Plenary and Starter Ideas

PLENARY IDEAS ...................................................................................................................
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PLENARY ACTIVITIES ..........................................................................................................5
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EVALUATION WHEEL ............................................................................................................5

BEFORE AND AFTER GRID.....................................................................................................5
SUCCESS GRAPH .................................................................................................................6
LEARNING LOG ....................................................................................................................6
PHOTOS .............................................................................................................................6
HAPPY/SAD FACES ..............................................................................................................6
SHIMMERING HANDS ............................................................................................................6
CONTINUUM ........................................................................................................................7
DOUBLE WHEEL ..................................................................................................................7
GRAFFITI WALL .................................................................................................................7
EXPRESS CARDS ...............................................................................................................7
FEELINGS SILHOUETTE .......................................................................................................8
IPSITIVE ............................................................................................................................8
TRAFFIC LIGHTS ..............................................................................................................8
(RUBBERISED) DART GAME...............................................................................................8
PROBLEM SOLVING CIRCLE ..............................................................................................9
VERBAL FOOTBALL ..........................................................................................................9
RUNAROUND .................................................................................................................10
PRESS CONFERENCE .....................................................................................................10
PEER ASSESSMENT METHODS ........................................................................................10
PICTOGRAMS .................................................................................................................11
QUICK SENTENCE ...........................................................................................................14
MNEMONICS .................................................................................................................14
PICTIONARY ...................................................................................................................14
PLAYDO CHALLENGE ......................................................................................................14
CHARADES .....................................................................................................................14
ASSESSMENT CRITERIA ..................................................................................................15
CROSSWORDS ................................................................................................................15
HOT-SEATING .................................................................................................................15
MAGAZINE PROGRAMME .................................................................................................15
NEWSPAPER HEADLINES .................................................................................................16
MARKETPLACE ACTIVITY .................................................................................................16
DIAMOND RANKING.........................................................................................................18
SENTENCE STRUCTURING (JIGSAW) .................................................................................18
SUGGESTIONS ............................................................................................................18
QUIZZES ........................................................................................................................19
FREEZE FRAME ..............................................................................................................19
FOOTBALL COMMENTARY/MATCH REPORT .......................................................................19
SLAM DUNK ...................................................................................................................19
MUSICAL REVIEW ...........................................................................................................20
MATHS SOLUTIONS!........................................................................................................20
FEELINGS .. ....................................................................................................................20
ANSWERING THE QUESTION BEFORE LAST ....................................................................20
DESCRIBING PICTURES ...................................................................................................21
45. BLUE LABEL .................................................................................................................21

46. THREE GOLDEN RULES ....................................................................................................21
47. SENTENCE STRING .........................................................................................................21
48. LIVING GRAPH ...............................................................................................................22
49. HANGMAN ......................................................................................................................22
50. ANAGRAMS OF KEY WORDS ............................................................................................22
51. ODD ONE OUT ................................................................................................................22
52. ICT BLOCKBUSTERS.......................................................................................................22
53. SINGLE QUESTION (LIKE WHATS MY LINE) .......................................................................23
54.
QUESTION / ANSWER CHAIN ..........................................................................................23
55. MATCHING PAIRS? .........................................................................................................23
56. MAKE YOUR OWN NUMERONIC ........................................................................................23
57. BINGO ..........................................................................................................................24
58. PYRAMIDS .....................................................................................................................24
59. STAND UP - SIT DOWN ....................................................................................................24
60. IMAGINE VISUALISATION GAME ...................................................................................24
61. ELIMINATION .................................................................................................................25
62. SIMON SAYS..................................................................................................................25
63. KNOW YOUR PLACE .......................................................................................................25
64. PRESSURE POINT ...........................................................................................................25
65. ACRONYMS ...................................................................................................................25
66. LYRICS OF THE LESSON ..................................................................................................26
67. WHITEBOARD WIPE-OUT ................................................................................................26
68. CHINESE WHISPERS .......................................................................................................26
69. SLOGAN CHALLENGE .....................................................................................................26
70. SPIDER DIAGRAMS .........................................................................................................27
71. YOU MUST REMEMBER THIS ............................................................................................27
72. SPOT THE WORD (INDIVIDUAL) ........................................................................................27
73. MATCHING PAIRS (E.G. GROUPS OF 4) .............................................................................27
74. YOURE OUT OF ORDER! .................................................................................................28
75. A - Z SUBJECT ...............................................................................................................28
76. THE LOOP .....................................................................................................................28
77. DOMINOES ....................................................................................................................28
78. WORD CONNECTIONS ....................................................................................................28
79. TOSS THE BALL/BEANBAG ..............................................................................................29
80. ACTING OUT DIALOGUE - IN PAIRS ...................................................................................29
81. DIALOGUE CIRCLE .........................................................................................................29
82. STRING ME ALONG .........................................................................................................29
83. VRAI/FAUX ....................................................................................................................30
84. DATE LINE .....................................................................................................................30
85. SNAP ............................................................................................................................30
86. SMACK .........................................................................................................................30
87. SMILEY FACES ..............................................................................................................30
88. COPY CAT .....................................................................................................................30
89. INTERVIEW ....................................................................................................................31
90. IMPRESSIONS ................................................................................................................31
91. SPOT THE MISTAKE (BEAT THE TEACHER) .......................................................................31
92. TEXT MESSAGE ..............................................................................................................31
93. POSTCARDS ..................................................................................................................31
94. THINKING ABCS.............................................................................................................31
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SCAMPER ..................................................................................................................32
EXIT JEOPARDY .............................................................................................................32
MIND BLOWING ..............................................................................................................32
HOW WELL DID WE DO? ..................................................................................................33
WHAT CAN IT BE? ..........................................................................................................33
WHAT AM I? ................................................................................................................33
FIND YOUR MATCH .......................................................................................................33
CALL MY BLUFF ...........................................................................................................33
FROM QUESTIONS TO LESSON OUTCOMES ......................................................................33
WHAT HAPPENS NEXT? ..............................................................................................34
JIG-SAW JUGGLE .........................................................................................................34
EXPLAIN IT! .................................................................................................................34
ORAL TESTING ............................................................................................................34
RELATIONSHIP DIAGRAMS .............................................................................................35
PUTTING THE BOOT ON THE OTHER FOOT .......................................................................35
ECHO CLAPPING ..........................................................................................................35
TWISTERS ....................................................................................................................35
EYES WIDE SHUT!.........................................................................................................35
WRITE, WRITE, WRITE ...................................................................................................36
WRONG HAND ..............................................................................................................36
MIND MOVIES ..............................................................................................................36
ODD ONE OUT ..............................................................................................................36
SNOWBALL ..................................................................................................................36
TEACHING BY ASKING ...................................................................................................37
TRANSFORMATION .......................................................................................................38
HEADINGS ...................................................................................................................38
DECISIONS-DECISIONS .................................................................................................39
STUDENT PRESENTATION .............................................................................................39
PEER TEACHING FOR SKILLS TEACHING ......................................................................41
SNOWBALLING QUESTIONS ...........................................................................................41
OUT LOUD! .................................................................................................................42
COMPARE AND CONTRAST .............................................................................................42
ART CONTEST .............................................................................................................43
ACTING OUT A SYSTEM .................................................................................................43
CONCENTRATION .........................................................................................................43
MUSICAL QUESTIONS ...................................................................................................43
QUESTION & MOVE ......................................................................................................44
DUEL ...........................................................................................................................44
THINKING ABCS ..........................................................................................................44
FACTS IN FIVE OR FACTS IN FOUR .................................................................................45
USING BOOKLET OF PLENARY ACTIVITIES ....................................................................47

POSSIBLE DEPARTMENTAL TASKS ............................................................................................47
MENU A ..................................................................................................................................47
MENU B ..................................................................................................................................47
MENU C ..................................................................................................................................47
MENU D ..................................................................................................................................47
Plenary Ideas
The following activities can best be described as plenaries. They have been used
by teachers in the last stage of the lesson for a number of reasons but mainly for the
student to demonstrate to themselves and others what they have learnt. This could
be in relation to a skill or knowledge concept(s).
These activities will not only help the student to recognize and consolidate what they
have learnt but will also give them more confidence to understand how they have
learnt. This, for students, builds up habits of independent learning. By regularly
learning to assess and evaluate your own performance and learning in different ways
students develop greater self awareness about their learning power.
Each of the activities listed below is briefly described, then the learning style(s) and
multiple intelligences and emotional intelligences that the activity possesses are
highlighted.
I have deferred to Barbara Prashnigs learning style analysis model1. Namely the
main learning styles which will be highlighted are:
V Visual involves reading, seeing/watching, visualizing/imagination.
A Auditory involves listening, talking/discussing, self-talk/inner dialogue.
T Tactile involves manipulation/handling.
K Kinesthetic involves experiencing/doing, feeling/intuition.
Multiple Intelligence2
(What Intelligences are developed)
Musical - M
Visual/Spatial V/S
Kinesthetic - K
Naturalistic - N
Linguistic - L
Mathematical/Logical M/L
Inter-personal - Inter
Intra-personal - Intra
Emotional Intelligence
(What emotional competencies are being developed)
SA Self Awareness
SS Social Skills
SC Self Control
M Motivation
E Empathy
1
2
The Power of Diversity by Barbara Prashing

