Today’s Teaching and Learning Feed will focus on Purposeful Plenaries.
Here are 5 key features of an effective plenary:
- The plenary allows the teacher to assess the whole class’s understanding at once.
- They are planned into a lesson where appropriate to summarise learning and this is not necessarily at the end. Mini plenaries can be used as an effective form of assessment at transition points within a lesson, although make sure pupil learning or consolidation is at the heart of a mini plenary, not just a tick box exercise (Phil Beadle, 2013).
- They are differentiated to the needs of your class. This is tricky! Allowing your class to access the plenary is critical but some challenge is needed so you can assess what they do not know.
- An effective plenary should highlight the pupil’s misconceptions; once identified they need to be addressed either at the time or within the lessons that follow.
- They give the pupils opportunity to reflect on what and how they have learnt and guides them to their next steps to success.
Here are five examples…
This is useful self-assessment tool and is taken from @listerkev. Pupils rate how much they understand the content from 1-3 (3 is misunderstanding the work whereas 1 is excellent understand). They then also reflect on their behaviour (red is distracted from learning whereas green is outstanding attitude to learning). This is a useful exercise to get pupils reflecting at the end of a lesson or topic and it also allows the teacher to see how confidence the class feels from their RAG123 score. As a teacher you also have an opportunity to give your class scores and to set tasks to act on their plenary and to move them towards the next stages of their learning.
- Exit tickets
It takes seconds to set up and the pupils always get asked the same series of questions:
- How well did you understand today’s material?
- What did you learn in today’s class?
- Please answer the teacher’s question.
The teacher’s question is an important assessment opportunity to see if they can apply their knowledge – remember to differentiate the questions to see if your top pupils can apply their knowledge to new situations.
- Give me five
Pupils draw around there hand on a scrap piece of paper or in their book and write the following on each finger:
- Thumbs up: What have you learnt? What do you understand?
- Pointing finger: What skills have you used today?
- Middle Finger: Which skills did you find difficult today?
- Ring Finger: How did you show commitment to today’s learning? Who did you help today?
- Pinkie Promise: What will you make sure you remember from today’s lesson?
This is a way of structuring pupil’s reflection time. It allows the weakest to celebrate what they have done well and encourages the brightest to think about their next steps in their learning. Teachers also can use it as a planning tool by looking at key parts of the hand to see where one needs to concentrate on in the next lesson.
- Key word bingo
A classic plenary idea which when used well is a good consolidation and assessment tool. Carefully planning your clues and randomly questioning members of the class will allow you to assess how well they have understood the content. It can also allow you to consolidate the key words in the whole topic to assess how much previous learning they have remembered.
- A quiz
Playing who wants to be a millionaire or blockbuster can really engage the pupils and assess pupil knowledge. Phil Beadle in the Book of Plenary urges you to use sophisticate the use of quizzes within the classroom for maximum impact. By getting the pupils to create their own quiz cards will allow them to consolidate knowledge deeper and allow you to also assess their understanding more effectively. Differentiate the task by stating they need to produce cards with increasing difficulty.
Please see files below for more examples.
We also recommended the website Teachit for English, Science, Maths, History, Geography and Languages, for some excellent free resources that are recommended by AQA.