Try 1 Milly
- 1. Made by Mike Gershon – mikegershon@hotmail.com The Starter Generator! If you want to make the slides whizz through really quickly and then press escape to choose a starter at random do this: Select all slides, change slide transition to ‘0’ seconds and uncheck the ‘advance on mouse click’ box. Start the slide show and it should work. Planning Sources • http://www.teachit.co.uk/custom_content/newsletters/newsletter_oct06.asp • http://www.schoolhistory.co.uk/teachers/starters.html • http://www.geographypages.co.uk/start.htm • http://news.reonline.org.uk/rem_art10.php • www.independentthinking.com • http://www.bristol-cyps.org.uk/teaching/secondary/science/pdf/el_starters.pdf • www.teachingthinking.net • http://www.geointeractive.co.uk/contribution/wordfiles/starters%20list.doc •http://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htm • www.teachinglinks.co.uk/Lesson%20Starters%20and%20Plenaries.doc • Edward De Bono – How to Have Creative Ideas (Vermilion, Chatham, 2007) • My head • Other people’s heads Visit http://www.teachit.co.uk/custom_c and go to the bit by Harry Dodds for a good piece about making starters effective and linked to learning
- 2. Starters Odd One Out List –O-Mania What’s This? Questions Press Conference Definition Match List Definition Pictionary Dingbats/Say what you see Homework Peer Assessment What’s being said? Or What’s being thought? What if? Art and life Uptown Top Ranking Empathy-builder Have I Got News For You Mystery Bag Describe and Draw Just a Minute Animal Madness What would win? Continuum Picture in time Have I seen you somewhere before? Pair It Up My Word! What’s Your Reply? Draw me the answer Play Doh Find the definition Prop-tastic Noun Play Redesign Silent Instructions Time/Place Lapse Mystery Guest Dominoes Smile What if poetry Performance Arrangement Simon says Create-a-title 10 words Goal Setting Multi-Tracking Questions you would like to ask Show me the answer! Political Power What is Citizenship? Freeze Frame Pupil as Teacher Name that tune! Tell me three things... Taboo True or False What do you know? Different Shoes In the spotlight Get In Character Statement Exploration Millionaire Genre Solutions Translate Dissonance Mood Big Picture Post it Venn Diagram Song-Writer What’s The Question? Thunks Who am I? What’s your opinion? Interview Word Fill Slogans Bingo Sheets Hangman 20 Questions A–Z Instructions Ridiculous Arguments Scenario Get Creative Compare and Contrast Recipe Time Fact or Opinion? What’s the topic? Inside the Octagon Random Debate What’s the Story? Flow Chart Connections Home Improvement Design a starter Blockbusters Strongest Argument Concept Map Analogies Sculpture Tree-mendous Stimulus Uncover Uncover Variation Uses Pass the Parcel Detectives New Inventions Creative Writing Abstract Thinking Summary Sentences Celebration Key Letters Noises Think – Pair – Share Jigsaw Odd One Out – Pictures
- 3. Odd One Out Back To Star e.g. Which is the odd one out; Tourist, IDP, Refugee, Asylum Seeker? (clue – there may be more than one)
- 4. List –O-Mania Back To Star e.g. List as many... rights/responsibilities/policy areas/taxes/items you threw away in the last 24 hours etc... as you can.
- 5. Answer! Show me the answer! Back To Star Using mini-whiteboards, true/false cards, hand signals, different coloured cards etc. pupils must show you the answer to a series of questions
- 6. What’s The Question? Back To Star e.g. If this is the answer, then what’s the question A: Mr T (Q: Who is da’ man?)
