Proof of Progress Minibite (zs)

Proof of ProgressFrom the outset, plenaries were often the weakest part of the lesson.

Good planning was critical to the success of plenaries. Often there was

insufficient time for them, typically because teachers under-estimated the time required for activities in the main phase of the lesson.

Plenaries were often the least active part of lessons.Teachers tended merely to sum up what happened during the main phase and pupils did not have the opportunity to articulate what

they had learned.

When pupils had such opportunities, they proved an important part of the learning process.’

POPs!

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What are the benefits of POPs and Plenaries

• A few to get you started…• Stick your ideas on the board

Summarise the learning that has

taken place so far

Lead on to the next stage of

learning

Help highlight how pupils learn as well as what

they learn

POP! Criteria

POPs!

Your task

How to make sure your plenaries go…

POP!

Proof of Progress short POP activities ideas

POP!

Linking phrases

Sun Moon OrbitStar Axis Earth

Solar system Tilt Space

1. Number each word, roll the dice to select the words that have to be linked.2. Link as many words as possible together in one sentence 3. Lower ability give definitions of each word, increase the demand by linking

more and more words together4. Write the sentences in books, mini whiteboards, IWB, 5. Make as many sentences as you can linking on two of these words togther

POP!

Concept cartoon

Abdi thinks...

Amy thinks... John thinks.... Sarah thinks....

Into the speech bubbles put...1.True false phrases2.Common misconception phrases3.Varying degrees of accuracy phrases

To use...1.Who is right/ wrong... True/false?2.Why are they right/wrong... True/false?3.Correct/underline/point out the mistakes4.Add the correct speech bubble in

POP!

Diamond 9Participants are given a list of issues and asked to discuss and agree which are the most important items. Each item is placed on a large, diamond-shaped grid. The most important item is usually placed in the top of the diamond and the least important at the bottom of the diamond. Items in each row are of equal importance. (Some groups prefer to put the most important card in the centre - either approach is fine, as it's the discussion surrounding the group's decisions that is important.) The diamond shape enables the group to encompass a range of priorities and perspectives.

POP!

Fill in the blanks

POP!

Blanks in text with no choices of words

Red/ Yellow/ Green Cards

POP!

A quick POP activity that allows you to check the whole classes progress

Use the traffic lights for...1.Statements 2.True or false3.Understanding of a particular topic or activity

Aide Memoire

Students have to come up with something to help them remember what has been studied. This could be a mnemonic, visual aids, a story, a song etc.

Allows differentiation for learning styles.

Develop by asking students to share their aide memoires and producing a pool of the most helpful ones.

POP!

Speed datingSit with a partner - one of you must sit facing the whiteboard and the other facing the opposite way

The first person has only 30 seconds to describe the key word(s) featured below before moving onto their next

partner - your teacher will keep writing down the keyword to be explained

Your keyword is:

POP!

A, B, C, D Cards

POP!

A B C DA quick POP activity that allows you to check the whole classes progress

Use the ABCD cards for...1.Multiple choice questions

Idea thoughts When you have received an answer to a question, open up the thinking behind it by asking what others think about the idea.

e.g. “What do others think about _________’s idea?”

POP!

Same…Different?

Give group of shapes/expressions/graphs and students identify

what is the same and what is different about them.

POP!

Adding detailed ideas

Example Original Sentence: The Second World War started in 1939.

Example Extended Sentence: The Second World War, which occurred between 1939 and 1945, started when the Germans invade Poland and Britain declared war on Germany

In teams you are going to be extending sentences to show off your newfound knowledge. The team with the best

sentence, ie accurate and detailed, wins the prize!

POP!

How, where, when, why, what

e.g. …does democracy work?…is the economy?…do human rights affect people?

POP!

Writing questions

• HOW (higher order)• WHY (higher order)• WHAT

POP!

Here are the answers, what is the question?

Question?

POP!

Kindred relationships

Relating word?

POP!

• In this exercise, think of a word that is related to the preceding words. (Compound and hyphenated words or commonly used expressions are allowed.)

• Sleeping, contest, spot, shopAnswer: Beauty (sleeping beauty, beauty contest, beauty spot, beauty shop)

Missing SequenceStudents receive a process (or the lesson itself) cut up or distributed

between cards which they must then put into the right sequence. However, one (or more) of the bits is missing and they must work out what should go

there.

POP!

In ten words....POP

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•Summary activity (second level of Bloom’s taxonomy)•Literacy activity•Encourages boys to pick out key words/ key bits of information•Can be changed to more or less words, and therefore can be differentiated

Pictionary

e.g. Give students concepts/ideas/things to draw whilst others have to guess what they are

Can divide group into teams to make it competitive

Alternative – short list of concepts/ideas and students have to draw in books or on

mini-whiteboard and then feedback their thinking/explanation.

POP!

8 way thinking

POP!

Logical/Mathematical Verbal/Linguistic Interpersonal Intrapersonal Naturalistic Body/Physical Musical Visual/Spatial

1. Students can ask questions on each of the 8 ways- then research them

2. or use the 8 ways as prompts to jot down information3. Can be used at the start of a lesson or topic4. And/or at the end of a lesson/ topic

Hangman

You know what it is!

POP!

ContinuumUse continuum to allow students to identify themselves with a

position or stance related to the issue or topic looked at. Particularly appropriate if the lesson has centred around making an

informed judgement.

