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The Starter Generator!
Planning
Sources
• http://www.teachit.co.uk/custom_content/newsletters/newsletter_oct06.asp
• http://www.schoolhistory.co.uk/teachers/starters.html• http://www.geographypages.co.uk/start.htm • http://news.reonline.org.uk/rem_art10.php • www.independentthinking.com • http://www.bristol-cyps.org.uk/teaching/secondary/science/pdf/el_starters.pdf • www.teachingthinking.net • http://www.geointeractie.co.uk/contribution/wordfiles/starters!"0list.doc •http://www.lth#.k1".il.us/rhampton/mi/$esson%lan&deas.htm • www.teachinglinks.co.uk/ Lesson%20 Starters%20and%20Plenaries.doc
• 'dward (e )ono * +ow to +ae ,reatie &deas ermilion ,hatham "00• 2y head• 3ther people4s heads
Made by Mike Gershon –[email protected]
If you want to makethe slides whizzthrough reallyuickly and thenress escae tochoose a starter atrandom do this"
Select all slides#change slidetransition to $%&seconds anduncheck the$ad'ance on mouseclick& bo(. Start theslide show and itshould work.
isit -
http://www.teachit.co.uk/custom
_content/newsletters/newsletter
_oct06.asp and go to the bit by +arry
(odds for a good piece about
making starters effectie and
linked to learning
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Starters
)dd )ne )ut *ist –)+Mania Show me the answer! ,hat&s The -uestion Thunks
,hat&s This -uestions /olitical /ower ,ho am I ,hat&s your oinion Inter'iew
/ress 0onference 1e2nition Match ,hat is 0itizenshi ,ord 3ill Slogans*ist 1e2nition /ictionary 3reeze 3rame 4ingo Sheets 5angman
1ingbats6Say what you see 5omework /eer 7ssessment /uil as Teacher 8% -uestions 7 – 9
,hat&s being said )r ,hat&s being thought :ame that tune! Instructions;idiculous 7rguments
,hat if 7rt and life Tell me three things... Scenario Get 0reati'e
<town To ;anking =mathy+builder Taboo 0omare and 0ontrast ;ecie Time
5a'e I Got :ews 3or >ou Mystery 4ag True or 3alse 3act or )inion,hat&s the toic
1escribe and 1raw ?ust a Minute ,hat do you know Inside the )ctagon ;andom 1ebate7nimal Madness ,hat would win 1ierent Shoes ,hat&s the Story 3low 0hart
0ontinuum /icture in time In the sotlight 0onnections 5ome Imro'ement
5a'e I seen you somewhere before Get In 0haracter 1esign a starter 4lockbusters
/air It < My ,ord! Statement =(loration Strongest 7rgument 0oncet Ma
,hat&s >our ;ely 1raw me the answer Millionaire 7nalogies Sculture
/lay 1oh 3ind the de2nition Genre Tree+mendous Stimulus
/ro+tastic :oun /lay Solutions <nco'er <nco'er Aariation
;edesign Silent Instructions Translate <ses /ass the /arcel
Time6/lace *ase Mystery Guest 1issonance 1etecti'es :ew In'entions
1ominoes Smile Mood 0reati'e ,riting 7bstract Thinking
,hat if oetry /erformance 4ig /icture Summary Sentences
7rrangement Simon says /ost it 0elebrationBey *etters
0reate+a+title C% words Aenn 1iagram :oises Think – /air – Share
Goal Setting Multi+Tracking Song+,riter ?igsaw )dd )ne )ut – /ictures
-uestions you would like to ask
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)dd )ne )ut
e.g. ,hich is the odd one outD Tourist#
I1/# ;efugee# 7sylum Seeker
Eclue – there may be more than oneF
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*ist –)+Mania
e.g.
*ist as many...
rights6resonsibilities6olicyareas6ta(es6items you threw away in
the last 8 hours etc...
as you can.
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Show me the answer!
<sing mini+whiteboards# true6falsecards# hand signals# dierentcoloured cards etc. uils must showyou the answer to a series ofuestions
Answer!
