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“ “ Why are we doing this Sir?” Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson (How can we make the starts of lessons more challenging, fun and worthwhile and help pupils make real progress?)

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Page 1: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

““Why are we doing this Sir?”Why are we doing this Sir?”

Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson

(How can we make the starts of lessons more challenging, fun and worthwhile and help pupils make real progress?)

Page 2: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Before 5.30pm we will

See how more purposefulmore purposeful lessons are linked to the way they actually start

Develop an understanding of many different and varied ways of starting many different and varied ways of starting lessonslessons to encourage greater motivation, engagement and challenge.

Page 3: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Pacey starts can be crucial

Per lesson Over the Key Stage 3

1 minute saved 2 hours saved

2 minutes saved 4 hours saved

3 minutes saved 6 hours saved

Page 4: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Common ways of starting a lesson

Sit down and get your books out Copy the date and title then listen to teacher Quick recap on the previous lesson Take the register Answer a few brief questions before the

lesson fully develops Stand behind your chair Hand books out Waiting for silence

Page 5: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

But “fun” and pacey starters can quickly lose their appeal

with staff and pupils Head of Geography (Nottinghamshire)

said

“I realised very quickly that it was important to have a wide variety of starter/plenary ideas as possible to prevent them from becoming stale.”

Page 6: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

How do their brains work?How do their brains work?

Three brains for the Three brains for the price of one!price of one!

1. 1. The reptilian brain The reptilian brain (brain stem) deals with the (brain stem) deals with the

5 F’s5 F’s

(i) Fight(i) Fight

(ii) Flight(ii) Flight

(iii) Flock(iii) Flock

(iv) Freeze(iv) Freeze

(v) Sex(v) Sex

Think of the intelligence of a Think of the intelligence of a newt..stay alive and try to have newt..stay alive and try to have

sex….or an undergraduate!sex….or an undergraduate!

Page 7: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

How do their brains work?How do their brains work?

Three brains for the Three brains for the price of one!price of one!

2. 2. The limbic system The limbic system (emotional brain) deals (emotional brain) deals

with emotionswith emotions

(i) Long-term memories(i) Long-term memories

(ii) Experiences emotions(ii) Experiences emotions

Page 8: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

How do their brains work?How do their brains work?

Three brains for the Three brains for the price of one!price of one!

3. The neocortex (Thinking 3. The neocortex (Thinking Cap) deals withCap) deals with

(i) Speech(i) Speech

(ii) Processing new information(ii) Processing new information

(iii) Abstract thought and (iii) Abstract thought and reasoningreasoning

Page 9: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

If you put the emphasis solely on If you put the emphasis solely on winningwinning people will first try to people will first try to cheatcheat. . And secondly, they will try to win And secondly, they will try to win with the with the minimum of effortminimum of effort because because that shows that they are even better.”that shows that they are even better.”

Professor Cary Cooper…clearly seen those lads at the Professor Cary Cooper…clearly seen those lads at the back of your classroom!back of your classroom!

What tasks do we use to start lessons?What tasks do we use to start lessons?

Page 10: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

The ideal learning state

High

Low

High Low

ChallengeChallenge

StressStress

Page 11: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Activity…the High Challenge-Low Challenge game

High challenge refers to the extent to which “high-order” thinking is demanded by the starter activity

Page 12: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Activity…the High Challenge-Low Challenge game

How did you differentiate between what was a “high” or “low” level challenge activity? (Remember “Bloom in your classroom?”)

Which were the tricky ones to position? Why?

Apart from challenge, what else can make starters particularly effective?

Page 13: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What did Bloom discover?

Knowledge or recall of bits of “stuff”…..can be the foundation for higher levels of thinking

Comprehension where pupils start to understand the basic information so that they can explain it

Application using learnt information, ideas and skills in new topics/situations.

Analysis being able to explain how the various parts fit together, infer and analyse

Synthesis being able to put together separate ideas to form new wholes, or to establish new links

Evaluation being able to judge the worth of material against stated criteria. Sees pupils judging, assessing comparing and contrasting

Page 14: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Goldilocks and Bloom

Knowledge…Whose porridge was too sweet? Comprehension…Why did Goldilocks like

Little Bear’s bed best? Application…What would have happened if

Goldilocks had come to your house? Analysis…Which parts of the story could not

be true? Synthesis…Can you think of a different

ending? Evaluation…What do you think of the

story?Was Goldilocks good or bad? Why?

Page 15: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Activity…the High Challenge-Low Challenge game

Challenge is not the only factor in an effective start to the lesson…

(i) PacePace…with focus on thinking and learning rather than on the business of the activity.

(ii) InteractionInteraction…essentially the pupils are active.

(iii) InvolvementInvolvement…bebe wary of the “Put your hand up wary of the “Put your hand up and tell me what we did last week” syndrome setting in.and tell me what we did last week” syndrome setting in.

Page 16: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Activity…the High Challenge-Low Challenge game

Challenge is not the only factor in an effective start to the lesson…

(iv) Connecting with prior learning.. ”Do you remember when…?””Do you remember when…?”

