1 / PICTURES, CARTOON or OBJECT / 6 / GROUPS OF FOUR
Use to relate to last lesson’s learning and stimulate discussion and recap / Divide class into pairs or fours. Put up 4 statements on the OHP from last lesson’s learning, numbered 1-4, which individuals must explain to the group
2 / ANNOTATION OF A DIAGRAM / 7 / REMEMBER THE PICTURE
Label or annotate a diagram based upon last lesson’s work. Can be completed as a whole class or pair work activity, / Pupils are given a copy of a picture to study for 2 minutes and try to remember details. They then turn the picture over and give feedback about the details they can remember. Good for focusing attention on detailed pictorial sources.
3 / WRITE AN ACROSTIC / 8 / MINDMAP
In pairs, take a new important term, and make each letter of the term begin a new line. Write a short ‘poem’ using the letters, and reflecting the qualities of the concept. Have examples from previous years, / Write the theme of the last lesson in the centre of the board, with stems as appropriate. Pupils identify what to write on the mindmap to show what they have learned.
4 / CONCEPT MAP / 9 / INTERPRET DIAGRAMS
Blu-tack key terms/ideas from last lesson to the board. Ask students to establish and explain the links between the terms / Interpret simple sequential diagrams from an OHT and suggest captions for each diagram
5 / SPOT ANACHRONISMS / 10 / ROGUE DATA
Show a picture with things out of place with the time period. Pupils identify the anachronisms and then explain their reasoning. / Illustrate data, containing some rogue figures, relating to a topic studied. Working in pairs, pupils work out which figures are most likely to be incorrect and justify their choice.
KEY WORDS
11 / WORD CARDS / DEFINITIONS / 12 / FIRST LETTERS
Match word cards and definition cards. Can be done as a paired card sort, or class activity on OHP / Put first letters from key words studied last lesson on board. Pupils identify the terms and define them eg. meanders: RC, RB, C, OBL
13 / BINGO / 14 / DOMINOES
Pupils are given 15 words related to a topic. They select 8 and write them on a bingo card. Teacher calls out names in his/her order of importance and pupils explain significance of terms / Match symbols/ definitions/key words. Can be done as a paired activity or as an OHP class activity, with all pupils having one domino
15 / PICTIONARY / 16 / COUNTDOWN
Teacher or pupil draws an object or feature studied in the last half term without speaking or writing. Others must guess the term in time allowed and write it down. No calling out! / Give pupils 30 or 60 seconds to unscramble a new key word.
17 / WHO/WHAT/WHERE AM I? / 18 / WORDSEARCH
A pupil is blindfolded and the rest of the class/group given an identity, place or object. Blindfolded pupil has 2 minutes to ask Yes/No questions of the other players to discover the answer. / Wordsearch containing key words or information can use clues/definitions to activate previous knowledge. Also crosswords. Useful site: www.puzzlemaker.com
19 / ODD-ONE OUT / 20 / TABOO
Sets of four words are put on display and pupils say which is the odd one out and why. The reasoning given is the most important part of the activity / Pupils work in pairs/small groups using cards with about four taboo words. One pupil has to talk about the main word for one minute without pausing and using any of the taboo words
21 / VERBAL TENNIS / 22 / HEADLINES ~ MISSING WORDS
The class is divided into two groups who take it in turns to say a word related to the current topic. No word can be repeated. Scored as tennis. / As in TV programme ‘Have I got news for you?’, headlines are shown, but with key words concealed. Pupils guess the keywords. Leeway for humour needed!
23 / CATEGORISING TERMS / 24 / 60 SECOND CHALLENGE
In pairs, pupils discuss and sort a bank of words into related groups and devise a name or heading for each group of words. / Pupils are given one minute to write down all the key words they can think of to do with a topic
NEW TOPIC
25 / MYSTERY OBJECT / 26 / PICTURE/PHOTO ANALYSIS
Show the class a mystery object. Ask them to come up with predictions on what it is, and/pr five ‘W’ questions (what, who, where, when, why) / Show class a picture or photo related to the new topic. Pupils to make observations or ask questions, as appropriate
27 / CONCEPT CARTOON / 28 / MIND MOVIES
Discuss the speech bubble opinions of four different characters who are considering an issue or topic. Use as the basis for identifying pupils’ own views. Can also be used as a plenary. / Pupils close eyes. Teacher reads part of a story or a description to the class. When teacher has finished, pupils keep eyes closed and continue to ‘run the movie’ in their minds. Then feedback.
