structured by a specific
question, or a series of questions.
When sufficient time has passed, groups set up a
market stall (a classroom table) from where they
will ‘sell’ their learning.
One member of each group remains at their stall.
The rest of go off into the market to learn about
all the different areas which have been
researched. They should make notes as they go.
Finally, groups re-form and the student who
remained at the stall is taught by their peers.
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Group
Work
Rainbow Groups
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the Start
Pupils work in groups of five or six.
Each group is given a topic to discuss. These are
the home groups.
After sufficient time has passed, each group is
given a colour. The groups then break up.
New groups are formed. Each should contain a
member of each of the original groups (so, all the
different colours).
Students take it in turns to explain what they
discussed in their home groups (and to lead a
further discussion if time is available).
Finally, the home groups re-form and discuss
what they found out.
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Group
Work
Interviewing
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the Start
Students are introduced to a topic. This could be
something new or something which they have
already been studying.
The teacher asks pupils to come up with a set of
questions (6-10 depending on time constraints)
based on the topic.
Students then have to use these questions to
interview between 3 and 10 of their peers (again,
depending on the amount of time available).
The activity is concluded by having pupils write up
the results of their interviews.
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Group
Work
Team Challenge
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the Start
Divide students into teams and then set them a
challenge which they have to complete. This could
be against the clock, in competition with other
teams or without specific constraints.
Team challenges include:
-
Games such as creating a bridge out of a
newspaper.
Problem-solving.
Designing a solution to something or
designing something new such as a brand.
Analysing or evaluating key information.
Making and then testing predictions or
hypotheses.
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Group
Work
Presentations
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the Start
Students work in groups to create a presentation
which they then give to the whole class.
Here are some tips to ensure high quality
presentations:
-
-
Give clear success criteria.
Model what you want.
Provide a set of questions pupils can ask
themselves in order to gauge whether or not
their presentation is of the requisite standard
(essentially a self-assessment tool).
Ban the use of PowerPoint.
Insist on an interactive element.
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Group
Work
Activity Stations
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the Start
Students work in groups of three or four.
Each group receives a clipboard and a worksheet.
The worksheet is divided into seven sections.
Around the room, set up seven different activity
stations. At each one, groups must have to do
something (read, discuss, watch, interact and so
on). The information or activities at the stations
should all connect to the topic of study.
Groups go round the activity stations, visiting
each one in turn. At each station they respond to
or interact with whatever is there.
In addition, students make notes on their
worksheets, capturing the learning as they go.
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Group
Work
Socratic Dialogue
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the Start
Pupils work in groups of three or four.
The teacher presents a statement or question
connected to the topic of study.
Each group nominates one person to play the role
of Socrates. It is their job to ask questions of their
fellow group members in the style of the Ancient
Greek philosopher.
You can find a crib sheet for Socrates’ questioning
style here.
If you have time available, introduce a second
question or statement and ask for a different
person to play Socrates.
You may also like to appoint scribes to make notes
of the discussions which take place.
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Group
Work
Moral Dilemmas
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the Start
Students work in groups of three or four.
Place six or seven moral dilemmas connected to
the topic of study around the room.
Invite groups to visit each moral dilemma in turn
and to discuss what they would do and why. They
should also explore the likely consequences of the
choices they advocate.
You may like to supplement the task by giving
groups a hand-out which they use to capture the
decisions they settle on for each dilemma.
Conclude the activity by having groups share their
choices with each other. You might like to follow
this with a whole-class discussion which focuses
on a couple of the dilemmas.
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Group
Work
Radio Phone-In
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the Start
Students work in groups of 4 or 5.
Introduce a topic and assign each group a
character connected to that topic (someone who
has an interest, or a vested interest, in the issue).
Characters can be individuals or indicative of a
wider group (e.g. a 19th century Russian serf).
Students work in their groups to create a crib
sheet detailing the arguments their character
would make about the topic at issue.
Each group elects a representative. This person
comes to the front of the class to take part in the
radio phone-in.
The teacher leads the phone-in while the
representatives stay in character. The rest of the
class watch, listen, peer-assess and call in with
questions for the guests.
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Drama
TV Chat Show
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the Start
Create a TV chat show based around a topic you
have been studying with your class.
Assign different pupils characters who they have
to play.
The rest of the class are the audience.
Lead the chat show, facilitating discussion and
debate between the various ‘guests’ who come
onto the show.
Get the audience involved where possible by
having them ask questions or respond to what is
said.
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Drama
Hot Seating
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the Start
One pupil comes to the front of the class. They
are in the hot-seat.
This student either takes on the role of a
character connected to the topic of study or
remains as themselves.
The rest of the class ask questions.
The student must either strive to answer all of the
questions while staying in role, or strive to
correctly answer as many as possible as
themselves.
As an alternative, have students work in groups of
4-5 with one person in each group taking the hotseat.
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Drama
Role-Play
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the Start
Here are three ways you can use role-play in your
classroom:
-
Pupils work in groups. They have to construct
a role-play which illustrates a key concept or
idea they have learnt.
-
Students work in pairs. Each member of the
pair is given a different character to play by
the teacher. Pupils discuss while staying in
character.
-
Pupils work in groups. They are given a
scenario connected to the topic and have to
develop a role-play which explores the
situation through the experiences of different,
relevant characters.
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Drama
Vignettes
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the Start
A dramatic vignette is a short scene. Here are two
ways you can use them in the classroom:
-
Students work in groups of three or four. Each
group is given a different idea or concept they
need to illustrate through a dramatic vignette.
Groups are given time to think, plan and
rehearse. They then show their pieces to each
other, offering an explanation of their
rationale as well (which may lead onto a
further discussion).