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,hat&s The -uestion
e.g. If this is the answer# then what&s theuestion
7" Mr T
E-" ,ho is da& manF
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Thunks
e.g.
,hat does the wind smell like
1o trees ha'e feelings
If I borrow a million ounds# am I amillionaire
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,hat&s This
e.g. ,hat do you think this is
:ilin# ,est 4ank" 7 /alestinian demonstrator uses a slingshot to hurlstones at Israeli border olice during a rotest against IsraelHs searation
barrier
www.guardian.co.uk6inictures
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-uestions
e.g. 7 series of uestions
CF ,hat does consumer mean8F 7re you a consumer
F ,hy
F ,hat rights do consumers ha'eJF ,ho rotects them
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/olitical /ower
=mire Surgeon /oker Scallo
+ >ou must use these words to increase the
olitical ower of a arty.+ >ou could turn them into olicies or slogans
+ =(lain why your suggestions might work
3rom =dward 1e 4ono&s $5ow to 5a'e 0reati'e Ideas&. See www.edwarddebono.com
+ >ou can make random word tables or /ower/oints or use a book to get dierentrandom words.
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,ho am I
e.g. 0ould be a icture
)r art of a icture
)r clues – I am an imortant*ondonerI am a oliticianI am noted for freuent buoonery
0ould do $guess what& instead for laces etc.
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-uestions you would like toask
e.g.
Today we will begin studying local
go'ernment. ,rite down theuestions you would like answered.
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,hat&s your oinion
7sk students to write6seak in airs a shorte(lanation of their oinion about the toicyou are starting to study. This can then be
re'isited at the end of the lesson6unit.
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1e2nition Match
e.g. Match the word to the de2nition
*abour /olitical arty who say they are the
future
0onser'ati'es /olitical arty who say they arethe future
*iberal 1emocrats /olitical arty who say theyare the future
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,hat is 0itizenshi
/arliament /uberty 4ullying
The *aw /olicing ;ights
;elationshis0onKict Ta(
0ountries ,orld ,ar 8 3air Trade
tudents circle which ones they think are citi7enship. ,ould use to check/reinforce sub8ect understanding.
,ould adapt to use for different topics * e.g. 9hat is economics or what is human rights
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,ord 3ill
e.g. 3ill in the missing words Ecan include thewords underneath + in the wrong order ofcourse + for dierentiationF
The L is a oular rogramme on .
7ll of the contestants are e(tremelyand .
Simon 0owell always says things andmakes the erformers feel aboutthemsel'es.
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*ist 1e2nition
e.g.
CF*ist all the words you associate withGlobal ,arming.
8F :ow Noin these words together tomake a de2nition for Global ,arming
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/ictionary
e.g. Gi'e studentsconcets6ideas6things to draw whilstothers ha'e to guess what they are
0an di'ide grouinto teams tomake itcometiti'e
7lternati'e – shortlist of concets6ideas
and students ha'eto draw in books or on
mini+whiteboard
and then feedback their
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3reeze 3rame
>ou are working on a farm in 7frica sulying 0adbury&s withcocoa to make chocolate. The weather is hot# the workhard and you are aid 'ery little. Indi'idually6air6grouroduce a freeze frame showing the scene.
+ 0ould adat to all manner of scenes# or gi'e uils thetoic area and ask them to roduce an aroriate freezeframe that other students must then try and deciher.
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4ingo Sheetse.g. /uils get bingo sheets with key
words6hrases and you read outde2nitions...
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5angman
>ou know what it is!
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1ingbats6Say what you see)ack 5o
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5omework /eer 7ssessment
e.g.
Students asked to swa homeworkErelies on it ha'ing being doneF andeer assess their neighbour&s on thesuccess criteria you set.
0an also use two stars and a wish.
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/uil as Teacher
e.g. )ne Eor moreF uil is theteacher.
They ha'e to summarise the lastlessonEsF and uestion the class onwhat was studied.
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8% -uestions
e.g. Teacher or uil icks a rele'anterson6lace and the class ha'e 8% yes6nouestions to disco'er who or what it is.
