contemporary practice resource - warm ups

Warm ups

Created for teachers by Darling Downs South West Region.

Practice Resource

Contemporary

1

Contents1:2:4 4

2 & 3 way Venn Diagram 4

4 Pics 1 Word 4

5 W’s Game 5

Adjectives 5

Always Sometimes Never 5

Annotate 6

Back to Back 6

Bingo 6

Build up Words 7

Call my Bluff 7

Choose a … 7

Collect a Family of Cards 8

Combination Key 8

Compare and Contrast 8

Continuum 8

Countdown 9

Crazy Lists 9

Cut up – Back together 9

Definitions Lists 10

Donut 10

Example / Non Example 10

Fact or Opinion 11

Find me a partner 11

First Letter Last Letter 11

Fizz Buzz 12

Flash Cards 12

Give me 10 words 12

Head’s Together 13

2

Contents (cont.) Here’s the Diagram 13

Hot Potato 14

Jumbled Quotes and Phrases 14

Link 4 Cards 14

Loop Dominoes 15

Move to the Answer 15

Mystery Number 15

Noun/Adjective 16

Odd One Out 16

One Pic One Word 16

Ordering and Sequencing 17

Paired Interviews 17

Perfect Answer 18

Question Bags 18

Question Key 18

Questions, Questions 19

Remember the last class 19

Remote Association 20

Sentence Stems 20

Sequencing 20

Show Me 20

Silent Card Shuffle 21

Slap the Board 21

Spot the Mistake 21

Stand Point 22

Taboo 22

Tarsia Puzzles 22

True/False 23

Uses 23

What is the Question? 23

What’s the connection ? 23

3

Contents (cont.) What’s This? 24

What, Why, Depends 24

Which one of these best shows the meaning of? 24

Word Associations 25

Word Webs 25

Words you MUST use, SHOULD use, COULD use 25

4

1:2:4

Intent: Connect with prior learning, check for student understanding, depth of knowledge of concepts and content. This is a co-operative activity encouraging individuals to each fully contribute towards the final product.

Process: Each student works separately on a particular activity (for example, to write down as many items as possible to describe ‘something’ (allow between 1-2 mins for this stage)). Students then find a partner and form a combined list of their adjectives (1-2 mins). The pairs of students then are asked to join together to form a team of four, and to collate both of their lists into a single final list. The aim is for students to clarify and compile their work while peer mentoring and moderating content and concepts.

Tips and Tricks: If there is an ‘extra’ student, ask them to link with a pair, and create a team of three in the second stage. These three can then compile their three different lists, and move on later to form a final team of five.

2 & 3 way Venn Diagram

Intent: Practise the skill of compare and contrast.

Process: You could set up Venn Diagrams using rope or on the interactive whiteboard and provide students with words or they generate their own.

A template can be downloaded here http://www.classtools.net/education-games-php/venn_intro.

Tips and Tricks: Set a time limit to ensure brisk pace.

4 Pics 1 Word

Intent: Connect with prior learning, review the metalanguage of their topic.

Process: Students are given 4 images with something in common and a set of jumbled letters. The aim is for students to work out the key word that is common across all images from the jumbled letters. Students can record responses on tablet/whiteboard as soon as they know the answer. Process is repeated.

Tips and Tricks: Set a time limit to prevent too much pondering!

5

5 W’s Game

Intent: Check for student understanding and depth of knowledge of concepts and content.

Process: Find an unusual picture related to current content and display for students. Ask the 5 W questions, who, what, where, when and why. Students share their responses in small groups.

Tips and tricks: An object could also be used for students which also add a textural element or a segment of a film. Ensure a time limit is set for this no longer than 5-7 minutes.

Adjectives

Intent: Connect with prior learning, review and defining metalanguage.

Process: Teacher writes a selection of adjectives relating to feelings on the board and asks students to choose several adjectives. Ask students to think of a time when they felt this way, and that they are going to tell their partner / small group about their experience. Give students a very short time to plan what they are going to say. Students can make notes and ask for vocabulary if they want to. Students share their stories.