-
The class is divided in half. Each half is given a
different idea or concept to relate through a
dramatic vignette. Each half is subdivided into
groups of three or four. After planning and
rehearsal time, the two halves of the class
show their pieces to each other (groups run
through consecutively) and then discuss the
meanings and relevance of the concepts or
ideas.
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Drama
Human Modelling
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the Start
Students work in groups of 3, 4 or 5.
There are three options available:
-
The teacher displays on the board something
connected to the lesson. Groups must create a
human model illustrating this (or which in
some way connects to the item in question).
-
The teacher displays a range of things
connected to the lesson. Groups must create a
human model illustrating one or more of the
items in question.
-
Groups select their own item connected to the
lesson and model these. Models are shown to
the rest of the class who have to try to guess
what each model represents.
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Drama
Monologue
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the Start
Students write a monologue for a character who
is connected to the topic of study.
This monologue could be subsequently
performed, peer-assessed, read or left as it is.
Scaffold the monologue by providing success
criteria. For example:
-
-
Ensure you use appropriate vocabulary and
terminology in your monologue.
Explore how the character would feel about
what has happened or what is going to
happen.
Show how the character might interact with
what we are studying.
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Drama
Re-enactment
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the Start
Students work in groups or as a whole-class to reenact moments from your subject’s past (or to reenact moments which are not necessarily from
the past but which form part of the basis of your
subject).
For example:
-
-
-
History: Pupils recreate the working
conditions of a nineteenth century textile
factory.
Science: Pupils recreate a nuclear fission
reaction, with different students playing
electrons, atoms and so on.
Maths: Pupils recreate the application of
mathematics to the design and construction of
the pyramids.
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Drama
Forum Theatre
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the Start
Forum theatre was created by Augusto Boal. See
here for more information.
Students begin a piece of improvised or
structured performance connected to the topic of
study.
The rest of the class watch. They are allowed to
intervene at any point and make suggestions
about what might happen next, what else might
have been said or done by the actors, to discuss
the points at issue, to swap with one of the actors
or to offer alternative readings or ideas.
The activity is particularly good for helping
students to think about different responses,
alternative outcomes and unorthodox approaches
to areas of study.
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Drama
Shopping Channel
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the Start
Students work in pairs or groups of three.
Each group has to create a shopping channel
advertisement ‘selling’ an idea, concept,
interpretation or aspect of the learning.
When sufficient time has passed, students
showcase their sales pitches to one another.
Encourage pupils to analyse what they are selling
in detail. To evaluate it in search of the key
benefits and strengths, and to think carefully
about how they can communicate this as
effectively as possible.
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Drama
Design Brief
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the Start
Provide students with a design brief they have to
fulfil individually or in groups.
Here is an example:
-
Create a response to the video. You must
include at least three examples and you
should use two different types of
communication (written, verbal or visual).
With a deign brief, the purpose is to present
pupils with a structure in which they can make
creative choices and decisions. As such, it can be
easily altered to fit nearly any topic from nearly
any subject.
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Design
Comic Strip
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the Start
Ask students to create a comic strip. This might be
to illustrate:
-
An event
A relationship
A process
A key concept or idea
A piece of information
Or something else entirely!
Various blank comic strip templates can be
downloaded here.
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Design
Testing, Testing
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the Start
Ask pupils to come up with a method for testing
something and then to try out this test (if
possible) or to think through the possible
outcomes (if the test is unmanageable in a
classroom context).
Examples include:
-
-
Design a test to find out if a number is a prime
number or not.
Design a test to assess how democratic a
country is.
Design a test to find out how reactive a gas is.
Design a test to assess whether or not a poem
has the same emotional affect on different
groups of people.
Design a test to find out whether people
prefer light or dark packaging.
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Design
Alternatives
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the Start
Ask students to design a set of alternatives for a
given situation. This can be done individually or in
groups.
For example:
-
-
-
Come up with three alternative readings of
Yeats’ The Lake Isle of Innisfree.
Develop two alternative methods for
investigating whether gravity is a constant.
Sketch out and then test three alternative
methods for solving algebraic equations.
Suggest three alternative conclusions which
might be drawn from the source. Discuss
these with a partner.
What alternatives might there be to increased
tourism in the Nile delta?
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Design
Advertising
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the Start
Students work individually or in groups to create a
single advert or an advertising campaign focussing
on something connected to the topic of study.
Advertising can include:
-
Posters
Radio adverts
Television adverts
Web pages
Emails
Leaflets
Billboards
Mailshots
Speeches
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Design
What If…
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the Start
Present students with a ‘What if…?’ question (or
ask them to develop their own).
They should work individually, in pairs or in
groups of three to discuss the question and to
develop designs which give voice to the possible
consequences which might stem forth.
For example:
-
What if the witches had been on holiday
during Macbeth?
What if you had to move around school by
first plotting your travel as a graph?
What if some of the creatures on Earth had
evolved under other circumstances? How
might they differ?
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Design
Solutions
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the Start
Students come up with solutions to problems set
by the teacher. This can be done individually or in
groups.
For example:
-
-
-
Maths problems in which pupils have to apply
rules or reasoning, or in which they have to
design new applications of these.
ICT problems in which students have to work
out how to achieve an end product by using
the software that is available to them.
DT problems in which pupils have to work out
how they can create a product which meets
the needs of people in society.
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Design
Website
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the Start
Students are set the task of designing a website
that focuses on the area of study.
The websites could be constructed using
computer software if you have this available.
Alternatively, ask students to develop a design of
their website focussing on:
-
Layout
Structure
Visuals
Content
Selection of appropriate information
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Design
Newspaper Front-Page
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the Start
Students work individually or in groups to create a
newspaper front-page centring on the topic of
study.
You can get a blank template for this here.
When students have finished their front-pages,
ask them to leave these out on their desks.