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7 + 9
e.g. ,rite down a key6related word forour toic area for as many letters ofthe alhabet as you can.
7rms
4ay
0onKict
1arfur
=arth
3reedomGuantanamo
5arm
0an also do it 'erbally. 7skstudents6grous to shoutout when you gi'e them a
letter.
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,hat&s being said)r ,hat&s being thought
e.g. 0hoose a icture and ask students whatmight be being said or thought. 0ould berele'ant –
)r abstract +
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:ame that tune!
e.g. /lay students a citizenshi themed songand they ha'e to transcribe the lyrics. 0anthen use this for discussion of media#
e(ression# identity# olitics# language etc.
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Instructions
e.g. 7sk students to writeintricate instructionsfor a seci2c task.
3or e(amle 'oting inan election or staginga rotest march.
=ually# could be anunrelated task Nust toget them thinking.
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;idiculous 7rguments
Teach the language of argument by gettingstudents to Nustify the ridiculous# such asH3i'e year olds should be allowed to dri'e acarH
;idiculous
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,hat if
,hat if no one was resonsible
,hat if there were no laws
,hat if e'eryone stoed aying ta(es,hat if all Nournalists were anonymous
,hat if citizenshi didn&t e(ist
,hat if school only oened at night,hat if you were in'isible for a day
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7rt and life
<se a rele'ant oem# iece of art#sculture etc. to get studentsthinking6emathising about the toic.0an then draw out lesson themes...
Guernica + /icasso
5olocaust Memorial +
4erlin
htt"66www.usccb.org6mrs6refugeeoem.shtml
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Tell me three things...
about the toic we are studying.
you learnt in the last lessons.
that hel e(lain inKation.refugees might feel.
camaigning has changed in 4ritain.
you think are most imortant tocitizenshi.
you would like to change in the world.
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Scenario
• Set students a scenario Eerhas co'eringsimilar ground to the lessonF and ask them to
resond in some way...
e.g. 5uman rights ha'e been susended by the4ritish Go'ernment. /oliticians ha'e gi'en
arty members license to Nudge what is rightand what is wrong.
5ow would this make you feel
,hat would you do ESimilar tothought
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Get 0reati'e
0loak SledTourist Machine 3use
+ Show how each of these random wordsmight inKuence the other words in someway.
+ =(lain the inKuence
3rom =dward 1e 4ono&s $5ow to 5a'e 0reati'e Ideas&. Seewww.edwarddebono.com
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<town To ;anking
+ 3amily
+ *ife
+ Safety
+ Mo'ement
+ ;eligion
;ank these human rights in order ofimortance. 4e reared to Nustify youranswer. E7datable to all sortsF
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=mathy+builder
$Ta(es for the rich will be scraedtomorrow and relaced with 'oluntaryhilanthroy&
+ 5ow might a millionaire feel about this
+ 7 erson on a'erage income
+ Someone recei'ing income suort
E0an adat to loads of dierent situations. =mhasis remains on de'eloing emathyF
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Taboo
Students ha'e to describe a key wordwithout using that word Eit is taboo!F.
Ecould do it in teams# airs# whole+classF
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0omare and 0ontrast
,hat dierences and similarities do you notice
imbabwe 3ct "00
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;ecie Time
• 7ccess to information
• Secret 4allot
• Indeendent counters• :eutral Nudiciary
,hat is this the recie for
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(eelop by asking students to write their own recipes could start
by writing a recipe of the learning in the last lesson
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/ound $buying less than a &.
:o for TA Strictly 'oters.
thrown at 4ush on Ira tri.
+ 7ll from www.bbc.co.uk C6C86%O
7nswers P =uro# refunds and shoes
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Mystery 4ag
Take a bag into the classroom that
contains an obNect which has a
connection to the lesson./ass it around and let the students
feel the obNect inside the bag.
The 2rst erson to guess
what it is could be rewardedwith a merit.
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True or 3alse
True..................................................oris it false!
0ould do with material students ha'ealready co'ered# or with materialthey are about to co'er.
