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Provide prompts related to key concepts or processes from the previous lesson. Students individually draw illustrations to represent the the learning from previous lesson

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Students write a single sentence summarizing the key learning points of the lesson on a piece of paper. Then, each student reads it aloud and the teacher/class judge the best one.

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Ask students to take a minute to reflect on their work or tasks so far. In pairs or small groups, have them share:

One "quick win" (something they accomplished successfully)

One "challenge" (something they found difficult)

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Prompt image and use of WWWWW or questioning matrix

Retrieval grid

Students create Multiple Choice Questions on prior learning --> kahoot starter/ Quizlet recap

I see, I think, I wonder based on previous learning

Pair discussions

Addressing misconceptions e.g. WWW/EBI from examples of student work from prior lesson'

Key word retrieval - concept mapping

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Mini plenaries -

rapid fire questions

mini whiteboards

student modelling

evaluating example answer

Kagan Learning to reassess

Pose Pause Pounce Bounce

Student expert assesses rest of class

Think Pair Share

RAG cards

thumbs up/ down

rating out of 10

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Application of knowledge with practice exam question

Quizlet test

Exit ticket (best on table)

Green penned Brain Dump

mini whiteboard quiz

Hot Seat

Tweet It

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Students write mini whiteboard answers for 5 short retrieval questions already written on the board

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Short Kahoot or Quizlet test to complete.

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Students describe Taboo keywords with with their partner

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5 quick questions, use revision/classwork books to help answers if needed.

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Summarise previous learning in own words.

COPS and ROBBERS

Menti-Meter/Padlet brain dump

Putting information into the correct order

Mix and Match

Student's orally recap the lesson and retrieve learning

Prompt questions and complete a mindmap

Visual Prompt and complete connotation cloud

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Having images and gifs on the board for students to brainstorm related concepts.

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Post it notes as they walk in to recall something from last lesson 

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Post it notes as they walk in to recall something from last lesson 

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Post it notes as they walk in to recall something from last lesson

verbal starters - instead of writing - saves time

List 3/5 examples....

Mini Whiteboards

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6 simple related/unrelated questions written on the board from last week (x2), last term (x2) last year (x2) for students to answer in books

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Questions from previous lessons- poll on teams.

Review of techniques in groups with whiteboards

Vocab check in

Think Pair Share

Listening task

Show me techniques

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Activity 1: STARTER ideas:

-          Last week, last term, last year retrieval

-          Find the error

-          Do now – lesson lift of 5,4,3,2,1

-          Match up

-          Vocab splat

-          Beat the song

-          Roll and retrieve

-          Grid: List, retrieve, correct

cops and robbers

-          CHATTY CAFÉ- year 10s – spontaneous talk

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Dual coding task to define key terminology,

Entry Post it notes and the students recall a fact/facts and explain using oracy skills

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1- Ask students to use mini boards or sticky notes for quick response as starter

2- Discuss by showing pictures

3- Use AFL questions Method

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Racing style checkpoints throughout the lesson, similar to a race track. Students have 3 opportunities to show they've met one of the learning objectives set at the start of the lesson. Clear and obvious indication to the examiner that ALL Students have met that objective.

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Use Mathsbox or diagnostic questions website for 2 or 3 multi choice questions. Students answer A. B, C or D on their mini whiteboard.

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Post-it note challenge. - quick stop, write down one thing we have learnt so far or answer a question and stick post it on the whiteboard or padlet

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Students check their classmates' answers based on the teacher's example of the correct answers.

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Temperature check

Cold Calling

Peer evaluation

Add one more idea to someone else's answer.

One star, One wish post it

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Checklist for success criteria

Rag Cards

Mini whiteboards

think-pair-share

Hinge questions

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1- Mini plenary by quiz game

2- Table leader as Mini teacher to explain what we have learnt.