- 7. Thunks e.g. What does the wind smell like? Do trees have feelings? If I borrow a million pounds, am I a millionaire? www.thunks.co.uk Back To Sta
- 8. What’s This? e.g. What do you think this is? Nilin, West Bank: A Palestinian demonstrator uses a slingshot to hurl stones at Israeli border police during a protest against Israel's separation barrier www.guardian.co.uk/inpictures Back To Star
- 9. Questions e.g. A series of questions 1) What does consumer mean? 2) Are you a consumer? 3) Why? 4) What rights do consumers have? 5) Who protects them? Back To Star
- 10. Political Power Empire Surgeon Poker Back To Star Scallop - You must use these words to increase the political power of a party. - You could turn them into policies or slogans - Explain why your suggestions might work From Edward De Bono’s ‘How to Have Creative Ideas’. See www.edwarddebono.com - You can make random word tables or PowerPoints or use a book to get different random words.
- 11. Who am I? Back To Star e.g. Could be a picture Or part of a picture Or clues – I am an important Londoner I am a politician I am noted for frequent buffoonery Could do ‘guess what’ instead for places etc.
- 12. Questions you would like to ask e.g. Today we will begin studying local government. Write down the questions you would like answered. Back To Sta
- 13. What’s your opinion? Back To Star Ask students to write/speak in pairs a short explanation of their opinion about the topic you are starting to study. This can then be revisited at the end of the lesson/unit.
- 14. Back To Starters Definition Match e.g. Match the word to the definition Labour Political party who say they are the future Conservatives Political party who say they are the future Liberal Democrats Political party who say they are the future
- 15. What is Citizenship? Parliament The Law Relationships Countries Puberty Policing Back To Star Bullying Rights Conflict Tax World War 2 Fair Trade Students circle which ones they think are citizenship. Could use to check/reinforce subject understanding. Could adapt to use for different topics – e.g. What is economics, or what is human rights
- 16. Word Fill Back To Star e.g. Fill in the missing words (can include the words underneath - in the wrong order of course - for differentiation) The X _______ is a popular programme on ____. All of the contestants are extremely________ and ________. Simon Cowell always says ______ things and makes the performers feel ______ about themselves.
- 17. List Definition e.g. 1)List all the words you associate with Global Warming. 2) Now join these words together to make a definition for Global Warming Back To Star
- 18. Pictionary Back To Star e.g. Give students concepts/ideas/things to draw whilst others have to guess what they are Alternative – short list of concepts/ideas and students have to draw in books or on mini-whiteboard and then feedback their thinking/explanation. Can divide group into teams to make it competitive
- 19. Freeze Frame Back To Star You are working on a farm in Africa supplying Cadbury’s with cocoa to make chocolate. The weather is hot, the work hard and you are paid very little. Individually/pair/group produce a freeze frame showing the scene. - Could adapt to all manner of scenes, or give pupils the topic area and ask them to produce an appropriate freeze frame that other students must then try and decipher.
- 20. Bingo Sheets Back To Star e.g. Pupils get bingo sheets with key words/phrases and you read out definitions...
- 21. Hangman You know what it is! Back To Star
- 22. Dingbats/Say what you see Back To Star
- 23. Homework Peer Assessment Back To Star e.g. Students asked to swap homework (relies on it having being done) and peer assess their neighbour’s on the success criteria you set. Can also use two stars and a wish.
- 24. Pupil as Teacher Back To Star e.g. One (or more?) pupil is the teacher. They have to summarise the last lesson(s) and question the class on what was studied.
- 25. 20 Questions Back To Star e.g. Teacher or pupil picks a relevant person/place and the class have 20 yes/no questions to discover who or what it is.
- 26. A-Z Back To Star e.g. Write down a key/related word for our topic area for as many letters of the alphabet as you can. Arms Bay Conflict Darfur Earth Freedom Guantanamo Harm Can also do it verbally. Ask students/groups to shout out when you give them a letter.
- 27. What’s being said? Or What’s being thought? Back To Star e.g. Choose a picture and ask students what might be being said or thought. Could be relevant – Or abstract -
- 28. Name that tune! Back To Star e.g. Play students a citizenship themed song and they have to transcribe the lyrics. Can then use this for discussion of media, expression, identity, politics, language etc.
- 29. Instructions e.g. Ask students to write intricate instructions for a specific task. For example voting in an election or staging a protest march. Equally, could be an unrelated task just to get them thinking. Back To Star
- 30. Ridiculous Arguments Back To Star Teach the language of argument by getting students to justify the ridiculous, such as 'Five year olds should be allowed to drive a car' Ridiculous?
