Plenaries & Motivational Activities

PLENARY IDEAS..................................................................................................................................
PLENARY ACTIVITIES......................................................................................................................6
1. EVALUATION WHEEL.................................................................................................................................6
2. BEFORE AND AFTER GRID..........................................................................................................................6
3. SUCCESS GRAPH.......................................................................................................................................7
4. LEARNING LOG........................................................................................................................................7
5. PHOTOS..................................................................................................................................................7
6. HAPPY/SAD FACES ...................................................................................................................................7
7. SHIMMERING HANDS.................................................................................................................................7
8. CONTINUUM............................................................................................................................................8
9. DOUBLE WHEEL.......................................................................................................................................8
10. GRAFFITI WALL.....................................................................................................................................8
11. EXPRESS CARDS.....................................................................................................................................8
12. FEELINGS SILHOUETTE...........................................................................................................................8
13. IPSITIVE ...............................................................................................................................................9
14. TRAFFIC LIGHTS.................................................................................................................................9
15. (RUBBERISED) DART GAME..................................................................................................................9
16. PROBLEM SOLVING CIRCLE................................................................................................................10
17. VERBAL FOOTBALL............................................................................................................................10
18. RUNAROUND......................................................................................................................................10
19. PRESS CONFERENCE...........................................................................................................................11
20. PEER ASSESSMENT METHODS.............................................................................................................11
21. PICTOGRAMS.....................................................................................................................................12
22. QUICK SENTENCE................................................................................................................................14
23. MNEMONICS.....................................................................................................................................14
24. PICTIONARY.......................................................................................................................................15
25. PLAYDO CHALLENGE..........................................................................................................................15
26. CHARADES.........................................................................................................................................15
27. ASSESSMENT CRITERIA.......................................................................................................................15
28. CROSSWORDS.....................................................................................................................................15
29. HOT-SEATING.....................................................................................................................................15
30. MAGAZINE PROGRAMME.....................................................................................................................16
31. NEWSPAPER HEADLINES......................................................................................................................16
32. MARKETPLACE ACTIVITY.....................................................................................................................17
33. DIAMOND RANKING............................................................................................................................18
34. SENTENCE STRUCTURING (JIGSAW)......................................................................................................18
35. SUGGESTIONS …................................................................................................................................19
36. QUIZZES............................................................................................................................................19
37. FREEZE FRAME..................................................................................................................................19
38. FOOTBALL COMMENTARY/MATCH REPORT...........................................................................................19
39. SLAM DUNK.......................................................................................................................................20
40. MUSICAL REVIEW..............................................................................................................................20
41. MATHS SOLUTIONS!............................................................................................................................20
42. FEELINGS ..........................................................................................................................................20
43. ANSWERING THE QUESTION BEFORE LAST….........................................................................................21
44. DESCRIBING PICTURES........................................................................................................................21
© Copyright Osiris Educational 2005 1

45. BLUE LABEL.....................................................................................................................................21
46. THREE GOLDEN RULES.........................................................................................................................21
47. SENTENCE STRING..............................................................................................................................21
48. LIVING GRAPH...................................................................................................................................22
49. HANGMAN..........................................................................................................................................22
50. ANAGRAMS OF KEY WORDS.................................................................................................................22
51. ODD ONE OUT....................................................................................................................................22
52. ICT BLOCKBUSTERS..........................................................................................................................22
53. SINGLE QUESTION (LIKE WHAT’S MY LINE)..........................................................................................23
54. QUESTION / ANSWER CHAIN..............................................................................................................23
55. MATCHING PAIRS?.............................................................................................................................23
56. MAKE YOUR OWN NUMERONIC............................................................................................................23
57. BINGO..............................................................................................................................................24
58. PYRAMIDS.........................................................................................................................................24
59. STAND UP - SIT DOWN ........................................................................................................................24
60. ‘IMAGINE’ – VISUALISATION GAME .....................................................................................................24
61. ELIMINATION.....................................................................................................................................25
62. SIMON SAYS......................................................................................................................................25
63. KNOW YOUR PLACE ..........................................................................................................................25
64. PRESSURE POINT ..............................................................................................................................25
65. ACRONYMS .......................................................................................................................................25
66. LYRICS OF THE LESSON .....................................................................................................................26
67. WHITEBOARD WIPE-OUT .................................................................................................................26
68. CHINESE WHISPERS ...........................................................................................................................26
69. SLOGAN CHALLENGE.........................................................................................................................26
70. SPIDER DIAGRAMS .............................................................................................................................27
71. YOU MUST REMEMBER THIS................................................................................................................27
72. SPOT THE WORD (INDIVIDUAL)............................................................................................................27
73. MATCHING PAIRS (E.G. GROUPS OF 4)..................................................................................................27
74. YOU’RE OUT OF ORDER!.....................................................................................................................27
75. A - Z SUBJECT...................................................................................................................................27
76. THE LOOP........................................................................................................................................28
77. DOMINOES........................................................................................................................................28
78. WORD CONNECTIONS........................................................................................................................28
79. TOSS THE BALL/BEANBAG...................................................................................................................29
80. ACTING OUT DIALOGUE - IN PAIRS........................................................................................................29
81. DIALOGUE CIRCLE ............................................................................................................................29
82. STRING ME ALONG.............................................................................................................................29
83. VRAI/FAUX .......................................................................................................................................29
84. DATE LINE .......................................................................................................................................29
85. SNAP ...............................................................................................................................................30
86. SMACK ............................................................................................................................................30
87. SMILEY FACES..................................................................................................................................30
88. COPY CAT.........................................................................................................................................30
89. INTERVIEW........................................................................................................................................30
90. IMPRESSIONS ....................................................................................................................................30
91. SPOT THE MISTAKE (BEAT THE TEACHER)...........................................................................................30
92. TEXT MESSAGE..................................................................................................................................31
93. POSTCARDS.......................................................................................................................................31
94. THINKING ABC’S...............................................................................................................................31

95. SCAMPER....................................................................................................................................31
96. EXIT JEOPARDY.................................................................................................................................31
97. MIND BLOWING.................................................................................................................................32
98. HOW WELL DID WE DO? ....................................................................................................................32
99. WHAT CAN IT BE?.............................................................................................................................32
100. WHAT AM I?..................................................................................................................................32
101. FIND YOUR MATCH...........................................................................................................................32
102. CALL MY BLUFF...............................................................................................................................33
103. FROM QUESTIONS TO LESSON OUTCOMES............................................................................................33
104. WHAT HAPPENS NEXT…?..................................................................................................................33
105. JIG-SAW JUGGLE.............................................................................................................................33
106. EXPLAIN IT!....................................................................................................................................33
107. ORAL TESTING................................................................................................................................34
108. RELATIONSHIP DIAGRAMS ................................................................................................................34
109. PUTTING THE BOOT ON THE OTHER FOOT...........................................................................................34
110. ECHO CLAPPING..............................................................................................................................34
111. TWISTERS........................................................................................................................................34
112. EYES WIDE SHUT!............................................................................................................................35
113. WRITE, WRITE, WRITE......................................................................................................................35
114. WRONG HAND.................................................................................................................................35
115. MIND MOVIES................................................................................................................................35
116. ODD ONE OUT..................................................................................................................................35
117. SNOWBALL .....................................................................................................................................36
118. TEACHING BY ASKING ......................................................................................................................36
119. TRANSFORMATION............................................................................................................................37
120. HEADINGS.......................................................................................................................................37
121. DECISIONS-DECISIONS......................................................................................................................38
122. STUDENT PRESENTATION..................................................................................................................38
124. PEER TEACHING – FOR SKILLS TEACHING..........................................................................................40
125. SNOWBALLING QUESTIONS................................................................................................................40
126. OUT LOUD!....................................................................................................................................40
127. COMPARE AND CONTRAST..................................................................................................................40
128. ART CONTEST.................................................................................................................................41
129. ACTING OUT A SYSTEM....................................................................................................................42
130. CONCENTRATION.............................................................................................................................42
131. MUSICAL QUESTIONS.......................................................................................................................42
132. QUESTION & MOVE........................................................................................................................42
133. DUEL...............................................................................................................................................43
134. THINKING ABCS.............................................................................................................................43
135. FACTS IN FIVE OR FACTS IN FOUR....................................................................................................43
USING BOOKLET OF PLENARY ACTIVITIES...........................................................................45
POSSIBLE DEPARTMENTAL TASKS................................................................................................................45

MENU A...................................................................................................................................................45
MENU B...................................................................................................................................................45
MENU C...................................................................................................................................................45
MENU D...................................................................................................................................................45

Plenary Ideas
The following activities can best be described as ‘plenaries’. They have been used by
teachers in the last stage of the lesson for a number of reasons but mainly for the student to
demonstrate to themselves and others what they have learnt. This could be in relation to a
skill or knowledge concept(s).
These activities will not only help the student to recognize and consolidate what they have
learnt but will also give them more confidence to understand how they have learnt. This, for
students, builds up habits of ‘independent learning’. By regularly learning to assess and
evaluate your own performance and learning in different ways students develop greater self
awareness about their learning power.
Each of the activities listed below is briefly described, then the learning style(s) and multiple
intelligences and emotional intelligences that the activity possesses are highlighted.
I have deferred to Barbara Prashnig’s learning style analysis model1. Namely the main
learning styles which will be highlighted are:
V – Visual – involves reading, seeing/watching, visualizing/imagination.