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-          Whiteboards  (beat the mouse)

-          Flippity

word wall

mini afL quiz on boards

create 3 questions about learning so far and then quiz peers (each have a sound for their own buzzer)- better with smaller classes.

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Blooket on the skill that you've been working on. Check the report when it's done to see percentages for each student, and give out merits.

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1- Online quiz Activity like blooket, quiz, kahoot, wordwall etc.

2- Verbal task by thumbs up and down or short questions.

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Exam question from a past paper (1-2 marks) only takes (1-2 mins) mark scheme available so we can quickly see after 2 mins whether they achieved it or not. Student leads the conversation. (based on subject)

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1- Rating their understanding of the lesson by using the color code or Emoji and explain what they find it hard or challenging to address it the next class.

2- Quick quiz with Kahoot.

3- Exit ticket

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1 minute performance related to the learning Objective.

Students take over and ask the teacher on the learning objective.

Challenge cards

Educational games that are competitive

Flashcards with keywords

Whiteboard activities

Student critique each other performances

Student lesson, 2 to prepare and 2 minutes to share with their peers.

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-          Post it notes- but acknowledge them

-          Tell me, show me on your way out

-          Online- quiz platform where you can see responses.

-          Quick fire questioning behind chairs

-          Tweet your way out

-          Complete my sentence

-          Treasure items (2 teams- specific questions created in advance by teacher)

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3, 2, 1 : 3 things you learned, apply two of the skills, 1 sentence in response to a statement

Knew and New: Two things you knew before coming in to class, and two things that you didnt

Post-it note

Trashket ball

Tweet summary of lesson

Hand print with five facts

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Teachers are often concerned with getting vital information into students' heads, but it's just as important to give students frequent opportunities to externalize and manipulate recently learned materials. Simple retrieval activities like flash cards, "brain dumps," and low-stakes quizzes remain among the most effective tactics to move learners from a hazy recollection of something towards more clarity and "permanence," writes Ulrich Boser, the CEO and founder of the Learning Agency Lab, in a new post "The Five Things You Need to Know About Retrieval Practice."

Retrieval becomes even more impactful when teachers keep considerations like mental agility and the spacing of materials in mind. The practice of interleaving-mixing together two or more related concepts or skills instead of focusing on one at a time-keeps learners from relying on rote methods and forces them into a more productive "thinking on their feet" posture. Asking students to practice basic mathematical operations like addition, subtraction, multiplication, and division, for example, tends to work better when you ask students to move between the operations, rather than practice each operation separately. Research also demonstrates that retrieving stored information at regular intervals-a practice called spacing-encodes the learning far more durably.

Finally, to connect recently learned material to prior knowledge and build more durable webs of student insight, teachers should consider "mapping exercises" like hexagonal thinking and concept maps. Here are some deeper dives into seven retrieval practices that work:

Low-stakes Quizzes

"One of the easiest ways to incorporate retrieval practice into learning and teaching is via low-stakes tests or quizzes," Boser writes.

Quizzes and practice tests help students gauge how well they understand recently learned material, and identify areas of strength and areas where they need to grow. Research shows that when students become too reliant on strategies like rereading or highlighting material they tend to develop a false impression of how much they know-quizzes close that gap.

To get the most out of quizzes, the research suggests that it's better to make them low-stakes-worth little or no grade-which can reduce test anxiety, prompt more honest reflection, and improve student focus and performance. Timing also matters: It's helpful to give a practice test right after a lesson, and then continue visiting the concept through review and quizzes throughout the school year. To make low-stakes quizzes part of your repertoire, you can try clickers to do quick checks for understanding, use engaging apps like Kahoot! Or Quizziz, or opt for free online alternatives like Poll Everywhere.

Brain Dumps

Giving students just a couple of minutes in class to stop and write down everything they can think of about a specific topic or question is a great way to test their knowledge.

A " brain dump " exercise can take five minutes or less, and even the simplest version of it can help generate knowledge and create longer term retention. But it can also be modified to include collaboration with other students, says Boser: Ask them to compare their work to identify gaps, similarities, and differences, for example-and if large enough gaps and misconceptions are apparent, have them research the answers together.

