A number of template starters had been used:
Statement: To multiply by 10 we add a 0/ I would rather be a child in 1867 rather than 2017. Agree or disagree?
Statement with a picture: This is a picture of Queen Victoria/This is a picture of a piece of coal. Agree or disagree?
These were good questions for topic starts and ends, to show progress.
Misconceptions were made apparent right from the start of the lesson and the statement gave very clear assessment of prior knowledge.
The range of answers: A picture of an explorer with a range of adjectives to discuss to describe him. This encouraged creative, lateral thinking ( e.g. ‘wet’ could be used to describe an explorer if he’d just been through a river). Also What makes a good insulator? This was a good starting point for investigations on sound.
What went wrong: Peer assessment of maths encouraged checking strategies.
There are 3 incorrect answers, find them also worked well.
What’s the learning objective? Children were shown before and after redrafting of one child’s work. Children were asked to discuss what they thought the interim feedback from the teacher had been, in the form of a learning objective. This tuned children in to the specifics of redrafting. They had to consider a range of writing skills.
Odd one out: light source pictures, contents of a castle. Children were engaged and having to justify their thinking.
Starting from the end: In maths 26 is the answer what is the question. This had open ended possibilities.
True or false had been used in maths giving the teacher instant assessment of prior knowledge.
The odd one out had been used for different skeletons, language and square numbers. The discussion starter is motivating and gives an instant start.
What went wrong was used in maths and English. IT draws out misconceptions and improves children’s technical vocabulary.
The range of answers encouraged visualisation and explanation.
Put in order (e.g. said, should, screamed, wailed) was successful in helping children to choose appropriate vocabulary.