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Used the diagnosis idea with year 12. Worker really well with students debating answers with each other.JES

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Used the diagnosis idea with year 12. Worker really well with students debating answers with each other.JES

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My Y9s came up with ideas for what to buy Macbeth for Christmas. Some wanted to encourage his murderous activities and went for a knife, while others wanted to help him get over his anxiety and offered him a stress ball or chocolates. The best suggestion was a strait jacket! PL

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Year 7 had to think of a present for the Babylonians in 2300BC who were the first to create maps by scratching marks into clay. HE

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Isaac Newton, an apple watch!

VS

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I did this with low ability Y8s, looking at key words from a poem they were about to study, they had to sort words into 2 piles - positive and negative. They then had to justify why they'd put it in each pile and sometimes this meant they changed their minds. When we then went on to look at the poem it really helped them understand the main point. PL

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Worked well! I put 6 T/F questions on the board and students had to write on their whiteboard each answer. I told them out of 6 how many they got - once they got 6, they also walked around and told students how many they had which made it easier - we then discussed what answers they changed and why...students liked getting involved!

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Day 7 found this one a bit more difficult. They eventually described different parts of speech in different ways. Ack

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Day 6

Captions round people for a poem. They loved this and had to guess who the murdere was! Ack

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Day 5 they enjoyed the ABC and certainly got more from the pupils! Ack

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Day 4 used the word connotes with year 7. Really managed well. Ack

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I tried this today with Y7 who were writing PEA paragraphs. To stretch the more able I gave them a list of analytical language to use but didn't go over what they meant. I was pleasantly surprised with how well they used the words in their analyses. PL

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The students had to sum up their prior learning using words on the board - they enjoyed the challenge -JB

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Well I absolutely LOVED this!! I used it with my year 8 assessment classes. Despite the first few students being a bit silly (one student 'how many questions do I get' to which I said '1 and that was it!!!')  they really stopped to think. I think it was amazing for independent thinking and made them use each other, also stretching the G&T. It was also really easy to set up - and I will use this a lot more!! LML xx

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I used the questions with my 7s but I told them when they had a question as a class they all had to say stop whilst we were reading a section of the creed then I would explain. With the scrabble I did anagrams but did bonus points if they worked out the answers jsr

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Day 2 rather than giving students a token I got them to tell me when to stop if there was something why were unsure on

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Day 3

This worked really well as a starter and the kids came up with excellent words about their novel. ACK

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Scrabble: I used this as a starter and the word with the highest score won a prize, year 13 loved the challenge! JB

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Scrabble: I used this as a starter and the word with the highest score won a prize, year 13 loved the challenge! JB

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Asked the student with the longest list of words to read out. Students were allowed to object if they didn't think it was related to topic. Students then justified the link. Some of the links were very tenuous! VS

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My year 13s playing scrabble!

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Really easy starter that the students really engaged with!They came up with a lot more words than me! We added each score and the winners got stickers! CT

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Used the question tokens with my year 8 class. They were a lot more independent in the lesson and worked well to promote their resilience. JES

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I used this with my A level class and self assessment of essays. They were allowed to ask their partner and their group as many questions as they wanted but only one question to me. LK

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I was really impressed with how creative students were once they had used their one question.  It also really made them think before they asked me anything.  I didn't have time to make tokens either but was pretty easy to keep track. I will definitely try this again SMY

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Did day 2! Used yellow tokens and they could only ask one question while drafting an opening paragraph. Most used it wisely and it saved all the silly panicky questions! Ack

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Did day 2! Used yellow tokens and they could only ask one question while drafting an opening paragraph. Most used it wisely and it saved all the silly panicky questions! Ack

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I made students make lots of notes whilst going through task before starting off. Because they knew they only had 1 question they were a LOT more independent and helped eachother. I didn't prepare tokens in time but with only 1 question each it was easy to keep track! CT

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I asked students to stand when they had reached a substance they had to measure. 

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I asked students to stand when they had reached a substance they had to measure. 

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Poor choice as they just looked for numbers and they didn't actually read it properly... Like the idea though :)

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I used this today. They had to sit down when they spotted a simile or metaphor! It worked well. ACK

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I used this today. They had to sit down when they spotted a simile or metaphor! It worked well. ACK

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I used the bumps in a different way for the children to spot the mistakes in a piece of text, the one who sat down first wont a prize.

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I used the bumps in a different way for the children to spot the mistakes in a piece of text, the one who sat down first wont a prize.