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3act or )inion
5and out newsaer article tostudents and ask them to highlight
facts or oinions.
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)dd ) ) t /i t)ack 5o
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)dd )ne )ut – /ictures)nly!
tarters
) k 5
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,hat&s the toic
,hat toic might we be studying
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?ust a Minute
)ne uil starts to seak about atoic. 7t the 2rst reetition# ause ormistake another takes o'er + and so
on until the minute is u.
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,hat do you know
ariation * ideas must be pictures instead of words
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Inside the )ctagon
O way thinking comes from 5oward Gardner&s multileintelligences. The simli2ed octet is –
CF :umbers 5ow many...8F ,ords ,here does the word come from..F /eole ,ho...
F 3eelings ,hat emotions...JF :ature 5ow does the en'ironment aect...QF 7ctions ,hat do eole do...RF Sounds ,hat songs ha'e been written about it...OF Sights ,hat images reresent...
Efrom htt"66www.indeendentthinking.co.uk60oolStu6O,ayThinking6default.as(F
Two ideas – iF 7sk students to come u with uestions arounda toic6key word from each $angle&.iiF <se the octet to frame your own starter uestions.
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7nimal Madness
+ Think of 2'e ways you could make a duck6horse6cow Noyful
+ If zebras6Kies6otters ruled the world what would wesee
+ =(lain 2'e dierences between a cat6dog6o( and akettle6desk6Numer
+ 7nd 2'e similarities
+ ,hat animal would make the bestolitician6Nudge6olice ocer ,hy
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,hat would win
0hoose any two items...
7 fence and a tree
7 dolhin and a snake
5arry /otter and ;ichard 4ranson
Then...ask why!
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1ierent Shoes
7sk students to change their shoes...
$If 4rad /itt was ut in charge of the school#what would change&
$If 1awn 3rench was doing your coursework#what would she focus on&
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,hat&s the Story
• Gi'e uils cards with words orictures on and ask them toseuence this to tell a story Eor could
ut words6ictures on boardF.
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3low 0hart
%rime 2inister
2%s
oters
;ill in the gaps<
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0ontinuum
Make a continuum in the room with stronglyfor and strongly against at either end. 7s
students come in tell them theroosition and that they must Nustify theosition on the continuum they choose.
E'ariation – uils line u randomly. They discuss with their neighbour only and then mo'e accordingly. 0ontinuesuntil the continuum is fully drawnF
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5a'e I seen you somewhere
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5a'e I seen you somewherebefore
Gi'e students key word card sort andask them to lace in iles of –
CFI know you
8FI think I&'e seen you somewherebefore
F,e&'e ne'er met!
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/icture in time
9hat might hae happened before the photo was taken=
9hat might be happening now=
9hat may happen after=
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In the sotlight
7 'olunteer is asked 2'e uestions.
The rest of the class mark down
whether they agree or disagree
with the answers so that the wholeclass is tested. 0ould use whiteboards
or 'oting cards.
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0onnections
7sk a student to suggest a word. >ou say a word thatis related.
E=.G. if the word is $football& you might say $goal&. F
The ne(t student says a word connected with the
re'ious word.E=.G. $goal&# $net& and so on.F
/layers take turns.
They are allowed thinking time# but can be challengedby any other layer to e(lain the connectionbetween their word and the re'ious word.
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5ome Imro'ement
5ow can be imro'ed
,hy would your changes be animro'ement
,ho for
5ow long would they last
E0an relate to re'ious learning in the toic. Suitable for wide range i.e. 4ritish oliticalsystem# laws on terror# local go'ernment# school council etc.F
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Get In 0haracter
Set a few uestions ready on the board.7s students come in# hand them character
cardsEcould be generic e.g. 4usinessman# teacher# student
seci2c e.g. Gordon 4rown# George 4ush# 4oris ?ohnson
emotional e.g. 7n angry# imatient# hay erson
)r whate'er you want!F
and ask them to answer the uestions in
character.
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1esign a starter
• 7sk students to design a starteracti'ity to use ne(t lesson. Set
success criteria.