See appendix 1 for definitions of each intelligence
Plenary activities
1.
Evaluation wheel
Draw a circle and mark it into sections to represent different indications, e.g. skills
used, actions completed. Colour each segment in the inner circle proportionately to
show how successfully the indicator was met colouring a tip of the wedge
represents it being hardly met; the whole wedge represents it being completely met.
The outer wedge can be filled in with comments or suggestions for change.
Learning Style(s): V,A

Intelligence(s): SA
2.
Multiple Intelligence(s): Intra, V/S Emotional
Before and after grid
Make a copy of the grid below to record feelings, thoughts, associations and images
associated with part of the topic before and after completing it.
BEFORE
AFTER
FEELINGS ABOUT IT
THOUGHTS ABOUT IT
ACCOCIATIONS WITH IT
IMAGES OR PICTURES IN
MIND
Intelligence(s): SA
3.
Success graph
Draw a graph to measure and record learning success, motivation or confidence on

the topic. Label the vertical axis with an indicator, e.g. mood intensity, energy levels,
and the horizontal axis with time, e.g. hours, lesson number. Note any significant
points by annotating the graphs peaks and troughs. Encourage the students to work
with a partner to talk through the peaks and troughs and the class could produce a
class graph which may demonstrate which part of the topic they feel most confident
and least confident with. The teacher could then spend time re-covering these
aspects of the topic.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S,M/L Emotional
Intelligence(s): SA,M
4.
Learning log
Create a learning log or diary to record what happens throughout the learning of a
topic or even a whole subject. Focus on skills developed, knowledge and
understanding gained, likes and dislikes, and feelings as individuals or as a class.
Diary a learning diary can log students reflections on a regular basis. This will
build the skills for reflective learning. By working to criteria students will become
increasingly proficient at judging levels of achievement and trying new approaches.
Learning Style(s): V,A Multiple Intelligence(s): Intra,L Emotional Intelligence(s): SA,M
5.
Photos
Use photos or video recordings taken during activities or events to discuss what
happened, and how it could be improved next time. Digital technology now makes
this a lot easier. These could be used for display purposes or as a scrapbook
(either actual or digital) to remind the class of how a topic was learnt and reviewed
especially good for end of year revision.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S Emotional Intelligence(s):
SA,M
6.
Happy/sad faces
Reflect on part of the learning of a topic and discuss the positive and negative
aspects of it. Draw a chart write positive comments under the happy faces, and
negative comments under the sad faces, with a third column for the improvements
needed.
7.
Shimmering hands
If an activity or lesson was enjoyable or the class feel confident that they have
understood the learning outcomes, students raise their hands above their heads and
shake them gently. If it was not enjoyable or there is confusion they keep their
hands by their sides and do not move them.
Learning Style(s): V,A, T Multiple Intelligence(s): Intra, K Emotional Intelligence(s):
SA,E,M
8.
Continuum
Students stand in line according to how they feel about a topic. Those with positive
feelings stand at one end of the line, those with neutral feelings in the middle, and
those with negative feelings at the other end of the line. This can be used as the
basis of a discussion on what needs to be done to improve the situation to allow
people to move towards the positive end. A continuum can also be used to explore
statements with extremes at either end, or with Always at one end; Sometimes in the
middle, and Never at the other end.
Learning Style(s): V,A,K Multiple Intelligence(s): Intra, K, L Emotional Intelligence(s):
SS,SA
9.
Double wheel
The class forms two circles of equal numbers, one inside the other. The circles rotate in
opposite directions until the teacher says, Stop. Then each person asks whoever is
opposite them a question, e.g. about what they enjoyed or how involved they felt. This is
repeated three times.
Learning Style(s): V,K,A Multiple Intelligence(s): Intra, L, K Emotional Intelligence(s):
SA,SS,E
10.
Graffiti wall
A Graffiti wall can be used throughout the learning of a topic as a place to show how
well the lessons are going. Flip-chart paper can be put on the wall, with a heading or
question on each, e.g. Attention level, Do I really understand it? Ideas how this links
with other topics!
Learning Style(s): V,A,K Multiple Intelligence(s): Intra, V/S, Inter Emotional
Intelligence(s): SA,SS
11.
Express cards
Write comments on cards and put them into a post-box in the classroom. Sentence
starters are a useful way of framing comments, eg. I learnt that I want to learn
more about Pick a card from the box, and use it as a basis for discussion.
Especially useful to train some students not to ask questions immediately before
they think about it.
Learning Style(s): T,K,A Multiple Intelligence(s): Intra,K,L Emotional Intelligence(s):
SA,SC
12.
Feelings silhouette
Draw a person wearing a hat and carrying a tool-box. Annotate what has been
learnt near to the hat, and ideas, skills and other positive things that have been
gained near the tool-box. Draw a heart on the person and annotate it with feelings.
Draw a rubbish bin to show what did not work and what should not be included next
time.
Intelligence(s): SA,E
13.
Multiple Intelligence(s): Intra, V/S,L Emotional
Ipsitive
This method involves students grading themselves across a pre-set group of

competencies. The first grade they give is where they think they are at, the second,
where they would like to be. Wide differences in the two scores indicate a need for
action, possibly a lead into target setting. Narrow differences indicate a competency
level at which they are happy. Comparison over time can be made by the student or
teacher to measure progression.
Ipsitive methods are particularly useful for measuring attitude/value development as
the student remains in control of the process and passes the judgment.
SA,E
14.
Multiple Intelligence(s): Intra,L, Emotional Intelligence(s):
Traffic Lights
Students use the red, yellow and green colours of traffic lights to indicate their
confidence in the understanding of a topic. Green = understand very well, confident I
could get a high mark on this question/topic; Yellow = have some understanding but
am still a little uncertain about some aspects of the topic/question; Red = still dont
understand much about this topic, not confident that I would get a high mark in this
area.
This activity also carries a nice bit of autosuggestion on the teachers part i.e. you
are all capable of getting a high mark but it takes a bit longer for some!
Variations: Buddy up the greens with the reds and yellows; get the yellows and
reds to raise questions and the greens try to present answers from the front.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S,L Emotional Intelligence(s):
SA,E
15.
(Rubberised) Dart Game
Set up a rubberised dartboard in the room. Write a list of questions and post them
on the wall or on a table top. Number your questions with the same number on the
dartboard.
In class, let the learners throw darts at the dartboard and answer the question that
corresponds with the number the dart lands on. This can be played individually, with
partners, or in small teams.
If learners answer correctly, they get the same number of points as the number the
dart lands on. Keep track of points on a flip chart.
After each question is answered, cross it off the list. Learners take turns throwing
darts until all questions have been answered.
Learning Style(s): V,A,K,T Multiple Intelligence(s): Intra, V/S,K,L Emotional
16.
Problem Solving Circle
Tell all learners to form a circle. Throw a Koosh ball or bean bag to someone. The
person catching it has to pose a problem or ask a question for the class to solve.
This person can start by saying to the group something like, What would you do if
, completing the statement with the problem or situation.
The group then thinks out loud, generating ideas and collaboratively creating a
solution. When the class has solved the problem, the person with the ball throws it
to someone else. This person poses a different problem, and the process is
repeated. Play continues as long as is appropriate.
Variation: Instead of learners generating problems, the teacher can pose scenarios
(some suggested questions could be put on the OHP/Board) that the ball catcher
has to answer. If the person does not know the answer, he or she can ask the group
for help, or toss it to another learner to respond.
Learning Style(s): V,A,K,T Multiple Intelligence(s): Intra,K,Inter,L Emotional
Intelligence(s): SA,SS,M
17.
Verbal football
Play Verbal Football with the class. Go through materials and either you or some
students devise some questions. Split the class in half and have them sit facing
each other. Each half will be asked questions arising from the activity by either the
teacher or nominated student(s). When one half gets three questions in a row right
they score a goal. If these fail to get three right the other team have to get three
right to score a goal themselves! The team with the most goals wins. But all should
remember more!
Learning Style(s): V,A Multiple Intelligence(s): Intra,K,V/S,N Emotional