A – Auditory – involves listening, talking/discussing, self-talk/inner dialogue.
T – Tactile – involves manipulation/handling.
K – Kinesthetic – involves experiencing/doing, feeling/intuition.
Multiple Intelligence2
(What ‘Intelligences’ are developed)
• Musical - M
• Visual/Spatial – V/S
• Kinesthetic - K
• Naturalistic - N
• Linguistic - L
• Mathematical/Logical – M/L
• Inter-personal - Inter
• Intra-personal - Intra
Emotional Intelligence
(What emotional competencies are being developed)
• SA – Self Awareness
• SS – Social Skills
• SC – Self Control
• M – Motivation
• E – Empathy
1
The Power of Diversity by Barbara Prashing
2
See appendix 1 for definitions of each intelligence

Plenary activities
1. Evaluation wheel
Draw a circle and mark it into sections to represent different indications, e.g. skills used,
actions completed. Colour each segment in the inner circle proportionately to show how
successfully the indicator was met – colouring a tip of the wedge represents it being hardly
met; the whole wedge represents it being completely met. The outer wedge can be filled in
with comments or suggestions for change.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S Emotional Intelligence(s): SA
2. Before and after grid
Make a copy of the grid below to record feelings, thoughts, associations and images
associated with part of the topic before and after completing it.
BEFORE AFTER
FEELINGS ABOUT IT
THOUGHTS ABOUT IT
ACCOCIATIONS WITH IT
IMAGES OR PICTURES IN
MIND
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S Emotional Intelligence(s): SA

3. Success graph
Draw a graph to measure and record learning success, motivation or confidence on the
topic. Label the vertical axis with an indicator, e.g. mood intensity, energy levels, and the
horizontal axis with time, e.g. hours, lesson number. Note any significant points by
annotating the graph’s peaks and troughs. Encourage the students to work with a partner to
talk through the peaks and troughs and the class could produce a class graph which may
demonstrate which part of the topic they feel most confident and least confident with. The
teacher could then spend time re-covering these aspects of the topic.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S,M/L Emotional Intelligence(s): SA,M
4. Learning log
Create a learning log or diary to record what happens throughout the learning of a topic or
even a whole subject. Focus on skills developed, knowledge and understanding gained,
likes and dislikes, and feelings as individuals or as a class. Diary – a learning diary can log
students reflections on a regular basis. This will build the skills for reflective learning. By
working to criteria students will become increasingly proficient at judging levels of
achievement and trying new approaches.
Learning Style(s): V,A Multiple Intelligence(s): Intra,L Emotional Intelligence(s): SA,M
5. Photos
Use photos or video recordings taken during activities or events to discuss what happened,
and how it could be improved next time. Digital technology now makes this a lot easier.
These could be used for display purposes or as a ‘scrapbook’ (either actual or digital) to
remind the class of how a topic was learnt and reviewed – especially good for end of year
revision.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S Emotional Intelligence(s): SA,M
6. Happy/sad faces
Reflect on part of the learning of a topic and discuss the positive and negative aspects of it.
Draw a chart write positive comments under the happy faces, and negative comments under
the sad faces, with a third column for the improvements needed.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S Emotional Intelligence(s): SA,M
7. Shimmering hands
If an activity or lesson was enjoyable or the class feel confident that they have understood
the learning outcomes, students raise their hands above their heads and shake them gently.
If it was not enjoyable or there is confusion they keep their hands by their sides and do not
move them.
Learning Style(s): V,A, T Multiple Intelligence(s): Intra, K Emotional Intelligence(s): SA,E,M

8. Continuum
Students stand in line according to how they feel about a topic. Those with positive feelings
stand at one end of the line, those with neutral feelings in the middle, and those with
negative feelings at the other end of the line. This can be used as the basis of a discussion
on what needs to be done to improve the situation to allow people to move towards the
positive end. A continuum can also be used to explore statements with extremes at either
end, or with Always at one end; Sometimes in the middle, and Never at the other end.
Learning Style(s): V,A,K Multiple Intelligence(s): Intra, K, L Emotional Intelligence(s): SS,SA
9. Double wheel
The class forms two circles of equal numbers, one inside the other. The circles rotate in opposite
directions until the teacher says, ‘Stop’. Then each person asks whoever is opposite them a
question, e.g. about what they enjoyed or how involved they felt. This is repeated three times.
Learning Style(s): V,K,A Multiple Intelligence(s): Intra, L, K Emotional Intelligence(s): SA,SS,E
10. Graffiti wall
A Graffiti wall can be used throughout the learning of a topic as a place to show how well the
lessons are going. Flip-chart paper can be put on the wall, with a heading or question on
each, e.g. Attention level, Do I really understand it? Ideas how this links with other topics!
Learning Style(s): V,A,K Multiple Intelligence(s): Intra, V/S, Inter Emotional Intelligence(s):
SA,SS
11. Express cards
Write comments on cards and put them into a post-box in the classroom. Sentence starters
are a useful way of framing comments, eg. I learnt that … I want to learn more about… Pick
a card from the box, and use it as a basis for discussion. Especially useful to train some
students not to ask questions immediately before they think about it.
Learning Style(s): T,K,A Multiple Intelligence(s): Intra,K,L Emotional Intelligence(s): SA,SC
12. Feelings silhouette
Draw a person wearing a hat and carrying a tool-box. Annotate what has been learnt near to
the hat, and ideas, skills and other positive things that have been gained near the tool-box.
Draw a heart on the person and annotate it with feelings. Draw a rubbish bin to show what
did not work and what should not be included next time.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S,L Emotional Intelligence(s):

SA,E

13. Ipsitive
This method involves students grading themselves across a pre-set group of competencies.
The first grade they give is where they think they are at, the second, where they would like to
be. Wide differences in the two scores indicate a need for action, possibly a lead into target
setting. Narrow differences indicate a competency level at which they are happy.
Comparison over time can be made by the student or teacher to measure progression.
Ipsitive methods are particularly useful for measuring attitude/value development as the
student remains in control of the process and passes the judgment.
Learning Style(s): V,A Multiple Intelligence(s): Intra,L, Emotional Intelligence(s): SA,E
14. Traffic Lights
Students use the red, yellow and green colours of traffic lights to indicate their confidence in
the understanding of a topic. Green = understand very well, confident I could get a high
mark on this question/topic; Yellow = have some understanding but am still a little uncertain
about some aspects of the topic/question; Red = still don’t understand much about this topic,
not confident that I would get a high mark in this area.
This activity also carries a nice bit of autosuggestion on the teachers part – i.e. you are all
capable of getting a high mark but it takes a bit longer for some!
Variations: ‘Buddy up’ the greens with the reds and yellows; get the yellows and reds to
raise questions and the greens try to present answers from the front.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S,L Emotional Intelligence(s): SA,E
15. (Rubberised) Dart Game
Set up a rubberised dartboard in the room. Write a list of questions and post them on the
wall or on a table top. Number your questions with the same number on the dartboard.
In class, let the learners throw darts at the dartboard and answer the question that
corresponds with the number the dart lands on. This can be played individually, with
partners, or in small teams.
If learners answer correctly, they get the same number of points as the number the dart
lands on. Keep track of points on a flip chart.
After each question is answered, cross it off the list. Learners take turns throwing darts until
all questions have been answered.
Learning Style(s): V,A,K,T Multiple Intelligence(s): Intra, V/S,K,L Emotional Intelligence(s):

SA,M

16. Problem Solving Circle
Tell all learners to form a circle. Throw a Koosh ball or bean bag to someone. The person
catching it has to pose a problem or ask a question for the class to solve. This person can
start by saying to the group something like, “What would you do if …,” completing the
statement with the problem or situation.
The group then thinks out loud, generating ideas and collaboratively creating a solution.
When the class has solved the problem, the person with the ball throws it to someone else.
This person poses a different problem, and the process is repeated. Play continues as long
as is appropriate.
Variation: Instead of learners generating problems, the teacher can pose scenarios (some
suggested questions could be put on the OHP/Board) that the ball catcher has to answer. If
the person does not know the answer, he or she can ask the group for help, or toss it to
another learner to respond.
Learning Style(s): V,A,K,T Multiple Intelligence(s): Intra,K,Inter,L Emotional Intelligence(s):

SA,SS,M
17. Verbal football
Play ‘Verbal Football’ with the class. Go through materials and either you or some students
devise some questions. Split the class in half and have them sit facing each other. Each
half will be asked questions arising from the activity by either the teacher or nominated
student(s). When one half gets three questions in a row right they score a goal. If these fail
to get three right the other team have to get three right to score a goal themselves! The
team with the most goals wins. But all should remember more!
Learning Style(s): V,A Multiple Intelligence(s): Intra,K,V/S,N Emotional Intelligence(s):

