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Folders on the wall with resources to scaffold and challenge

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Folders on the wall with resources to scaffold and challenge

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Refer to previous lesson exit tickets and question

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Refer to previous lesson exit tickets and question

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Gate fold leaflet activity - not sure how to explain it 

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Gate fold leaflet activity - not sure how to explain it 

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students come up with their own starters for the rest

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students come up with their own starters for the rest

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Ask a student to explain to the class or an absent student what they learnt last lesson.

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Starter 'list all the ... you can think of - share with others - organise into categories with others on your table

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Starter 'list all the ... you can think of - share with others - organise into categories with others on your table

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Look back at STAR marking and red pen response.

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Look back at STAR marking and red pen response.

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Starter Activity: Asking students what they have learned last lesson. Think/Pair/Share

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Starter Activity: Asking students what they have learned last lesson. Think/Pair/Share

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quiz

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Kahoot on content of previous lesson

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Teach 5 starters

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Who can tell me what you learnt last lesson?

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Who can tell me what you learnt last lesson?

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If an extended question review, could use different coloured highlighter to identify the different skills used. Then cross reference with a good piece of work to see what is missing/ they need to work on.

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If an extended question review, could use different coloured highlighter to identify the different skills used. Then cross reference with a good piece of work to see what is missing/ they need to work on.

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Continuum

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Questioning

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Continuum line and question to ascertain justification of prior learning.

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create mini posters to refer back to

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RAG rate technical language (at the start and end of the lesson)

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RAG rate

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Plenary to start the lesson

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mindmap, brainstorm, true and false

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Check exercise books regularly and from past teachers work.

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Check exercise books regularly and from past teachers work.

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Unlabelled/unfinished diagrams for the students to label

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Unlabelled/unfinished diagrams for the students to label

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Checck understanding regulary, mini plenaries throughout lessons

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Checck understanding regulary, mini plenaries throughout lessons

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Don't answer with a name, answer with a fact from last lesson.

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multiple choice quiz

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Keyword bingo

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Question on the board referencing last lesson's topic.

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Google classroom

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Closed books, pair discussion of what they learned last lesson.  Opening books only if necessary.

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quick test at beginning of lesson peer mark

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quick test at beginning of lesson peer mark

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Assume no prior learning when starting out and quickly judge what you can do before you move on

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Assume no prior learning when starting out and quickly judge what you can do before you move on

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You were required too........
What do you know now and how much do you think you need to do.....

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Question on the board and let them have the board pens

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Question on the board and let them have the board pens

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Look back to key terms on google classroom, make a specific link during the lesson, set a quiz during a lesson, have an activity whereby they have the guess the word, take key terms at random from a hat / random name generator, ask them to create their own glossary of key terms, etc. 

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Look back to key terms on google classroom, make a specific link during the lesson, set a quiz during a lesson, have an activity whereby they have the guess the word, take key terms at random from a hat / random name generator, ask them to create their own glossary of key terms, etc. 

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Entry in to the class depends on prior learning input

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Entry in to the class depends on prior learning input

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use devices to research key terms at the start of a topic

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use devices to research key terms at the start of a topic

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Discuss what they have learnt last lesson and how that has impacted this lessons work. 

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Discuss what they have learnt last lesson and how that has impacted this lessons work. 

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Use similar pictures/diagrams that they have see before for them to explain what is happening

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Hexagonal analysis using past learning topics

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What was your reasoning behind this?

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link back to the previous lesson- gives a constant thread running through the topic.

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link back to the previous lesson- gives a constant thread running through the topic.

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Questions e.g. How does the new LO link to the previous lesson? What key words did we use last time that we can use today?

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Make links - give students a list of prior learning key terms and a sheet of connectives. Ask them to produce a paragraph that links the key terms together

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Tarsia
90% challenge

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Get the students to define the keywords themselves. 

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Get the students to define the keywords themselves. 

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Give thinking time when students are lining up/changing. Get them to answer once they are in the room - changing time is not wasted time.

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Give thinking time when students are lining up/changing. Get them to answer once they are in the room - changing time is not wasted time.