Intelligence(s): SA,M,SS
18.
Runaround
This Quiz will be based on the old childrens TV show Runaround. Place TRUE and
FALSE signs next to each other in the room or hall. After the teacher reads the
question one member of each group, these can be alternated, listens to the question,
huddles with team mates.
Then when the word Go is issued by the teacher they have to run to stand under
the TRUE or FALSE sign. If they are correct they get a token*.
* This could be a piece of coloured paper or something like a marble, counter.
Learning Style(s): V,A,K,T Multiple Intelligence(s): K,L Emotional Intelligence(s):
SA,SS,M
19.
Press Conference
Set up a podium or a table and post a sign that says Press Conference. You could
also use a microphone as a prop if desired.
Tell learners that for the presentation of a specific topic they are going to be
journalists asking questions of an expert at a press conference. Tell them what the
topic is and give them a few minutes to prepare questions. If desired, give learners
resources or a list of terms or concepts that will be covered in the press conference.
Start the press conference. Set a time limit beforehand. Ell learners to raise their
hands when they want to ask a question, and you will call on them. Award small
prizes to questioners, if you wish. Encourage learners to take notes
Variation: Give each learner a card with a question on it to ask during the press
conference.
Learning Style(s): V,A Multiple Intelligence(s): Intra, L, Inter Emotional
Intelligence(s): SS,SC
20.
Peer Assessment Methods
This is where pupils assess one another. These have two major advantages. Firstly
pupils have to take on the assessment role. This involves taking responsibility and
the development of many of the skills we are seeking to build. Secondly this strategy
removes the burden from the teachers.
Peer observation This involves observing, recording and feedback to peers. It may
be done through small group work where one student acts as observer or larger
situations. Exactly what is being observed must be either made clear to the whole
class or agreed by observer and observed. This method does require practice.
Used well it can be highly effective because of the advantages stated above.
Peer feedback This involves peers taking it in turns to feedback to one another
following an activity or project. Using pre-negotiated objective criteria will help
students to direct the feedback to the outcomes.
Peer improvement Give students a regular opportunity to focus on one anothers
progress in a subject. This gives a positive slant on this process. As they become
better at focusing on what improvement means their criteria should become
increasingly sophisticated. Get students to record the improvements one another
has made and state evidence of this improvement.
Peer reports Students write reports on progress on achievement in the subject or
the latest piece of work on one another. They then share the report and explain their
reasoning. This could be a precursor to end of year reports and opens up a dialogue
on performance.
Peer interviews Get students to interview one another as to their values/attitudes,
skills and understanding of this area. Whereas many of the above methods rely on a
comfort
bond between peers this method could be done between classes, thereby increasing
objectivity and developing skills of co-operation.
Learning Style(s): V,A,K Multiple Intelligence(s): Inter, L, Intra Emotional
Intelligence(s): E,SS
21.
Pictograms
Pictograms of all kinds can be used in the latter stages of lessons. They can take
many forms, but they all have in common the use of colour and embedded graphics
(pictures, doodles, and visuals of all kinds used along side verbal information).
Pictograms can be produced on plain white paper, on flipcharts, on large wall
murals, or on 3-dimersional objects.
Types of Pictograms
(a)
Mindmap this is a very popular and widely promoted form of information

graph. Its an embellishment of an old technique known as the spider graph.
The idea is to start in the middle of a piece of paper with a topic name or key
idea and radiate out from it. Tony Buzan suggested enhancing this form by
adding colour and images. To show sequence, the mindmap can start at one
oclock and proceed clockwise. Connections and relationships are easy to
spot in this form, and can be added at any time anywhere on the mindmap.
(b)
Notemap this can take the spider graph form like mindmaps, but with post-it
notes or stickums that can be moved around when trying to decide where
ideas fit. You can make your own post-it notes in any shape, add the
information (using colour and graphics where appropriate), and post it on the
notemap. Permanent categories and other information and graphics not
subject to being moved around can be written and drawn directly on the
notemap background.
(c)
Clustergram when appropriate, ideas can be clustered in separate

categories using clouds, balloons or oval shapes. The clusters can then be
related to each other by connecting lines. Subordinate clusters can be
connected to the main clusters. Different colours can be used to distinguish
different clusters or to distinguish related information in each cluster.
(d)
Column Graph this may be appropriate for those situations where the
information is in careful sequence. One drawback is that it is difficult to show
interconnections and branching possibilities in this format. Nonetheless,
colour, embedded graphics, pictures, and icons can make this appealing.
(e)
Flowchart this format can be useful for determining and displaying

processes and procedures. Computer programming symbols can be used,
enhanced with colour and images.
(f)
Circle Graph processes and components can be displayed in a circle.

Interrelationships and branching capabilities can be indicated by connecting
lines.
(g)
Window Graph you can divide a paper into 4,6,9 or 12 panes and put
appropriate verbal and graphical information in each pane. This may be
useful for showing sequential information (read the panes left to right like
writing) or information that is not sequentially dependent.
Learning Style(s): V,A,K,T Multiple Intelligence(s): V/S, L, Intra Emotional

22.
Quick sentence
For this activity ask a student to come up with a number between say, 5 and 10, then
ask the whole class to individually write a sentence with the amount of words that
was volunteered. So if someone says 7, the teacher says Okay, write a 7 word
sentence about what you have learnt so far today .
Number between 10 and 20 please! 12 okay write down the first/last twelve words
that Hitler/Atticus/Marie Curie wrote in his/her diary at the end of that day.
Intelligence(s): E,SC
23.
Multiple Intelligence(s): Intra, L, M/L Emotional
Mnemonics
This could be varied by asking someone to give a favourite name, band, film star.
Turn the answer into a Mnemonic and see if groups can find a word that is
associated with the topic under review. So if Brad Pitt comes up the class can work
in small groups then work as a whole class to find associations B is for etc.
SS,E
24.
Multiple Intelligence(s): L, Inter Emotional Intelligence(s):
Pictionary
Use a whiteboard or a flipchart to get students to review concepts, facts or definitions

by drawing a picture. The picture should visually represent the information. Each
volunteer at the board should have two minutes. This could be done as one side of
the class against another!
Learning Style(s): V,A,K Multiple Intelligence(s): V/S,L, Inter Emotional
Intelligence(s): SC,M
25.
Playdo Challenge
A 3-dimensional version of pictionary. Use playdo to shape an answer to a question.

This is better achieved in smaller groups or even pairs. A representative of each
group could go to the front to get a card from the teacher to make their shape.
Learning Style(s): V,A, T Multiple Intelligence(s): K, V/S, L Emotional Intelligence(s):
SC,M
26.
Charades
Students come to the front and are given a time limit to mime the fact, concept or
piece of information.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S, K Emotional Intelligence(s):
SA,M
27.
Assessment Criteria
Place assessment criteria for an answer on an acetate. Use an OHP to display the
information. Students mark on the acetate with pens what part of the criteria they
have covered or what part could they have improved stating how to the whole class.
Learning Style(s): V,A Multiple Intelligence(s): Inter, L, Intra Emotional
Intelligence(s): SA,SC
28.
Crosswords
Crosswords could be devised by the teacher to review a topic or subject. Learners