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4lockbusters
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4lockbustersSet u a 4lockbusters
style grid using
aroriate
key terms6names6laces
etc. to lay
,an & hae a
>%4 please )ob
No
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/air It <
5and out a set of cards that students
ha'e to sort into matching airs.
e.g. Tye of olitical system Bey e(amle
1emocracy 4ritain under 5enry AIII
Monarchy Stalin&s ;ussia
Totalitarian State 3rance in8%%O
Theocracy 9imbabwe in 8%%O
7utocracy 7ncient =gyt)ack 5o
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My ,ord!Students are gi'en Eor chooseF a wordrelated to the toic. They must stand uand oint to someone in the class who
must then gi'e the meaning. That ersonthen chooses the ne(t erson to ose a
word.
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Statement =(loration
U='erybody has rights yet they cannotbe seen and belong to nobodyV
In airs e(lore this statement.
,hat does it mean
0an you e(lain itto someone else
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Strongest
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Strongest7rgument
,hich of the following arguments is the best iece of e'idence that ta(es aresent eecti'ely
7F The :ational 7udit )ce checks all go'ernment income and e(enditure.
4F Aoters can throw out go'ernments they think send money ineciently.
0F Most eole get along )B in 4ritain# so the money must be being used
eecti'ely.1F Ta(es aren&t as high as in =uroe yet we still ha'e 'ery good ublic
ser'ices.
Ere'eal" 1o you think ta(es are sent eecti'elyF )ack 5o
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0oncet Ma
Gi'e students a list of words related toyour chosen concet. This can either be
on cards or on the board. They mustthen turn these into a $ma&# where each
connection can be e(lained and Nusti2ed.
e.g. 1emocracy Aoting
Safety 3reedom
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,hat&s >our ;ely
<se a contro'ersial statement and askstudents in airs to come u with arely.
e.g.
U7ll teachers should be allowed toteach whate'er they wantV
Reply
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1raw me the answer
• *ike $show me the answer&...e(cetwith drawing only!
e.g.
7F Show me what democracy looks like
4F 1raw fairness0F ,hat does change look like
tarters
,ho ,ants To 4e 7
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,ho ,ants To 4e 7Millionaire
Google $,ho ,ants To 4e 7 Millionairetemlate& and o you go!
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7nalogies
;ight is to :eedas
1esire is to ,ant
Gi'e students two lists that they must form intoanalogies
e.g. ?udge Aoters
M/s ?ury/rime Minister Go'erners
5eadteacher 0abinet)ack 5o
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Sculture )ack 5o
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ScultureI ha'e a coule of bags in my room into which I throw any
material that may be used to make scultures Ei.e.cardboard#
coat+hangers# string etc.F. Start the lesson by handing outsome
materials to grous and asking them to scult a concet#
idea#
lesson obNecti'e from earlier.
1e'elo by setting a seci2c design Ei.e. a bridge or 5enry
AIIIwith success criteria – can be esoteric as well as literal.F
tarters
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/lay 1oh
5and out ots of /lay 1oh and ask students to make a concet#
idea# e'ent etc.
0ould de'elo by handing out the concets secretly. Students
work in grous and ha'e a limited amount of time. They must
then go around the room and try to work out what each grou&sconcet is.
)r# introduce the lesson toic and then ask students to turn the/lay 1oh into what they would like to ha'e learnt by the end ofthe lesson Eor how they would like to ha'e changed through the
learningF
http://www.argos.co.uk/static/%roduct/part?umber/#@A1#/5rail/searchteBtC%$DEF(3+.htm
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3ind the de2nition
*i'en u de2nitions of key words by rinting them o and
sticking them u round the room for students to 2nd andcoy
down.
Eti – rint the de2nition in a large font and the key word
underneath in a tiny font so they ha'e to mo'e around.7lso#
can sulement it with the key words on the board sothey
know how many they ha'e to getF
tarters
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Genre
5and out material related to the toic and asksstudents to re+
write or re+act it in a gi'en genre.
Egood for enli'ening re'iew and recall in articularF
tarters
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Tree+mendous
Gse the outline of a tree * gien or drawn by pupils * to order information or learning and prooke Huestions.