Always Sometimes Never

Intent: Connect with prior learning, review the metalanguage of the topic.

Process: Students are given a set of three cards with “Always” “Sometimes” “Never” on them. They are asked a series of questions, or alternatively, questions are on a PowerPoint in front of them. When the statement is provided, students need to hold up the applicable card of “Always” “Sometimes” “Never”.

Example statements:

• Max gets a pay raise of 30%. Jim gets a pay raise of 25%. So Max gets the bigger pay raise.

• It doesn’t matter which way you multiply, you get the same answer, like a × b = b × a.

• In a sale, every price was reduced by 25%. After the sale, every price was increased by 25%. So the prices went back to where they started.

Tips and Tricks: Call on individual students to provide “think alouds” on how they got to their conclusion.

6

Annotate

Back to Back

Bingo

Intent: Identify key terms or labels in relation to an image.

Process: Students are given an image that can be annotated. Within a certain time period, they are to add as many labels as possible on the picture/diagram. A step further would be for students to identify why their label is important.

This could also be done digitally using the Post It tool http://www.classtools.net/education-games-php/postIt where a teacher places the image and saves ready for students to place up to 10 labels.


Intent: Connect with prior learning to build knowledge and understanding.

Process: Students are in pairs, sitting back to back. One student has a picture or a key term (which is concealed from the other) and describes it to the other who must reproduce and identify it. This is particularly useful for scientific diagrams such as basic apparatus assemblies.

Tips and Tricks: Provide a time limit to ensure students are succinct in their description.

Intent: Identify key terms or metalanguage related to the topic.

Process: Students are given a ‘bingo’ sheet that may contain key words from the topic discussed. Teacher reads out definitions of key words. Students mark their bingo sheets when they hear the teacher read a definition that matches one of the key words on their sheet. Could be done for mathematical questions and answers also. When they are all crossed off, student yells ‘Bingo’.

For maths topics the following resource may be of use http://www.mathsbox.org.uk/bingo.html


7

Build up Words

Call my Bluff

Choose a …

Intent: Connect with prior learning, review and build the metalanguage of the topic.

Process: Ask students to write four small basic words and then form small groups. Using their written base words, students are required to build on their base words in conjunction to current learnt content. Students brainstorm in their teams and aim to create large metalanguage words. Students to write their large words on the board with the corresponding base word. The aim is for students to review metalanguage and have a shared experience of learning.

For a challenge: Ask students to write corresponding definitions or processes for their long words.

Tips and tricks: Keeping a timer on this activity will ensure motivation and continual movement.


Process: Students are given familiar terms. The teacher supplies them with three possible definitions. The aim is for students (in pairs) to decide which definition is the correct one.

Tips and Tricks: Provide them A, B or C and have students record their answer on response board and hold up.

Intent: Check for student understanding and depth of knowledge of concepts and content. Call this activity ‘Choose a …’ and your content area.

Process: The teacher writes about 5 items from the content area on the board. Ask students to form small groups and share any information they know about each one. Once students have had about 2 minutes to discuss, ask them to share their information and write all responses on the board, even if incorrect. This activity can be taken in many different directions. Students could further research smaller aspects of the content they are studying and from discussions students can research questions that cannot be answered immediately.

Tips and Tricks: Instead of writing words, use images.

8

Collect a Family of Cards

Compare and Contrast

Combination Key

Continuum

Intent: Identify a collection of ideas related to the topic.

Process: Each student is given a set of cards – any amount. They then have to collect according to a given set of criteria or mathematical solution, such as collect 6 cards that show all the parts of a Bunsen burner. Students do this by passing one card to their neighbour and receiving one from the neighbour on the other side. They do this until they have the correct hand.


Intent: Practise the skill of compare and contrast.

Process: Provide students with two images and ask them to compare and contrast. Could be completed in a Venn Diagram.