could also be encouraged to devise their own crosswords. The clue construction
develops better understanding about the topic under review.
Learning Style(s): V,A Multiple Intelligence(s): M/L, V/S, L Emotional Intelligence(s):
SC,SS
29.
Hot-seating
Hot seating is a role play activity during which pupils answer questions from the
group in character. It is useful at the end of a series of lessons on a particular
story, for instance, and gives students the opportunity to demonstrate new
understanding by acting out. Alternatively, it gives them the opportunity that they
would like clarifying in a non-threatening situation.
This activity offers children the opportunity to ask questions to peers instead of the
adult teacher. It consolidates previous learning.
One pupil sits in the hot seat and selects a character from a selection offered by the
teacher. The group interviews the character about his/her situation.
The person in the hot seat must be a willing volunteer. He/she needs to be audible
and visible to the rest of the group. Remind them that they must behave in
character. Questions need to relate to the character or topic. The group can ask
questions of the person starting with factual ones such as Name and Age then
moving on to questions about their feelings.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Intra, V/S Emotional
Intelligence(s): SS,M, E
30.
Magazine programme
This can be in the form of a Richard and Judy style magazine programme. They will
answer some questions from presenters and some from a phone in. Someone in
the class could pretend to be a guest such as someone that is being studied.
Two students will need to play the presenters (preferably one male and one female).
They can use pre-prepared Presenter Cards to help them know what questions to
ask.
The rest of the class will play the role of the audience at home. They will write
questions on pieces of card which can be passed to the class teacher. He/she will
decide which questions will get asked. These questions will then be read out from
the back of the room or behind a screen in the room. The guests will then answer
these questions as if they had come over the telephone.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Intra, V/S Emotional
31.
Newspaper Headlines
Get the class into small groups. Challenge each small group to invent a newspaper
headline about the topic or subject. They should try to get across the key issue and
draw peoples attention to their story. You can limit them to a maximum of 10 words.
Once they have worked out what the key information should be, and have devised
their headline, they should write it up in large letters on flip chart paper and be
prepared to shout it out like a newspaper seller.
Learning Style(s): V,A Multiple Intelligence(s): L, Inter, V/S Emotional Intelligence(s):
SS,M, E
32.
Marketplace activity
This traditionally finishes with a quiz but it is a great activity for using both parts of
the brain and giving the class confidence about a topic by seeing how quickly you
can improve knowledge.
Stage 1 Preparation: Organise students into groups of three. Explain the activity
that is to take place. (5 minutes)
Give out the information about the topic on paper or use textbooks (one per group
note there can be more than one group researching the same issue). Each group will
have to research an aspect of the topic. They will also need a large piece of sugar
paper/flipchart paper and a variety of thick coloured pens. (5 minutes)
Write up the sequence and timing of stages on the board or OHP. This exercise is
conducted through a series of strictly timed stages. Making the timings explicit will
help the students:
Stage 1 Preparation 10 minutes.
Stage 2 Research 20 minutes.
Stage 3 Peer Teaching 10 minutes.
Stage 4 Quiz 10 minutes.
Stage 5 Review 10 minutes.
Stage 2 Research: Each group is to research the chosen area and is given a time
limit for this (20 minutes). The group should use the sugar paper and are told that
they can only use a maximum of 10 words on the page and can have as many
drawings, symbols, numbers, cartoons, diagrams etc. This will help the pupils to
translate written information from the leaflets into visual information on their page.
All of the group should play a part in producing the poster.
Stage 3 Peer Teaching: When the time limit is up, one member of the group will
stay with their poster and be the market trader. They will have to convey the
information from their poster to other students in the class, mainly by verbal
communication (they should stand to do this). All of the other members of the group
will then go and visit other market traders who have information on the different
issues around child labour and they are allowed to write down the information they
receive on a piece of A4 paper. (5 minutes).
Each group then comes back together and they feedback what they have learned
from the other market traders to the rest of the group. This encourages verbal
communication skills between the group - (5 minutes).
Stage 4 Quiz: To assess their knowledge in the group you could then have a quiz
where each team is competing with other. If the market trader is able to answer a
question without having to confer with the other group members they will receive
more points than if a group member has to help. This will also increase competition
between the different groups and hopefully encourage better communication in the
feedback of the information about the different aspects of child labour.
The group may NOT use their notes at this stage and posters should be put
away.
Variation: Give the students quiz questions at the beginning of the lesson and see
how much they have improved by working collaboratively at the end.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Inter, V/S Emotional

33.
Diamond Ranking
Set a question and have nine ideas for people to prioritise. Write ach idea on a
post-it note and ask each group to arrange their nine ideas in a diamond shape with
their top priority (or best solution) at the top, two in second place, three in third place,
two in fourth place and the lowest priority (or worst solution) at the bottom. They
need to get consensus as a group and can move the ideas around until they reach
an order with which they all agree.
Learning Style(s): V,A,T,K Multiple Intelligence(s): L, K, Intra, V/S Emotional
Intelligence(s): SA,SC, E
34.
Sentence Structuring (Jigsaw)
Take a model exam answer, say, and key the sentences on to a set of cards. Some
other less well written sentences/deliberate errors could also be types in as red
herrings. Make the introduction and conclusion obvious to help the students.
The aim of the activity is then to get the students to put the card strips together so
that the answer is as coherent as possible i.e. an answer that gets the best marks.
This activity could be completed in pairs or small groups. The teacher could give the
suggested answer using an OHP at the end. This could be repeated a few times at
the end of the session for different exam questions.
Learning Style(s): V,A,T Multiple Intelligence(s): L, K, Intra, V/S Emotional
Intelligence(s): SC,M,
35.
Suggestions
Speculation is not only a good way of raising curiosity (according to Dr. Ged
Lombard of the Independent Psychological Service this is a significant factor in
triggering intrinsic motivation) but also previews what is to come next.
Ask students to suggest what might/could happen next or where do they think its
going from here.
Learning Style(s): V,A Multiple Intelligence(s): L, Intra, Inter Emotional

36.
Quizzes
Different types of quizzes can be an enjoyable way to review topics. Quiz formats
that the students are all aware of such as Who Wants to be a Millionaire,
Blockbusters, Weakest Link could be used for groups or individuals. Whiteboards
could come in useful here for students to record answers A,B etc.
Learning Style(s): V,A Multiple Intelligence(s): L, Inter, V/S Emotional Intelligence(s):
SS,M, E
37.
Freeze Frame
Form students into small groups. Ask the groups to take up a particular pose that
would represent a concept, fact or subject. The rest of the class have to try to guess
what they are representing. Clues can be given if the class is really stuck .
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Inter, V/S Emotional
Intelligence(s): SS,M,SC
38.
Football Commentary/Match report
Give students some reminders about the topics over a period of time. Then ask
students to write it up as if they were feeding back about a football match. Some of
the class could tape record the commentary (John Motson style) then these could be
played back at the end. Who scored (did well in the topic), any own goals? What
about the managers (teacher) position/tactics?
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, V/S Emotional Intelligence(s):
SS,M,E
39.
Slam Dunk
A toy basket ball hoop could be placed on a wall. When someone gets a particular
answer right they can be asked to slam dunk the ball in the hoop or the teacher
could do it for them! The teacher could keep a running total of all the right answers
that the class has got this term. This could encourage beating the current record by
how many we can get right in two minutes, how many in a lesson/week etc.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, V/S Emotional Intelligence(s):
SS,M,E
40.
Musical Review
Here we are talking about music in its broadest sense. It could range from scripting
and performing a musical about the rainforests to rapping the criteria for the
relocation of industry, to chanting out scientific principles like football chants.
Even swapping the words of well known songs or nursery rhymes with the
information that needs learning can be effective.
Learning Style(s): V,A Multiple Intelligence(s): M, L Emotional Intelligence(s):
SS,M,E
41.
Maths Solutions!
A very creative way of using mathematical/logical intelligence is to apply it in areas

where students are unfamiliar. How would someone like Einstein turn a story into an
equation, say. He may take Macbeth and turn it into a series of formulae written on
a huge board in chalk.
e.g. Macbeth would be M, Lady Macbeth could be LM. So M + LM = Dangerous
Power. Try this one:
M KD = (KM)
(Macbeth minus King Duncan equals King Macbeth but not for long, so put in
brackets.)
Learning Style(s): V,A Multiple Intelligence(s): M/L, L, V/S Emotional Intelligence(s):
SS,M,SC
42.
Feelings ..
Ask questions to students that get them to empathise with a character or even with
an object or collection of atoms! This could range from How would you feel if you
were Lady Macbeth? to How would you feel if you were a tree being cut down in the
Amazon?
These review activities could be brief diary entries from the character or even writing
up the results of an experiment from the point of view of one of the things you were
experimenting on. One way I have heard about involves writing up the results of
dropping lithium into a pot of water from the point of view of the lithium in the form of
a letter home. Dear Mum, yesterday I fell into a pot of water and youll never guess
what happened
Learning Style(s): V,A Multiple Intelligence(s): Intra, L Emotional Intelligence(s):
SA,E
43.
Answering the question before last
This review activity involves the students playing a game at the end of the lesson in
two large teams. The teacher reads out the questions (end of topic/lesson review)
and the students attempt to answer the question before last. So the first question
will not require an answer the second question will require the answer to the first and
so on.
Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): SA,SS
44.
Describing pictures
Pupils use descriptions that they have generated about some photographs (e.g.
geography context). One pupil volunteers to read out their description; others have
to guess which picture they are describing. Repeat the process. You can then ask
the pupils to write down three rules for good geographical descriptions.
Learning Style(s): A, V Multiple Intelligence(s): Intra, V/S, L Emotional Intelligence(s):
SC, M
45.
Blue Label
Example: How a volcano works

Project a large diagram of the cross-section of a volcano onto a board. Pupils are
given cards with the names of different parts of the volcano. Pupils take it in turns to
come out and blue-tak labels in the correct place on the diagram. This exercise
could be done with an interactive white board.
Learning Style(s): V,K, T Multiple Intelligence(s): K, L, N, M/L Emotional
Intelligence(s): M
46.
Three golden rules
Pupils write down 3 golden rules to put into a flood prevention scheme. Each rule is
written on a separate card. Pupils move into groups of four and share their rules.
They then diamond rank them in order of importance.
Learning Style(s): T, A Multiple Intelligence(s): M/L, L, N Emotional Intelligence(s):
SC, M
47.
Sentence string
Start off a series of sentences and then choose a pupil to repeat what you have said
and then add another section. This continues around the room.
Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): E, M,
SC
48.
Living graph
Copy or draw a cross-section through a depression on the board. Pupils match

statements describing the weather experienced by a variety of imaginary people in
London to the depression on the cross-section as it approaches and passes.
Learning Style(s): V, A Multiple Intelligence(s): Intra, L, K Emotional Intelligence(s):
E, M
49.
Hangman
Review key terms used in a topic or the course with this traditional game. A
derivative of this could be Team Hangman to add some competitiveness. Having
some of the students take the role of scribe will add variety.
Learning Style(s): A, V Multiple Intelligence(s): Inter, L, V/S Emotional Intelligence(s):
M, E, SS
50.
Anagrams of key words
The anagrams could be devised by the teacher or the class to test other
groups/partners. A possible way of making this more tactile is blue-tak the anagram
up on a board and see how long it takes teams to move the letters around. Some
clues could be given if students are stuck after a few minutes but not before they
have had some good thinking time!
Learning Style(s): A, T, K, V Multiple Intelligence(s): Inter, L, K Emotional
Intelligence(s): M, SC
51.
Odd one out
Pictures or words could be put on board for students to compare and contrast.
Again, a points system would be good to use for competitiveness.
Learning Style(s): A,V Multiple Intelligence(s): V/S, Inter, L Emotional Intelligence(s):
M
52.
ICT Blockbusters
The questions and answers for the game are developed by both pupils and ICT
teachers.
Pupils are separated into two teams (Blue and White) and each member of the team
will be given the chance to answer an ICT based question. The aim of the game is
to get from one side of the Blockbuster board to the other. If a pupil gets the answer
wrong a member on the opposing team gets another question beginning with the
same letter if they get it right the grid will be filled with that members team colour.
Advantages of ICT Blockbusters as a Plenary Technique
Pupils feel confident in using Key terminology