SA,M,SS
18. Runaround
This Quiz will be based on the old children’s TV show Runaround. Place TRUE and FALSE
signs next to each other in the room or hall. After the teacher reads the question one
member of each group, these can be alternated, listens to the question, huddles with team
mates.
Then when the word “Go” is issued by the teacher they have to run to stand under the TRUE
or FALSE sign. If they are correct they get a token*.
* This could be a piece of coloured paper or something like a marble, counter.
Learning Style(s): V,A,K,T Multiple Intelligence(s): K,L Emotional Intelligence(s): SA,SS,M

19. Press Conference
Set up a podium or a table and post a sign that says “Press Conference”. You could also
use a microphone as a prop if desired.
Tell learners that for the presentation of a specific topic they are going to be journalists
asking questions of an “expert” at a press conference. Tell them what the topic is and give
them a few minutes to prepare questions. If desired, give learners resources or a list of
terms or concepts that will be covered in the press conference.
Start the press conference. Set a time limit beforehand. Ell learners to raise their hands
when they want to ask a question, and you will call on them. Award small prizes to
questioners, if you wish. Encourage learners to take notes
Variation: Give each learner a card with a question on it to ask during the press conference.
Learning Style(s): V,A Multiple Intelligence(s): Intra, L, Inter Emotional Intelligence(s): SS,SC
20. Peer Assessment Methods
This is where pupils assess one another. These have two major advantages. Firstly pupils
have to take on the assessment role. This involves taking responsibility and the
development of many of the skills we are seeking to build. Secondly this strategy removes
the burden from the teachers.
Peer observation – This involves observing, recording and feedback to peers. It may be
done through small group work where one student acts as observer or larger situations.
Exactly what is being observed must be either made clear to the whole class or agreed by
observer and observed. This method does require practice. Used well it can be highly
effective because of the advantages stated above.
Peer feedback – This involves peers taking it in turns to feedback to one another following
an activity or project. Using pre-negotiated objective criteria will help students to direct the
feedback to the outcomes.
Peer improvement – Give students a regular opportunity to focus on one another’s progress
in a subject. This gives a positive slant on this process. As they become better at focusing
on what improvement means their criteria should become increasingly sophisticated. Get
students to record the improvements one another has made and state evidence of this
improvement.
Peer reports – Students write reports on progress on achievement in the subject or the latest
piece of work on one another. They then share the report and explain their reasoning. This
could be a precursor to end of year reports and opens up a dialogue on performance.
Peer interviews – Get students to interview one another as to their values/attitudes, skills
and understanding of this area. Whereas many of the above methods rely on a comfort

bond between peers this method could be done between classes, thereby increasing
objectivity and developing skills of co-operation.
Learning Style(s): V,A,K Multiple Intelligence(s): Inter, L, Intra Emotional Intelligence(s): E,SS
21. Pictograms
Pictograms of all kinds can be used in the latter stages of lessons. They can take many
forms, but they all have in common the use of colour and embedded graphics (pictures,
doodles, and visuals of all kinds used along side verbal information). Pictograms can be
produced on plain white paper, on flipcharts, on large wall murals, or on 3-dimersional
objects.
Types of Pictograms
(a) Mindmap – this is a very popular and widely promoted form of information graph. It’s an
embellishment of an old technique known as the spider graph. The idea is to start in the
middle of a piece of paper with a topic name or key idea and radiate out from it. Tony
Buzan suggested enhancing this form by adding colour and images. To show sequence,
the mindmap can start at one o’clock and proceed clockwise. Connections and
relationships are easy to spot in this form, and can be added at any time anywhere on
the mindmap.
(b) Notemap – this can take the spider graph form like mindmaps, but with post-it notes
or “stickums” that can be moved around when trying to decide where ideas fit. You
can make your own post-it notes in any shape, add the information (using colour and
graphics where appropriate), and post it on the notemap. Permanent categories and
other information and graphics not subject to being moved around can be written and
drawn directly on the notemap background.

(c) Clustergram – when appropriate, ideas can be clustered in separate categories using
clouds, balloons or oval shapes. The clusters can then be related to each other by
connecting lines. Subordinate clusters can be connected to the main clusters.
Different colours can be used to distinguish different clusters or to distinguish related
information in each cluster.
(d) Column Graph – this may be appropriate for those situations where the information is
in careful sequence. One drawback is that it is difficult to show interconnections and
branching possibilities in this format. Nonetheless, colour, embedded graphics,
pictures, and icons can make this appealing.
(e) Flowchart – this format can be useful for determining and displaying processes and
procedures. Computer programming symbols can be used, enhanced with colour and
images.

(f) Circle Graph – processes and components can be displayed in a circle.
Interrelationships and branching capabilities can be indicated by connecting lines.
(g) Window Graph – you can divide a paper into 4,6,9 or 12 “panes” and put appropriate
verbal and graphical information in each pane. This may be useful for showing
sequential information (read the panes left to right like writing) or information that is
not sequentially dependent.
Learning Style(s): V,A,K,T Multiple Intelligence(s): V/S, L, Intra Emotional Intelligence(s):

SA,M
22. Quick sentence
For this activity ask a student to come up with a number between say, 5 and 10, then ask the
whole class to individually write a sentence with the amount of words that was volunteered.
So if someone says 7, the teacher says “Okay, write a 7 word sentence about what you have
learnt so far today” .
Number between 10 and 20 please! “12” okay write down the first/last twelve words that
Hitler/Atticus/Marie Curie wrote in his/her diary at the end of that day.
Learning Style(s): V,A Multiple Intelligence(s): Intra, L, M/L Emotional Intelligence(s):

E,SC
23. Mnemonics
This could be varied by asking someone to give a favourite name, band, film star. Turn the
answer into a Mnemonic and see if groups can find a word that is associated with the topic
under review. So if Brad Pitt comes up the class can work in small groups then work as a
whole class to find associations B is for … etc.
Learning Style(s): V,A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): SS,E

24. Pictionary
Use a whiteboard or a flipchart to get students to review concepts, facts or definitions by

drawing a picture. The picture should visually represent the information. Each volunteer at
the board should have two minutes. This could be done as one side of the class against
another!
Learning Style(s): V,A,K Multiple Intelligence(s): V/S,L, Inter Emotional Intelligence(s): SC,M
25. Playdo Challenge
A 3-dimensional version of pictionary. Use playdo to shape an answer to a question. This is

better achieved in smaller groups or even pairs. A representative of each group could go to
the front to get a ‘card’ from the teacher to make their shape.
Learning Style(s): V,A, T Multiple Intelligence(s): K, V/S, L Emotional Intelligence(s): SC,M
26. Charades
Students come to the front and are given a time limit to ‘mime’ the fact, concept or piece of
information.
Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S, K Emotional Intelligence(s): SA,M
27. Assessment Criteria
Place assessment criteria for an answer on an acetate. Use an OHP to display the
information. Students mark on the acetate with pens what part of the criteria they have
covered or what part could they have improved stating how to the whole class.
Learning Style(s): V,A Multiple Intelligence(s): Inter, L, Intra Emotional Intelligence(s): SA,SC
28. Crosswords
Crosswords could be devised by the teacher to review a topic or subject. Learners could
also be encouraged to devise their own crosswords. The clue construction develops better
understanding about the topic under review.
Learning Style(s): V,A Multiple Intelligence(s): M/L, V/S, L Emotional Intelligence(s): SC,SS
29. Hot-seating
Hot seating is a role play activity during which pupils answer questions from the group “in
character”. It is useful at the end of a series of lessons on a particular story, for instance,
and gives students the opportunity to demonstrate new understanding by acting out.
Alternatively, it gives them the opportunity that they would like clarifying in a non-threatening
situation.

This activity offers children the opportunity to ask questions to peers instead of the adult
teacher. It consolidates previous learning.
One pupil sits in the hot seat and selects a character from a selection offered by the teacher.
The group interviews the character about his/her situation.
The person in the hot seat must be a willing volunteer. He/she needs to be audible and
visible to the rest of the group. Remind them that they must behave in character. Questions
need to relate to the character or topic. The group can ask questions of the person starting
with factual ones such as Name and Age then moving on to questions about their feelings.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Intra, V/S Emotional Intelligence(s):

SS,M, E
30. Magazine programme
This can be in the form of a Richard and Judy style magazine programme. They will answer
some questions from presenters and some from a ‘phone in’. Someone in the class could
pretend to be a ‘guest’ such as someone that is being studied.
Two students will need to play the presenters (preferably one male and one female). They
can use pre-prepared Presenter Cards to help them know what questions to ask.
The rest of the class will play the role of the audience at home. They will write questions on
pieces of card which can be passed to the class teacher. He/she will decide which questions
will get asked. These questions will then be read out from the back of the room or behind a
screen in the room. The guests will then answer these questions as if they had come over
the telephone.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Intra, V/S Emotional Intelligence(s):

SS,M, E
31. Newspaper Headlines
Get the class into small groups. Challenge each small group to invent a newspaper headline
about the topic or subject. They should try to get across the key issue and draw people’s
attention to their story. You can limit them to a maximum of 10 words.
Once they have worked out what the key information should be, and have devised their
headline, they should write it up in large letters on flip chart paper and be prepared to shout
it out like a newspaper seller.
Learning Style(s): V,A Multiple Intelligence(s): L, Inter, V/S Emotional Intelligence(s): SS,M, E