Flashcards

Despite the ubiquity of flashcards, to make the most out of them requires explaining to students how they should be used-and might even require some modeling in the classroom.

For example, students should understand that for information to really stick, they should go through their card deck multiple times, and attempt to verbalize as much of the information on the back as possible before flipping them. Boser suggests that students keep cards in their deck until they are able to successfully retrieve the information by saying it out loud-in its entirety-at least three times.

Hexagonal Thinking

Hexagonal thinking is a mixed retrieval and elaboration strategy that uses hexagonal cards, paper, or even programs like PowerPoint or Google Slides to investigate how ideas and concepts are connected. For example, students who have just finished learning about World War II might generate a list of historical events and forces-treaties, battles, and more-and then write each of these items on hexagons before beginning to arrange them in cause and effect relationships.

When students work in a small group attempting to connect the hexagons, they inevitably come up with different combinations and different rationales. The proposed connections can be explained using arrows and an attached, written document and then shared with the whole class. An example of students exploring the forces involved in global warming is below:
Courtesy of Betsy Potash / Cult of Pedagogy Courtesy of Betsy Potash / Cult of Pedagogy
Concept Maps

Concept maps are visual tools that help students organize and articulate what they know about a given concept or topic. Important concepts are generally enclosed in a circle or box and then connected to other concepts by a line that might include explanatory phrases to define the relationship. Examples of linking phrases are typically things like "begins with", "includes", or "aids."

An example map about specific types of bacteria could look something like this:

To facilitate the activity, students can be presented with a guiding question, such as "How is ice formed?" and use the question as a springboard to help them map out their understanding of the physical process.

Research shows this strategy is far superior to rote memorization because it encourages students to make rich, meaningful connections within a topic. Writing for Edutopia, educator Dr. Kripa Sundar said the strategy can be easily adapted for early learners by replacing words in the concept maps with pictures.

Jigsaw Method

You can use the Jigsaw Method to help students retrieve information, process it again, and then practice teaching it to their peers. After splitting students up into small groups of four to six, each should be assigned to specialize in one "chunk" of content related to a topic or lesson, as seen in Cult of Pedagogy's excellent video tutorial.

For example, a history teacher focusing on an overview about the various forms of government could divide the content into chunks such as democracy, dictatorship, monarchy, republic, etc. After each chunk is assigned to an individual student in the group, they go off to read and study their chunk independently. Later the group will reconvene, and each student will teach from their special knowledge base. Consider ending the activity by directing tough questions to each group, or letting the groups quiz each other.

Think, Pair, Share

Similar to brain dumps, "think, pair, share" is a low-stakes retrieval activity that's relatively easy to set up. Ask students to dwell on a particular topic or question you're already covered and get them to come up with as many facts or important ideas as they can. Once they have a list-you might want to specify how many items are ideal-the students then pair up with a partner to talk out what they know, compare notes, and help each other identify gaps in their understanding.

According to Rosie Reid, a high school English teacher in California, tweaking this activity to " write, pair, share " can help "improve the quality of the conversation" students have with each other. It can also help teachers get real time feedback on students' understanding of the material as they walk around the room during the writing portion and do a check to see how many students are having trouble coming up with points.

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Effective retrieval practice strategies help students identify what they know about a given concept and retain that information for the long-term.

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Provide students with red or green cards. Ask them to raise the green card if they know the answer to the following questions; red if they do not. Randomly choose students to answer the questions. Be aware of those who may need further support.

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Author: Megan Pitman Published: 11/08/2020

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20 engaging plenary ideas for the classroom

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These effective plenary ideas significantly enhance learning by providing engaging and interactive activities for consolidation and reflection.

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Formative assessment is a proven technique for improving student learning, and the strategies shared here by Jay McTighe work both in the classroom and remotely.