Increases motivation
Builds team working skills
Gives the teacher further insight into pupils understanding of key terminology.
(The game Blockbusters is available to all departments who are equipped with an
Interactive Whiteboard. They just need a question and answer bank).
To advance the game a "Gold-run" could be used where the students are
given a phrase (no more than 3 words) to identify.
Learning Style(s): A,V Multiple Intelligence(s): Inter, L, V/S, M/L Emotional
Intelligence(s): SS, M, SC
53.
Single question (Like whats my line)
e.g. who / what am I? (by you or pupils)

e.g.
I have 4 sides
I have one pair of parallel sides
I have no lines of symmetry
What am I?
54.
Question / Answer Chain
Aim to complete a question chain like The Weakest Link. See if the class can beat
their own record. This could be an excellent way of reviewing questions from
previous topics as well as the one being studied.
Learning Style(s): A Multiple Intelligence(s): L, M/L Emotional Intelligence(s): SC, M
55.
Matching pairs?
Picture / number
e.g. pictures of polygons
numbers 3 10
Learning Style(s): Multiple Intelligence(s): M/L Emotional Intelligence(s):
56.
Make your own numeronic
Sex on Holiday Can Add Happiness to Old Age (by D.Dye)

Learning Style(s): A Multiple Intelligence(s): M/L, L Emotional Intelligence(s): M, SC
57.
Bingo
4 x 4 Bingo
Select numbers from 0 -9
Can be used for remainder squaring select unit number.
Number of lines of symmetry etc.
Learning Style(s): A Multiple Intelligence(s): Inter, L, M/L Emotional Intelligence(s): M
58.
Pyramids
for use with :add / subtract / multiply / divide

negative numbers
algebra
Learning Style(s): A Multiple Intelligence(s): V/S, L, M/L Emotional Intelligence(s):

SS
59.
Stand up - sit down
Q and A which forces the students to stand up or sit down according to whether they:
agree/disagree, true/false, higher/lower, positive/negative etc.
Learning Style(s): K, A Multiple Intelligence(s): K, L Emotional Intelligence(s): M, SA
60.
Imagine Visualisation game
Close your eyes and imagine:

e.g. a cube sliced in
a) half what is the shape of the exposed face?

b) Cut diagonally what is the prism?
Learning Style(s): V Multiple Intelligence(s): Intra, V/S, L Emotional Intelligence(s):
SA,SC
61.
Elimination
A list of numbers/shapes etc can be displayed. Give clues to eliminate and leave
one answer.
Learning Style(s): V, A Multiple Intelligence(s): V/S, L, M/L Emotional Intelligence(s):
M, SC
62.
Simon Says
Each action has a corresponding number.

Learning Style(s): K, V Multiple Intelligence(s): K,M/L Emotional Intelligence(s): M,
SS
63.
Know your place
This plenary was identified for initial use with identifying job roles within an
organisation or with organisational structures. The concept is that after job roles,
departments and organisational structures have been taught the pupils are given a
position within an imaginary firm and they will then stand in the classroom in an order
that places senior management at the top of the class and the subordinates lower
down the class. This plenary could also be used with other subjects for reinforcing
any activity where there is a hierarchy i.e. the periodic table.
Learning Style(s): K, A Multiple Intelligence(s): K, V/S Emotional Intelligence(s): SS,
SA
64.
Pressure point
This is where the pupils are given definitions of terms within the subject and they
have to respond by giving the answer to a definition. E.g. a method of production
that is used to produce one product on a mass scale using automation. Answer is
Flow Production.
Learning Style(s): A Multiple Intelligence(s): L Emotional Intelligence(s): M, SA
65.
Acronyms
This is similar to the "fossil" task where a letter is issued to a specific aspect of the
lesson taught. For example the Chain of Survival in First Aid is Dr ABC (Danger
Response Airway Breathing Circulation).
66.
Lyrics of the Lesson
The pupils could be placed in small groups and asked to create a poem or a song
(usually a Rap) which could be used to summarise what they have learnt in that
lesson. For example a lesson summarised in poem format:
I've learnt to do accounts
and how the numbers mount
I can do profit and loss
and a balance sheet
I can do them both
And this feels neat
Learning Style(s): A Multiple Intelligence(s): M, L Emotional Intelligence(s): M, SS
67.
Whiteboard Wipe-out
This is to be used with the use of the interactive whiteboard. The pupils are given a
summary of the lesson in word processed format on the board. They will each be
asked to fill in the blank spaces using a variety of words that are listed underneath.
Students could come to the front to complete this.
Learning Style(s): K, A Multiple Intelligence(s): K, L Emotional Intelligence(s): M, SC
68.
Chinese whispers
This is done to reinforce that concept that too many people involved in an
organisation can produce a garbled message. This can also useful to explain the
importance of communication, review and listening.
Learning Style(s): A Multiple Intelligence(s): L, Intra Emotional Intelligence(s): SS,
SA, SC
69.
Slogan Challenge
This is where the students are taught a lesson in the traditional manner and at the
end of the lesson the students will be asked to create a "trendy" slogan to help them
remember what the lesson was about in the future.
For example a lesson to teach the calculation of Average Rate of Return on an
investment can be given the slogan to help reinforce learning "Things that make you
go ARR"
Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): M, SS
70.
Spider diagrams
Partially completed spider is produced on board or worksheet. Students are then

asked to fill in the gaps. Again some movement could be built in by inviting some
students to come to the board.
71.
You must remember this
At the end of a test or topic students can be given a few minutes to come up with
some ideas as to how they might be able to remember some of the key terms.
Alternatively, students can share their remembering strategies with each other.
Learning Style(s): A Multiple Intelligence(s): Inter, Intra, L Emotional Intelligence(s):
E, SA
72.
Spot the word (Individual)
Tables with three different spellings of a word - ring the correct word.
Learning Style(s): A, V Multiple Intelligence(s): L, V/S Emotional Intelligence(s): SA,
SC
73.
Matching pairs (e.g. groups of 4)
Card based game to match diagrams and words. Students match them by turning
over cards.
Learning Style(s): T, V Multiple Intelligence(s): K, V/S, Intra Emotional
Intelligence(s): M, SA
74.
Youre out of order!
Sequence game with students (e.g. 6 in a group.)

Students work in groups - arrange events/sequence - stand in order (holding
card/POST-IT which represents their word). Students could be given first and last
statement and then fill the blanks in between.
Learning Style(s): K, A, T, V Multiple Intelligence(s): K, L, V/S Emotional
75.
A - Z subject
26 questions - aligned next to the letter it begins with!