Tips and Tricks: Can be as simple (dog and cat) or as complex as you like. Remember the intent is to practise the skill compare and contrast.

Intent: Depth of knowledge of concepts and content, revise metalanguage.

Process: The teacher divides a sheet into sections (3 - 4 only for younger children) and draws a sequence of pictures to explain understandings or processes of a concept (for example, the water cycle). Students are to label the individual stages or processes using content metalanguage.

Tips and Tricks: Keep a short time limit for students attentive and quick to respond.


Process: An imaginary line is made across the front of the room. The ends represent opposing points of view. Students place themselves at an appropriate point along this line, justifying their decision.

Tips and Tricks: Use with statements that have no right or wrong answers but rather to reinforce the process of ‘justification’.

9

Countdown

Crazy Lists

Cut up – Back together

Intent: Identify key terms or metalanguage related to the topic.

Process: Students are provided with scrambled letters of a key word. After 30 seconds they are to record what they think the word is on their individual whiteboards and hold up to share with rest of class. Repeat the process.



Process: Divide the class into paired groups. Each pair is provided with a copy of list headings. The pairs are to pick two headings from the list and produce a “top ten” under each heading.

List heading suggestions: “Adjectives used to describe a chair”; “Alternatives for said” etc.

Tips and Tricks: You may wish to have the list on the board and as students complete their list, they place it under the selected heading. Set a time limit to ensure brisk pace.

Intent: Build knowledge and understanding of writing.

Process: Give students a cut up text and ask them to put it back together again – you can make this as difficult or as easy as you like. For senior students it may be useful to reinforce genre writing – e.g. persuasive writing, scientific reports etc.

Tips and Tricks: Set a time limit to ensure time on task.

10

Definitions Lists

Intent: Connect with prior learning, review the metalanguage, activate and revise existing vocabulary.

Process: Choose a recently studied vocabulary topic and ask students to write a list of 10 words they associate with this topic. Revise structures for definitions e.g. It’s a thing which / that.... You use it for... You find this in.... It’s an animal / object / place... It’s the opposite of...

Tell students to look at their lists and give them time to think of how they can define these words (3 -5 mins). Students then work in pairs (or groups of 3) to define their words. Their partner must guess the word they are defining.

Tips and Tricks: To make the activity shorter, reduce the number of words.

Donut

Intent: Check for student understanding, depth of knowledge of concepts and content, revise metalanguage.

Process: Students stand in pairs in two concentric circles. The inside circle faces out, the outside circle faces in. Students use flash cards or respond to teacher questions as they rotate to each new partner.


Example / Non Example

Intent: Depth of knowledge of concepts and content, revise metalanguage.

Process: Students stand at their desk and one side of the room is designated “Example” and the other side of the room “Non Example”. Various statements are provided to students and they are to turn to which side they believe is true – according to Example or a Non Example. When they are facing one side of the room, have students turn to their elbow partner and justify their response. Call on individuals to share. Topics may include: Adjectives, Fitness Components, Mathematical Solutions etc.


11

Fact or Opinion

Find me a partner


Process: Hand out an article on the current content topic (could be from a newspaper or magazine) and ask students to have two different coloured highlighters. Ask students to highlight the facts one colour and opinions of the author with the other colour.

Tips and Tricks: If technology is available, have students try the Annotator tool http://annotator.thinkport.org/.

Intent: Build knowledge and understanding of concepts.

Process: Half the class are provided the answers, the other half are provided the questions. Students must move around silently to match up their answer to the question.

Tips and Tricks: Some questions could have the same answer to check for student deeper knowledge.

First Letter Last Letter

Intent: Build knowledge and understanding of spelling.

Process: In pairs, teams or whole class, students start with a word and the next student must say a word starting with the last letter of the previous word. For example, helpful – lovely – yoghurt etc.

Tips and Tricks: To make it harder add in other criteria, e.g. must be a verb or adjective or ask for only words related to the topic.

