endings…. for your lessons
DESCRIPTION
Endings…. for your lessons. Colleen Young. What makes a good ending to a lesson?. Have you planned the end of your lesson to: Help you confirm that learning has taken place? Identify any misconceptions? Help you decide what you and your students need to do next?. What was important? - PowerPoint PPT PresentationTRANSCRIPT
1|
Endings…. for your lessonsColleen Young
2|
What makes a good ending to a lesson?
Haveyouplannedtheendofyourlessonto:
Helpyouconfirmthatlearninghastakenplace?
Identifyanymisconceptions?
Helpyoudecidewhatyouandyourstudentsneedtodonext?
What was important?
What do you want to stick?
3|
On the following slides, images and/or text provide hyperlinks to the resources
4|
Contents
2
Planforlessonendingsthatwillhelpyouassesswhatyourstudentshavelearned.Theideasandresourcesherewillhopefullyhelpyoudojustthat.
5 8 9 10page page page page page
11 12 13 14 15page page page page page
What makes a good lesson ending?
Resources Vocabulary Questions – Resources
Mini-Tests(Self-Checks)
Here’s the diagram…What’s the question?
Spot the Mistake HomeworkHints and Resources
Over to the students
Endings as beginnings
5|
Essex Maths Team50 Ideas& 50 More
4 Summarise topic in 5 sentences – reduce to 5 words – reduce to one word
5 60 second challenge – sum up knowledge of text, or write down all the words you can think of to describe…
18 Take one minute to compose two statements in your head to explain what we have learnt and how we have learnt it
See 50 Ideas for Plenaries – Essex Maths team and
Another 50 ideas for plenaries
Contents
6|
The Plenary ProducerMike Gershon
4 Summarise topic in 5 sentences – reduce to 5 words – reduce to one word
5 60 second challenge – sum up knowledge of text, or write down all the words you can think of to describe…
18 Take one minute to compose two statements in your head to explain what we have learnt and how we have learnt it
On TES Resources
The Plenary Producer
130 suggestions for any subject!
Contents
7|
TES ResourcesExit Tickets
TeachIt Maths (allpdfsarefreeifyouregisterforthissite)havea collection of starters and plenaries.
Contents
8|
Vocabulary
Sum up the key notation and vocabulary from the lesson.
Contents
9|
Questions
DiagnosticQuestionsfromCraigBartonandSimonWoodheadareexcellentasnotonlydotheyallowyoutochecklearning,theycanalsorevealmisconceptions.
Whynotaskthestudentstowritetheirowndiagnosticquestion?
DavidWatkinshasprovidedanextensive,easilysearchablecollectionofExcelMathematicsworksheetson dynamicmaths.co.uk.Theseworksheetscanbecustomisedtosuitaparticularclass.Aswellasaclassactivity,thesecouldmakeexcellent startersorplenaries,
Contents
10|
Mini-TestsTryinganexamquestionandthenchecking/discussingthemarkschemecanbeaveryappropriatelessonending.Oryoumightwanttohaveaslightly
longerending,withtheallimportantideaofmaking things stick andgivethema mini-test. Reading Make it Stick (TheScienceofSuccessfulLearning)whichdiscussestheuseoftestingasalearningtoolconvincesmeevenmorethat mini-tests areagoodidea!Studentsneedtorecallinformationandtheevidencesuggeststhattestingisabetterwayofdoingthisthansimplyrereadingmaterial,amethodoftenfavouredbystudents.Studentslikethealternativename‘Self-checks’whichIhopehelpsthemrealise
theyareastheauthorssuggestalearning tool, not something to be stressed by.
“exercise in repeatedly
recalling a thing strengthens the
memory.”
Aristotle
Making it stick
Contents
11|
Here’s the diagram……
Haveyouplannedtheendofyourlessonto:
Helpyouconfirmthatlearninghastakenplace?
Identifyanymisconceptions?
Provideadiagram,studentswriteaquestion…andamarkscheme.
Furtherresources
What‘s the question?
Contents
12|
Spot the Mistake
Agreatwaytogetstudentsthinkingaboutmistakesand misconceptions andhencedeepentheirunderstandingoftopicsistohavethemmarktheworkofothers.Therearesomegreatresourceshostedon TES.
SpottheMistakeResources
MisconceptionsinMathematics
Can your students identify common errors?
Contents
13|
Homework
Youmaywanttousetheendofalessontomakesurestudentsareclearontheirhomeworktaskortasks.Youcouldperhapsletthemstarthomework.
WhynotshowthemanyresourcessuchasWolframAlphaortheDesmosGraphingcalculatororperhapssomeoftheothercalculatorsheretheycouldusetochecktheirwork?
Contents
14|
Over to the students
Perhapshandovertoastudentorstudentstosummarisethemainpointsofthelesson.Thiscouldbeplannedaheadifyouwish.
Foranovelplenary–planaheadwithastudent–letthemknowtheywillbegivingavoteofthanksforthelesson!Thiscanincludewhathasbeenlearnedandrefertoanymembersoftheclass,perhapscommentonsomeonewhoaskedagreatquestionforexample.Thiscanworkreallywellandthelessonmaywellendwitheverybodyclapping!
Thank You!
Contents
15|
Endings as beginnings
Whynotendthelessonbyexplainingwhatyouwishthemtostartworkingontheminutetheycomeintotheroomforthenextlesson.
Onthesubjectofcalmstartstolessons
..seeBellWork
Andsomanystartersalsomakegoodendings!
What next?
Contents
16|
Colleen Young
https://twitter.com/ColleenYoung
Mathematics, Learning & Web 2.0
Mathematics for Students