E.g. A____________________INCREASING SPEED.
Learning Style(s): A, V Multiple Intelligence(s): L, V/S Emotional Intelligence(s): SA,
M
76.
The Loop
Green side - Question
Hand out cards
(2 sides)
Red side - Answer to another Question
The teacher has a card - asks questions, pupil with the card with the answer, states
the answer and asks the question on their card and so on until all questions have
been asked (last answer should be the teachers card).
Learning Style(s): T, A Multiple Intelligence(s): L, Intra Emotional Intelligence(s): SA,
SC
77.
Dominoes
2 Statements that connect together
Calcium
He
Helium
My
Learning Style(s): T, V Multiple Intelligence(s): K, V/S Emotional Intelligence(s): SC,

SA
78.
Word Connections
Identifying words that are connected to chosen phrase/word.
E.G.
C
G O
AMA
FOSSI L
I E L
OL AL
R
I
M
O
N
F U E LS
R N AO
I A E Y L
S N R E A
H I G R R
AY S
N
Learning Style(s): V, A Multiple Intelligence(s): L, V/S, Intra Emotional Intelligence(s):

SA
79.
Toss the ball/beanbag
Person who throws asks question and person who catches answers. Repeat
process.
80.
Acting out dialogue - in pairs
Ask pairs or groups to role play a situation and have a discussion or act it out.
81.
Dialogue circle
5 people ask and answer questions in turns. Students could find interesting ways of
finding the order of questions e.g. largest/smallest hands/feet start. This ensures
that everyone stays involved.
Learning Style(s): A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): M, SS
82.
String me along
Discussion based plenary which can be run either standing up or sitting down. A ball
of wall or string is needed. The person who starts the discussion holds the string
and passes it to the next person who wants to speak. This is good for getting
students to encourage others to speak and ensures the whole group is involved.
Learning Style(s): T, A Multiple Intelligence(s): K, L, V/S, Inter Emotional
Intelligence(s): M, SC
83.
Vrai/faux
Teacher read out sentence based on picture prompt or listening exercise answer. If
the phrase is correct, they raise one hand, if incorrect, they raise two.
84.
Date line
Pupils work in groups of 6 to try to ascertain the order of their birthdates using target
language only.
Learning Style(s): A Multiple Intelligence(s): L Emotional Intelligence(s): E, SA
85.
Snap
Pair game with pictures and vocabulary to match.

Learning Style(s): V, A, T Multiple Intelligence(s): V/S,K, L Emotional Intelligence(s):
M, SC
86.
Smack
Two lots of identical words on board in Spanish/French. Teacher says word in

English. Two students at front with back to class compete to indicate first which the
correct word is.
Learning Style(s): A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): M, SC
87.
Smiley Faces
To indicate feelings/opinions, students draw a smiley, sad or neutral face as I read

out a variety of phrases, in target language linked to feelings/opinions.
Learning Style(s): V Multiple Intelligence(s): V/S, Intra Emotional Intelligence(s): SA,
SC
88.
Copy cat
A question on various topics is asked and the next student when he/she has
answered the question, turns over the paper and asks the next question.
89.
Interview
A follow on from above: interview a pupil at front of class

Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): M, SC
90.
Impressions
"Give us a clue" style. Students act out examples of activities they do every day/did
yesterday etc. Rest of the class guess what activity is.
Learning Style(s): K, A, V Multiple Intelligence(s): K, L, V/S Emotional Intelligence(s):
E, SS
91.
Spot the Mistake (Beat the teacher)
Teacher summarises a topic or lesson with a number of deliberate mistakes, say 5.

The students have to spot the mistakes and indicate what the actual answer is.
Learning Style(s): V, A Multiple Intelligence(s): V/S, L Emotional Intelligence(s): M,
SA
92.
Text message
Students to review the learning in the form of a text message. They can then write
these on POST-Its and text each other by going to others in the class. They get
200 points from each person who fully understands their text or 100 points if it is
partially understood.
Learning Style(s): K, A, V Multiple Intelligence(s): K, L, V/S Emotional Intelligence(s):
M, SA
93.
Postcards
Bring in some blank or actual picture postcards. The students review the lesson by
writing a postcard to a friend/family member they could be real or fictional. Some
could be read out at the end or exchanged between class members.
94.
Thinking ABCs
Use numbers and letters to stimulate thought and memory. For instance:
26 = L _ _ _ _ _ _ in the A _ _ _ _ _ _ _
Teachers could create some subject specific Thinking ABCs. Students could be
asked to produce some as well!
Learning Style(s): V, A Multiple Intelligence(s): V/S, Ling Emotional Intelligence(s):
M, SC
95.
SCAMPER
SCAMPER is an acronym for Substitute (use or do instead?); Combine (join or put

together?); Adapt (change or do differently?); Magnify/Minify (make larger or
smaller?); Put to other uses (another way/purpose?); Eliminate (take away or do
without?); Reverse/rearrange (different order or view?).
The SCAMPER thinking skills technique can be used to generate creative solutions
or problems! For instance, redesigning products such as mobile phones, alternative
endings to stories or suggested sequels, re-visiting historical situations and exploring
alternative scenarios.
M, SC
96.
Exit jeopardy
Give the answers key points that the pupils should have learned that lesson. Pupils
have to raise their hands to give the question (as in the TV series jeopardy). If they
are correct they get to leave.
If not they are frozen out for the next question.
With lessons that have been skills-based rather than content driven, one right
answer gets the table/row that the pupil is sitting with on the road to freedom!
Learning Style(s): K, A Multiple Intelligence(s): K, L Emotional Intelligence(s): M, E
97.
Mind blowing
Write the topic for the lesson in the centre bubble of a mindmap on the board. Pupils
must volunteer to add to the mindmap and are given the board pen to write their
suggestions. If it is acceptable they can pack away their belongings but must not
leave until the mindmap is completed by everyone in the group adding a suggestion.
This can be left on the board for the recap next lesson to aid the starter.
It gets hard towards the end so the pupils are usually pretty keen to volunteer early
next time!
Learning Style(s): K, V Multiple Intelligence(s): K, V/S, Intra Emotional
98.
How well did we do?
Product evaluation at the end of a practical session. Group display of products and
Q/A session about the process and results. This would be verbal preparation for
written evaluation (homework).
Learning Style(s): A Multiple Intelligence(s): Intra, L Emotional Intelligence(s): SC,
SA
99.
What can it be?
Describe a product/term without using the name and others in the class/group have
to guess.
Learning Style(s): A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): M, SS
100.
What am I?
Pupils have a name/picture of a product/material/term stuck on their back. Pupils

can ask questions about what they are to others but only yes/no answers can be
given until they guess what they are.
Learning Style(s): K, A, V, T Multiple Intelligence(s): K, L, Inter, Intra Emotional
Intelligence(s): SS, SA, M
101.
Find your match
A flow chart of making a product or process is written out and then cut up into the
stages. Pupils have to arrange them in the correct order. The activity can be done
individually or as a group.
Learning Style(s): T, A Multiple Intelligence(s): K, V/S Emotional Intelligence(s): M,
SC
102.
Call my bluff
In 3s, students are given a key word and have to come up with the correct meaning
and two false meanings. The other groups have to spot the right answer.
103.
From questions to lesson outcomes
Plan a series of questions. Start with a knowledge type question, then

understanding, through to application, analysis, synthesis and evaluation. Display
on board/OHP/cut up cards and jumble them up. Students then put them in order of
difficulty and have to justify their choices. The students then write the objectives of
the lesson based on questions.
Learning Style(s): T, A, V Multiple Intelligence(s): K, L, Intra, V/S Emotional

Intelligence(s): M, SA, SC
104.
What happens next?
A picture of manufacturing process (or system/formula/activity/working drawing).

And a list of labels for the stages or cut out cards. Students then match the
information to the diagram/picture.
Learning Style(s): K, A, V, T Multiple Intelligence(s): K, L, Intra Emotional
Intelligence(s): SC, SA
105.
Jig-saw Juggle
A picture of a manufacturing process (or system/formula/activity/working drawing) is

cut into a jig-saw and students have to reassemble it. Students could be asked to
speak out loud while completing the task or complete in silence!
Learning Style(s): T, V, A Multiple Intelligence(s): K, L, V/S, Intra Emotional
Intelligence(s): SC, SA
106.
Explain it!
Write a key word/term on a wipe clean card. Pupils write an explanation of it and
then pass it to the next pupil who adds anything that is missing. The class decide if
the description is complete.
The same thing could be done as a game of consequences with each pupil giving a
description without seeing the previous one. After 4-5 entries the paper is read and
the class decide which is the best explanation.
Some of these activities could be played as a game with points scored and a prize
given. Others may be kept to a small group of pupils and exchange of
ideas/information shared. This may be more appropriate for lower ability pupils and
could be a way of peers helping each other.
Learning Style(s): K, T, A Multiple Intelligence(s): K, L, Intra Emotional
107.
Oral Testing
As obvious as it sounds. The teacher asks questions on expected learning/lesson

outcomes and expands on pupil's answer as appropriate.
Learning Style(s): A Multiple Intelligence(s): L Emotional Intelligence(s): SA

