Plenary Activities

Blockbusters

ICT interactive game

Verbal Football Students/teacher use

previously devised questions. Split class in half and sit facing each other. Three questions in a row

correct scores a ‘goal’. If fail, other team still have to get ‘three in a row’. Team with the most ‘goals’ wins.

Self Assessment/ Target Setting:

Choose from a list of suggestions on

whiteboard or devise own.

Newspaper Headlines

Challenge small groups to invent a newspaper

headline about the topic studies. Present like newspaper sellers!

Write a short ‘blurb’ (advert style) for a

piece of work.

Exit Jeopardy Give the answers to key points from the

lesson. Students have to raise their hands to give the question. If correct, they get to

leave.

Choose from five statements on the board. Which three

best reflect…?

Diamond Ranking Set question. Students

have nine ideas to prioritise. Ideas on Post-It notes and

arrange in diamond shape of importance.

Teacher shows relevant extract from

previous student’s work: students identify

three strengths and three pieces of advice

for improvement.

Bingo

4 x 4 grid

Feedback to whole class by one or two

groups only, according to rota, roll of dice or

teacher selection.

Pictionary Students work in

teams on whiteboard to draw knowledge/

skills/facts, etc. 2 minutes max.

‘Ask It’ Basket Write a question about

the LO on a Post-It and put in a basket for answering next lesson.

Football Commentary or Match Report Give students

reminders about a topic over a few lessons. On a

subsequent lesson ask them to feed back in the style of a football commentator (a la John Motson). They

could record these and play back to class.

Show work to peer– Work in pairs to set

targets for each other.

Answer teacher or student questions

without saying ‘yes’ or ‘no’.

True or False Hold up card/

whiteboard to show whether statement on whiteboard is true or

false.

Pictures/Cartoons Which would you put with today’s learning

and why?

Take one minute to compose two

statements in your head to explain what has been learnt and how. Report to class.

‘Phone a friend’.

Toss the Beanbag/Ball

Students ask questions of each other based on

learning.

Use ‘text–speak’ to review learning on

Post-It.

Feelings Silhouette Draw a person wearing a

hat and carrying a toolbox. Annotate what has been learnt near the hat, write skills and ideas near the toolbox. Draw a heart on the person and write down the feelings about the topic and a

rubbish bin to show what did not work or wasn’t

understood in the lesson.

Elimination Put up a list of

numbers/facts, etc. on whiteboard. Give clues to eliminate to leave

one answer.

Dominoes Statements that

connect together, e.g. Calcium > He Helium > Na Sodium > K

Odd One Out Pictures or words put

on whiteboard for students to compare

and contrast.

Traffic Lights Students use Red, Orange and Green

cards to indicate their level of understanding

on a topic.

In one minute draw what you’ve learnt

today. Partner has 20 seconds to guess.

Prediction What will happen next?

Justify your point of view.

Post-It you’re out of order. Sequencing

activity.

Loop Students answer

questions on 2-sided cards. Green Side: Question, Red Side: Answer to another question. Teacher

starts and activity goes on until all questions have been asked and answered, ending with the teacher’s answer.

Who Wants To Be A Millionaire?

Students set question with four possible

answers on learning.

Continuum Students stand in line according to how they feel about a topic. Can also be used to explore

statements and opinions.

Stand Up – Sit Down Q & A which forces students to stand

up/sit down according to whether they agree/

disagree, true/false, higher/lower, etc.

Who/What Am I? Single question like ‘What’s My Line?’

Smiley/Sad Faces Reflect on part of the learning and discuss

positive/negative aspects. Draw chart and respond with

appropriate ‘faces’ and points for

improvement.

Splat Put up key words on

whiteboard. Two students as ‘splatters’. Class questions the 2 at the front. Students answer by ‘splatting’ the correct word on the board. Winner

stays up, questioner replaces loser.

Freeze Frame Summary

Students take up a pose that would

represent a concept, fact or subject. Rest of

class have to guess what they are representing.

Where can you apply this skill/knowledge in

your homework or other subjects? Give 3

examples.

Identify the key points of the lessons from

anagrams.

Brainstorm or mind map of what has been learnt during lesson.

Write 5 top tips/golden rules for….

Groups of 3, numbered 1 to 3. Put up 3 statements on

whiteboard which individuals must explain to rest of

group.

List 3 things your neighbour has learnt

today.

Graphic summary of lesson, e.g. steps,

flowchart.

60-Second Challenge

Sum up knowledge of text or write down all

the words you can think of to describe…

Quick-fire oral quiz to review learning.

Gimme 3 List three things you

found out/learnt today.

In pairs, answer the question set at the

start on a Post-It note. Stick on board and

review.

Identify missing words in a cloze summary of

learning.

Label a diagram or illustration, one word

in each box.

Create a mnemonic which reflects the meaning of a new

word or term you have learnt today.

Change role—student becomes teacher.

What questions would you ask the class and

why?

Summarise this piece/topic in 5 bullet

points.

‘In Role Answering’ Hot-seating activity.

Students

Design your own ‘writing mat’ to give

advice to other students about…