29 / SEQUENCING/PREDICTION / 30 / PREDICTION
In pairs, pupils are given a number of events/processes on cards. Pupils discuss and put the cards into a logical sequence, then justify choices orally / What will happen is we …..? Why do you think this is?
31 / DEVIL’S ADVOCATE / 32 / SPOT THE DIFFERENCE
Teacher proclaims an unpopular or extreme viewpoint on an issue in order to promote a discussion of alternative views / Pupils are given two pictures or maps eg. of a village in 1900 and 2000, and must spot differences between them
33 / PHILOSOPHICAL QUESTION / 34 / VIDEO CLIP
Pairs discuss, then share ideas with another pair on a question such as: What would you be prepared to die for? eg. to introduce a unit on Martin Luther King in RS/PSHE / Class watches a short, engaging extract, followed up by class discussion (eg. what, where, why, when, how?)
35 / WORD ASSOCIATION / 36 / KWL GRID
For introducing any topic, pupils can be asked to write down 10 words that come to mind when they hear the word chosen by the teacher / Pupils fill in brief details on a KWL grid outlining what they: Know already (completed at start of topic) Want to know (completed at start of topic) Learned (completed at end of topic)
37 / HIGHLIGHTER / 38 / UNKNOWN WORDS
Pupils are given an information sheet, on which they select and highlight or underline the relevant information or viewpoints as appropriate. / Provide pupils with a widely spaced wordbank of words linked to the new topic. Pupils use a system eg. traffic light colours, to indicate words they understand and do not understand
QUESTIONS
39 / CARD LOOPS / 40 / REFRAIN FROM YES/NO
Cards are given to each pupil with an unrelated question and answer on each. A pupil starts the loop by reading their question, and the person with the answer responds and then reads theirs / Two pupils are invited to the front of the class. They are asked a quick series of questions but must take it in turn to respond, without saying ‘Yes’ or ‘No’.
41 / TRUE/FALSE / 42 / HOT-SEATING
Teacher reads a series of statements or shows them on the OHT. All Pupils simultaneously hold up either a ‘True’ or a ‘False’ card for each statement. / Students are put on the spot in the ‘hot seat’ to speak to the rest of the class or to answer questions in role.
43 / WRITE THE QUESTION / 44 / MULTIPLE-CHOICE
An ‘answer’ or word is given by the teacher. Pupils have to write what question could have been asked to generate this answer. / A series of between 5-10 quick multiple choice questions from the OHT. A volunteer goes over the answers. Class gives ‘thumbs up’ or ‘thumbs down’ in response.
45 / WHO WANTS TO BE A MILLIONAIRE / 46 / BE THE TEACHER
‘Who wants to be a Millionaire’ questions answered in pairs. Which pair becomes the richest? / A volunteer comes to the front and is asked 5 questions by other pupils, based on last lesson.
47 / BLOCKBUSTERS / 48 / THREE IN A ROW
Pupils travel across a grid containing the initial letters to answers / Divide class into two halves or boys v. girls. Can each ‘half’ get three questions in a row correct? Play ‘sudden death’ (as in The Weakest Link) if there is a draw.
49 / RESPONSE GRID / 50 / MYSTERY WORD
Pupils have pre-prepared grids eg. 3x3, 4x3, into which are put words or pictures. Teacher gives clues to one term/picture at a time and pupils must circle the correct grid / Teacher shows class a folded piece of paper with a mystery word on it related to the previous or future work. Each pair of students can ask the teacher one question, then all pupils write down what they think the mystery term is.
50 ideas for starters,
Resource from the Bucks CC Geography Website