List 3 things you found out/learnt today

List 3 things your neighbour has learnt today

Summarise this character/scene/chapter in 5 bullet points

Summarise topic in 5 sentences – reduce to 5 words – reduce to one word

60 second challenge – sum up knowledge of text, or write down all the words you can think of to describe…

Identify the key points of the lesson from anagrams

Break the code to identify the 3 main points from today’s lesson (a=b, b=c…)

Write 5 top tips/golden rules for…

Design your own writing mat to give advice to other students about…

Create a poster to illustrate the spelling strategy you have learnt

Create a mnemonic which reflects the meaning of a new word or term you have learnt today

Write dictionary definitions for new terms learnt today

The answer is XYZ – now write the question. N.B. the question must begin with the words ‘What is…’

Spot missing words in cloze summary of learning

Wordsearch containing key words or information learnt during lesson – use clues/definitions to help you

Poetry bingo – teacher reads/shows quotations. Pupils must spot technique and mark card

If the aim of the lesson was set as a question… Pupils answer questions on whiteboards – with word limit for sentence to provide extra challenge

Take one minute to compose two statements in your head to explain what we have learnt and how we have learnt it

In pairs, answer the question set at the start on a ‘post it’ note. Stick on board and review – did class agree?

Where can you apply this skill in your HW/other subjects? Give 3 examples

Choose from 5 statements on the board. Which 3 best reflect…

In pairs, sequence the 5 factors/influences/events – justify your choices

Prediction – what will happen next? Why do you think this?

Brainstorm the conventions of the text type studied. Aim for 5 or more

Use the style – in pairs or fours, tell a story in the style/genre being taught

Self-assessment/target-setting - choose from a list of suggestions on OHT

Show work to peer – work in pairs to set targets

Teacher shows extract from previous pupil’s work – students identify 3 strengths and 3 pieces of advice for redrafting

Answer teacher’s questions without saying yes or no

Fist of five – pupils assess effectiveness of an image or technique by holding up the appropriate number of fingers

True or false – hold up card/whiteboard to show whether statement on OHT is true or false

Write the epitaph for a character you have been studying

Write a short blurb for a new book jacket

Jigsaw feedback – groups work on different parts of task, then reform to share findings

Envoying – representatives travel to other groups to share findings, then report back to ‘base’

Group ‘show and comment’ on what was learnt – on OHT

Feedback to whole class by one or two groups only – according to rota or roll of dice

Change role – student as teacher. What questions would you ask the class and why?

Groups of 3, numbered 1-3. Put up 3 statements on OHT which individuals must explain to group

Set ‘who wants to be a millionaire’ questions for your neighbour or other groups

Quick-fire oral quiz to review/revisit learning

Label a diagram or illustration – one word in each box

Brainstorm or mind map of what has been learnt during lesson

Graphic summary of lesson – steps, flowchart

Pictures/cartoons – which would you put with the day’s learning and why

Pictionary – draw the word without speaking or writing

Tension chart – give score out of 5 for tension at various points in text. Plot on graph and review findings

Simple timeline of events in chapter/scene

Drama activity – freeze frame summary

In role answering – hot seating activity