108.
Relationship diagrams
Visual representation of relationships between/among characters in a text.

Could be adapted for key ideas and themes
Learning Style(s): V, A Multiple Intelligence(s): V/S, L Emotional Intelligence(s): SA
109.
Putting the boot on the other foot
Volunteer pupil/pupils summarise the lesson. Pupils write key points on the board,
possibly supported by a framework of headings supplied by the teacher.
Learning Style(s): A, V Multiple Intelligence(s): L, V/S Emotional Intelligence(s): SS,
SA
110.
Echo Clapping
Practical rather than written exercise to aid pupils rhythmical ability. Teacher claps a
4 beat rhythm then the whole group or a single pupil echoes it. Pupils then take it in
turns to lead a 4 beat clap. To reinforce performance work the rhythms could be
taken from pieces being practiced.
Learning Style(s): K, A Multiple Intelligence(s): M, K, L Emotional Intelligence(s): M,
SA
111.
Twisters
A plenary which uses paper folded into squares and triangles. Instead of asking for
favourite colour etc. students can write review questions and test each other on a
topic.
Learning Style(s): T, A Multiple Intelligence(s): K, L, Intra Emotional Intelligence(s):
M, SC
112.
Eyes wide shut!
Students close eyes and visualize 5 key words or concepts from the lesson (2
minutes). After the allotted time the student should discuss their thoughts with a
partner.
Learning Style(s): A Multiple Intelligence(s): L, Intra Emotional Intelligence(s): SC,
SA
113.
Write, write, write
Write the key words from the session a number of times while a piece of music
plays. The teacher should choose the piece of music carefully and use the same
piece for the same topic review weeks or months later. Note: This piece of music
may become a useful memory trigger in the exam hall!
Learning Style(s): T, V Multiple Intelligence(s): K, L, M Emotional Intelligence(s): M,
SC
114.
Wrong hand
Write the key words from a topic using the hand that you do not usually write with.
This could be repeated a number of times as above. Encourage students to use this
method for revising the same topic.
Learning Style(s): T, V Multiple Intelligence(s): K, L, Emotional Intelligence(s): SC,
SA
115.
Mind Movies
Pupils close eyes. Read part of a short story or passage to class. Tell them to
imagine what is happening in their mind. When you have finished reading, tell pupils
to keep their eyes closed and continue to run the movie in their minds for one
minute. Take feedback from class about what happened in their mind movies. Could
be very good for introducing certain topics.
Learning Style(s): V Multiple Intelligence(s): V/S, Intra Emotional Intelligence(s): SC,
M
116.
Odd one out
Pupils given 3-4 key words/places/people etc. They have to say which is the odd one
out and give a reason why. In most cases any of them could be the odd one out,
as long as a valid reason is given. They then have to suggest another word that can
be added to the group that will keep the 'odd one out' the same.
Pupils could come up to the board/interactive whiteboard to indicate the odd one
out and give a reason for it.
Learning Style(s): V, K Multiple Intelligence(s): V/S, K Emotional Intelligence(s): SC,
M
117.
Snowball
This is like teaching by asking above. Instead of starting by teaching by telling,

you ask a question that leads to what you want students to learn. Then:
(1)
each individual writes down their thoughts without reference to others.
(2)
Students then share what they have written in pairs or threes.
(3)
Optionally the pairs or threes combine to create larger groups which again
compares their answers, and then agrees a group answer.
(4)
The teacher asks each big group in turn for one idea they have had, and
writes the useful ideas on the board, perhaps saying a little in support of each
idea.
Like Teaching by Asking, the teacher then tops up and corrects the class answer.
Learning Style(s): A Multiple Intelligence(s): Ling, Inter, Intra Emotional
Intelligence(s): SS, E
118.
Teaching by asking
Rather than teaching by telling, start the topic by asking students a question which
leads to what you want to teach. For example:
What methods are used to market food products? Think of as many as you
can.
Why do you think managers value staff training?
Who would have supported Cromwell, who would not, and why?
Here is a maths problem you cant solve with the methods we have seen so
far - how would you solve it?
Students work in pairs or small groups (buzz groups) to answer a question or series
of questions using common sense, experience, and prior learning. Students can all
have the same questions, or they can be given different questions on the same topic.
This group discussion can last for literally a minute or less, or for 20 minutes or
longer.
Ensure each group has a scribe, and check their attention to task, and the quality of
their work, by checking what the scribes have written down. Ask them if they need
more time, and if they have finished, ask each pair or group for one idea they have
had, ensuring that each group offers something. Write the strong ideas on the board
saying a little in support of each idea if you wish. Allow the class to discuss any
points of disagreement until they have agreed a common answer. (See section E for
more detail on this.)
When the class has its common answer, top up the answer with any additional
points the class has missed, and correct any misunderstandings. If students get half
of the answer, it saves half of the teacher talk, and generates interest and thinking
skills.
(See also interrogating the text below, where students are given a handout or other
material to help them answer the Teaching by Asking question you give them.)
Teacher
provides the
rest of the
answer
Ask the
question
Students
provide part
of the
answer
(Students
provide part
of the
answer)
Learning Style(s): A Multiple Intelligence(s): Ling, Inter Emotional Intelligence(s): SC,

M
119.
Transformation
Students are given text in one format and are asked to present it in another. For
example a health leaflet could be turned into a newspaper report, or a set of
instructions could be turned into a statement about how the devise works and when
it would be useful. A chronological account could be reformulated under given, nonchronological headings etc.
SC, M
120.
Headings
Students are given a handout with no headings or subheadings, but with space for
these. Students read the handout and decide headings that summarise what follows
in that section of text in the form of a statement. This produces headings such as
The heart is a blood pump; The heart has four chambers; Arteries take blood from
the heart. Etc.
You can of course adapt an existing handout by removing existing headings, and or
by asking students to write a heading for each paragraph in the margin.
You can do this activity the other way round, that is provide the headings and ask
students to find out about each heading and then write a short section on this. This
is a good way of structuring independent learning.
M, SC
121.
Decisions-Decisions
Students, working in pairs are given a text or watch a video etc, along with:
Summary cards which purport to summarise key points from the text, some
of which are true and some of which are false: e.g.
The left ventricle feeds the lung
Heart rate is measured in beats per minute, and if you are very fit your
heart rate will probably be lower than average.
Consequences cards which state consequences of the facts given in the
text. These consequences are not actually stated in the text itself. Again
some are true and some false e.g.
If you blocked the left ventricle no blood would get to the head
Furring of the arteries would usually raise blood pressure.
The pairs of students must decide which cards are correct, and what is wrong with
the incorrect ones. This is a greatly enjoyed activity with the atmosphere of a game.
M, SC
122.
Student Presentation
Students prepare a presentation on a topic in groups. It helps if the topic being

studied can be divided up so each group presents a different sub-topic. Dont tell
students what their subtopic is until after they have studied the topic as a whole, to
ensure they do not overspecialise. Students could study the material using one of
the other strategies described here.
M, SC
Explaining Exemplars (Carroll 1994) For skills teaching
An exemplar is a model of good practice or worked example. This strategy can be
used in almost any subject from mathematics to craft catering. Try it with
calculations, written work, exam question answers, case studies, assignments,
essays, craft artefacts etc.
1.
Give pairs or small groups of students examples of good practice, and

perhaps some examples of bad practice or examples containing a few
common errors. They may have the same, or different exemplars.
2.
After examining and discussing it, each group critically appraises the
exemplar to the rest of the class. This might focus on the methods used to
create the exemplar as well as its quality. They could mark the work, either
informally or against agreed criteria.
3.
Get the students to summarise general statements of good practice.
Exemplars in pairs:
This strategy will be explained by example. It could be used with any subject:
1.
Each pair of mathematics students is given the same four worked examples.
The examples solve slightly different problems or use slightly different
methods, and are correct in each case.
2.
Each individual student takes two of the four worked examples. They study
these, and prepare to explain and justify the method to their partner.
3.
Students explain and justify their examples to their partners.
4.
Together the pairs agree How to do it advice.
5.
Class discussion to agree how to do it.
6.
Students do some similar questions themselves.
You can of course give students worked examples including common errors, and ask
them to find these. This works well as a follow up activity.
Carrolls Research into teaching algebra suggests that showing students a large
number of varied worked examples can work better than the more common strategy
of showing them a couple on the board and then getting them to do lots themselves.
This is true even if the amount of time spent doing examples is reduced to make time
to look at the worked examples. Low achievers make particularly good
achievements.
Examples of work with common errors are instructive and good fun.
Asking students to examine exemplar essays or assignments immediately after
completing one of their own with the same tasks is also very instructive.
This strategy is underused, and is particularly helpful for right brain students because
it gives students an holistic feel for the characteristics of good work.