32. Marketplace activity
This traditionally finishes with a quiz but it is a great activity for using both parts of the brain
and giving the class confidence about a topic by seeing how quickly you can improve
knowledge.
Stage 1 – Preparation: Organise students into groups of three. Explain the activity that is
to take place. (5 minutes)
Give out the information about the topic on paper or use textbooks (one per group – note
there can be more than one group researching the same issue). Each group will have to
research an aspect of the topic. They will also need a large piece of sugar paper/flipchart
paper and a variety of thick coloured pens. (5 minutes)
Write up the sequence and timing of stages on the board or OHP. This exercise is
conducted through a series of strictly timed stages. Making the timings explicit will help the
students:
Stage 1 – Preparation – 10 minutes.
Stage 2 – Research – 20 minutes.
Stage 3 – Peer Teaching – 10 minutes.
Stage 4 – Quiz – 10 minutes.
Stage 5 – Review – 10 minutes.
Stage 2 – Research: Each group is to research the chosen area and is given a time limit for
this (20 minutes). The group should use the sugar paper and are told that they can only use
a maximum of 10 words on the page and can have as many drawings, symbols, numbers,
cartoons, diagrams etc. This will help the pupils to translate written information from the
leaflets into visual information on their page. All of the group should play a part in producing
the poster.
Stage 3 – Peer Teaching: When the time limit is up, one member of the group will stay with
their ‘poster’ and be the market trader. They will have to convey the information from their
poster to other students in the class, mainly by verbal communication (they should stand to
do this). All of the other members of the group will then go and visit other market traders who
have information on the different issues around child labour and they are allowed to write
down the information they receive on a piece of A4 paper. (5 minutes).
Each group then comes back together and they feedback what they have learned from the
other market traders to the rest of the group. This encourages verbal communication skills
between the group - (5 minutes).

Stage 4 – Quiz: To assess their knowledge in the group you could then have a quiz where
each team is competing with other. If the market trader is able to answer a question without
having to confer with the other group members they will receive more points than if a group
member has to help. This will also increase competition between the different groups and
hopefully encourage better communication in the feedback of the information about the
different aspects of child labour.
The group may NOT use their notes at this stage and posters should be put away.
Variation: Give the students quiz questions at the beginning of the lesson and see how
much they have improved by working collaboratively at the end.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Inter, V/S Emotional Intelligence(s):

SS,M, E
33. Diamond Ranking
Set a question and have nine ideas for people to prioritise. Write ach idea on a post-it note
and ask each group to arrange their nine ideas in a diamond shape with their top priority (or
best solution) at the top, two in second place, three in third place, two in fourth place and the
lowest priority (or worst solution) at the bottom. They need to get consensus as a group and
can move the ideas around until they reach an order with which they all agree.
Learning Style(s): V,A,T,K Multiple Intelligence(s): L, K, Intra, V/S Emotional Intelligence(s):

SA,SC, E
34. Sentence Structuring (Jigsaw)
Take a model exam answer, say, and key the sentences on to a set of cards. Some other
less well written sentences/deliberate errors could also be types in as red herrings. Make
the introduction and conclusion obvious to help the students.
The aim of the activity is then to get the students to put the card strips together so that the
answer is as coherent as possible – i.e. an answer that gets the best marks. This activity
could be completed in pairs or small groups. The teacher could give the suggested answer
using an OHP at the end. This could be repeated a few times at the end of the session for
different exam questions.
Learning Style(s): V,A,T Multiple Intelligence(s): L, K, Intra, V/S Emotional Intelligence(s):

SC,M,

35. Suggestions …
Speculation is not only a good way of raising curiosity (according to Dr. Ged Lombard of the
Independent Psychological Service this is a significant factor in triggering intrinsic
motivation) but also previews what is to come next.
Ask students to suggest what might/could happen next or where do they think it’s going from
here.
Learning Style(s): V,A Multiple Intelligence(s): L, Intra, Inter Emotional Intelligence(s): SS,M,
E
36. Quizzes
Different types of quizzes can be an enjoyable way to review topics. Quiz formats that the
students are all aware of such as Who Wants to be a Millionaire, Blockbusters, Weakest Link
could be used for groups or individuals. Whiteboards could come in useful here for students
to record answers – A,B etc.
Learning Style(s): V,A Multiple Intelligence(s): L, Inter, V/S Emotional Intelligence(s): SS,M, E
37. Freeze Frame
Form students into small groups. Ask the groups to take up a particular pose that would
represent a concept, fact or subject. The rest of the class have to try to guess what they are
representing. Clues can be given if the class is really stuck .
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Inter, V/S Emotional Intelligence(s):

SS,M,SC
38. Football Commentary/Match report
Give students some reminders about the topics over a period of time. Then ask students to
write it up as if they were feeding back about a football match. Some of the class could tape
record the commentary (John Motson style) then these could be played back at the end.
Who scored (did well in the topic), any own goals? What about the manager’s (teacher)
position/tactics?
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, V/S Emotional Intelligence(s): SS,M,E

39. Slam Dunk
A toy basket ball hoop could be placed on a wall. When someone gets a particular answer
right they can be asked to ‘slam dunk’ the ball in the hoop or the teacher could do it for them!
The teacher could keep a running total of all the right answers that the class has got this
term. This could encourage ‘beating the current record’ by how many we can get right in two
minutes, how many in a lesson/week etc.
Learning Style(s): V,A,K Multiple Intelligence(s): L, K, V/S Emotional Intelligence(s): SS,M,E
40. Musical Review
Here we are talking about music in its broadest sense. It could range from scripting and
performing a musical about the rainforests to rapping the criteria for the relocation of
industry, to chanting out scientific principles like football chants.
Even swapping the words of well known songs or nursery rhymes with the information that
needs learning can be effective.
Learning Style(s): V,A Multiple Intelligence(s): M, L Emotional Intelligence(s): SS,M,E
41. Maths Solutions!
A very creative way of using mathematical/logical intelligence is to apply it in areas where

students are unfamiliar. How would someone like Einstein turn a story into an equation, say.
He may take Macbeth and turn it into a series of formulae written on a huge board in chalk.
e.g. Macbeth would be M, Lady Macbeth could be LM. So M + LM = Dangerous Power. Try
this one:
M – KD = (KM)
(Macbeth minus King Duncan equals King Macbeth – but not for long, so put in brackets.)
Learning Style(s): V,A Multiple Intelligence(s): M/L, L, V/S Emotional Intelligence(s):

SS,M,SC
42. Feelings ..
Ask questions to students that get them to empathise with a character or even with an object
or collection of atoms! This could range from ‘How would you feel if you were Lady
Macbeth?’ to ‘How would you feel if you were a tree being cut down in the Amazon?’
These review activities could be brief diary entries from the character or even writing up the
results of an experiment from the point of view of one of the things you were experimenting
on. One way I have heard about involves writing up the results of dropping lithium into a pot
of water from the point of view of the lithium in the form of a letter home. ‘Dear Mum,
yesterday I fell into a pot of water and you’ll never guess what happened …’
Learning Style(s): V,A Multiple Intelligence(s): Intra, L Emotional Intelligence(s): SA,E

43. Answering the question before last…
This review activity involves the students playing a game at the end of the lesson in two
large teams. The teacher reads out the questions (end of topic/lesson review) and the
students attempt to answer the question before last. So the first question will not require an
answer the second question will require the answer to the first and so on.
Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): SA,SS
44. Describing pictures
Pupils use descriptions that they have generated about some photographs (e.g. geography
context). One pupil volunteers to read out their description; others have to guess which
picture they are describing. Repeat the process. You can then ask the pupils to write down
three rules for good geographical descriptions.
Learning Style(s): A, V Multiple Intelligence(s): Intra, V/S, L Emotional Intelligence(s): SC, M
45. Blue Label
Example: How a volcano works
Project a large diagram of the cross-section of a volcano onto a board. Pupils are given
cards with the names of different parts of the volcano. Pupils take it in turns to come out and
blue-tak labels in the correct place on the diagram. This exercise could be done with an
interactive white board.
Learning Style(s): V,K, T Multiple Intelligence(s): K, L, N, M/L Emotional Intelligence(s): M
46. Three golden rules
Pupils write down 3 golden rules to put into a flood prevention scheme. Each rule is written
on a separate card. Pupils move into groups of four and share their rules. They then
diamond rank them in order of importance.
Learning Style(s): T, A Multiple Intelligence(s): M/L, L, N Emotional Intelligence(s): SC, M
47. Sentence string
Start off a series of sentences and then choose a pupil to repeat what you have said and
then add another section. This continues around the room.
Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): E, M, SC

48. Living graph
Copy or draw a cross-section through a depression on the board. Pupils match statements
describing the weather experienced by a variety of imaginary people in London to the
depression on the cross-section as it approaches and passes.
Learning Style(s): V, A Multiple Intelligence(s): Intra, L, K Emotional Intelligence(s): E, M
49. Hangman
Review key terms used in a topic or the course with this traditional game. A derivative of this
could be Team Hangman to add some competitiveness. Having some of the students take
the role of scribe will add variety.
Learning Style(s): A, V Multiple Intelligence(s): Inter, L, V/S Emotional Intelligence(s): M, E,

SS
50. Anagrams of key words
The anagrams could be devised by the teacher or the class to test other groups/partners. A
possible way of making this more tactile is blue-tak the anagram up on a board and see how
long it takes teams to move the letters around. Some clues could be given if students are
stuck after a few minutes but not before they have had some good thinking time!
Learning Style(s): A, T, K, V Multiple Intelligence(s): Inter, L, K Emotional Intelligence(s): M,

SC
51. Odd one out
Pictures or words could be put on board for students to compare and contrast. Again, a
points system would be good to use for competitiveness.
Learning Style(s): A,V Multiple Intelligence(s): V/S, Inter, L Emotional Intelligence(s): M
52. ICT Blockbusters
The questions and answers for the game are developed by both pupils and ICT teachers.
Pupils are separated into two teams (Blue and White) and each member of the team will be
given the chance to answer an ICT based question. The aim of the game is to get from one
side of the Blockbuster board to the other. If a pupil gets the answer wrong a member on the
opposing team gets another question beginning with the same letter if they get it right the
grid will be filled with that members team colour.
Advantages of ICT Blockbusters as a Plenary Technique
• Pupils feel confident in using Key terminology

• Increases motivation
• Builds team working skills
• Gives the teacher further insight into pupils understanding of key terminology.