12

Fizz Buzz

Intent: Build knowledge and understanding of mathematical concepts.

Process: Students count around the circle in numerical order and say ‘Fizz’ as one criteria the teacher has set and ‘Buzz’ for another criteria and ‘Fizz Buzz’ for when it meets both. For example, ‘Fizz’ for multiples of 5 and ‘Buzz’ for multiples of 10 and ‘FizzBuzz’ for when the number is both a multiple of 5 and 10.

Tips and Tricks: Limit the number of goes students get to guess the number.

Flash Cards

Give me 10 words


Process: Students are given an image or group of images to arrange in a process, a word or symbol. In choral response the aim is for students to respond according to the intent set by the teacher.

Tips and Tricks: Ensure brisk pace for time on task.


Process: Teacher states the general topic from previous lesson content and asks students to write 10 words that relate to the topic. Students share their responses and all are written on the board. This can then provide a shared learning experience for students and a word cloud on the topic.

Tips and tricks: Suggest students to try and write words that no one else may think of!

13

Harvest Strategy

Head’s Together

Intent: Reinforce key terms/ideas from previous lesson.

Process: Provide students 2-3mins to individually record as many ideas as possible from the previous lesson relating to a key question. e.g. List as many types of fitness that you can think of. At the conclusion of the individual time students are then provided with an amount of time to ‘harvest’ as many other answers as they can by giving one answer and getting one back from other students – ‘give one, get one’. They do this by moving around the room collecting ideas.


Intent: Connect with prior learning, review content and metalanguage.

Process: Students are put into groups of four and each student numbers themselves from one to four. The teacher explains they will ask a series of questions which will progressively become harder and all students will be expected to answer. The teacher asks the first question and says ‘Heads Together’. Each group discusses the answer to the question and all of them must be able to verbalise the answer.

The teacher then calls out a number between 1 and 4. If the teacher calls 4 then all the number 4’s must put their hand up. The teacher then chooses one of the number 4’s to answer the question. The teacher asks the remaining number 4’s if they agree with the answer and if they would like to add any further information. Ask the next question and repeat.

Tips and Tricks: An opportunity for differentiated revision.

Here’s the Diagram

Intent: Connect with prior learning, revise content.

Process: Students are supplied with a diagram and asked to identify what the possible question. In explaining their response students review other possible question solutions.

For further information, please view http://mathematicsstarters.wordpress.com/2013/02/10/heres-the-diagram/.

14

Hot Potato

Jumbled Quotes and Phrases

Intent: Connect with prior learning, check for student understanding, depth of knowledge of concepts and content, revise metalanguage.

Process: Divide students into teams containing an equal number of members, if possible. Ask each of the teams to sit in a circle, in order that sheets of paper can be easily passed from one student to the next. Provide each student with a sheet of paper for recording their ideas. The teacher assigns a section of last lesson’s content for each student. This could be the same topic for everyone or a different topic for each piece of paper. Each student then records as many ideas as possible in a set time. On a particular sound, each team member passes their sheet to the next student. Each student reads the ideas in front of them and proceeds to add some more ideas to that sheet within the allocated time. This continues until each student receives their own piece of paper.

Tips and Tricks: Once an idea has been recorded, or an idea has been read on another sheet, it cannot be written down a second time. No repeats are allowed. Although groups of four or five students tend to work best, this structure is capable of working with virtually any group size.


Process: Students are provided with jumbled up definitions, quotes or phrases applicable to the topic. They are to rearrange them to create the correct meaning or appropriate phrase. Can be done on IWB or through individual cards placed in an envelope.


Link 4 Cards


Process: Separate text boxes are placed on the IWB or paper cards with words on them work well too. You could choose to include pictures also. Students are to identify four cards that go together and justify why. In explaining why they need to clearly articulate the connection.

Further information can be found here http://www.narrowingthegaps.org/2011/05/link-four-cards.html.

Tips and Tricks: Powerful technique for probing understanding and revealing misconceptions.