- 31. What if? What if no one was responsible? What if there were no laws? What if everyone stopped paying taxes? What if all journalists were anonymous? What if citizenship didn’t exist? What if school only opened at night? What if you were invisible for a day? Back To Star
- 32. Art and life Back To Star Use a relevant poem, piece of art, sculpture etc. to get students thinking/empathising about the topic. Can then draw out lesson themes... Guernica - Picasso http://www.usccb.org/mrs/refugeepoem.shtml Holocaust Memorial - Berlin
- 33. Tell me three things... about the topic we are studying. you learnt in the last lessons. that help explain inflation. refugees might feel. campaigning has changed in Britain. you think are most important to citizenship. you would like to change in the world. Back To Star
- 34. Scenario Back To Star • Set students a scenario (perhaps covering similar ground to the lesson) and ask them to respond in some way... e.g. Human rights have been suspended by the British Government. Politicians have given party members license to judge what is right and what is wrong. How would this make you feel? What would you do? (Similar to thought experiments)
- 35. Get Creative Cloak Sled Tourist Machine Fuse - Show how each of these random words might influence the other words in some way. - Explain the influence From Edward De Bono’s ‘How to Have Creative Ideas’. See www.edwarddebono.com Back To S
- 36. Uptown Top Ranking - Family - Life - Safety - Movement - Religion Rank these human rights in order of importance. Be prepared to justify your answer. (Adaptable to all sorts) Back To Sta
- 37. Empathy-builder ‘Taxes for the rich will be scrapped tomorrow and replaced with voluntary philanthropy’ - How might a millionaire feel about this? - A person on average income? - Someone receiving income support? (Can adapt to loads of different situations. Emphasis remains on developing empathy) Back To St
- 38. Taboo Back To Star Students have to describe a key word without using that word (it is taboo!). (could do it in teams, pairs, whole-class)
- 39. Compare and Contrast Back To Star What differences and similarities do you notice? (Zimbabwe, Oct 2007)
- 40. Recipe Time Back To Star • Access to information • Secret Ballot • Independent counters • Neutral judiciary What is this the recipe for? Develop by asking students to write their own recipes (could start by writing a recipe of the learning in the last lesson)
- 41. Back To Star Pound ‘buying less than a ______’. No ______ for TV Strictly voters. ______ thrown at Bush on Iraq trip. - All from www.bbc.co.uk 14/12/08 Answers = Euro, refunds and shoes
- 42. Mystery Bag Take a bag into the classroom that contains an object which has a connection to the lesson. Pass it around and let the students feel the object inside the bag. The first person to guess what it is could be rewarded with a merit. Back To Star
- 43. True or False True..................................................or is it false! Could do with material students have already covered, or with material they are about to cover. Back To Star
- 44. Fact or Opinion? Hand out newspaper article to students and ask them to highlight facts or opinions. Back To St
- 45. Back To St Odd One Out – Pictures Only!
- 46. What’s the topic? What topic might we be studying? Back To Star
- 47. Just a Minute One pupil starts to speak about a topic. At the first repetition, pause or mistake another takes over - and so on until the minute is up. Back To Sta
- 48. What do you know? (variation – ideas must be pictures instead of words) Back To Star
- 49. Inside the Octagon 8 way thinking comes from Howard Gardner’s multiple intelligences. The simplified octet is – 1) 2) 3) 4) 5) 6) 7) 8) Numbers Words People Feelings Nature Actions Sounds Sights How many... Where does the word come from.. Who... What emotions... How does the environment affect... What do people do... What songs have been written about it... What images represent... (from http://www.independentthinking.co.uk/Cool+Stuff/8Way+Thinking/default.aspx) Two ideas – i) Ask students to come up with questions around a topic/key word from each ‘angle’. ii) Use the octet to frame your own starter questions. Back To St
- 50. Animal Madness - Think of five ways you could make a duck/horse/cow joyful - If zebras/flies/otters ruled the world what would we see? - Explain five differences between a cat/dog/ox and a kettle/desk/jumper - And five similarities - What animal would make the best politician/judge/police officer? Why? Back To Starters
- 51. What would win? Back To Star Choose any two items... A fence and a tree A dolphin and a snake Harry Potter and Richard Branson Then...ask why!