;or eBample the tree on the right could hae basic concepts of the topic at the bottom then more specific
information along the trunk and branches followed by Huestions students now want answering in the leaes.
5ree on the left could be split in half * what we hae learnt so far about the topic and what we want to find out.
tarters
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Stimulus
Taking a lead from /hilosohy 3or 0hildren Ehtt"66www.saere.org.uk6F
begin the lesson by lacing stimulus material around the room for
students toinsect. This could take any form you like – oems# articles# e(eriment
results etc.
3ollow u by + instigating a /0 lesson
+ using the stimulus as a means to initiate thinking aboutthe toic
+ asking students to come u with a list of uestions they
want to be able to answer by the end of the lesson6unit)ack 5o
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/ro+tastic
<se ros by –
+ 1ressing u Eor ha'e a student dress uF as a character
somehow related to the lesson – the rest of the class
must try and guess who it is and what the link is.
+ 5a'ing a bag of ros relating to a character. Studentstake one ro out at a time and ha'e to try and guesswho it is and what the link is.
Ealternati'ely ros could relate to a country# concet#te(t etc.F
tarters
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:oun /lay
is like EaF becauseW.
3irst blank is for the toic# concet etc.
Second blank is for the random noun.
e.g. /hotosynthesis is like a roadbecauseW )ack 5o
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Solutions
Set students a roblem. This could be nonsensical#hilosohical#
scienti2c etc. and ask them to think of solutions. =ncourage
them to reason through the full imlications of theirsolutions.
1e'elo by + snowballing
+ taking student solutions and using the lesson to
e(lore whether these are or are not feasibleEe.g. if the uestion was $5ow can we sto global
warming&F
+ 7sking students to set roblems for other class
members to sol'e.)ack 5o
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<nco'er
,an you
guess what
its is yet=
,an you
guess what
its is yet=
,an youguess what
its is yet=
,an you
guess what
its is yet=
tarters
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<nco'er Aariation
'nough for
lots of
guesses
and lots of
students to
hae a
chance toremoe a
sHuare and
guess.
%robably
easier with
an &9) butcan be
done with
%ower%oint
by deleting
an ob8ect
when it is
chosen.
uncoer
for a
famous
action
hero
tarters
; d i
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;edesign
e.g. 5ow would you redesign the 5ouses of
/arliament
1e'elo by + Setting arameters i.e. how could you redesign this tomake
it more eecti'e6easier to use6more aecting
Gi'ing a hysical obNect and some materials for redesign
Gi'ing more abstract briefs – how would you redesigndemocracy6the horror genre6multilication)ack 5o
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Silent Instructions )ack 5o
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Silent Instructions
Students are in airs. )ne recei'es an instruction
and mustcon'ey this to their artner without seaking Eor
writingF.
1e'elo by + allowing students to say C or 8words only Eyou
could secify or they could chooseF.
Scaold by showing a cli of scuba di'erscommunicating.
tarters
Translate )ack 5o
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Students are in airs. )ne student recei'es a key word# uestion
or toic related to the lesson and a sheet with the Morse code or 4S* alhabet
on it. Their artner also recei'es this Ebut ob'iously not the key word!F The 2rststudent communicates and the second translates.
(eelop by
- +anding out a second key
word for " to communicate to
1
- Dsk students to come up
with their own related
messages
- %airs ask and answer
Huestions using the code
tarters
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<ses
*ist as many uses as ossible for a gi'en obNect
tarters
/ th / l)ack 5o
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/ass the /arcel
,ra u an obNect related to the lesson and layass the arcel.
=ach layer could include a uestion related tore'ious
learning or the lesson to come.
tarters
Time6/lace *ase
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Time6/lace *ase
Students close their eyes whilst you guide them througha short
narrati'e transorting them to a dierent time or lace. This
$lase& then becomes a means to think about a toic#
idea etc.and the role it lays in our Ee'erydayF li'es. =nsure you
signost
the fact that the time or lace you ha'e been
transorted todoes not ha'e whate'er it is you want the students to
think about.