15

Loop Dominoes

Move to the Answer

Mystery Number


Process: This activity can be done in groups or whole class. One ‘domino’ card is given to each student. Each ‘domino’ has an answer on it and the question to a different question. The answer to the last question leads back to the first. Pupils have to order the dominoes correctly.

Intent: Build knowledge and understanding of concepts.

Process: Students pick a statement from a box/bag and move according to what they think of the statement. For example, provide students a maths question and students move to true or false area of room. When there, ask them to turn to their elbow partner and discuss.

Tips and Tricks: Don’t wait for individual students to respond, rather provide all students a card and then after some thinking time, ask them to move.

Intent: Build knowledge and understanding of mathematical concepts.

Process: The teacher thinks of a number and says something like “it’s a number between 0 and 100”. The students then need to use mathematical language to work out the number. For example, is it odd? etc.

Tips and Tricks: Limit the number of goes students get to guess the number.

Tips and Tricks: Use words, numbers, patterns or image collections!

Example:

24 5 x 8 12 4 x 640 4 x 3

16

Noun/Adjective

Odd One Out


Process: Choose two students to be at the front of the room. One starts with a noun and the opponent states an adjective that could describe it. If a student repeats or makes a mistake they are out.

Tips and Tricks: This could be made more complex by adding more components, e.g. verb and adding more students to the group at the front.


Process: Students are given a number of images or statements on the board. They discuss in pairs which is the odd one out and justify their position. Responses could be collected on individual whiteboards. Process is repeated with new images and/or statements.

Download a template from here http://www.tinyteflteacher.co.uk/teacher/IT/powerpoint.html.


One Pic One Word


Process: Students are given 1 image with and a set of jumbled letters. The aim is for students to work out the key word from the jumbled letters given which can be any part of the image or the image as a representation of something. Students can record responses on tablet/whiteboard as soon as they know the answer. Process is repeated.

Tips and Tricks: Set a time limit to ensure time on task.

17

Ordering and Sequencing

Intent: Reinforce ordering and sequencing of numbers.

Process: These interactive sites are useful for IWB activities to reinforce Ordering and Sequencing of numbers, weights, prices etc. Can be done in whole class activities with students recording their responses on individual whiteboards and checking against the interactive site.

Caterpillar Ordering http://www.topmarks.co.uk/r.aspx?sid=3218

Ordering http://www.topmarks.co.uk/r.aspx?sid=4179

Higher and Lower http://www.topmarks.co.uk/r.aspx?sid=2452

Tips and Tricks: Complete in small groups for robust discussion.

Paired Interviews

Intent: Connect with prior learning, check for student understanding, depth of knowledge of concepts and content, revise metalanguage.

Process: Students are grouped into pairs and then interview each other on their progress from prior lesson’s content. Student 1 asks the three questions of Student 2, who responds to each in turn. Student 2 then directs the three questions towards Student 1, who likewise answers them in turn.

Q.1. What have you done so far?

Q.2. What is your favourite part?

Q.3. What will you do next?

Tips and Tricks: Two or three students could act as assistant teacher, and conduct a paired interview with all class members. Keep a short time limit for students to get straight to the point and to be busy sharing their thoughts!

18

Perfect Answer


Process: Give an example to students of the ‘perfect’ answer/solution to a question. Students are to record what made this the ‘perfect’ answer identifying as many features as they can. As a class then, combine results to produce an agreed criteria and make it visual for use throughout the lesson. Students can then refer to it in completing their questions.

Tips and Tricks: Refer to this again during the ‘closing’ phase of the lesson to reinforce the key features of recording a ‘perfect’ answer.

Question Bags

Question Key


Process: Place students into groups of 4 and provide each group a paper bag with a key question written on the front of it. In their groups, students are to discuss the key question and then record an answer on a piece of paper and place into the bag. The bag is then rotated around to the next group who reads the question and records their answer in the bag. The process is repeated until all groups have had each bag. When the bag returns back to the original group, they are to pull all of the answers out and decide on which is the best answer. They are to then read it to the class and justify why it was the best.