- 52. Different Shoes Ask students to change their shoes... ‘If Brad Pitt was put in charge of the school, what would change?’ ‘If Dawn French was doing your coursework, Back To St what would she focus on?’
- 53. What’s the Story? • Give pupils cards with words or pictures on and ask them to sequence this to tell a story (or could put words/pictures on board). Back To St
- 54. Flow Chart Prime Minister MPs Voters Fill in the gaps! Back To Star
- 55. Continuum Make a continuum in the room with strongly for and strongly against at either end. As students come in tell them the proposition and that they must justify the position on the continuum they choose. (variation – pupils line up randomly. They discuss with their neighbour only and then move accordingly. Continues until the continuum is fully drawn) Back To St
- 56. Have I seen you somewhere before? Give students key word card sort and ask them to place in piles of – 1)I know you 2)I think I’ve seen you somewhere before 3)We’ve never met! Back To Starters
- 57. Picture in time What might have happened before the photo was taken? What might be happening now? What may happen after? Back To Star
- 58. In the spotlight A volunteer is asked five questions. The rest of the class mark down whether they agree or disagree with the answers so that the whole class is tested. Could use whiteboards or voting cards. Back To Star
- 59. Connections Ask a student to suggest a word. You say a word that is related. (E.G. if the word is ‘football’ you might say ‘goal’. ) The next student says a word connected with the previous word. (E.G. ‘goal’, ‘net’ and so on.) Players take turns. They are allowed thinking time, but can be challenged by any other player to explain the connection between their word and the previous word. Back To Starters
- 60. Home Improvement How can _______________ be improved? Why would your changes be an improvement? Who for? How long would they last? (Can relate to previous learning in the topic. Suitable for wide range i.e. British political system, laws on terror, local government, school council etc.) Back To Sta
- 61. Get In Character Back To Star Set a few questions ready on the board. As students come in, hand them character cards (could be generic e.g. Businessman, teacher, student specific e.g. Gordon Brown, George Bush, Boris Johnson emotional e.g. An angry, impatient, happy person Or whatever you want!) and ask them to answer the questions in character.
- 62. Design a starter Back To Star • Ask students to design a starter activity to use next lesson. Set success criteria.
- 63. Blockbusters Set up a Blockbusters style grid using appropriate key terms/names/places etc. to play No Can I have a ‘P’ please Bob Back To St
- 64. Pair It Up Hand out a set of cards that students have to sort into matching pairs. e.g. Type of political system Democracy Monarchy Totalitarian State Theocracy Autocracy Key example Britain under Henry VIII Stalin’s Russia France in 2008 Zimbabwe in 2008 Ancient Egypt Back To St
- 65. Back To Star My Word! Students are given (or choose) a word related to the topic. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word.
- 66. Statement Exploration Back To Star “Everybody has rights yet they cannot be seen and belong to nobody” In pairs explore this statement. What does it mean? Can you explain it to someone else?
- 67. Strongest Argument Which of the following arguments is the best piece of evidence that taxes are spent effectively? A) B) C) D) The National Audit Office checks all government income and expenditure. Voters can throw out governments they think spend money inefficiently. Most people get along OK in Britain, so the money must be being used effectively. Taxes aren’t as high as in Europe yet we still have very good public services. (reveal: Do you think taxes are spent effectively) Back To St
- 68. Concept Map Give students a list of words related to your chosen concept. This can either be on cards or on the board. They must then turn these into a ‘map’, where each connection can be explained and justified. e.g. Democracy Safety Voting Freedom Back To St
- 69. What’s Your Reply? Reply Use a controversial statement and ask students in pairs to come up with a reply. e.g. “All teachers should be allowed to teach whatever they want” Back To St
- 70. Draw me the answer Back To Star • Like ‘show me the answer’...except with drawing only! e.g. A) Show me what democracy looks like B) Draw fairness C) What does change look like?
