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On the board write three statements, questions or answers about the lesson topic. Two are correct and one is wrong. Ask students to tell you which one is the fib and why.

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Charlotte Allen's Progress Cards - Download and print! 

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Charlotte Allen's Progress Cards - Download and print! 

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Easy-to-use online asessment tools.

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Write a 100 character/12 word twitter message about the lesson to an absent peer who needs to know.

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Students share a snippet of their writing which illustrates the topic for the lesson.

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Students fill in an exit ticket with 3 things they want to practise, 2 things they would expect to be on a test and 1 thing they enjoyed from the lesson. Or...
Learners summarise the lesson in 3 sentences, 2 pictures and 1 word.

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Easy and effective plenary where pupils have to summarise their learning into 3 (sentences)-2 (pictures)- 1 (word).

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Learners stand and you pass a soft ball to one of them. This learner gives one main idea from the lesson. The learner then passes the ball to a second learner who has to state a different main idea and pass the ball to a third student. Once a learner has taken part s/he sits down and cannot be passed the ball again. This continues until you think that all the main points of the lesson have been given.

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Students write what they think the learning intention for the lesson should be for the next time you teach the same lesson or for their next lesson .

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Students write or explain to another learner how what they learned today could help them in the real world or in another subject.

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Near the end of the lesson ask the class a question. Give each learner a card to write the answer on. As they leave the room they hand in their card. You look through the answers when planning the next lesson and decide whether they have understood the concepts well enough for you to progress. Students can write their names on the cards if it will be helpful for you.  You do not need to mark the cards. You can keep them or throw them away when you have finished with them.

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Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before students leave (for recess, lunch, the end of the day, their next class, or are transitioning to another subject area), they have to hand you a "ticket" filled out with an answer to a question, a solution to a problem, or a response to what they've learned.

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My learning log and My reflection sheets.

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My learning log and My reflection sheets.

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Students complete a learning log or a reflection sheet explaining what they learned during the lesson. See p.35 of

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As learners summarise what has been covered, progressively create a simple word cloud that captures the learning and grows throughout the lesson.

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Learners each write a question based on what has been covered so far. Then challenge each other to answer their questions for a limited time. When the time is up the remaining learners have beaten the class.

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Prepare a series of key words, statements or images on your lesson. One learner takes the hot seat and faces away from the whiteboard. The rest of the class then have to enable the learner to guess what the key word is.

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Useful at any grade level, KWL boards are a great way to learn how much students know about a topic, what they are curious to learn, and what they're taking away at the end of the unit. KWL boards also allow students to reflect on the way they take in new information, of example, a lesson on owls.

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Use student selector sticks to randomly select which learners will get the next question and immediately include and engage all learners.
Read the research below for more:

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Learners use post it notes to:
Write their own learning objectives for the lesson.
Or
Stick their name next to the learning objective when they feel confident they have achieved it.
And so much more:

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When you write something down, you're 42% more likely to achieve it.* Get your goals written down this year and get it done. Make it Stick with Post-it® Brand.

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Remember:
Pose, pause, pounce and bounce

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by TeachThought Staff

While critical thinking is a foundation rather than a brick, how you build that foundation depends on the learning process itself: exposing students to new thinking and promoting interaction with that thinking in a gradual release of responsibility approach.

Question stems can be a powerful part of that process no matter where the learner is. They can be used as metacognitive and higher-order thinking prompts for class discussions, prompting, cueing, pre-assessment, self-assessment, formative and summative assessment, etc.

See also 28 Critical Thinking Question Stems & Response Cards ($2.95)

The following graphic includes 25+ question stems framed around the early, non-revised Bloom's Taxonomy are worth a gander.

In the 'Knowledge' category, question stems focus on helping students identify and recall information - these are often referred to as 'literal' questions, because a learner could more than likely point to a specific location in a text and say, "This is the answer."

'Comprehension' question stems go a step further by prompting the students to make explain concepts or relationships in their own words, demonstrating that they can organize and select facts and ideas from within and across texts.

With 'Application,' students elevate their thinking by applying what they comprehend. They use facts, rules, and principles to relate their learning to other contexts, like text-to-text, text-to-world, and text-to-self connections.

In 'Analysis,' learners separate parts from a whole. They may categorize information, compare and contrast, or use a diagram to show relationships.

'Synthesis' requires students to combine ideas to form a new idea. Here, students are moving toward creation and ingenuity. They can make predictions and devise prototypes for presented problems.

Finally, 'Evaluation' question stems prompt students to share their own thinking, or to make judgments based on a body of evidence and/or opinion.

While this version of Bloom's Taxonomy has since been revised, we see value in these question stems as resources to help students think more deeply, and to help teachers start them off on the right track.

Image attribution flickr enokson

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36 Question Stems Framed Around Bloom's Taxonomy

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by TeachThought Staff While critical thinking is a foundation rather than a brick, how you build that foundation depends on the learning process itself: exposing students to new thinking and promoting interaction with that thinking in a gradual release of responsibility approach. Question stems can be a powerful part of that process no matter where the learner is.

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Create a fun learning game in minutes made from a series of multiple choice questions. Add videos, images and diagrams to your questions to amplify engagement!

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Socrative empowers you to engage and assess your students as learning happens