PLENARIES INSET (March 2003)

Run by Rob Lodge, Foundation Subjects Consultant

This page last updated July 2008 and now ARCHIVED.

Plenaries have certain aims:

• pull the whole group together at the end of the lesson
• summarise the learning that has taken place so far
• consolidate the learning
• lead on to the next stage of learning
• help highlight how pupils learn as well as what they learn
• help determine the next steps for learning

The purpose of having a Plenary is:

• to help pupils understand and remember what they have learned
• to refer back to the learning objectives in the starter
• create a sense of achievement, gain and completion - recognise the value of individuals and the class as a whole
• take stock of where the class has reached
• to take learning further

Plenaries usually appear at the end of a lesson, but they can occur at other stages of a lesson, including part of the way through the lesson. They may even make up the large part of the lesson.

How do plenaries help teachers ?

• develop a habit of reflecting on their learning
• stimulate interest, and curiosity about the next stage of learning
• help pupils communicate about what they have learned
• helps to devise assessment for learning

How can you make sure that plenaries are a success ?

• plan for the plenary as a distinct part of the lesson
• make sure it links with the lesson objectives
• ensure that pupils feel confident and can all contribute to the lesson
• give pupils the chance to review their learning
• don't use the same sort of starter each lesson - try a variety of plenaries
• practise the thinking skills activities which will become part of their learning as the new strategy becomes more widely integrated into schemes of work
• make time for the plenary - don't make it rushed for time, and squeezed out by time for sorting out homework etc.

EXAMPLES OF PLENARIES

VENN DIAGRAM

ODD ONE OUT

Fancy a go at designing your own 'Odd one out' exercise ?

You need to arrange / decide on a list of words which can be arranged intro groups / topics. You need to make sure that there are groups of words which go together, but add some extra words.

Identify the odd one out in each set.

Decide with your partner or group which is the odd one out and WHY - need to note the connection between the other three.

Find another statement to add to the set so that the odd one out is still the same.

There should be leeway for devising other sets from the available words.

The words can then be arranged into sub-headings in the book.

TEST THE HYPOTHESIS

REVIEW POSTERS

SHARED MARKING

ILLUSTRATING THE POINTS

TABOO

Similar to starter activity.

HOTSEATING

One pupil (or in pairs) is sat at the front of the classroom and asked to respond to questions on the learning points in the lesson from the rest of the class.

FORTUNE CHART

Annotating a graph to show the reasons for peaks and troughs in a sequence of events over a period of time. E.g: Demographic transition model ? (can link it in with numeracy....)

CONCEPT MAPPING

A powerful tool for helping pupils visualise the links between ideas that have been covered. Shows the interactions between ideas. Can be started on an OHT or whiteboard and then developed.

LIVING GRAPH

Place pre-prepared labels on the correct place on a graph. This can be applied to industrial change, floods, climate change etc. and justify their decision.

One useful example is to explain the sequence of weather as a depression passes over. Use a cross section of a depression with the cold and warm front marked on, and then put statements showing the way that the weather changes as the fronts approach. This can be linked to particular situations, perhaps related to pupils in the form to 'personalise' the experience.

SHOW THE STORY

Groups of pupils are asked to act out a sequence of events with voiceover commentary. A volcanic eruption for example.

ROLE PLAY QUESTIONS / TABLEAUX

Pupils prepare questions for an eye-witness. Another pupil then takes questions from the class. Pupils can also prepare still pictures of key moments.

PUPIL AS TEACHER

One pupil assumes the role of the teacher to explain concepts to class in their own words.

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