Key Stage 3 National Strategy

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Key Stage 3 National Strategy
Making good use of the plenary
Sarah Jagger Kirklees LEA
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Objectives

WALT We are learning to use the KS3 strategy to
develop our teaching and learning.
WALT.doc WILF What Im looking for, is for you
to feel confident to use some of these plenary
activities with your classes. WILF.doc
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What OFSTED have to say

• From the outset, plenaries were often the
  weakest part of the lesson. Good planning was
  critical to the success of plenaries. Often there
  was insufficient time for them, typically because
  teachers under-estimated the time required for
  activities in the main phase of the lesson.
  Plenaries were often the least active part of
  lessons. Teachers tended merely to sum up what
  happened during the main phase and pupils did not
  have the opportunity to articulate what they had
  learned. When pupils had such opportunities, they
  proved an important part of the learning
  process.

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What is the purpose of the plenary?

• Using your whiteboards, write down 1 use of a
  plenary.

Slide 1.1
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Issues for attention

• In the section Issues for attention, the
  OfSTED report states
• In the further implementation of the Strategy
  nationally it is important that ... plenary
  sessions in lessons are used flexibly and geared
  to giving pupils an opportunity to say what they
  have learned.

Slide 4.3
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Purposes of plenaries 1of 2

• To help pupils to understand and remember what
  has been learned
• To refer back to lesson objectives
• To create a sense of gain, completion and
  satisfaction
• To take stock of where the class is in the task
  or sequence
• To take learning further and deeper

Slide 4.5
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Purposes of plenaries 2 of 2

• To recognise the achievement of individuals and
  the whole class
• To allow the teacher the opportunity to assess
  and to plan accordingly
• To stimulate anticipation of the next phase of
  learning
• To instil a habit of reflection about learning

Slide 4.5
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Pitfalls

• Time runs out dont get around to the plenary
• Pupils think the lesson is finished when the
  practical has been done
• Its just business get back in seats, repeat
  the objectives and set homework
• It becomes dull because its always the same
  routine

Slide 1.4
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Nomin8
At the start of the lesson 8 students are given a
question each. The questions are typed and
laminated leaving space for the answer each
student is given a non-permanent pen to record
their ideas during the lesson. They are told that
at the end of the lesson they will have to
explain the answer to their question to the rest
of the class.
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Bingo

• All students are given a bingo card and a
  non-permanent pen to mark their card with. The
  teacher reads the questions one at a time if a
  student thinks they have the answer on their
  card, they mark it with a cross. The winner is
  the first student to mark all of the answers on
  their card with a cross. The teacher can check
  they have got it right as the spreadsheet
  predicts the winner.

Slide 1.6
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Hot Seat

• One student is put on the hot seat as the
  expert on the subject (they have been warned 1
  lesson in advance). The audience (rest of the
  class) ask the expert questions. The expert can
  nominate a friend who can support them if they
  get stuck.

Slide 1.7
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Pelmanism

• Prepare a set of cards. Make around 8 pairs. On
  one of the pair cards write the keyword of the
  vocab you wish to teach and on the other card
  write the definition. Put the students in groups
  of around three and give each group a set of
  cards. In turns the students turn over two cards
  as they do so reading the vocab. If the pair are
  not the same they are then replaced in the same
  position. If they are a match the student keeps
  the cards and has another go. As you can see the
  key to this activity is remembering where the
  cards are placed.

Slide 1.8
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Self Assessment

• Use a writing/talking frames to encourage
  students to justify their answers to certain
  questions for example
• 1). What I found most difficult today was ..
• 2). The most important part of todays lesson was
  ..
• 3). I need to improve ..

Slide 1.9
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Web Page

• Students are asked to design a web page to help
  them to remember one aspect of todays lesson
  when you review the homework, ask them to explain
  why they thought certain aspects were important.

Slide 2 .1
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Sequencing

• Pupils sequence cards printed with, for example,
  instructions for preparing a microscope slide.
  They can then try to match each instruction with
  a separate card containing reasons for the
  procedure.

Slide 2.2
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Snowball

Students write down 3 facts they have learnt that
lesson. They then share them with a partner
adding any new ideas to their list. The pair then
joins another pair and repeats the process
producing a longer list. This continues with 4s
making 8s etc.
Slide 2.3
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Poetry

• Students are asked to write a poem
• 1). The 1st line is one word and names the
  scientific idea
• 2). The 2nd line has two words and describes what
  the first line means
• 3). The 3rd line has three words and says what
  the first line does
• 4). The 4th line has four words and tells how the
  writer feels about the first line
• 5). The 5th line renames the first line in a
  single word

Slide 2.4
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Drop in Head

• A key person (Headteacher) drops in at the end of
  the lesson to find out what the group have been
  doing. They are asked to explain what the most
  important aspects of the lesson were.

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Plenary
Nomin8