Intent: Depth of knowledge of concepts and content, revising metalanguage.

Process: The teacher begins with the answer and students try to list 5 questions which could be linked with that answer only.

Tips and Tricks: Keep a short time limit for students attentive and quick to respond. This is a great tool for maths equations.

19

Questions, Questions


Process: Ask students to read the content (text already studied) for exactly 1 minute (skim the main points). When their time has ended, ask them to close their books but keep their notebooks open. The teacher needs to have the following questions displayed:

• What is the story in the text about?

• Who are the people in the story?

• What do they do?

• What can we learn from the text?

• What are the new words or expressions?

• e.g. ask them to write 3 important verbs, 3 adjectives, 3 prepositions...

Prompt their answers by writing this next to the questions:

• The story in the text is about...

• The people in the story are...

• They...

• We can learn that...

Remember the last class


Process: Ask all students to write two words or phrases from their last lesson’s content, even if it is very simple. If necessary remind students of the general topic. Give them 30 seconds to complete and ask a few students to write on the board what they remembered. When the board is full or words and phrases, stop all students and ask them to check spelling and assist with any other explanations. Students could try to use some of these which they are not very familiar with to use in sentences. The final stage of using the board means there is a sense of shared memory in the class and a clear focus for the activity.

20

Remote Association

Sentence Stems


Process: Students find a fourth word that is associated with each group or that will continue the sequence. e.g. Apple, Banana, Coconut or Heart, Lungs, Windpipe.

Tips and Tricks: You can make it as surreal as you like, the important element is the students can ‘justify’ what their fourth word might be.

Intent: Connect with prior learning, review the metalanguage of the topic, check for student understanding and depth of knowledge.

Process: Have a series of starting sentences about the current content area. Put them into a hat and pass around. Student chooses a slip of paper and completes the sentence.

Tips and Tricks: Keep a short time limit to encourage a fast pace and motivation.

Sequencing


Process: Diagrams are cut up into steps/stages (e.g. an experiment undertaken in a previous lesson). Students are given a stage each and their group has to put themselves into the correct sequence. The original, complete diagram can be used for summarising.

Tips and Tricks: Complete in small groups for robust discussion.

Show Me


Process: Students are given a whiteboard each (laminated blank paper) and marker and are asked to show their responses to a series of questions from the teacher. Could be used for mental arithmetic, spelling, specific metalanguage related to the topic, or in art to show which colours combine together to produce another.

Tips and Tricks: Use with a count down time limit to support brisk pace.

21

Silent Card Shuffle

Intent: Connect with prior learning, identify key priorities or order sequence of events.

Process: Students are given a number of cards with events or images recorded on them. They have to arrange them in order of importance/priority/chronologically etc.

You could provide this digitally and students could record this using an interactive Priority Chart http://www.classtools.net/education-games-php/priority_chart.


Slap the Board


Process: The teacher places content items (single words) on the board in any order making sure they are jumbled and at different heights. Ask students to form groups. The teacher defines a content item to students who must be able to recognise what content it relates to, run to the board and slap the correct word.

Tips and Tricks: You can ask students to form teams and choose a representative. The first team to hit the correct word gets the point. The representative changes, ready for the next word. This is a little calmer than if everyone is running to the board.

Spot the Mistake

Intent: Identify mistakes within a chosen image, scientific setup or written passage.

Process: Students are provided with an image, a written passage, diagram etc. They are provided with a set amount of time to record as many things as they can that are wrong with stimulus. Process can be repeated.


22

Stand Point


Process: This activity can be done in groups or whole class. Cards with a definition and corresponding words are scattered on the floor and students must justify and choose which ones match up. The same process can be done with images, characterisation and mathematical questions and answers.

Tips and Tricks: Use a time limit to support brisk pace!