Develop by questioning students on their position on the continuum; only allowing reasons based on evidence from the lesson; asking students to decide the continuum question or statement

POP!

Pupil as Teacher

e.g. One (or more?) pupil is the teacher.

They have to summarise the lesson (unit) and question the class on what was studied.

POP!

Looking at blooms bookmark

1. Ask students what the highest skill they have used was

POP!

Mime

Students get into pairs and mime key learning/ideas/concepts whilst the other has to guess what it is.

POP!

What if?

What if we hadn’t done today’s lesson?What if you weren’t allowed to know what

we’ve learnt today?What if everything I’ve told you today was false? POP

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5 – 5 – 1 Summarise today’s topic in 5 sentences.

Reduce to 5 words.

Now to 1 word.

(with as many variations as there are numbers!)

POP!

In the spotlight

A volunteer (or group) is asked five questions based around the lesson.

The rest of the class mark down whether they agree or disagree

with the answers so that the whole class is tested. Could use whiteboards

or voting cards.POP

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Concept Map

Give students a list of words related to the lesson.

This can either be on cards or on the board. They must then turn these into a ‘map’, where

each connection can be explained and justified.

e.g. Democracy Voting

Safety Freedom

POP!

No to no and no to yes

Students are not allowed to use the words ‘no’ or ‘yes’ when answering

questions.

Questions can be posed by the teacher, in pairs or groups.

POP!

My Word!

Students are given (or choose) a word related to the lesson. They must stand up and point to

someone in the class who must then give the meaning. That person then chooses the next

person to pose a word.

POP!

As easy as 1 2 3

Place students in groups of 3 and number them 1-3.

3 statements on the board which the corresponding individual must explain to the rest of the group.

Develop by ‘phone-a-friend’ where if one student can’t explain they find another student with their

number in the group and learn from them.

POP!

Quick-fire

Quick-fire questions on the topic to individuals in the class.

Develop by getting students to write the questions and put them in a box which you

then draw from.

POP!

Write your own objective

Either at the end of the lesson or during the lesson ask pupils to write their own objectives, thinking about what skill they have acquired

POP!

Evaluation Tree

Ask students where they feel they are on the tree in relation to the lesson or topic.

Can be used repeatedly to articulate progress/problems.

Could print out on A3/A2 and get students to put post-it notes on with their name. Could then pair up strong and weaker students etc.

http://www.evaluationsupportscotland.org.uk/article.asp?id=13

POP!

Draw your brain

Either hand out outlines of a brain/head or pupils draw it themselves. Then, get them to fill it with everything they have

learnt (knowledge and skills) during the lesson.

Could develop by having them draw the brain at the start of the lesson so as to signpost that they will be able to fill it up by

the end.

POP!

Write 5 sentences summarising today’s topic…

Now reduce that to 5 key words…

And finally to one word….

5-5-1 Deluxe!

Use shapes and pictures to deluxe-ify 5-5-1 POP

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Beat the Teacher

Your task is to try and beat the teacher!

Come up with questions based around your learning today and see if the teacher can answer them.

Develop by: - snowballing - writing questions on pieces of paper and

placing in a box. One student (sensible - able to vet) then sits opposite the teacher at the front of the class and pulls out questions to ask a la Mastermind.

POP!

Exam Question

Write an exam question based on your learning today. Then, swap books and answer someone else’s question.

Develop by writing a mark scheme for the question as well, using peer/self assessment or using different types of exam questions –

multiple choice, short answer, essay etc.

POP!

Equation

Write an equation showing your learning…

For example –

Humans + cars = carbon dioxideCarbon dioxide= melting ice caps + increasing temperature

POP!

Txt Msg

Write a txt msg explaining your learning

POP!

Self assessment

POP!

Peer assessment

POP!

Independent Focus IF Task

POP!

Guess who?

POP!

DARTs activites

• Directed Activities Related to Text

POP!

BINGO

POP!

Catch phrase

POP!

Splat

POP!

Question loops

POP!

Taboo POP

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Dingbats POP

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Just a minute

• Pupils talk for exactly one minute without hesitation on a topic to their peers

POP!

Connect game:

1. Sort pupils into groups of 3 or 42. choose a topic (perhaps revision)3. Ask a student to suggest a word. 4. The next member of the group says a word

that is related to that word e.g. if the word is ‘football’ they might say ‘goal’.

5. The next child then says a word connected with the previous word e.g. ‘goal’, ‘net’ and so on.

6. Players take turns. They are allowed thinking time, but can be challenged by any other player to explain the connection between their word and the previous wordPOP

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The 5 whys

4Q:

A:

1Q: Why do you

exercise?

A: Because it's healthy

2Q: Why is it

healthy?

A: Because it’s good for me

3Q: Why is it good

for me?

A:

5Q:

A:

Ask ‘why’ questions in response to five consecutive answers. For example: Q: Why do you exercise? A: Because it's healthy. Q: Why is it healthy? A: Because it’s good for me. Q: Why is it good for me? And so on.

POP!

5 good questions

Question 2

Question 1

Question 3

Question 4

Question 5

Write down 5questions you know

the answer to

POP!

1. Share questions with class, partner2. See how many pupils came up with

the same questions3. Peers to answer each others

questions

KWL

1 thing I already knew

2 questions about what I have learnt/ 2 things I

didn’t understand

3 things I have learnt

what we Know", what we Want to know, and "what we Learned

POP!