- 71. Who Wants To Be A Millionaire? Google ‘Who Wants To Be A Millionaire template’ and off you go! Back To St
- 72. Analogies Right is to Need as Desire is to Want Give students two lists that they must form into analogies e.g. Judge MPs Prime Minister Headteacher Voters Jury Governers Cabinet Back To St
- 73. Sculpture Back To Star I have a couple of bags in my room into which I throw any material that may be used to make sculptures (i.e. cardboard, coat-hangers, string etc.). Start the lesson by handing out some materials to groups and asking them to sculpt a concept, idea, lesson objective from earlier. Develop by setting a specific design (i.e. a bridge or Henry VIII with success criteria – can be esoteric as well as literal.)
- 74. Back To Starters Play Doh Hand out pots of Play Doh and ask students to make a concept, idea, event etc. Could develop by handing out the concepts secretly. Students work in groups and have a limited amount of time. They must then go around the room and try to work out what each group’s concept is. Or, introduce the lesson topic and then ask students to turn the Play Doh into what they would like to have learnt by the end of the lesson (or how they would like to have changed through the learning) http://www.argos.co.uk/static/Product/partNumber/3497713/Trail/searchtext>PLAY+DOH.htm
- 75. Find the definition Back To Star Liven up definitions of key words by printing them off and sticking them up round the room for students to find and copy down. (tip – print the definition in a large font and the key word underneath in a tiny font so they have to move around. Also, can supplement it with the key words on the board so they know how many they have to get)
- 76. Genre Back To Star Hand out material related to the topic and asks students to rewrite or re-act it in a given genre. (good for enlivening review and recall in particular)
- 77. Tree-mendous Back To Star Use the outline of a tree – given or drawn by pupils – to order information or learning and provoke questions. For example, the tree on the right could have basic concepts of the topic at the bottom, then more specific information along the trunk and branches followed by questions students now want answering in the leaves. Tree on the left could be split in half – what we have learnt so far about the topic and what we want to find out.
- 78. Stimulus Taking a lead from Philosophy For Children (http://www.sapere.org.uk/) begin the lesson by placing stimulus material around the room for students to inspect. This could take any form you like – poems, articles, experiment results etc. Follow up by Back To Starters - instigating a P4C lesson - using the stimulus as a means to initiate thinking about the topic - asking students to come up with a list of questions they want to be able to answer by the end of the lesson/unit
- 79. Back To Starters Prop-tastic Use props by – - Dressing up (or have a student dress up) as a character somehow related to the lesson – the rest of the class must try and guess who it is and what the link is. - Having a bag of props relating to a character. Students take one prop out at a time and have to try and guess who it is and what the link is. (alternatively props could relate to a country, concept, text etc.)
- 80. Noun Play _________ is like (a) ________ because…. First blank is for the topic, concept etc. Second blank is for the random noun. e.g. Photosynthesis is like a road because… Back To Sta
- 81. Solutions Set students a problem. This could be nonsensical, philosophical, scientific etc. and ask them to think of solutions. Encourage them to reason through the full implications of their solutions. Develop by - snowballing - taking student solutions and using the lesson to explore whether these are or are not feasible (e.g. if the question was ‘How can we stop global warming?’) - Asking students to set problems for other class members to solve. Back To Sta
- 82. Uncover Can you guess what its is yet? Can you guess what its is yet? Back To Star Can you guess what its is yet? Can you guess what its is yet?
- 83. Uncover Variation Back To Star Enough for lots of guesses and lots of students to have a chance to remove a square and guess. Probably easier with an IWB but can be done with PowerPoint by deleting an object when it is chosen. (uncover for a famous action hero)
- 84. Redesign e.g. How would you redesign the Houses of Parliament? Develop by - Setting parameters i.e. how could you redesign this to make it more effective/easier to use/more affecting? Giving a physical object and some materials for redesign Back To Starters Giving more abstract briefs – how would you redesign democracy/the horror genre/multiplication?