M, SC
124.
Peer Teaching For skills teaching
Explaining: Students explain to each other how they did something, for example,
solving a problem. It has been found that students who explain their method to
each other learn mathematics much faster than those who do not.
By explaining conceptual relationships to others, tutors define their own
understanding.
Question Pairs: Learners prepare for the activity by reading an agreed text, and
generating questions and answers focused on the major points or issues raised. At
the next class meeting pairs are randomly assigned. Partners alternately ask their
questions of each other, and provide corrective feedback on the answers.
Learning Cells: Each learner reads different selections and then teaches the
essence of the material to his or her randomly assigned partner.
M, SC
125.
Snowballing questions
Students are given resources on the topic to be learned along with past paper
questions or multiple choice tests. The questions should require more than just
copying answers from the resources.
Students work on the resources and the questions individually or in pairs. It
sometimes helps curiosity and focus of the students reading if they read the
questions before studying the resources.
Students combine individuals into pairs, or pairs into fours. They compare answers
to the questions and combine their work to produce a best answer without further
consultation of the reading unless really necessary. This promotes discussion,
requires student to justify their points of view, which encourages good learning.
Students are shown the answers with any reasoning or working made clear, and
then mark or score themselves.
M, SC
126.
Out Loud!
Ask students to work in pairs or small teams to reconstruct a model of a system or

process while talking out loud what they are doing, why, and how everything works.
(The teacher should facilitate by asking questions to draw them out while this is
going on). Components of the system could be magnetic-backed on a whiteboard,
Velcro-backed on fabric, flat on a table top or floor, or 3-dimensional on a table top.
M, SC
127.
Compare and Contrast
Comparing and contrasting has been found to improve students understanding of the
topics compared by much more than one grade. It is a preferred method for helping
students to clarify concepts that are often confused, or poorly understood.
Students are put in pairs or small groups, and are given a grid like the one below
(only much bigger!) on flip chart or A3 paper. They work in groups to make a bullet
pointed list of important similarities and differences between the two concepts. They
can work from previously unseen, or from other notes to do this. Clearly this could
be used in any subject to help teach almost any pair of similar concepts. For
example:
Fractions and Percentages
Charles I and Charles II relations with Parliament
Osmosis and diffusion
Shares and Bonds
Commas and semicolons
Etc
Similarities
Comparing
Kinetic
Energy and
Momentum
They both:
Differences
Kinetic energy
Momentum
But
Momentum
Kinetic energy
But

M, SC
128.
Art Contest
Students can be placed into pairs or teams to create works of art to review learning
material. These can be in the form of some of the pictograms described earlier in
this booklet. Of course the teacher has some great display materials that arise out of
this.
Learning Style(s): V, A Multiple Intelligence(s): V/S, Nat, Emotional Intelligence(s):
M, SC
129.
Acting out a System
Assign people roles to play in a system or process and have them act the whole
process out. This can be useful for teaching students about the human body,
computer concepts, geographical terms etc.
Learning Style(s): T, K Multiple Intelligence(s): Kin, Nat Emotional Intelligence(s): M,
SS
130.
Concentration
Put students in pairs. Give each pair a deck of cards, half of which contain terms
and half of which contain associated definitions of those terms. Have the partners
shuffle the deck, place the cards face down in a matrix, and play Concentration. The
person with the most matching pairs wins.
Learning Style(s): V, A, T Multiple Intelligence(s): V/S, Ling Emotional Intelligence(s):
M, SC
131.
Musical Questions
Give students each a card. Ask them to print on the card a question they have about
the materials just covered and to not sign their name. While music plays, ask them
to keep passing the question cards to the right until the music stops. Then give them
a set amount of time to research the question that they are holding at that point,
using any person or document in the room as a resource. Then debrief.
Learning Style(s): T, A Multiple Intelligence(s): Kin, Ling Emotional Intelligence(s):
SA, SC, SS
132.
Question & Move
After or during a teacher presentation part of a lesson, have each person write down
three or more questions they have about what was just covered. Then ask students
to get up and wander around the room, ask each other questions until they find the
answers (to ensure that all students are involved ask students to initially find people
near to them in the register).
Then debrief.
Learning Style(s): K, A Multiple Intelligence(s): Kin, Ling Emotional Intelligence(s): M,
SS, SA
133.
Duel
Choose the best behaving youngsters in the group or if time choose random pairs.
The teacher can then give them a problem such as a mental arithmetic task. The
first one to shout it out and point their fingers (like a gunslinger form the old Wild
West) wins. If a whole group is playing you could eliminate defeated students until
there is a final.
Learning Style(s): K, A Multiple Intelligence(s): Kin, Ling, M/L Emotional
Intelligence(s): M, SS, SA
134.
Thinking ABCs
Create a series of problems, which start with single letter clues e.g.
26 = L _ _ _ _ _ _
O_
T__ A_______
Choose examples from the subject being studies and more importantly get students
to create their own. This then combines creative thinking with critical thinking.
Learning Style(s): A, V Multiple Intelligence(s): Ling Emotional Intelligence(s): SA,
SC
135.
Facts in Five or Facts in Four
Create a grid of either five by five or four by four. In the first instance put in headings
across the top such as City, Country, Town, Vegetable, Drink etc.
Along the side you can then put in any other letters or words e.g. MALIT. Then the
students have to find a City, Country etc. that begins with each letter. Where they
find one which no other group or pairing get they receive 10 points, if someone else
gets in 5 and if they have no answer 0.
Then try to apply this to a topic that is being reviewed. Create your own headings
and words to go down the side and get the students to create some too.
Learning Style(s): A,V Multiple Intelligence(s): M/L, Ling Emotional Intelligence(s):
SC, SA
M
A
L
I
Using Booklet of Plenary Activities

Possible Departmental Tasks
In the light of addressing individual learning styles in the school the following may be
a useful next steps:
Menu A
1.
Classify the plenaries that are being used in the department in terms of
Visual, Auditory, Kinaesthetic or Tactile.
2.
Identify the learning style type that is not as well catered for as others.
3.
Use the booklet and other resources to produce plenaries in this learning
style.
Menu B
1.
Ask students (student council research task) to identify the most

popular/memorable plenaries.
2.
Get the students to feed back the information to Heads of Department and
others.
3.
Act on this information and build it into your departmental plan.
Menu C
1.
Classify the plenaries that are being used in the department in terms of
Multiple Intelligences.
2.
Identify the Intelligences type that is not as well catered for as others.
3.
Use the booklet and other resources to produce plenaries in these
intelligences.
Menu D
1.
After completing one of the other menus above set some departmental
targets. For example, over a half-term:
Try 5 plenaries in your weakest learning style
Try 5 plenaries in your weakest intelligence
Use 5 plenaries that you have not used before
Create 5 plenaries for topics (especially ones that you or the students seem to
find a bit dry)
Carry out some action research on the effects of different types of plenaries for a
particular group and feed back your findings to t

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PLENARY IDEAS ...................................................................................................................

EVALUATION WHEEL ............................................................................................................5

45. BLUE LABEL .................................................................................................................21

USING BOOKLET OF PLENARY ACTIVITIES ....................................................................47

The Power of Diversity by Barbara Prashing

Learning Style(s): V,A

Multiple Intelligence(s): Intra, V/S Emotional

Before and after grid

Multiple Intelligence(s): Intra, V/S Emotional

Draw a graph to measure and record learning success, motivation or confidence on

Multiple Intelligence(s): Intra, V/S Emotional

Multiple Intelligence(s): Intra, V/S,L Emotional

This method involves students grading themselves across a pre-set group of

Multiple Intelligence(s): Intra,L, Emotional Intelligence(s):

(Rubberised) Dart Game

Problem Solving Circle

Learning Style(s): V,A Multiple Intelligence(s): Intra,K,V/S,N Emotional

Peer Assessment Methods

Mindmap this is a very popular and widely promoted form of information

Clustergram when appropriate, ideas can be clustered in separate

Flowchart this format can be useful for determining and displaying

Circle Graph processes and components can be displayed in a circle.

Learning Style(s): V,A,K,T Multiple Intelligence(s): V/S, L, Intra Emotional

Multiple Intelligence(s): Intra, L, M/L Emotional

Multiple Intelligence(s): L, Inter Emotional Intelligence(s):

Use a whiteboard or a flipchart to get students to review concepts, facts or definitions

A 3-dimensional version of pictionary. Use playdo to shape an answer to a question.

Crosswords could be devised by the teacher to review a topic or subject. Learners

Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Inter, V/S Emotional

Sentence Structuring (Jigsaw)

Learning Style(s): V,A Multiple Intelligence(s): L, Intra, Inter Emotional

Football Commentary/Match report

A very creative way of using mathematical/logical intelligence is to apply it in areas

Answering the question before last

Example: How a volcano works

Three golden rules

Copy or draw a cross-section through a depression on the board. Pupils match

Anagrams of key words

Odd one out

Pupils feel confident in using Key terminology

Single question (Like whats my line)

e.g. who / what am I? (by you or pupils)

Question / Answer Chain

Make your own numeronic

Sex on Holiday Can Add Happiness to Old Age (by D.Dye)

for use with :add / subtract / multiply / divide

Learning Style(s): A Multiple Intelligence(s): V/S, L, M/L Emotional Intelligence(s):

Stand up - sit down

Imagine Visualisation game

Close your eyes and imagine:

a) half what is the shape of the exposed face?

Each action has a corresponding number.

Know your place

Learning Style(s): A Multiple Intelligence(s): L Emotional Intelligence(s): M, SA

Lyrics of the Lesson

Partially completed spider is produced on board or worksheet. Students are then

You must remember this

Spot the word (Individual)

Matching pairs (e.g. groups of 4)

Youre out of order!

Sequence game with students (e.g. 6 in a group.)

26 questions - aligned next to the letter it begins with!

Hand out cards

2 Statements that connect together