(The game Blockbusters is available to all departments who are equipped with an Interactive
Whiteboard. They just need a question and answer bank).
• To advance the game a "Gold-run" could be used where the students are given a
phrase (no more than 3 words) to identify.
Learning Style(s): A,V Multiple Intelligence(s): Inter, L, V/S, M/L Emotional Intelligence(s):
SS, M, SC
53. Single question (Like what’s my line)
e.g. who / what am I? (by you or pupils)
e.g. I have 4 sides

I have one pair of parallel sides
I have no lines of symmetry
What am I?
54. Question / Answer Chain
Aim to complete a question chain – like The Weakest Link. See if the class can beat their
own record. This could be an excellent way of reviewing questions from previous topics as
well as the one being studied.
Learning Style(s): A Multiple Intelligence(s): L, M/L Emotional Intelligence(s): SC, M
55. Matching pairs?
Picture / number
e.g. pictures of polygons
numbers 3 – 10
Learning Style(s): Multiple Intelligence(s): M/L Emotional Intelligence(s):
56. Make your own numeronic
Sex on Holiday Can Add Happiness to Old Age (by D.Dye)
Learning Style(s): A Multiple Intelligence(s): M/L, L Emotional Intelligence(s): M, SC

57. Bingo
4 x 4 Bingo
Select numbers from 0 -9
Can be used for remainder squaring select unit number.

Number of lines of symmetry etc.
Learning Style(s): A Multiple Intelligence(s): Inter, L, M/L Emotional Intelligence(s): M
58. Pyramids
□ □ □ for use with :-

add / subtract / multiply / divide
□ □ negative numbers
□ algebra
Learning Style(s): A Multiple Intelligence(s): V/S, L, M/L Emotional Intelligence(s): SS
59. Stand up - sit down
Q and A which forces the students to stand up or sit down according to whether they:
agree/disagree, true/false, higher/lower, positive/negative etc.
Learning Style(s): K, A Multiple Intelligence(s): K, L Emotional Intelligence(s): M, SA
60. ‘Imagine’ – Visualisation game
Close your eyes and imagine:
e.g. a cube sliced in
a) half what is the shape of the exposed face?
b) Cut diagonally what is the prism?
Learning Style(s): V Multiple Intelligence(s): Intra, V/S, L Emotional Intelligence(s): SA,SC

61. Elimination
A list of numbers/shapes etc can be displayed. Give clues to eliminate and leave one
answer.
Learning Style(s): V, A Multiple Intelligence(s): V/S, L, M/L Emotional Intelligence(s): M, SC
62. Simon Says
Each action has a corresponding number.
Learning Style(s): K, V Multiple Intelligence(s): K,M/L Emotional Intelligence(s): M, SS
63. Know your place
This plenary was identified for initial use with identifying job roles within an organisation or
with organisational structures. The concept is that after job roles, departments and
organisational structures have been taught the pupils are given a position within an
imaginary firm and they will then stand in the classroom in an order that places senior
management at the top of the class and the subordinates lower down the class. This plenary
could also be used with other subjects for reinforcing any activity where there is a hierarchy
i.e. the periodic table.
Learning Style(s): K, A Multiple Intelligence(s): K, V/S Emotional Intelligence(s): SS, SA
64. Pressure point
This is where the pupils are given definitions of terms within the subject and they have to
respond by giving the answer to a definition. E.g. a method of production that is used to
produce one product on a mass scale using automation. Answer is Flow Production.
Learning Style(s): A Multiple Intelligence(s): L Emotional Intelligence(s): M, SA
65. Acronyms
This is similar to the "fossil" task where a letter is issued to a specific aspect of the lesson
taught. For example the Chain of Survival in First Aid is Dr ABC (Danger Response Airway
Breathing Circulation).

66. Lyrics of the Lesson
The pupils could be placed in small groups and asked to create a poem or a song (usually a
Rap) which could be used to summarise what they have learnt in that lesson. For example a
lesson summarised in poem format:
I've learnt to do accounts

and how the numbers mount
I can do profit and loss
and a balance sheet
I can do them both
And this feels neat
Learning Style(s): A Multiple Intelligence(s): M, L Emotional Intelligence(s): M, SS
67. Whiteboard Wipe-out
This is to be used with the use of the interactive whiteboard. The pupils are given a
summary of the lesson in word processed format on the board. They will each be asked to
fill in the blank spaces using a variety of words that are listed underneath. Students could
come to the front to complete this.
Learning Style(s): K, A Multiple Intelligence(s): K, L Emotional Intelligence(s): M, SC
68. Chinese whispers
This is done to reinforce that concept that too many people involved in an organisation can
produce a garbled message. This can also useful to explain the importance of
communication, review and listening.
Learning Style(s): A Multiple Intelligence(s): L, Intra Emotional Intelligence(s): SS, SA, SC
69. Slogan Challenge
This is where the students are taught a lesson in the traditional manner and at the end of the
lesson the students will be asked to create a "trendy" slogan to help them remember what
the lesson was about in the future.
For example a lesson to teach the calculation of Average Rate of Return on an investment
can be given the slogan to help reinforce learning "Things that make you go ARR"
Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): M, SS

70. Spider diagrams
Partially completed spider is produced on board or worksheet. Students are then asked to
fill in the gaps. Again some movement could be built in by inviting some students to come to
the board.
71. You must remember this
At the end of a test or topic students can be given a few minutes to come up with some
ideas as to how they might be able to remember some of the key terms. Alternatively,
students can share their remembering strategies with each other.
Learning Style(s): A Multiple Intelligence(s): Inter, Intra, L Emotional Intelligence(s): E, SA
72. Spot the word (Individual)
Tables with three different spellings of a word - ring the correct word.
Learning Style(s): A, V Multiple Intelligence(s): L, V/S Emotional Intelligence(s): SA, SC
73. Matching pairs (e.g. groups of 4)
Card based game to match diagrams and words. Students match them by turning over
cards.
Learning Style(s): T, V Multiple Intelligence(s): K, V/S, Intra Emotional Intelligence(s): M, SA
74. You’re out of order!
Sequence game with students (e.g. 6 in a group.)

Students work in groups - arrange events/sequence - stand in order (holding card/POST-IT
which represents their word). Students could be given first and last statement and then fill
the blanks in between.
Learning Style(s): K, A, T, V Multiple Intelligence(s): K, L, V/S Emotional Intelligence(s): M,

SA
75. A - Z subject
26 questions - aligned next to the letter it begins with!
E.g. A____________________INCREASING SPEED.
Learning Style(s): A, V Multiple Intelligence(s): L, V/S Emotional Intelligence(s): SA, M

76. The Loop
Green side - Question

Hand out cards (2 sides)
Red side - Answer to another Question
The teacher has a card - asks questions, pupil with the card with the answer, states the
answer and asks the question on their card and so on until all questions have been asked
(last answer should be the teachers card).
Learning Style(s): T, A Multiple Intelligence(s): L, Intra Emotional Intelligence(s): SA, SC
77. Dominoes
2 Statements that connect together
Calcium He → Helium My
Learning Style(s): T, V Multiple Intelligence(s): K, V/S Emotional Intelligence(s): SC, SA
78. Word Connections
Identifying words that are connected to chosen phrase/word.
C
G O
AMA
E.G. FOSSI L F U E LS
I E L R N AO
OL AL I A E Y L
R I S N R E A
M O H I G R R
N AY S
N
Learning Style(s): V, A Multiple Intelligence(s): L, V/S, Intra Emotional Intelligence(s): SA

