Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants Mid-point and end of lesson Plenary.

Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

Mid-point and end of lesson Plenary

Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

One-Sentence Summary

Students write a sentence

summarising their knowledge of a

topic.

The sentence could have to include

who, what when, why, how, where

etc.

The sentences could then be peer-

assessed, re-drafted and so on.

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Global Warming

Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

Post-It

Use post-it notes to evaluate learning.

Groups, pairs or individuals can

answer:

• What have I learnt?

• What have I found easy?

• What have I found difficult?

• What do I want to know now?

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

Traffic LightsUse traffic lights as a visual means of

showing understanding.

e.g.

• Students have red, amber and green cards which they show on their desks or in the air. (red = don’t understand, green = totally get it etc.)

• Students self-assess using traffic lights. The teacher could then record these visually in their mark book.

• Peer assess presentations etc. with traffic lights

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

Talk Partners

As a plenary or a starter referring to

the last lesson, pupils share with a

partner:

• 3 new things they have learnt

• What they found easy

• What they found difficult

• Something they would like to learn in the future

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

A B C D / Yes No / True FalseLaminate a set of cards so every

member of the class has four, with

A,B,C and D written on them.

OR

Laminate a set of cards so every

member of the class has 2 cards

Either:

True / False

Or

Yes / No

Ask questions with four answers and pupils can show you their answer. Encourage

them not to look at other people’s responses.

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

Show and Tell

Use mini-whiteboards so that very

student can write or draw their

answer and show it to you (or their

peers) immediately.

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

Odd one out

As a plenary to a unit or lesson with a knowledge base.

Give a series of responses with one or more being odd.

Question as to why that response is the odd one out.

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• Follow the instructions below to write a poem which doesn’t have to rhyme.

• Remember no lists allowed!

• The keyword is CELL.

This is something related to the keyword1 wordLine 5

This gives scientific knowledge and understanding

4 wordsLine 4

This explains the function of the keyword3 wordsLine 3

This describes the keyword2 wordsLine 2

The keyword from the lesson1 wordLine 1

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

Muddiest Point

Students write down one or two

points on which they are least clear.

This could be from the previous

lesson, the rest of the unit, the

preceding activity etc. The teacher

and class can then seek to remedy

the muddiness.

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

One cool thing I have learned?

One thing I could tell other people to do?

The biggest thing you have learned?

One thing that I loved doing?

One message that I’ll take home with me?

Handy Plenary

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

What's the big idea?

Train the pupils to understand that the phrase “What's the big idea?” is a cue to pair up and talk about the key learning gains they have made and be prepared to feed back to the class.

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

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Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants

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FiltrationBack to Outstanding

Learning