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Mystery Guest
)ne student recei'es a card with a famous 2gureand some
biograhical details on it. The rest of the classuestion them Eto
strictly $yes&# $no& or $don&t know& resonsesF so asto ascertain who they are.
tarters
1issonance
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1issonance
Try to encourage students to e(erience dissonance in theirthinking
e.g. Imagine a suare eggD ,hy doesn&t school not e(istD
7ddition# Subtraction# Multilication and 1i'ision – why isn&tthere another one
This could be used to disrut or uestion habitual ways of
thinking. It can also challenge reasoning or encouragestudents
to reason more deely and carefully.
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1etecti'es
5he inspection should
lead to a series of Huestions
they want answered
5he whole class comes
together to try and
answer each others4 Huestions
Iie groups a resource
which they must eBamine
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:ew In'entions1e'ise a new in'ention that relates to what we were
studying last
lesson
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1ominoes
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1ominoes
Iordon)rown
$abour%arty
+ a r r i e
t
+ a r m
a n
' H
u a l i t y
(emocracy oting ; r a n c h i s e
6 u
b w a y
(eelop by making huge dominoes to lay out on the floor
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Smile )ack 5o
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S eImagine a time when something good haened to
you#It could be a big thing like winning a rize or cu# or
something
simle like laughing with friends. 5old that image
and thinkabout how it felt. Imagine you ha'e that same
feeling now and
smile. ,hat a lo'ely way to start the lesson.
tarters
Mood)ack 5o
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Mood
1ecide on a articular mood you would likestudents to begin
your lesson with – calm# attenti'e# enthusiastic etc.
7sk them to role+lay this moodD take them through
a series of
dierent scenarios in which they must maintain it. Then sli into
the lesson itself and return to the role+lay if and
when reuired.
tarters
0reati'e ,riting
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0reati'e ,riting
Bunsen Burner Oxygenation Gauze
Eou hae ten minutes to write creatiely. 9hat you write must include these three
key terms from last lesson.
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7bstract Thinking)ack 5o
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7bstract Thinking
Get students to Not down resonses to suchuestions as"
,hat shae is grief
,hat is the colour of emtiness
,hat is the te(ture of a rainbow
=(tend $,hat ifW& ,hat ift
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,hat if bridges had families
,hat if trees had rights
,hat if colours were numbers
So that initial resonses must be turned into aoem with the
uestion as the title.
oetry
/erformance
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/erformance
/erform a oem# art of a lay# mo'ie scene# e(tractfrom a
book# seech and ask the class to resond.
1e'elo by getting class members to do theerformance or by getting someone else –
www.youtube.com
www.americanrhetoric.com
htt"66www.oets.org6audio.h
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g/icture
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7sk students to reKect on what the bigger icture is – inrelation
to education# the articular subNect# the current toic or
whate'er. This can lead to a clearer understanding of thedetails#
a re+energising of the classroom or a more meaningful
e(erience for teacher and student.E0ould use resources to stimulate thinking about the bigger
ictureF
Summary)ack 5o
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Summary
7sk students to ro'ide a summary of what theylearnt last
lesson or across the unit. 1e'elo by asking fordierent styles#
i.e. a newsaer reort# Q%+second news+Kash#mime
Sentences
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0ut u a sentence Eor twoF related to the toic andhand out the
arts to students. They then ha'e to arrangethemsel'es so as to
sell out the sentence correctly.
1e'elo by using te(ts related to the toic andasking them to
comose a aragrah.
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7rrangement)ack 5o
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7rrangement
7sk the class to arrange themsel'es in order of age#shoe size#
height etc. The rule is that they are not allowed totalk. 7nyone
who does has to lea'e the room for % seconds.
Simon says)ack 5o
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Simon says
/lay Simon says with the class. 0ould de'elo byasking them to
do the oosite of what you say# or by bringing inreuests
related to the learning. I.e. Simon says show mewith your
2ngers how many lines in a 5aiku.