(v) Arouse pupil curiosity and intrigue…are they thought provoking?

(vi) Can include brief, small-group activities. I’d like you to think about what you think were the three I’d like you to think about what you think were the three

most important things which you can remember most important things which you can remember about….which we did last week. Turn to your partner and about….which we did last week. Turn to your partner and explain what you have chosen and why?”explain what you have chosen and why?”

Page 17: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

But what is the BIG picture you’re trying to create?

For example…(i) What’s the exciting, intriguing and challenging

enquiry that encapsulates the Geography starter?

(ii) What’s the bigger aims/focus and direction for the Modern Foreign Language lesson.

(iii) How does the science starter fit into a more fun, challenging and rigorous series of lessons.

Page 18: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

But what is the BIG picture you’re trying to create?

Starter activities work best when they are placed within challenging and fun sequences of lessons (See art/geography examples)

Starter Starter Starter

Main enquiry covering a series of lessons over a period of weeks perhaps

Page 19: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Can you spot the dodgy questions? They must capture interestcapture interest Focus on real worthwhile aspects of Focus on real worthwhile aspects of

that subject’s thinking, concepts or that subject’s thinking, concepts or processesprocesses

Result in a tangible, lively, Result in a tangible, lively, substantial and enjoyable substantial and enjoyable “outcome activity”“outcome activity” through which pupils can genuinely answer the key question

Page 20: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Can you spot the dodgy questions?

1. Electricity

2. Weather patterns over Europe

3. Do different people in different countries respond the same to natural disasters?

4. Telling the time in French

5. How would you cope if you were lost in Paris after missing the school coach?

6. What structures do musicians use to organise sounds?

7. Tempo

8. School trip to the art gallery

9. How effective is the art gallery in portraying the different styles of painting from the 20th century?

10. When did the French Revolution happen?

11. Why do we still bother to study the French Revolution?

Page 21: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Starters can be quiet and reflective.

For example(i) See RE example (This is RE!)(ii) Geography Inference Chart(iii) History source evaluation

Page 22: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Looking at successful starters Use Handout 7.3 to list the ways

these teachers create

Engagement

Pace

Challenge

•After watching the video compare your list with at least two other people.

Page 23: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Handout 7.4 highlights some of the points you might have made

Theme Specific devices and strategies used

Engagement (i)(i) Problem built into taskProblem built into task

(ii)(ii) Unusual routinesUnusual routines

(iii)(iii) Objectives and values made explicitObjectives and values made explicit

(iv)(iv) Interesting activities (novelty, curiosity Interesting activities (novelty, curiosity and relevance)and relevance)

(v)(v) Sensitivity to concentration levelsSensitivity to concentration levels

(vi)(vi) Expectations made clearExpectations made clear

(vii)(vii) Use of “conscripts” rather than volunteersUse of “conscripts” rather than volunteers

Pace (i)(i) Pupils able to join in as they each arrivePupils able to join in as they each arrive

(ii)(ii) Very precise time targets (Look for the Very precise time targets (Look for the 3’s, 5’s and 7s-the magic numbers 3’s, 5’s and 7s-the magic numbers according to A. Smith)according to A. Smith)

(iii)(iii) Focus on pace and thinking and learningFocus on pace and thinking and learning

(iv)(iv) Time targets reaffirmedTime targets reaffirmed

(v)(v) CompetitionCompetition

(vi)(vi) modellingmodelling

Challenge (i)(i) Absence of usual “scaffolding”Absence of usual “scaffolding”

(ii)(ii) Open ended questioningOpen ended questioning

(iii)(iii) Speculative questioningSpeculative questioning

(iv)(iv) Using difficulty as a way of Using difficulty as a way of motivating-”This is going to be hard.”motivating-”This is going to be hard.”

(v)(v) Increasing levels of complexityIncreasing levels of complexity

Page 24: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What does David Beckham have in common with Albert Einstein?

EinsteinEinstein BeckhamBeckham

Page 25: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Answer…

He is just as intelligent!

Don’t panic!! Explanation coming up

Page 26: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

So what does David Beckham have in common with Albert Einstein?

They are equally intelligent…but it is not being suggested that they were intelligent equally

Page 27: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Multiple Intelligences

Page 28: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means…Logical/Mathematical Logical/Mathematical

(i) Puzzles

(ii) Charts

(iii)Graphs

(iv)Analysis

(v) Forecasts

(vi)Predictions

Page 29: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Imaginative use of this model

Logical/Mathematical in English

M-KD= (KM)

Macbeth minus King Duncan equals King Macbeth-but not for long, so put it in brackets

Page 30: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means…InterpersonalInterpersonal

(i) Group work

(ii) Team work

(iii)Interviewing

(iv)Chat shows

(v) Drama

(vi)Teaching others

(vii)Group leading

(viii)Group co-ordinating

Page 31: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Imaginative use of this model

Interpersonal

(i) This can free yourself up to work with those who really need your support.

(ii) Buddy-up systems

Page 32: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means Intrapersonal

(i) WIIFM’s?(ii) Empathy(iii) Emotional(iv) Metacognition(v) Target setting(vi) Hypothetical…What if?