Hand post-it notes to your pupils and ask them to
go around the room and peer-assess the frontpages, leaving notes on them detailing strengths
and areas for improvement.
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Design
Poster Presentation
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the Start
Pupils work in groups of three or four to create a
poster presentation.
This sees students creating a large poster which
details information about the topic.
They then present this, either to the whole class
or to smaller groups, giving an explanation of
what they have created. In addition, they expand
on their work by providing further information
and ideas.
Poster presentations can be easily peer-assessed
and also often make good wall displays.
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Design
Back to
the Start
Defend Your X…
Students work in groups of five or six.
Pupils number themselves off in their groups (1 –
5 or 1 – 6).
The teacher displays the same number of
statements on the board, each of which is
connected to the topic.
Students take it in turns to defend their
statements to the group. Other group members
have the chance to ask questions or to rebut what
is said.
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Evaluation
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the Start
Formal Debate
Divide the class in half.
Present a statement connected to the topic.
Half the class have to argue in favour of the
statement; half the class have to argue against.
Students work in their teams developing
arguments.
The debate itself sees each team putting forward
3 speakers – a proposer, a seconder and a
summariser.
These take it in turns to speak, alternating from
side to side.
The rest of the class are the audience and can
also ask questions of the speakers.
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Evaluation
Speech Writing
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the Start
Set students the task of writing a speech which
propounds a specific position connected to the
topic of study.
Some points to bear in mind:
-
-
-
Will you ask students to read out their
speeches or are they just to be written?
Will you provide a set structure or leave it up
to pupils?
What success criteria will you identify for
students to try to meet?
Will you ask students to focus on the positives
or to pick out problems in alternative
positions as well?
What level of rhetoric will you allow?
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Evaluation
Back to
the Start
Pros and Cons
Ask students to identify the pros and cons,
strengths and weaknesses or benefits and
limitations connected to a particular item.
The simplest way in which to structure such an
analysis is in table form.
Another option is bullet pointing.
You can easily follow up this activity with speech
writing, essay writing, a debate, a discussion or
some kind of design task which makes use of the
evaluation and analysis students have conducted.
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Evaluation
Casting Judgement
Back to
the Start
Ask pupils to cast judgement on something
connected to the topic of study. This could be in
writing or verbally.
For example:
-
-
To what extent do you agree with this
interpretation of the data?
How effective do you think the council’s plans
for the industrial park will be? Why?
Of the various methods we have looked at,
which do you think will be most effective in
this situation and why?
You can develop this activity by having students
come up with situations connected to what they
have learnt which they then ask their peers to
make a judgement on.
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Evaluation
Back to
the Start
Match-Group-Rank
Students work in pairs or groups of three.
The teacher presents a set of items connected to
the topic.
First, students match these items together. They
must analyse the information and work out what
goes together and why.
Second, they group the items. The group
categories can be provided by the teacher or it
can be left up to the pupils to develop
appropriate ones themselves.
Finally, students rank the items according to some
set of criteria. Again, this can be provided by the
teacher or pupils can develop them
independently.
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Evaluation
Peer-Assessment
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the Start
Students peer-assess each other’s work.
Here are three possible approaches:
-
-
-
Pupils work in pairs. They swap work and
assess what each other have done using a
mark-scheme or a set of success criteria.
The teacher collects students’ work in,
shuffles it and redistributes it. Pupils assess
the work they receive, write a comment and
then find the author to return the work and
discuss the judgement with them.
If students have produced work in groups,
they leave this out on their tables and walk
around the room with a set of post-it notes.
They use these to leave comments on other
groups’ work.
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Evaluation
Self-Assessment
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the Start
Students assess their own work. Here are three
possible approaches:
-
-
-
The teacher gives students a mark-scheme or
set of success criteria which they use to assess
their own work. They identify what they have
done well and what they need to do to
improve.
The teacher provides a set of reflective
questions which pupils use to assess their own
work.
Students go back to their last target and
assess whether or not they have successfully
put this into practice in their most recent
piece of work.
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Evaluation
Back to
the Start
Criticising Arguments
Students work in pairs or groups of three.
The teacher presents pupils with a set of
arguments connected to the topic of study. Five is
usually sufficient.
Groups discuss each of the arguments in turn.
They then make a note of all the criticisms they
would level against each of these arguments.
Finally, groups pair up and compare and contrast
the various criticisms they have identified, before
ranking the arguments from strongest to weakest.
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Evaluation
Using Criteria
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the Start
Provide pupils with a set of criteria they have to
use to make judgements. This will see them
applying the means of judgement to different
situations.
For example:
-
-
-
Give Science students a set of criteria for
determining whether something is a metal or
not.
Give English students a set of criteria for
judging whether a piece of prose is part of the
Gothic genre or not.
Give Geography students a set of criteria for
assessing where a new nuclear power station
should be sited.
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Evaluation
Examination
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the Start
Students work individually or in pairs to examine
something. For example:
-
A piece of writing
A source
An image
The results of a test
Data
Research findings
A theory
They then report back to the rest of the class or
share their findings with the students around
them.
You might like to scaffold an examination by
providing a series of analytical questions students
can use to guide their work.
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Analysis
Investigations
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the Start
Pupils work in pairs or groups of 3 or 4 to
investigate something connected to the topic. For
example:
-
In History, students might investigate why a
certain event came to pass.
In Biology, students might investigate why the
duck-billed platypus has evolved as it has.
In Religious Studies, students might investigate
how Christians and Muslims would respond to
different ethical dilemmas.
As you will note, investigations tend to focus on
research and the application of analytical skills in
order to find something out.
You can scaffold investigations by providing
students with a series of steps or a framework
which they can follow.
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Analysis
Question Set 2
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the Start
We outlined the general idea of a question set
elsewhere. Here we focus on an analytical
question set.