- 85. Silent Instructions Back To Star Students are in pairs. One receives an instruction and must convey this to their partner without speaking (or writing). Develop by - allowing students to say 1 or 2 words only (you could specify or they could choose). Scaffold by showing a clip of scuba divers communicating.
- 86. Translate Back To Star Students are in pairs. One student receives a key word, question or topic related to the lesson and a sheet with the Morse code or BSL alphabet on it. Their partner also receives this (but obviously not the key word!) The first student communicates and the second translates. Develop by - Handing out a second key word for 2 to communicate to 1 - Ask students to come up with their own, related, messages - Pairs ask and answer questions using the code
- 87. Uses List as many uses as possible for a given object Back To Star
- 88. Pass the Parcel Back To Star Wrap up an object related to the lesson and play pass the parcel. Each layer could include a question related to previous learning or the lesson to come.
- 89. Time/Place Lapse Students close their eyes whilst you guide them through a short narrative transporting them to a different time or place. This ‘lapse’ then becomes a means to think about a topic, idea etc. and the role it plays in our (everyday) lives. Ensure you signpost the fact that the time or place you have been transported to does not have whatever it is you want the students to think about. Back To Star
- 90. Mystery Guest Back To Star One student receives a card with a famous figure and some biographical details on it. The rest of the class question them (to strictly ‘yes’, ‘no’ or ‘don’t know’ responses) so as to ascertain who they are.
- 91. Dissonance Try to encourage students to experience dissonance in their thinking e.g. Imagine a square egg; Why doesn’t school not exist?; Addition, Subtraction, Multiplication and Division – why isn’t there another one? This could be used to disrupt or question habitual ways of thinking. It can also challenge reasoning or encourage students to reason more deeply and carefully. Back To Star
- 92. Give groups a resource which they must examine The inspection should lead to a series of questions they want answered Detectives The whole class comes together to try and answer each others’ questions Back To Starte
- 93. New Inventions Back To Star Devise a new invention that relates to what we were studying last lesson
- 94. Dominoes Democracy Voting Franchise Equality Subway Harriet Labour Party Harman Gordon Brown Back To Sta Develop by making huge dominoes to lay out on the floor
- 95. Smile Back To Star Imagine a time when something good happened to you, It could be a big thing like winning a prize or cup, or something simple like laughing with friends. Hold that image and think about how it felt. Imagine you have that same feeling now and smile. What a lovely way to start the lesson.
- 96. Mood Back To Star Decide on a particular mood you would like students to begin your lesson with – calm, attentive, enthusiastic etc. Ask them to role-play this mood; take them through a series of different scenarios in which they must maintain it. Then slip into the lesson itself and return to the role-play if and when required.
- 97. Creative Writing Bunsen Burner Oxygenation Gauze You have ten minutes to write creatively. What you write must include these three key terms from last lesson. Back To Star
- 98. Abstract Thinking Get students to jot down responses to such questions as: What shape is grief? What is the colour of emptiness? What is the texture of a rainbow? Back To Star
- 99. Extend ‘What if…’ What if bridges had families? What if trees had rights? What if colours were numbers? What if poetry Back To Star So that initial responses must be turned into a poem with the question as the title.
- 100. Performance Perform a poem, part of a play, movie scene, extract from a book, speech and ask the class to respond. Develop by getting class members to do the performance or by getting someone else – www.youtube.com www.americanrhetoric.com http://www.poets.org/audio.php Back To Sta
- 101. Big Picture Back To Star Ask students to reflect on what the bigger picture is – in relation to education, the particular subject, the current topic or whatever. This can lead to a clearer understanding of the details, a re-energising of the classroom or a more meaningful experience for teacher and student. (Could use resources to stimulate thinking about the bigger picture)
- 102. Summary Back To Star Ask students to provide a summary of what they learnt last lesson or across the unit. Develop by asking for different styles, i.e. a newspaper report, 60-second news-flash, mime
- 103. Sentences Cut up a sentence (or two) related to the topic and hand out the parts to students. They then have to arrange themselves so as to spell out the sentence correctly. Develop by using texts related to the topic and asking them to compose a paragraph. Back To Star
- 104. Arrangement Back To Star Ask the class to arrange themselves in order of age, shoe size, height etc. The rule is that they are not allowed to talk. Anyone who does has to leave the room for 30 seconds.
