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Pair activity. Students are given a bag of coloured markers. Students take turns to pull a coloured marker

out of the bag. They then name 3 things to their partner to match the criteria for that colour. Alternatively,

the teacher could take the markers out and the students write the 3 things on their show me boards. This

can follow vocabulary lessons as a specific vocabulary warm-up or can be catered towards a

specific subject area.

Example: Math vocab warm-up

Red: Name 3 things that are symmetrical

Orange: Name 3 things that are parallel

Yellow: Name 3 things that have an apex

Blue: Name 3 things that have a right-angle

Brown: Name 3 things that have a large area

Green: Name 3 factors of 24

Purple: Name 3 numbers divisible by 5

Idea from Kay Rankin School Visit

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Purpose of warm up/ rapid recall-  CONSOLIDATION OF CRITICAL CONTENT

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Purpose of warm up/ rapid recall-  CONSOLIDATION OF CRITICAL CONTENT

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*  move infromation for short term to long term memory

*  automatised

* separate from the EI teaching sequence

*  can be lengthy

tthir1@eq.edu.au

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Students "battle off" against each other to recall or apply knowledge. The first student to answer correctly, moves on to the next student. This happens until the "challenger" beats the student moving around the world. The "challenger" then stands up and the other student sits down in that seat.

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Make sure you cycle back to any students who give an incorrect answer. It is so important that our students experience success by giving them the opportunity to repeat the correct answer.  This is also what will stick in their heads, rather than the incorrect response.

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Label the four corners of your classroom (front left, front right etc).  Students all stand.  Ask a question and have 4 responses that correspond to a corner (easy to do this on a PP slide).  Kids move to the corner they think has the correct answer.

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A quick and easy way to differentiate in revision is to use a three column table e.g. you have three different spelling lists for the lower/middle/upper tiers.

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A good way to settle a class at the start is to have revision questions on timed slides. Once you teach the routine, kids immediately settle and work quietly to complete them. (E-mail me if you need help setting this up: browe42@eq.edu.au)

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Have a passage of text from the lesson, with key words underlined, and begin to read it out loud while pointing at the kids to read out the underlined words e.g.

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Use NAPLAN questions in your Apply section to revise and prepare your kids for the paper.

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Provide a prompt/image and have students write a paragraph in the style you require e.g. creative writing, essay format etc.

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Divide students into two teams and have them line up to compete at the IWB. Simply ask a question and the student who touches the right answer first gets to stay, while the other goes to the back/sits down. (E-mail me if you would like the template: browe42@eq.edu.au)

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Have students line up at back of room and ask short, sharp answered questions. Those that get it right get to take a step forward – if they get it wrong, they stay where they are. The object is to get to the front of the room first. Each kid could represent a row to make it more of a competition.

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You can use the Response cards to ask a series of questions and check EACH kid.

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Rather than just use choral or written, mix it up with tactile and kinaesthetic responses. For example, thumbs up/down, show me with your fingers, hands on heads or shoulders, point to the left or right, move to the N/S/E/W in the room.

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In order to differentiate for your kids, be sure to use the 30/40/30 rule i.e. 30% of the content aimed at the lower order, 40% aimed at the middle, and 30% aimed at your top level.

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Rather than jump into revision questions - where some kids may not remember a formula or definition - use the Recite/Recall/Apply approach. For example, you could Revise the formula for finding the area of a rectangle (length x width); Recall the formula with a question like 'The formula for the area of a rectangle is length times what?; then move onto an Apply type question to better help them a) experience success, and b) experience more revisions.

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Instructions on posting - simply double click on an empty spot and begin typing!

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Instructions on posting - simply double click on an empty spot and begin typing!

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Please add new ways to do revision on this page - the more we collaborate the better!