Present pupils with something you want them to
analyse and accompany this with a set of
questions students can use to conduct that
analysis.
A common example of this is found in History
where students are given a source and the set of
abbreviated questions:
- Who, what, where, when, how, why?
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Analysis
Case Studies
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the Start
Case studies contextualise abstract ideas. They
usually take the form of a narrative (at least in
part). This makes them easier to analyse and
assimilate than discrete blocks of information.
Students can look at case studies individually, in
pairs or in groups.
It is best to provide a set of questions or tasks
through which to structure the analytical
engagement pupils make with case studies.
You might also like to follow up individual or
group analysis with a whole-class discussion or
with a variation of interviewing.
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Analysis
Narratives
Back to
the Start
Narratives are an excellent tool through which
students can get to grips with new or complex
information.
Examples include:
-
Case Studies
Newspaper stories
Films, clips or videos
Fiction stories
Reports of events
Ask pupils to look at narratives analytically, either
individually or in pairs.
To aid them in this process, provide a set of
questions (or develop a set in conjunction with
your class at the beginning of the activity).
For more on narrative, see the work of
Jerome Bruner.
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Analysis
Review
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the Start
Review the learning with your class. This sees
your students analysing what they have done so
far in the lesson. In that sense, it is a
metacognitive activity.
Five review activities are:
-
Ask students to summarise what has been
learnt so far.
Mini-plenaries inserted into lessons.
Pupils discuss the key points of the lesson with
their partner.
Students group what they have learnt so far
according to a set of categories you provide.
Pupils apply what they have learnt and then
reflect on how easy/difficult/effective this
was.
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Analysis
Reading and Questions
Back to
the Start
On old classic!
Provide pupils with a piece of text and a set of
questions. Ask them to read through the text and
then answer the questions.
Suitable texts include:
-
Textbooks
Work produced by students from the previous
year
Newspaper articles
Fictional work
Sources
Print outs from websites
Magazine articles
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Analysis
Compare and Contrast
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the Start
Students work individually or in pairs to compare
and contrast two separate items connected to the
topic.
This is easily done through use of a table with two
columns labelled ‘similarities’ and ‘differences’.
Here are some examples:
-
-
-
In Science, students are asked to compare and
contrast animal and plant cells.
In Sociology, pupils are asked to compare and
contrast Marxist and Functionalist
explanations of crime and deviance.
In Art, students are asked to compare and
contrast late- and early-period Picassos.
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Analysis
Key Messages
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the Start
Present students with a set of resources
connected to the topic. Ask them to work in pairs
to identify a certain number of key messages
which summarise that material.
Develop the activity by specifying a certain
number of key messages for different sections of
the material (for example, two key messages in
the introduction, five in the main body and two in
the conclusion).
Ask pupils to share their work with another pair
when they are finished in order to see whether or
not they came to the same conclusions.
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Analysis
Category-Led Analysis
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the Start
Students work in pairs or groups of three.
Each group is given material connected to the
topic.
The teacher then displays a set of categories on
the board.
Groups analyse their material through the lens of
each of the categories in turn.
For example:
-
In an English lesson, students might be given a
poem followed by these categories: use of
metaphor, rhythm, meaning, context,
emotional affect.
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Analysis
Videos
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the Start
Students work in groups of 3, 4 or 5 to create a
video based on the topic of study.
Flip cameras are cheap and easy to use. They are
a useful tool for this type of activity. An example
of a flip camera can be found here.
You can presage the filming of the video with a
storyboarding task in which students plan out the
different scenes they will shoot. You can find free
storyboard templates here.
Editing is likely to be the most cumbersome part
of the process. You will need to book a computer
room for this (or set it as a homework task).
Creation
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Modelling
Back to
the Start
Provide pupils with materials they can use to
create a model of a key concept, idea or piece of
information connected to the learning.
This can be done individually, in groups or in pairs.
To some extent, this will depend on the type of
modelling material you make available.
Modelling materials include:
-
Play-doh
Plasticene
Lego
Used packagaing
Cardboard or newspaper
Creation
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Quizzes
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the Start
Students create quizzes connected to the topic
which they then test out on each other.
Quizzes can be produced individually, in pairs or in
groups of 3 or 4.
You might like to structure the quiz creation by
asking for certain types of question or by giving
certain criteria which need to be fulfilled.
A good caveat involves stating that all quiz
creators must be able to answer their own quiz
questions.
Creation
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Board Games
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the Start
Students work in groups of three or four to create
board games based on the topic of study.
Groups then get together and try out each other’s
games.
Make sure you provide sufficient materials for
pupils to use. They will need cardboard, glue and
coloured pens or pencils as a minimum (and will
probably make requests for further materials).
Creation
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Storyboard
Back to
the Start
Set students the task of storyboarding a process,
relationship, idea or series of events which
connect to the topic of study.
Storyboard templates can be found here.
You might like to suggest to your pupils that they
sketch out their storyboards first, in order to get
a sense of how many frames they will need in the
finished product.
Storyboards can be purely visual, annotated or
supplemented by writing underneath each frame.
Creation
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Visualise
Back to
the Start
Ask students to visualise a process, relationship,
idea or series of events they have so far only
come across in writing or speech.
Examples of how something might be visualised
include:
-
In a diagram
In a flow chart
In a comic strip or storyboard
In a matrix
In an image
In a dingbat
In symbolic form
Creation
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Mind-Maps
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the Start
Students work individually, in pairs or in groups to
create a mind-map of a topic.
Mind-maps are often created at the end of a unit
of work. However, they can also be developed at
the beginning as a means by which to immerse
pupils in a topic.
In addition, you might like to ask students to
create a mind-map which they then keep
returning to and developing through the course of
a unit of work.