- 105. Simon says Back To Star Play Simon says with the class. Could develop by asking them to do the opposite of what you say, or by bringing in requests related to the learning. I.e. Simon says show me with your fingers how many lines in a Haiku.
- 106. Post it Put up a number of different questions around the room and give each student 1-2 post-it notes. They have 5 minutes to look at the questions and discuss them with others. They must then vote for which they would like to focus on during the lesson. This is done by sticking their post-it note by the question. The question with the most post-its becomes the focus of the lesson. Back To Sta
- 107. Back To Star Celebration Perhaps once a term use the start of the lesson to celebrate the work done with the class up to that point. Students could vote for awards such as ‘hardest worker’, ‘positive influence’ and ‘biggest improver’. You could show work done at the start and end of the period to show how far the students have come.
- 108. Key Letters Back To Star Teacher shouts out a letter and student(s) must respond with a key word related to the current topic that begins with that letter. Could target specific groups of students or make it competitive (with no writing allowed).
- 109. Create-a-title Back To Star 3-5 key words on the board which students must use as they ‘create their own title’ for the work they are going to do.
- 110. 10 words Back To Star Give me ten words related to… Could develop by asking them to then focus on one or two and draw out this relationship.
- 111. Venn Diagram Back To Starters Develop by making a life-size one using rope and words written on A4 paper for students to hold.
- 112. Noises Back To Starters Play a noise and ask students to respond to it or work out its relevance to the lesson/unit. http://www.grsites.com/sounds/ http://sounds.bl.uk/ http://collections.iwm.org.uk/server/show/nav.00g007
- 113. Think – Pair – Share Give students a problem or question and then allow think time in which they can engage with it. Following this, students turn to their ‘Learning Partner’ and discuss, clarify, challenge etc. The pair then share with another pair or the whole class (students should share their partner’s ideas as well as their own) Back To Starters
- 114. Goal Setting If beginning a unit of work, ask students to set their own goals by creating a chart showing – What I know about the topic... What I want to know... What I have learnt... Back To Starters
- 115. Multi-Tracking Ask students to perform a multi-tracking activity such as patting their head and rubbing their stomach at the same time. Develop By asking a particular student to lead the starter. Back To Starters
- 116. Song-Writer Ask students to write a song explaining what they already know about a topic, what they have learnt etc. Develop by setting the genre – rap, country, pop etc. Back To Starters
- 117. Jigsaw Cut up a picture or instructions and hand out to groups. They must put the jigsaw back together and then follow the instructions or respond to the picture. Back To Starters
- 118. Random Debate Back To Starters Have a proposition on the board as pupils are coming in. They must either defend or refute the proposition, depending on where they are sitting. You could reveal a slide showing who is what or just arbitrarily divide the class in two. The idea is to Practice argument – regardless of you personal opinion. For Against Against For For Against For Against Against For For Against
- 119. Describe and Draw Partners sit back to back. One has an image, the other a pencil and piece of paper. The student describes the image to their partner who must try and draw it as accurately as possible. Back To Starters
- 120. Slogans Students create slogans – for an image, the learning from last lesson, a specific part of the topic. Back To Starters
- 121. Interview Students are in pairs. One receives a sheet with information about the topic on. The other must interview them in order to discover what they will be studying or to elicit as much of the information as possible. Develop by putting conditions on questions and responses. Back To Starters
- 122. Press Conference Begin the lesson by calling a press conference – you have an announcement to make and students must take notes and then question you on what has been said. Could be announcing what the lesson is about, or a provocative statement related to the content etc. Back To Starters