79. Toss the ball/beanbag
Person who throws asks question and person who catches answers. Repeat process.
80. Acting out dialogue - in pairs
Ask pairs or groups to role play a situation and have a discussion or act it out.
81. Dialogue circle
5 people ask and answer questions in turns. Students could find interesting ways of finding
the order of questions e.g. largest/smallest hands/feet start. This ensures that everyone
stays involved.
Learning Style(s): A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): M, SS
82. String me along
Discussion based plenary which can be run either standing up or sitting down. A ball of wall
or string is needed. The person who starts the discussion holds the string and passes it to
the next person who wants to speak. This is good for getting students to encourage others
to speak and ensures the whole group is involved.
Learning Style(s): T, A Multiple Intelligence(s): K, L, V/S, Inter Emotional Intelligence(s): M,

SC
83. Vrai/faux
Teacher read out sentence based on picture prompt or listening exercise answer. If the
phrase is correct, they raise one hand, if incorrect, they raise two.
84. Date line
Pupils work in groups of 6 to try to ascertain the order of their birthdates using target
language only.
Learning Style(s): A Multiple Intelligence(s): L Emotional Intelligence(s): E, SA

85. Snap
Pair game with pictures and vocabulary to match.
Learning Style(s): V, A, T Multiple Intelligence(s): V/S,K, L Emotional Intelligence(s): M, SC
86. Smack
Two lots of identical words on board in Spanish/French. Teacher says word in English. Two
students at front with back to class compete to indicate first which the correct word is.
Learning Style(s): A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): M, SC
87. Smiley Faces
To indicate feelings/opinions, students draw a smiley, sad or neutral face as I read out a
variety of phrases, in target language linked to feelings/opinions.
Learning Style(s): V Multiple Intelligence(s): V/S, Intra Emotional Intelligence(s): SA, SC
88. Copy cat
A question on various topics is asked and the next student when he/she has answered the
question, turns over the paper and asks the next question.
89. Interview
A follow on from above: interview a pupil at front of class
Learning Style(s): A Multiple Intelligence(s): Inter, L Emotional Intelligence(s): M, SC
90. Impressions
"Give us a clue" style. Students act out examples of activities they do every day/did
yesterday etc. Rest of the class guess what activity is.
Learning Style(s): K, A, V Multiple Intelligence(s): K, L, V/S Emotional Intelligence(s): E, SS
91. Spot the Mistake (Beat the teacher)
Teacher summarises a topic or lesson with a number of deliberate mistakes, say 5. The
students have to spot the mistakes and indicate what the actual answer is.
Learning Style(s): V, A Multiple Intelligence(s): V/S, L Emotional Intelligence(s): M, SA

92. Text message
Students to review the learning in the form of a text message. They can then write these on
POST-Its and ‘text’ each other by going to others in the class. They get 200 points from
each person who fully understands their text or 100 points if it is partially understood.
Learning Style(s): K, A, V Multiple Intelligence(s): K, L, V/S Emotional Intelligence(s): M, SA
93. Postcards
Bring in some blank or actual picture postcards. The students review the lesson by writing a
postcard to a friend/family member – they could be real or fictional. Some could be read out
at the end or exchanged between class members.
94. Thinking ABC’s
Use numbers and letters to stimulate thought and memory. For instance:
26 = L _ _ _ _ _ _ in the A _ _ _ _ _ _ _
Teachers could create some subject specific Thinking ABC’s. Students could be asked to
produce some as well!
Learning Style(s): V, A Multiple Intelligence(s): V/S, Ling Emotional Intelligence(s): M, SC
95. SCAMPER
SCAMPER is an acronym for Substitute (use or do instead?); Combine (join or put

together?); Adapt (change or do differently?); Magnify/Minify (make larger or smaller?); Put
to other uses (another way/purpose?); Eliminate (take away or do without?);
Reverse/rearrange (different order or view?).
The SCAMPER thinking skills technique can be used to generate creative solutions or
problems! For instance, redesigning products such as mobile phones, alternative endings to
stories or suggested sequels, re-visiting historical situations and exploring alternative
scenarios.
96. Exit jeopardy
Give the answers key points that the pupils should have learned that lesson. Pupils have to
raise their hands to give the question (as in the TV series jeopardy). If they are correct they
get to leave.
If not they are frozen out for the next question.

With lessons that have been skills-based rather than content driven, one right answer gets
the table/row that the pupil is sitting with on the road to freedom!
Learning Style(s): K, A Multiple Intelligence(s): K, L Emotional Intelligence(s): M, E
97. Mind blowing
Write the topic for the lesson in the centre bubble of a mindmap on the board. Pupils must
volunteer to add to the mindmap and are given the board pen to write their suggestions. If it
is acceptable they can pack away their belongings but must not leave until the mindmap is
completed by everyone in the group adding a suggestion.
This can be left on the board for the recap next lesson to aid the starter.
It gets hard towards the end so the pupils are usually pretty keen to volunteer early next
time!
Learning Style(s): K, V Multiple Intelligence(s): K, V/S, Intra Emotional Intelligence(s): M, SA
98. How well did we do?
Product evaluation at the end of a practical session. Group display of products and Q/A
session about the process and results. This would be verbal preparation for written
evaluation (homework).
Learning Style(s): A Multiple Intelligence(s): Intra, L Emotional Intelligence(s): SC, SA
99. What can it be?
Describe a product/term without using the name and others in the class/group have to
guess.
Learning Style(s): A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): M, SS
100. What am I?
Pupils have a name/picture of a product/material/term stuck on their back. Pupils can ask
questions about what they are to others but only yes/no answers can be given until they
guess what they are.
Learning Style(s): K, A, V, T Multiple Intelligence(s): K, L, Inter, Intra Emotional

Intelligence(s): SS, SA, M
101. Find your match
A flow chart of making a product or process is written out and then cut up into the stages.
Pupils have to arrange them in the correct order. The activity can be done individually or as
a group.
Learning Style(s): T, A Multiple Intelligence(s): K, V/S Emotional Intelligence(s): M, SC

102. Call my bluff
In 3s, students are given a key word and have to come up with the correct meaning and two
false meanings. The other groups have to spot the right answer.
103. From questions to lesson outcomes
Plan a series of questions. Start with a knowledge type question, then understanding,
through to application, analysis, synthesis and evaluation. Display on board/OHP/cut up
cards and jumble them up. Students then put them in order of difficulty and have to justify
their choices. The students then write the objectives of the lesson based on questions.
Learning Style(s): T, A, V Multiple Intelligence(s): K, L, Intra, V/S Emotional Intelligence(s):

M, SA, SC
104. What happens next…?
A picture of manufacturing process (or system/formula/activity/working drawing). And a list

of labels for the stages or cut out cards. Students then match the information to the
diagram/picture.
Learning Style(s): K, A, V, T Multiple Intelligence(s): K, L, Intra Emotional Intelligence(s): SC,

SA
105. Jig-saw Juggle
A picture of a manufacturing process (or system/formula/activity/working drawing) is cut into

a jig-saw and students have to reassemble it. Students could be asked to speak out loud
while completing the task or complete in silence!
Learning Style(s): T, V, A Multiple Intelligence(s): K, L, V/S, Intra Emotional Intelligence(s):

SC, SA
106. Explain it!
Write a key word/term on a wipe clean card. Pupils write an explanation of it and then pass
it to the next pupil who adds anything that is missing. The class decide if the description is
complete.
The same thing could be done as a game of consequences with each pupil giving a
description without seeing the previous one. After 4-5 entries the paper is read and the class
decide which is the best explanation.

Some of these activities could be played as a game with points scored and a prize given.
Others may be kept to a small group of pupils and exchange of ideas/information shared.
This may be more appropriate for lower ability pupils and could be a way of peers helping
each other.
Learning Style(s): K, T, A Multiple Intelligence(s): K, L, Intra Emotional Intelligence(s): M, SA
107. Oral Testing
As obvious as it sounds. The teacher asks questions on expected learning/lesson outcomes

and expands on pupil's answer as appropriate.
Learning Style(s): A Multiple Intelligence(s): L Emotional Intelligence(s): SA
108. Relationship diagrams
Visual representation of relationships between/among characters in a text.