You can download a free mind-mapping software
program here.
Creation
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Spider Diagrams
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the Start
Students work individually or in pairs to create a
spider diagram. Things which can sit at the centre
of a spider diagram include:
-
A key word
An image
An idea
An event
A person
A process
A statement or question
A symbol
An answer
A theory
A problem
Creation
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Glossaries
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the Start
Pupils work individually or in pairs to create
glossaries for a unit of work.
Glossaries can constitute:
-
-
A series of words alongside explanations.
A series of images alongside explanations.
A series of words alongside visual
explanations.
A non-linear set of words and definitions, for
example in the form of a mind-map.
A series of words and definitions
supplemented by memory aids of various
sorts.
Creation
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Revision Guides
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the Start
Students work individually, in pairs or in groups of
3 or 4 to create revision guides for a unit of work.
Structure the task by presenting any of the
following:
-
A set of success criteria.
A list of what needs to be covered.
A form which the revision guides should take.
A series of questions which need to be
answered.
A series of subheadings which together are to
form the revision guide.
Creation
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Creative Writing
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the Start
Students connect with the topic of study through
creative writing. Forms include:
-
Poetry
Storytelling
Graphic novels or comics
Diary entries
Newspaper reports
Imagined conversations
Monologues
Short scenes (as in scenes from a play)
Creative writing is particularly good for getting
students to empathise, to explore different ideas
and to develop their imaginations.
Writing
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Comprehension
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the Start
Students complete a piece of writing in which
they demonstrate their comprehension of
something, such as a text, an idea or a piece of
information.
Comprehension activities include:
-
A piece of text accompanied by a series of
questions about the text.
Questions which require students to explain,
outline and describe.
Tasks in which students have to produce a
summary, a précis, or in which they have to
pull out the key messages from a piece of text.
For more comprehension ideas, see my resource
The Bloom Buster.
Writing
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Keyword Practice
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the Start
Students work individually to practise the use of
keywords connected to the topic of study.
Here are three example activities:
-
-
-
Pupils have to answer a series of questions,
including a certain number of keywords in
each of their answers.
Students are set an extended piece of writing.
The teacher displays a range of keywords on
the board. Pupils have to use as many of those
keywords as possible in their writing.
Students create tests, glossaries, minidictionaries, usage guides or illustrated mindmaps covering a series of relevant keywords.
Writing
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Genre Writing
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the Start
Students work individually or in pairs to create a
piece of written work which fits the conventions
of a specific genre.
Genres can be related to fiction, such as:
-
Fantasy; Science Fiction; Adventure; Crime;
Ghost Stories
Or they can be non-fiction genres, such as:
-
Reports; journalism; research write-ups;
essays; advertising copy
In any case, the teacher should provide success
criteria outlining what is required to be successful
when writing in the genre in question.
Writing
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Essay Writing
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the Start
Students work individually, in pairs or in groups of
three to write or plan essays connected to the
topic of study.
For fifty activities, strategies, ideas and
techniques connected to essay writing, see my
resource The Essay Writing Toolkit.
Writing
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Report Writing
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the Start
Students work individually or in pairs to create a
report on something connected to the topic of
study.
Things on which reports can be written include:
-
Investigations or experiments
Research into a certain area
Personal experiences
A review of pertinent literature
Historical events connected to the topic
Case studies
Themes
Scaffold the activity by providing a framework for
the report, indicating the different sections it
should include and the audience for which it is
intended.
Writing
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Script Writing
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the Start
Students work individually, in pairs or in groups of 3
or 4 to write a script exploring ideas or information
connected to the topic of study.
This is a good activity for allowing pupils to explore
how aspects of a topic connect to the lives and
experiences of various people.
For example:
-
-
-
Ask Geography students to write a script for a
confrontation between a pro-tourism MP and an
anti-tourism protestor.
Ask Maths students to write a script for a
conversation between two gamblers discussing
how to work out the odds in a casino.
Ask PE students to write a script for a debate
between two coaches about the best way to
Writing
improve performance in netball.
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Guides, Leaflets and Posters
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the Start
Students work individually or in groups to create
guides, leaflets or posters connected to the topic
of study.
Give the activity some structure by setting out
specific success criteria.
It is useful to suggest in the success criteria
certain things which the guides, leaflets or posters
must contain as well as some options from which
pupils are free to choose.
Peer-assessment nearly always works well when
combined with this activity.
Writing
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Target Practice
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the Start
Students are given formative feedback by their
teacher.
This feedback includes a target connected to the
student’s writing.
Pupils are given the opportunity to put their
targets into practice during the lesson.
This happens through a writing activity which has
two aims. First, to get pupils thinking and writing
about the area of study. Second, to give students
an immediate chance to apply the targets the
teacher has set.
You may even set up a writing task in which pupils
have two or three opportunities to apply their
target.
Writing
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Persuasive Writing
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the Start
Students work individually or in pairs to write
persuasively about something connected to the
topic of study.
Persuasive writing requires pupils to think
carefully about the benefits and strengths of that
which they are writing about. Therefore it calls on
skills of analysis and evaluation.
Persuasive writing includes:
-
Speeches
Essays
Advertising copy (which could be for various
mediums)
Letters
Testimonials
Writing
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Back to
the Start
Person Bingo
Students receive a sheet of A4 paper containing
sixteen boxes.
In each box there is a question connected to the
topic.
Pupils must move around the room and find peers
who can answer each of the questions.
When they find a peer who can answer a
question, this student should write the answer in
the box and sign it.
The first student to get all 16 boxes correctly
signed and filled in shouts out ‘Bingo!’
Caveat the activity by stating that pupils may
only sign the same sheet once.
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Active
Learning
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the Start
Visits and Visitors
Visits and visitors are a great way to facilitate
active learning.