Taboo


Process: From a bag, students choose a term they have learnt from their previous lesson. They attempt to describe the term or concept to the other members of the class without using the word itself. Students can jot down the word they think it is on whiteboard or put hand up as soon as they know.


Tarsia Puzzles


Process: You input the questions and answers and the software jumbles them up to produce an attractive puzzle of shapes. Students then need to join the shapes up to match questions to answers. Originally designed for maths, however it is suitable for all subject areas. You can even paste in images to make a matching exercise for younger learners.

Free software to create your Tarsia Puzzle can be downloaded from here http://www.narrowingthegaps.org/2011/03/formulator-tarsia-jigsaw-puzzles.html.

Tips and Tricks: Students can complete individually or in groups, set a time limit to ensure time on task!

23

True/False

Intent: Gauge student understanding and to see how well students have understood a topic.

Process: Give each student a red, yellow or green card. Ask questions related to the topic. If they agree with the statement, they hold up the green card, if they disagree they hold up the red card and if they’re not sure they hold up the yellow card.


Uses

Intent: Review appropriate uses of subject specific apparatus.

Process: Provide students an image of an object and ask them to come up with as many possible uses for the object. Collect ideas using a whip around and pass.


What is the Question?


Process: Put an answer on the board and ask students to record an appropriate question on the individual response boards and on cue share with the class. Repeat the process as you see fit.

Tips and Tricks: You could set parameters around one element that needs to be included in the question. Ensure brisk pace.

What’s the connection ? Intent: Check for student understanding and depth of knowledge of concepts and content.

Process: Have two concepts on the board and ask students to make the connection, justifying their responses. This could start at a very basic level and continue to become difficult or ‘further apart’.

Tips and tricks: For less able students, supply a connect word in the middle to bridge the gap between the two concepts.

What’s the connection ?

24

What’s the connection ? Intent: Connect with prior learning, review the metalanguage of their topic.

Process: Provide students an image or part of an image and ask them ‘what do you think it is’? Have all students come up with an answer, record and then complete a whip around and pass to gather student thoughts.

Tips and Tricks: Ensure you move through all students quickly for brisk pace and everyone having to offer an answer.

What’s This?

What, Why, Depends


Process: Ask students to write ‘What’ at the top of their page, ‘Why’ part way down and ‘Depends’ towards the bottom. The teacher poses a question based on current content which students then answer according to their headings.

Which one of these best shows the meaning of?


Process: On a PowerPoint slide show several different pictures that explore the same topic. Students are then asked to identify one image that best represents what you are looking for and justify why. Process can be repeated.

Some ideas may include – “Safe practices in the workshop”, “Climate Change”, “Correct setup for a Bunsen Burner”.

Tips and Tricks: Ask students to choose A, B, C or D and then record on response boards and reveal answer to class. Call on 2-3 students to justify.

25

Word Associations


Process: A very simple activity where students must think of words connected to the word that comes before. For example, the teacher says, “Fish”, the next person thinks of a word they associate with fish, such as “water”, the next person could say “a glass” the next, “window”. Decide as a group if associations are valid. To continue the challenge, ask students to justify their connections. When they are eliminated they can become judges.

Tips and tricks: Ensure that students use the language related to the topic.

Word Webs

Words you MUST use, SHOULD use, COULD use


Process: Students are provided with a definition and are asked to find the corresponding word from the letters in a web. Each letter connects with the next letter in the word.

Download the IWB template from here http://www.npted.org/schools/sandfieldsComp/games/Pages/default.aspx.

Tips and Tricks: Make multiple slides and ensure you move through them for brisk pace.


Process: Before beginning their final assessment piece, students review the priority order of knowing the metalanguage of their topic. In three columns, they record “Words you MUST use”, “Words you SHOULD use”, Words you COULD use”. Providing a time limit ask students to record 10 words under each column. At the end of the time limit, have students discuss and provide corrective feedback.

Tips and Tricks: Refer to these again throughout the lesson when students are writing their assessment piece.

contemporary practice resource - warm ups

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