Could be adapted for key ideas and themes
Learning Style(s): V, A Multiple Intelligence(s): V/S, L Emotional Intelligence(s): SA
109. Putting the boot on the other foot
Volunteer pupil/pupils summarise the lesson. Pupils write key points on the board, possibly
supported by a framework of headings supplied by the teacher.
Learning Style(s): A, V Multiple Intelligence(s): L, V/S Emotional Intelligence(s): SS, SA
110. Echo Clapping
Practical rather than written exercise to aid pupils rhythmical ability. Teacher claps a 4 beat
rhythm then the whole group or a single pupil echoes it. Pupils then take it in turns to lead a
4 beat clap. To reinforce performance work the rhythms could be taken from pieces being
practiced.
Learning Style(s): K, A Multiple Intelligence(s): M, K, L Emotional Intelligence(s): M, SA
111. Twisters
A plenary which uses paper folded into squares and triangles. Instead of asking for favourite
colour etc. students can write review questions and test each other on a topic.
Learning Style(s): T, A Multiple Intelligence(s): K, L, Intra Emotional Intelligence(s): M, SC

112. Eyes wide shut!
Students close eyes and visualize 5 key words or concepts from the lesson (2 minutes).
After the allotted time the student should discuss their thoughts with a partner.
Learning Style(s): A Multiple Intelligence(s): L, Intra Emotional Intelligence(s): SC, SA
113. Write, write, write
Write the key words from the session a number of times while a piece of music plays. The
teacher should choose the piece of music carefully and use the same piece for the same
topic review weeks or months later. Note: This piece of music may become a useful
memory trigger in the exam hall!
Learning Style(s): T, V Multiple Intelligence(s): K, L, M Emotional Intelligence(s): M, SC
114. Wrong hand
Write the key words from a topic using the hand that you do not usually write with. This
could be repeated a number of times as above. Encourage students to use this method for
revising the same topic.
Learning Style(s): T, V Multiple Intelligence(s): K, L, Emotional Intelligence(s): SC, SA
115. Mind Movies
Pupils close eyes. Read part of a short story or passage to class. Tell them to imagine what
is happening in their mind. When you have finished reading, tell pupils to keep their eyes
closed and continue to ‘run the movie’ in their minds for one minute. Take feedback from
class about what happened in their mind movies. Could be very good for introducing certain
topics.
Learning Style(s): V Multiple Intelligence(s): V/S, Intra Emotional Intelligence(s): SC, M
116. Odd one out
Pupils given 3-4 key words/places/people etc. They have to say which is the odd one out –
and give a reason why. In most cases any of them could be the odd one out, as long as a
valid reason is given. They then have to suggest another word that can be added to the
group that will keep the 'odd one out' the same.
Pupils could come up to the board/interactive whiteboard to indicate the ‘odd one out’ and
give a reason for it.
Learning Style(s): V, K Multiple Intelligence(s): V/S, K Emotional Intelligence(s): SC, M

117. Snowball
This is like ‘teaching by asking’ above. Instead of starting by ‘teaching by telling’, you ask a
question that leads to what you want students to learn. Then:
(1) each individual writes down their thoughts without reference to others.
(2) Students then share what they have written in pairs or threes.
(3) Optionally the pairs or threes combine to create larger groups which again compares
their answers, and then agrees a group answer.
(4) The teacher asks each big group in turn for one idea they have had, and writes the
useful ideas on the board, perhaps saying a little in support of each idea.
Like ‘Teaching by Asking’, the teacher then tops up and corrects the class answer.
Learning Style(s): A Multiple Intelligence(s): Ling, Inter, Intra Emotional Intelligence(s): SS, E
118. Teaching by asking
Rather than ‘teaching by telling’, start the topic by asking students a question which leads to
what you want to teach. For example:
“What methods are used to market food products? Think of as many as you can.”
“Why do you think managers value staff training?”
“Who would have supported Cromwell, who would not, and why?”
“Here is a maths problem you can’t solve with the methods we have seen so far - how
would you solve it?”
Students work in pairs or small groups (buzz groups) to answer a question or series of
questions using common sense, experience, and prior learning. Students can all have the
same questions, or they can be given different questions on the same topic. This group
discussion can last for literally a minute or less, or for 20 minutes or longer.
Ensure each group has a scribe, and check their attention to task, and the quality of their
work, by checking what the scribes have written down. Ask them if they need more time,
and if they have finished, ask each pair or group for one idea they have had, ensuring that
each group offers something. Write the strong ideas on the board saying a little in support of
each idea if you wish. Allow the class to discuss any points of disagreement until they have
agreed a common answer. (See section E for more detail on this.)
When the class has its common answer, ‘top up’ the answer with any additional points the
class has missed, and correct any misunderstandings. If students get half of the answer, it
saves half of the teacher talk, and generates interest and thinking skills.

(See also “interrogating the text” below, where students are given a handout or other
material to help them answer the “Teaching by Asking” question you give them.)
Teacher
provides the
Ask the rest of the
answer
question
(Students
Students
provide part
provide part
of the
of the
answer)
answer
Learning Style(s): A Multiple Intelligence(s): Ling, Inter Emotional Intelligence(s): SC, M
119. Transformation
Students are given text in one format and are asked to present it in another. For example a
health leaflet could be turned into a newspaper report, or a set of instructions could be
turned into a statement about how the devise works and when it would be useful. A
chronological account could be reformulated under given, non-chronological headings etc.
Learning Style(s): V, A Multiple Intelligence(s): V/S, Ling Emotional Intelligence(s): SC, M
120. Headings
Students are given a handout with no headings or subheadings, but with space for these.
Students read the handout and decide headings that summarise what follows in that section
of text in the form of a statement. This produces headings such as ‘The heart is a blood
pump’; ‘The heart has four chambers’; ‘Arteries take blood from the heart’. Etc.
You can of course adapt an existing handout by removing existing headings, and or by
asking students to write a ‘heading’ for each paragraph in the margin.
You can do this activity the other way round, that is provide the headings and ask students to
find out about each heading and then write a short section on this. This is a good way of
structuring independent learning.

121. Decisions-Decisions
Students, working in pairs are given a text or watch a video etc, along with:
• ‘Summary cards’ which purport to summarise key points from the text, some of which are
true and some of which are false: e.g.
• The left ventricle feeds the lung
• Heart rate is measured in beats per minute, and if you are very fit your heart rate
will probably be lower than average.
• ‘Consequences cards’ which state consequences of the facts given in the text. These
consequences are not actually stated in the text itself. Again some are true and some false
e.g.
• If you blocked the left ventricle no blood would get to the head
• Furring of the arteries would usually raise blood pressure.
The pairs of students must decide which cards are correct, and what is wrong with the
incorrect ones. This is a greatly enjoyed activity with the atmosphere of a game.
122. Student Presentation
Students prepare a presentation on a topic in groups. It helps if the topic being studied can
be divided up so each group presents a different sub-topic. Don’t tell students what their
subtopic is until after they have studied the topic as a whole, to ensure they do not
overspecialise. Students could study the material using one of the other strategies
described here.
Explaining Exemplars (Carroll 1994) – For skills teaching
An exemplar is a model of good practice or worked example. This strategy can be used in
almost any subject from mathematics to craft catering. Try it with calculations, written work,
exam question answers, case studies, assignments, essays, craft artefacts etc.
1. Give pairs or small groups of students examples of good practice, and perhaps some
examples of bad practice or examples containing a few common errors. They may have
the same, or different exemplars.

2. After examining and discussing it, each group critically appraises the exemplar to the rest
of the class. This might focus on the methods used to create the exemplar as well as its
quality. They could ‘mark’ the work, either informally or against agreed criteria.
3. Get the students to summarise general statements of good practice.
Exemplars in pairs:
This strategy will be explained by example. It could be used with any subject:
1. Each pair of mathematics students is given the same four worked examples. The
examples solve slightly different problems or use slightly different methods, and are
correct in each case.
2. Each individual student takes two of the four worked examples. They study these, and
prepare to explain and justify the method to their partner.
3. Students explain and justify their examples to their partners.
4. Together the pairs agree ‘How to do it’ advice.
5. Class discussion to agree ‘how to do it’.
6. Students do some similar questions themselves.
You can of course give students worked examples including common errors, and ask them
to find these. This works well as a follow up activity.
Carroll’s Research into teaching algebra suggests that showing students a large number of
varied worked examples can work better than the more common strategy of ‘showing them a
couple on the board and then getting them to do lots themselves’. This is true even if the
amount of time spent doing examples is reduced to make time to look at the worked
examples. Low achievers make particularly good achievements.
Examples of work with common errors are instructive and good fun.
Asking students to examine exemplar essays or assignments immediately after completing
one of their own with the same tasks is also very instructive.
This strategy is underused, and is particularly helpful for right brain students because it gives
students an holistic ‘feel’ for the characteristics of good work.

124. Peer Teaching – For skills teaching
Explaining: Students explain to each other how they did something, for example, solving a
problem. It has been found that students who explain their method to each other learn
mathematics much faster than those who do not.
By explaining conceptual relationships to others, tutors define their own understanding.
Question Pairs: Learners prepare for the activity by reading an agreed text, and generating
questions and answers focused on the major points or issues raised. At the next class
meeting pairs are randomly assigned. Partners alternately ask their questions of each other,
and provide corrective feedback on the answers.
Learning Cells: Each learner reads different selections and then teaches the essence of the
material to his or her randomly assigned partner.
125. Snowballing questions
Students are given resources on the topic to be learned along with past paper questions or
multiple choice tests. The questions should require more than just copying answers from the
resources.
Students work on the resources and the questions individually or in pairs. It sometimes
helps curiosity and focus of the student’s reading if they read the questions before studying
the resources.
Students combine individuals into pairs, or pairs into fours. They compare answers to the
questions and combine their work to produce a ‘best answer’ without further consultation of
the reading unless really necessary. This promotes discussion, requires student to justify
their points of view, which encourages good learning.
Students are shown the answers with any reasoning or working made clear, and then mark
or score themselves.
126. Out Loud!
Ask students to work in pairs or small teams to reconstruct a model of a system or process
while talking out loud what they are doing, why, and how everything works. (The teacher
should facilitate by asking questions to draw them out while this is going on). Components
of the system could be magnetic-backed on a whiteboard, Velcro-backed on fabric, flat on a
table top or floor, or 3-dimensional on a table top.
127. Compare and Contrast