If you invite someone into one of your lessons, do
some preparatory work in the lesson before so as
to ensure your pupils get as much out of the
event as possible.
School visit websites offer a simple and easy way
to arrange outings:
http://www.nstgroup.co.uk/?gclid=CKzI3tr3pbsCF
WzHtAodzkwAVA
There are also sites through which you can book
speakers:
http://www.schoolspeakers.co.uk/
http://www.speakers4schools.org/
http://www.oxfam.org.uk/education/schoolprojects/oxfam-school-speakers
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Active
Learning
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the Start
Distributed Content
This activity is particularly good when you have a
lot of information you want your students to
assimilate.
Before the lesson, pin up pieces of information
connected to the topic in different places around
the room. Eight to ten pieces is usually a good
number.
Divide the class into pairs or groups of three.
Give each student a hand-out containing the
same number of boxes as there are pinned-up
pieces of information.
Pupils move around the room in their teams with
the aim of filling in their hand-outs.
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Active
Learning
Library Lessons
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the Start
Book the library for a lesson.
Some activities you can do with your class are:
-
Silent reading
Research
Computer-based work (if your library has a
suite of computers)
A literature review
Writing (either in response to reading done in
the library or based on some prior learning)
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Active
Learning
Computer Room Lessons
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the Start
Book a computer room for a lesson.
Some activities you can do with your class are:
-
Research tasks
Online learning games
Interactive websites
Creation of presentations or other materials in
PowerPoint
Writing on MS Word
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Active
Learning
Numbered Information
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the Start
Students work in teams of 2 or 3. The teacher
displays ten questions on the board labelled A – J.
There are also ten sheets of paper placed face down
on a desk at the front of the room. These are
numbered 1 – 10 on the back.
Each sheet of paper contains the information
required to answer one of the questions. However,
the numbers and letters do not tally.
Teams send one member to the front. They take a
sheet away and then have to work out with their
group which question it answers.
Teams then write down their answers and swap their
sheet for another one. This continues until everyone
has answered all the questions.
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Active
Learning
Try It Out
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the Start
Students work individually, in pairs or in groups to
try something out.
This activity is most apt in practical subjects such
as Art, DT, Science, PE and Drama. It can also be
used successfully in Maths.
You can structure the activity as follows:
-
-
The teacher models that which is to be tried
out. Pupils then follow.
Students receive no instructions and have to
analyse and problem solve, working out what
they are supposed to do.
Pupils receive written instructions which they
have to follow in order to try out the thing in
question.
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Active
Learning
Continuum
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the Start
Display a continuum on the board like the one
shown to the left.
At one end write ‘Strongly Agree’ and at the other
end write ‘Strongly Disagree.’
Present pupils with a series of statements
connected to the topic and invite them to stand at
the front of the room at the point on the
continuum which best represents their view.
Lead students in a discussion on each occasion,
focussing on the reasons why they are stood
where they are.
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Active
Learning
Student Teachers
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the Start
In this activity, students teach their peers. Here
are three examples of how the activity might
work:
-
-
-
Pupils work in teams of three to develop a ten
minute activity concerned with a certain part
of the topic. Teams then pair up and have a go
at each other’s activities.
Students work in teams of three to develop a
starter or plenary activity for the following
lesson. The teacher selects a team at random
to deliver their activity to the rest of the class
in the next session.
The class is divided in half. One half research
one part of the topic; the other half research
something else. Students pair up and teach
each other about what they have learnt.
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Active
Learning
Translation
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the Start
Students work individually or in pairs to translate
an idea, concept or piece of information into a
different form.
The process requires careful thought, precision
and analytical rigor. As such, it makes high
cognitive demands on students.
Examples of what pupils might translate an idea,
concept or piece of information into, include:
-
Dingbats
Symbols
Diagrams
Poems
A series of images
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Active
Learning
Back to
the Start
Options
Students work individually, in pairs or in groups.
The teacher introduces the topic of study and
then presents pupils with a range of options
from which they are allowed to choose.
This approach gives students a sense of control,
increases motivation and generates goaldirected activity (as pupils have decided what
they want to do themselves) instantaneously.
You might choose to display five options, of
which pupils are to select two to complete.
Alternatively, you might display a number of
things students need to do and give them the
option of deciding in what order to tackle the
tasks.
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Enquiry-Based
Learning
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the Start
Choices
Students work individually, in pairs or in groups.
The teacher presents pupils with a range of
choices they need to make. Types of choices
include:
-
How to respond to a question or task.
What medium to use as a response.
What to focus on and what to leave out.
How best to meet the success criteria.
Which of a number of different routes to go
down.
What question to investigate.
What hypothesis to test.
When students have completed their work, the
teacher asks them to reflect on how they
made their choices and what came about
as a result.
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Enquiry-Based
Learning
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the Start
Big Question
Present pupils with a big question which forms
the basis of the lesson.
This means that you and your students will be
enquiring into this question throughout.
Ways in which you can facilitate this enquiry
include:
-
-
Presenting a series of sub-questions.
Reviewing the learning intermittently in order
to assess how close to an answer the class are.
Dividing the class into groups and having
different groups enquire into different areas
connected to the big question before
reporting back to their peers.
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Enquiry-Based
Learning
Why is that?
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the Start
Turn the learning on its head by beginning with
the question: why is something the case?
This is instead of starting from the premise that
we need to know everything about an issue or
topic first, before enquiring into its origins.
The approach shifts the focus of the lesson onto
problem-solving and analysis.
You can extend the method by asking pupils to
put forward hypotheses or theories which the
class go on to test and investigate during the
course of the lesson.
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Enquiry-Based
Learning
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the Start
Hypothesis
Students work in pairs or groups of three.