Page 33: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Imaginative use of this model Intrapersonal

(i) Encourage reflection…”Well done…how did you do it?”

(ii) Which bits did you learn quickest and why?

(iii) How would you feel if….? (Geography and the rain cycle)

(iv) Science experiments

Page 34: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means Visual/spatial

(i) Learning maps(ii) Posters(iii) Highlighter pens(iv) Symbols(v) Icons(vi) Instructive display work

Page 35: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Imaginative use of this model

Visual/spatial

(i) We have a better memory for pictures than we do for words (see “From the land of the gods”)

(ii) Using colour improves our memory(iii) Mind-mapping

Page 36: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means Body/physical

(i) Role play(ii) Making models(iii) Movement(iv) Acting(v) Practical(vi) Walking through the learning

Page 37: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Imaginative use of this model Body/physical

(i) English Dept used “Go high” and “Go low” when developing a new area of learning.

(ii) Happy-sad continuums.(iii) Moving around the classroom (Trenches-

table example)(iv) Science lesson (solar system in the hall-

moving to Holst’s “The Planets”)(v) Maths…Jumping from column to column

Page 38: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means Musical

(i) Rhymes(ii) Raps(iii) Jingles(iv) Songs(v) Background

music

Page 39: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Imaginative use of this model Musical

(i) Creates the right kind of atmosphere for learning

(ii) Examples (Bach’s Goldberg Variations/Pachelbel)

Page 40: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means Verbal linguistic

(i) Debates(ii) Stories(iii) Discussions(iv) Poems(v) Word games(vi) Speeches(vii) Diary entries

Page 41: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Imaginative use of this model

Verbal/linguistic

(i) Class discussions (think carefully about your enquiry question)

(ii) Radio commercials(iii) Poems to help with remembering

key concepts

Page 42: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means Naturalistic

(i) Going out of the classroom to learn

(ii) Classifying into family groups

Page 43: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

What this really means Naturalistic

(i) Varying your classroom environment (Battle of Hastings out doors?)

(ii) Which animals would Disney use in a cartoon version of Macbeth?

(iii) Persecution of other groups through Darwin’s eyes?

(iv) Emily Davison throwing herself in front of the horse from the horse’s point of view

(v) Amazonian rainforest through the eyes of the creatures living there and dying there

Page 44: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Be aware

We tend to teach and start lessons according to the way WE prefer to learn.

Wear your creative thinking hata. How can we incorporate music into

Art lessons?

b. Can we use these models to evaluate our current schemes of work?

c. Would Mozart have been happy just doing Music one hour a week?

Page 45: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

WARNING…Watch out WARNING…Watch out for the potential for the potential problems!problems!

What do you What do you think are the think are the

potential potential problems that problems that starters can starters can

bring?bring?

Page 46: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

WARNING…Watch out WARNING…Watch out for the potential for the potential problems!problems!

1. Take too long or even take over the whole lesson!

2. They can lose pace and direction and lack clear learning outcomes

3. Too quick a pace can lose pupils who need extra thinking or speaking time

Page 47: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

WARNING…Watch out WARNING…Watch out for the potential for the potential problems!problems!

4. Can bore the more able if you are not careful!

5. Become a fixed routine that bores

6. Can be derailed by the arrival of latecomers

Page 48: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

So if those are the problems, what are the solutions?

They need careful planning and need careful planning and preparationpreparation so that everyone (teacher and pupils) see the purpose of the activity

Remain focussedRemain focussed on the purpose of the starting activity

Use a varietyvariety of activities to get the lessons started

Page 49: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

So if those are the problems, what are the solutions?

Skilful teacher questioningSkilful teacher questioning, coupled with thinking time. (Bloom’s ideas are really useful here)

Effective use of classroom supportuse of classroom support Adding extra challengeAdding extra challenge for some by

increasing the complexity or sophistication of the activity

Page 50: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Making sure you can take something away to use back in your classroom.

Watch these teachers and record on Handout 7.5 how you could use some of these techniques with a class.

Looking at successful starters…Sequence Two

Page 51: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

The keys to successful starters

To avoid over running planplan this as a discrete element of the lesson.

Ensure that your starter activities your starter activities contribute directly to the overall lesson contribute directly to the overall lesson objectivesobjectives

Choose starters that best fit your BIG BIG picture planningpicture planning

Make sure that your starter activities show progression over time!progression over time!

Page 52: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Second to last slide…the keys to successful starters

Use varied and unusual routines to create motivation. (Think of Alistair Smith and Multiple Intelligences)

Plan for a brief conclusionbrief conclusion at the end of the starter to consolidate the gains made

Page 53: “Why are we doing this Sir?” Using the Foundation strand to motivate pupils and raise achievement from lesson to lesson n (How can we make the starts of

Ready for more? Why not trial three different types of starter

that you have not used before with the one class over the enquiry/lesson sequence?

Follow this up with a departmental discussion about how these might be incorporated into a Year 7 scheme of work for next year

Also during this meeting discuss what other colleagues have been trying out.


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