/ost it
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/ost it
/ut u a number of dierent uestions around the roomand
gi'e each student C+8 ost+it notes. They ha'e Jminutes to look
at the uestions and discuss them with others. Theymust then
'ote for which they would like to focus on during thelesson. This
is done by sticking their ost+it note by the uestion. The
uestion with the most ost+its becomes the focus ofthe lesson.
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0elebration
/erhas once a term use the start of the lesson to celebratethe
work done with the class u to that oint. Students could 'ote
for awards such as $hardest worker&# $ositi'e inKuence& and
$biggest imro'er&. >ou could show work done at the start and
end of the eriod to show how far the students ha'e come.
Bey *etters)ack 5o
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Bey *etters
Teacher shouts out a letter and studentEsF mustresond with a
key word related to the current toic that beginswith that
letter. 0ould target seci2c grous of students ormake it
cometiti'e Ewith no writing allowedF.
0reate+a+title)ack 5o
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0reate+a+title
+J key words on the board which students mustuse as they
$create their own title& for the work they are goingto do.
C% words)ack 5o
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C% words
Gi'e me ten words related toW
0ould de'elo by asking them to then focus on oneor two and
draw out this relationshi.
Aenn 1iagram
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Aenn 1iagram
(eelop by making a life-si7e one using rope and words written on D@
paper for students to hold.
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:oises
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:oises
/lay a noise and ask students to resond to it orwork out its rele'ance to the lesson6unit.
htt"66www.grsites.com6sounds6
htt"66sounds.bl.uk6
htt"66collections.iwm.org.uk6ser'er6show6na'.%%g%%R
Think – /air – Share
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Think /air Share
Gi'e students a roblem or uestion and then allowthink time
in which they can engage with it.
3ollowing this# students turn to their $*earning /artner&and
discuss# clarify# challenge etc.
The air then share with another air or the whole class
Estudents should share their artner&s ideas as well astheir ownF )ack 5o
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Goal Setting
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Goal Setting
If beginning a unit of work# ask students to set theirown goals by
creating a chart showing –
,hat I know about the toic...
,hat I want to know...
,hat I ha'e learnt...
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Multi+Tracking
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Multi Tracking
7sk students to erform a multi+tracking acti'itysuch as atting
their head and rubbing their stomach at the sametime. 1e'elo
4y asking a articular student to lead the starter.
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Song+,riter
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Song ,riter
7sk students to write a song e(laining what theyalready know
about a toic# what they ha'e learnt etc.
1e'elo by setting the genre – ra# country# oetc.
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?igsaw
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?igsaw
0ut u a icture or instructions and hand out togrous. They
must ut the Nigsaw back together and then followthe
instructions or resond to the icture.
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;andom 1ebate
)ack 5otarters
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5a'e a roosition on the board as uils are
coming in. Theymust either defend or refute the roosition#
deending on
where they are sitting. >ou could re'eal a slide
showing who iswhat or Nust arbitrarily di'ide the class in two. The
idea is to
/ractice argument – regardless of you ersonal
oinion.
;or Dgainst
;or
;or ;or
;or Dgainst Dgainst Dgainst Dgainst
Dgainst ;or
1escribe and 1raw
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1escribe and 1raw
/artners sit back to back. )ne has an image# theother a encil
and iece of aer. The student describes theimage to their
artner who must try and draw it as accurately asossible.
)ack 5o
tarters
Slogans
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Slogans
Students create slogans – for an image# the learningfrom last
lesson# a seci2c art of the toic.
)ack 5o
tarters
Inter'iewStudents are in airs )ne recei'es a sheet with
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Students are in airs. )ne recei'es a sheet withinformation
about the toic on. The other must inter'iew themin order to
disco'er what they will be studying or to elicit asmuch of the
information as ossible.
1e'elo by utting conditions on uestions andresonses.
)ack 5o
tarters
/ress 0onference
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/ress 0onference
4egin the lesson by calling a ress conference – youha'e an
announcement to make and students must takenotes and then
uestion you on what has been said. 0ould beannouncing what
the lesson is about# or a ro'ocati'e statementrelated to the
content etc.