The teacher presents the class with a hypothesis
and asks groups to investigate this over the next
twenty to thirty minutes.
Provide any materials you think groups my need
in order to conduct their investigations.
When the time has passed, invite teams to pair up
and share their findings.
Conclude the activity by leading a discussion in
which different groups share their discoveries and
the whole class works to find consensus in
relation to the original hypothesis.
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Enquiry-Based
Learning
Trial and Error
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the Start
Give students the opportunity to work at a problem
or task through the method of trial and error. This
can be done individually or in groups.
Examples include:
-
Applying a newly learnt formula or law to
different situations.
Trying out different theories or hypotheses
concerning why something is or is not the case.
Applying and reflecting on formative targets over
and again.
Trial and error will bring more significant learning
gains if you give students the chance to reflect on
the processes they have used and the way in which
they have learnt from their mistakes
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Enquiry-Based
Learning
Working Backwards
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the Start
Students work individually, in pairs or in groups.
The teacher presents an answer or finished
product and pupils have to work out how it ended
up like that.
It is likely you will need to provide some
appropriate resources students can use to help
them in their quest. For example: written
resources, examples of the answer or finished
product, descriptions, textbooks or images.
You might like to introduce a discussion phase
during which pupils or teams share their ideas
with one another and then use these
conversations to help further refine their own
thinking.
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Enquiry-Based
Learning
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the Start
Research
Students work individually or in groups to conduct
research.
Research might focus on the following:
-
An area connected to the topic.
A question or a series of questions.
A problem.
An event, person or process.
Relevant literature.
Different perspectives on something.
People’s opinions, thoughts or ideas.
You can structure research by providing success
criteria, pro-formas or a series of sub-questions
for students to work through.
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Enquiry-Based
Learning
Round Table
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the Start
Students work in groups of five or six.
Group members number themselves off 1 – 6.
Each group member is assigned a different
perspective, question, problem or area connected
to the topic.
They are given time to research this and to find
information and ideas suitable for sharing. As an
option, you might like to have students work in
groups for this (all the 1’s together, all the 2’s
together and so on).
The home groups re-form and engage in a round
table debate. Pupils take it in turns to share their
findings and to invite criticisms, responses
and discussion.
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Enquiry-Based
Learning
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the Start
Mystery
Present pupils with a mystery they have to
analyse, investigate, think about or solve.
Examples of mysteries include:
-
-
A mystery object.
An event or result for which no reason or
rationale is provided.
Something which is partially revealed but
which students have to further investigate in
order to get to the full truth.
Something unusual which you suspect pupils
will never have come across before.
Something converted into code, or partially
obscured, and which requires further analysis
if it is to be fully revealed.
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Enquiry-Based
Learning
Character Discussion
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the Start
Pupils work in pairs.
The teacher introduces a topic or issue and two
characters connected to this.
Students develop a discussion about the matter in
question with each member of the pair playing
the role of one of the characters.
For example:
Topic: The use of language in a leaflet.
Characters: A 19th century poet and a 21st century
blogger.
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Paired
Work
Question Development
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the Start
Students work in pairs to develop their own
questions connected to a topic they have been
studying, as well as a set of model answers.
Pairs then team up and test out their questions
on each other before discussing their respective
answers.
You might like to structure the activity by
providing a list of categories you would like pupils
to base their questions on.
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Paired
Work
Rewrite
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the Start
Pupils work in pairs.
The activity takes place after students have
produced a piece of extended writing.
Pupils swap books and read through what their
partner has written.
They peer-assess this, identifying one way in
which it could be improved. They then rewrite all
or a section of the work, demonstrating how to
put this improvement into practice.
Finally, students swap books back and talk each
other through what they have done.
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Paired
Work
Explain it to me
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the Start
The teacher displays a set of ideas, keywords or
pieces of information connected to the topic.
In pairs, students take it in turns to explain these
to each other.
The process is a good way through which to
consolidate learning.
Encourage pupils to ask questions and to discuss
during the explanations wherever it seems
necessary.
Develop the activity by having pupils explain
through mime, drawings or without using the
words about which they are talking
(Charades, Pictionary and Taboo).
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Paired
Work
Snowballing
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the Start
The teacher introduces a question or statement.
Students have a couple of minutes in which to
think about this on their own. They should make a
note of their thoughts.
Pupils then find a partner a share their thoughts
with. A discussion ensues in which students must
pare down their respective ideas to three key
points on which they both agree.
Pairs then get into fours and repeat the process
(growing like a snowball being rolled downhill).
Conclude by having groups share their thoughts
with the whole class.
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Paired
Work
Problem-Solving
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the Start
Students work in pairs.
The teacher presents one or more problems
which pupils have to work with their partner to
try to solve.
Variations include:
-
-
Displaying one problem on which the whole
class works.
Displaying two problems. Half the class work
on each problem.
Giving out a series of different problems to
different groups.
Conclude with a discussion or with groups
teaming up to share their work.
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Paired
Work
Summarising
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the Start
Students work in pairs.
The teacher asks the class to summarise ideas or
information connected to the topic of study.
Variations include:
-
-
Asking pairs to produce summaries of a series of
different things.
Asking pairs to summarise key ideas or information
and then to pare this down so it is even more
concise (for example, 3 key messages).
Asking pairs to summarise different ideas or
information before sharing these with other
groups in exchange for their summaries.
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Paired
Work
Paired Writing
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the Start
Students work in pairs to produce a piece of
writing to which they have both contributed.
Examples include:
-
Essays
Reports
Summaries
Creative or persuasive writing
A guide or leaflet
Such a process requires both students to think
carefully about their work and to analyse how the
separate pieces of writing will fit together to form
a coherent whole.
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Paired
Work
Paired Discussion
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the Start
Students work in pairs to discuss a particular
issue, statement, topic, question or idea.
