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Started used - flipped learning - question learners on research topic about today’s sessions intent.

Pneumatic solenoid types.

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Read a piece of information ... then write something you've taken from that information on the post it as a a group

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Place circuit or activity on board with a question recapping from previous week. Formative and also revision.

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Place circuit or activity on board with a question recapping from previous week. Formative and also revision.

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Quick question or quiz written on the board.

Based on last lesson

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3 things you remember, 2 things you don't understand and 1 question

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Generally a recap of previous week using chalk and talk approach as this is quick, requires to pre-planning or preparation of activities. It allows direct questioning or group work and you can read the room to differentiate questions. Collate key points on the board- mind-maps, speech bubbles.

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Start session by asking students questions on previous learning, then link the lesson with real world examples. This gives students context on what they are going to cover within this lesson. Left hand board covers revised material, right hand board links to current topic.

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Start session with recap from previous lesson. Use direct questioning technique.

Collate all answers on the board for quickness.

Then use speech bubble on white board for new subject. Ask learners to provide anything based on the new subject whether it’s a component, manufacturer or something they have heard.

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In practical - 1 or 2 student to discuss progress from last session for peer feedback and discussion.

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Show a component or part, ask what's this for ... where have we used this ...

Or use a set of words on the board and do the same.

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Ask the group to check their notes from the previous session, then share the key takeaways from that session. I write the takeaways on the board and turn it into a group discussion

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Recap session direct questions, asking candidates to feedback on the previous session.

Exam question, peer feedback from homework activity, using flip chart or white board to combine answers and come up with a model answer.

Walk through of session, tool box talk to talk through theory to recap on practical session

Weekly safety briefing from HPC focussing on a particular subject

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recap notes from previous practical and utilise these for future sessions.

Recap with learners what they did last week and perhaps how it differs to this week and potentially the next.

Perhaps ask some questions on tools, methods, precautions etc.

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Re cap by chalk/talk. Note on board, or group discussion to gauge previous understanding.

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I have a scale above the board in BJ118. 1 I know nothing, 5 I know something, 10 I wrote the book.

I then ask the cohort to rag rate themselves with a post-it with their name on, on the scale as to what hey feel they know about the topic. At the end of the session I aske them to rerate themselves. This is hand to measure the learning, and see how well the previous topic stuck

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Put a problem to solve from the previous weeks leaning on the board and check that all students can solve it in good time; all notes allowed

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Put a problem to solve from the previous weeks leaning on the board and check that all students can solve it in good time; all notes allowed

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Paper hand outs.

Leading to discussion of understanding of terms

Use AI to create it -Low risk for errors

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Set a worksheet for homework, then in the next session open by reviewing the worksheet, can get them to peer mark each others homework

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Quiz - Microsoft forms or quizlet to get learners focussed

Health and safety recap and reminders on ppe for practical sessions

Walk through of equipment being used during the session, questions during this to embed learning from last session

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Title: Link Words

Word association ... lecturer says one word, then say an associated word.

Relay .... coil ...

Needs to be on topic so needs policing

Expected outcome ... engagement , terminology, listening, recapping, revision, build confidence.

Each learner nominates the next person, but needs to unique picks.

Adaptions : ask learner to write it down instead if not confident , use the white board or paper.

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Each week have a new problem for the students to solve and then demonstrate the solution. Examples are rowing boat problem, how many ducks.

Developing Problem solving skills - Link to industry

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At the start of each lesson each student puts a post it note into a box with a question- either something that don’t know or something that they do know as a test for others and then we randomly pick a question to answer- dependant on time.

This is ‘low risk questioning’ as nobody knows if the question is based on genuine lack of knowledge or a question because they know the answer - they are also anonymous.

Questions can be manipulated by the lecturer to make easier, change terminology or make harder etc.

Gauge of learning can be achieved as well as areas to re-visit or stretch.

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Objective: pair the material to its property.

Materials needed: A list of specific material data e.g. Density, Tensile strength etc. A paired selection of materials or pictures of the material.

Steps: In groups students need to discuss the material properties, assess the materials and pair them together.

Students get points for the correctly paired materials.

Expected Outcomes: Students will have a better understanding of what the material properties are as they should have all been explained within the process of checking the students results (maybe with students giving the definitions of the properties).

Adaptations: Different level learners could be given different materials or properties e.g. lustre and density.

Different levels of students could be paired together for peer teaching.

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Informal catch up, to review what everyone did at the weekend. Share a current affair for discussion.

Objective: gauge the mood of the cohort / and red flags. helps to warm the group up for the week ahead. Also shows that we as staff care, and not just here for the subject.

Material: an article / current affair from the weekend

Step: allow everyone to share what they did at the weekend. Then float the discussion point.

Outcome: group discussion, warmed up before moving to the topic of that session

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I really like the sound of this game

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Have something in the back pocket to focus students whist waiting for IT to load or resolving issues

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utilise AI to get quick ideas with short time frames.

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I like the idea of limiting the complexity and engaging learners. I tend to focus on content rather than social interactions.

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I like the idea of doing starters, especially at the start of a block. But i would like to find something a little more fun, but i am worried that the students would not buy into it. So something that was more straightforward fun would be good.

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Great for welding/engineering workshop using tools they are using at site and in the welding workshop

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I like guess the use of a weird tool or a unusual material.

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Write a topic on the white board

All learners to contribute with some relevant info. Good initial assessment and starter discussions