Endings…. for your lessons

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Endings…. for your lessonsColleen Young

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What makes a good ending to a lesson?

Haveyouplannedtheendofyourlessonto:

Helpyouconfirmthatlearninghastakenplace?

Identifyanymisconceptions?

Helpyoudecidewhatyouandyourstudentsneedtodonext?

What was important?

What do you want to stick?

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On the following slides, images and/or text provide hyperlinks to the resources

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Contents

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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

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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

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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

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TES ResourcesExit Tickets

TeachIt Maths (allpdfsarefreeifyouregisterforthissite)havea collection of starters and plenaries.

Contents

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Vocabulary

Sum up the key notation and vocabulary from the lesson.

Contents

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Questions

DiagnosticQuestionsfromCraigBartonandSimonWoodheadareexcellentasnotonlydotheyallowyoutochecklearning,theycanalsorevealmisconceptions.

Whynotaskthestudentstowritetheirowndiagnosticquestion?

DavidWatkinshasprovidedanextensive,easilysearchablecollectionofExcelMathematicsworksheetson dynamicmaths.co.uk.Theseworksheetscanbecustomisedtosuitaparticularclass.Aswellasaclassactivity,thesecouldmakeexcellent startersorplenaries,

Contents

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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

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Here’s the diagram……

Haveyouplannedtheendofyourlessonto:

Helpyouconfirmthatlearninghastakenplace?

Identifyanymisconceptions?

Provideadiagram,studentswriteaquestion…andamarkscheme.

Furtherresources

What‘s the question?

Contents

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Spot the Mistake

Agreatwaytogetstudentsthinkingaboutmistakesand misconceptions andhencedeepentheirunderstandingoftopicsistohavethemmarktheworkofothers.Therearesomegreatresourceshostedon TES.

SpottheMistakeResources

MisconceptionsinMathematics

Can your students identify common errors?

Contents

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Homework

Youmaywanttousetheendofalessontomakesurestudentsareclearontheirhomeworktaskortasks.Youcouldperhapsletthemstarthomework.

WhynotshowthemanyresourcessuchasWolframAlphaortheDesmosGraphingcalculatororperhapssomeoftheothercalculatorsheretheycouldusetochecktheirwork?

Contents

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Over to the students

Perhapshandovertoastudentorstudentstosummarisethemainpointsofthelesson.Thiscouldbeplannedaheadifyouwish.

Foranovelplenary–planaheadwithastudent–letthemknowtheywillbegivingavoteofthanksforthelesson!Thiscanincludewhathasbeenlearnedandrefertoanymembersoftheclass,perhapscommentonsomeonewhoaskedagreatquestionforexample.Thiscanworkreallywellandthelessonmaywellendwitheverybodyclapping!

Thank You!

Contents

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Endings as beginnings

Whynotendthelessonbyexplainingwhatyouwishthemtostartworkingontheminutetheycomeintotheroomforthenextlesson.

Onthesubjectofcalmstartstolessons

..seeBellWork

Andsomanystartersalsomakegoodendings!

What next?

Contents

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Colleen Young

https://twitter.com/ColleenYoung

Mathematics, Learning & Web 2.0

Mathematics for Students