Variations include:
-
Pupils take it in turns to argue for and against
a proposition.
Different pairs discuss different things and
then feed back in groups or to the whole class.
The teacher provides a series of questions
which structure the discussion.
One member of the pair takes notes during
the discussion.
Students discuss and then write up the results
of their discussions.
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Paired
Work
Think-Pair-Share
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the Start
An old favourite.
Pupils work in pairs.
The teacher introduces an idea, topic, statement
or question.
They give students thinking time during which to
consider whatever is at issue.
Pupils then discuss their thoughts with their
partner.
Finally, the teacher selects pairs to share with the
whole class.
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Paired
Work
Community of Enquiry
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the Start
The class sit in a circle and develop an enquiry
into a question which is chosen through a voting
system.
For a full explanation of how a community of
enquiry works, see here.
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Misc.
Circle Time
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the Start
Students sit in a circle.
The teacher explains what the class are going to
talk about and what the ground rules are for the
discussion.
Students take it in turns to share their thoughts,
to debate, challenge and put forward suggestions.
You might like to have an item which the speaker
holds to indicate it is their turn to talk.
Good topics for circle time include:
-
-
An extended plenary-style review of the
lesson or unit of work.
Contentious topics such as ethical issues.
Arguments or interpretations.
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Misc.
Tabulating
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the Start
Putting information into a tabular form is a good
way of helping students to analyse and to create a
tool (the table) which they can use to better
understand the information they have been
dealing with.
Examples of common table types include:
-
Yes/no tables
For/against tables
Pros/cons tables
Strengths/weaknesses tables
Similarities/differences tables
Supporting/countering tables
Confident/unconfident tables
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Misc.
Mock Exam Questions
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the Start
Mock exam questions give students the
opportunity to practise exam technique in
advance of their final tests.
They are also a good way for teachers to check
students’ learning.
You might like to team mock exam questions with
peer- or self-assessment using a relevant markscheme. This will help to open up success criteria
for pupils.
You may also like to provide model answers after
the mock is finished. Students can then analyse
and discuss these, drawing out lessons to apply in
the future.
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Misc.
Competitions
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the Start
Competitions are a good way to motivate pupils.
Here are some examples:
-
-
-
A competition based around finishing a certain
task first.
A competition based around completing a
specific task to a certain level of quality.
A competition to find an effective solution to a
problem.
A competition to produce a piece of work
which most effectively meets the success
criteria.
A competition to demonstrate a certain type
of thinking most effectively (for example,
analytic, creative or evaluative).
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Misc.
Rearrange the Pieces
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the Start
Cut an article or essay up into separate pieces.
Divide the class into groups of three or four.
Ensure you have the same number of sets of cut
up pieces as you do groups.
Hand a set of pieces to each group and ask them
to arrange these so as to correctly remake the
original article or essay.
During the process, pupils will be compelled to
scrutinise the material closely, analysing and
assessing as they go.
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Misc.
Worksheets
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the Start
Produce one or more worksheets connected to
the topic of study which students have to
complete.
Variations include:
-
-
Create a set of progressively more challenging
worksheets.
As above, except keep these at the front. On
completing one worksheet, a student must
come to the front and demonstrate their
mastery to you before being allowed to move
on.
Use worksheets containing a series of tasks
which require paired or group interactions.
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Misc.
Textbooks
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the Start
Ask students to work individually or in pairs to
complete work connected to a textbook.
Variations include:
-
-
-
-
Students work on their own to create notes from
the textbook.
Pupils work in pairs to complete the activities in
the book. The teacher then leads a discussion on
these.
Students work in pairs to create summaries
reflecting various sub-headed sections of the
book.
Pupils work individually or in pairs to make notes.
They then share these with another student or
pair, peer-assessing and checking to see whether
they have all the necessary information.
The teacher sets the class a series of questions
which have to be answered through recourse to
the textbook.
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Misc.
Interactive Resources
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the Start
Use interactive resources available online to
create engaging or immersive experiences for
your pupils.
Interactive resources include:
-
Videos
Sounds and music
Games
Images
Interactive whiteboard activities
Materials available from subject-specific
websites
Materials available from educational websites
Materials available from the educational
sections of websites belonging to
organisations such as museums and galleries
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Misc.
Video and Questions
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the Start
Show your students a video connected to the
topic of study and then ask them a series of
questions related to it.
Variations include:
-
-
-
The teacher presents pupils with three
questions before the video starts. Students
make notes on these while they watch.
The teacher presents pupils with a series of
questions after the video has finished.
Students discuss these in pairs and then share
their thoughts as part of a wider discussion (or
in writing).
Students watch the video and come up with
relevant questions they use to test their peers.
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Misc.
Gadfly
Stingray
Asking lots of little questions to push thinking and
avoid sloppiness. Like a gadfly continually nipping
away at an animal.
Big questions that pack a jolt. Like a stingray when
it unleashes its sting.
Examples:
- What do you mean by that?
- But what if X?
- Does that always apply? Why?
- What evidence do you have?
- Can you be certain that is true?
Examples:
- Imagine X was not the case. Then what?
- What if everything was turned on its head?
- You say that…But, what if Y happened? What
then?
Midwife
Questions that help to give birth to ideas. Like the
midwife - who delivers, but does not give birth to
the baby.
Examples:
- That’s an interesting idea. Could you explain it
in a different way?
- How might that affect things?
- What made you think of that idea?
- Where might we look for things which support
what you are saying?
Ignoramus
Playing dumb (and asking ‘dumb’ questions) to
encourage explanation. Like a person who has
never before encountered a particular topic.
Examples:
- What does that even mean?
- I don’t understand. You’ll have to start right
from the beginning.
- So, do you mean that…?