Comparing and contrasting has been found to improve students understanding of the topics
compared by much more than one grade. It is a preferred method for helping students to
clarify concepts that are often confused, or poorly understood.
Students are put in pairs or small groups, and are given a grid like the one below (only much
bigger!) on flip chart or A3 paper. They work in groups to make a bullet pointed list of
important similarities and differences between the two concepts. They can work from
previously unseen, or from other notes to do this. Clearly this could be used in any subject
to help teach almost any pair of similar concepts. For example:
Fractions and Percentages
Charles I and Charles II relations with Parliament
Osmosis and diffusion
Shares and Bonds
Commas and semicolons
Etc
Similarities
Comparing They both:
Kinetic Energy
and
Momentum
Differences
Kinetic energy… But Momentum… Momentum… But

Kinetic energy…
128. Art Contest

Students can be placed into pairs or teams to create works of art to review learning material.
These can be in the form of some of the pictograms described earlier in this booklet. Of
course the teacher has some great display materials that arise out of this.
Learning Style(s): V, A Multiple Intelligence(s): V/S, Nat, Emotional Intelligence(s): M, SC
129. Acting out a System
Assign people roles to play in a system or process and have them act the whole process out.
This can be useful for teaching students about the human body, computer concepts,
geographical terms etc.
Learning Style(s): T, K Multiple Intelligence(s): Kin, Nat Emotional Intelligence(s): M, SS
130. Concentration
Put students in pairs. Give each pair a deck of cards, half of which contain terms and half of
which contain associated definitions of those terms. Have the partners shuffle the deck,
place the cards face down in a matrix, and play Concentration. The person with the most
matching pairs “wins”.
Learning Style(s): V, A, T Multiple Intelligence(s): V/S, Ling Emotional Intelligence(s): M, SC
131. Musical Questions
Give students each a card. Ask them to print on the card a question they have about the
materials just covered and to not sign their name. While music plays, ask them to keep
passing the question cards to the right until the music stops. Then give them a set amount
of time to research the question that they are holding at that point, using any person or
document in the room as a resource. Then debrief.
Learning Style(s): T, A Multiple Intelligence(s): Kin, Ling Emotional Intelligence(s): SA, SC,
SS
132. Question & Move
After or during a teacher presentation part of a lesson, have each person write down three or
more questions they have about what was just covered. Then ask students to get up and
wander around the room, ask each other questions until they find the answers (to ensure
that all students are involved ask students to initially find people near to them in the register).
Then debrief.
Learning Style(s): K, A Multiple Intelligence(s): Kin, Ling Emotional Intelligence(s): M, SS, SA

133. Duel
Choose the best behaving youngsters in the group or if time choose random pairs. The
teacher can then give them a problem such as a mental arithmetic task. The first one to
shout it out and point their fingers (like a gunslinger form the old Wild West) wins. If a whole
group is playing you could eliminate defeated students until there is a final.
Learning Style(s): K, A Multiple Intelligence(s): Kin, Ling, M/L Emotional Intelligence(s): M,

SS, SA
134. Thinking ABCs
Create a series of problems, which start with single letter clues e.g.
26 = L _ _ _ _ _ _ O_ T__ A_______
Choose examples from the subject being studies and more importantly get students to
create their own. This then combines creative thinking with critical thinking.
Learning Style(s): A, V Multiple Intelligence(s): Ling Emotional Intelligence(s): SA, SC
135. Facts in Five or Facts in Four
Create a grid of either five by five or four by four. In the first instance put in headings across
the top such as City, Country, Town, Vegetable, Drink etc.
Along the side you can then put in any other letters or words e.g. MALIT. Then the students
have to find a City, Country etc. that begins with each letter. Where they find one which no
other group or pairing get they receive 10 points, if someone else gets in 5 and if they have
no answer 0.
Then try to apply this to a topic that is being reviewed. Create your own headings and words
to go down the side and get the students to create some too.
Learning Style(s): A,V Multiple Intelligence(s): M/L, Ling Emotional Intelligence(s): SC, SA

M

Using Booklet of Plenary Activities
Possible Departmental Tasks
In the light of addressing individual learning styles in the school the following may be a
useful next steps:
Menu A
1. Classify the plenaries that are being used in the department in terms of Visual,
Auditory, Kinaesthetic or Tactile.
2. Identify the learning style type that is not as well catered for as others.
3. Use the booklet and other resources to produce plenaries in this learning style.
Menu B
1. Ask students (student council research task) to identify the most popular/memorable
plenaries.
2. Get the students to feed back the information to Heads of Department and others.
3. Act on this information and build it into your departmental plan.
Menu C
1. Classify the plenaries that are being used in the department in terms of Multiple
Intelligences.
2. Identify the Intelligences type that is not as well catered for as others.
3. Use the booklet and other resources to produce plenaries in these intelligences.
Menu D
1. After completing one of the other menus above set some departmental targets. For
example, over a half-term:
• Try 5 plenaries in your weakest learning style

• Try 5 plenaries in your weakest intelligence
• Use 5 plenaries that you have not used before
• Create 5 plenaries for topics (especially ones that you or the students seem to find a bit
‘dry’)
• Carry out some action research on the effects of different types of plenaries for a
particular group and feed back your findings to the whole staff

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PLENARY IDEAS..................................................................................................................................

© Copyright Osiris Educational 2005 1

© Copyright Osiris Educational 2005 2

USING BOOKLET OF PLENARY ACTIVITIES...........................................................................45

POSSIBLE DEPARTMENTAL TASKS................................................................................................................45

© Copyright Osiris Educational 2005 3

V – Visual – involves reading, seeing/watching, visualizing/imagination.

© Copyright Osiris Educational 2005 4

Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S Emotional Intelligence(s): SA

2. Before and after grid

Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S Emotional Intelligence(s): SA

© Copyright Osiris Educational 2005 5

Learning Style(s): V,A Multiple Intelligence(s): Intra,L Emotional Intelligence(s): SA,M

Learning Style(s): V,A, T Multiple Intelligence(s): Intra, K Emotional Intelligence(s): SA,E,M

© Copyright Osiris Educational 2005 6

Learning Style(s): V,A,K Multiple Intelligence(s): Intra, K, L Emotional Intelligence(s): SS,SA

Learning Style(s): V,K,A Multiple Intelligence(s): Intra, L, K Emotional Intelligence(s): SA,SS,E

10. Graffiti wall

11. Express cards

Learning Style(s): T,K,A Multiple Intelligence(s): Intra,K,L Emotional Intelligence(s): SA,SC

12. Feelings silhouette

Learning Style(s): V,A Multiple Intelligence(s): Intra, V/S,L Emotional Intelligence(s):

© Copyright Osiris Educational 2005 7

Learning Style(s): V,A Multiple Intelligence(s): Intra,L, Emotional Intelligence(s): SA,E

14. Traffic Lights

15. (Rubberised) Dart Game

Learning Style(s): V,A,K,T Multiple Intelligence(s): Intra, V/S,K,L Emotional Intelligence(s):

© Copyright Osiris Educational 2005 8

Learning Style(s): V,A,K,T Multiple Intelligence(s): Intra,K,Inter,L Emotional Intelligence(s):

17. Verbal football

Learning Style(s): V,A Multiple Intelligence(s): Intra,K,V/S,N Emotional Intelligence(s):

* This could be a piece of coloured paper or something like a marble, counter.

Learning Style(s): V,A,K,T Multiple Intelligence(s): K,L Emotional Intelligence(s): SA,SS,M

© Copyright Osiris Educational 2005 9

20. Peer Assessment Methods

© Copyright Osiris Educational 2005 10

© Copyright Osiris Educational 2005 11

© Copyright Osiris Educational 2005 12

Learning Style(s): V,A,K,T Multiple Intelligence(s): V/S, L, Intra Emotional Intelligence(s):

22. Quick sentence

Learning Style(s): V,A Multiple Intelligence(s): Intra, L, M/L Emotional Intelligence(s):

Learning Style(s): V,A Multiple Intelligence(s): L, Inter Emotional Intelligence(s): SS,E

© Copyright Osiris Educational 2005 13

Use a whiteboard or a flipchart to get students to review concepts, facts or definitions by

25. Playdo Challenge

A 3-dimensional version of pictionary. Use playdo to shape an answer to a question. This is

Learning Style(s): V,A, T Multiple Intelligence(s): K, V/S, L Emotional Intelligence(s): SC,M

27. Assessment Criteria

© Copyright Osiris Educational 2005 14

Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Intra, V/S Emotional Intelligence(s):

30. Magazine programme

Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Intra, V/S Emotional Intelligence(s):

31. Newspaper Headlines

© Copyright Osiris Educational 2005 15

Stage 2 – Research – 20 minutes.

Stage 3 – Peer Teaching – 10 minutes.

Stage 4 – Quiz – 10 minutes.

Stage 5 – Review – 10 minutes.

© Copyright Osiris Educational 2005 16

Learning Style(s): V,A,K Multiple Intelligence(s): L, K, Inter, V/S Emotional Intelligence(s):

33. Diamond Ranking

Learning Style(s): V,A,T,K Multiple Intelligence(s): L, K, Intra, V/S Emotional Intelligence(s):