Transcript Growth Points

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Today I will be learning some of the
different starters that can be used in
lessons
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I will know I’ve been successful if I can:
 Write your own success criteria! Best
suggestions win points for their team
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What’s one
devil saying
to the other?
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Turn to your partner and tell them about
the best piece of advice you’ve received
about teaching.
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In groups of four, come up with nine pieces
of advice
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Arrange them into the Diamond Nine,
putting the most useful at the top and least
useful at the bottom
Diamond Nine
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You pick relevant person or place and the
class has twenty Yes or No questions to
work out what it is!
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Write down a key/related word for our
topic area for as many letters of the
alphabet as you can.
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The class put a series of events or
consequences in the correct order.
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Could be done with pictures.
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Give students key words on cards and ask
them to place in piles of –
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I know you
I think I’ve seen you somewhere before
We’ve never met!
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What might have happened before the photo was taken?
What might be happening now?
What may happen after?
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Ask a student to suggest a word. You say a word that is
related. (e.g. if the word is ‘football’ you might say ‘goal’. )
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The next student says a word connected with the previous
word. (e.g. ‘goal’, ‘net’ and so on.)
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Players take turns.
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They are allowed thinking time, but can be challenged by
any other player to explain the connection between their
word and the previous word.
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Devise a new invention
that relates to what we
were studying last
lesson.
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Students create slogans – for an image, the
learning from last lesson, a specific part of
the topic.
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Students are in pairs. One receives a sheet
with information about the topic on. The
other must interview them in order to
discover what they will be studying or to
elicit as much of the information as
possible.
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Develop by putting conditions on questions
and responses.
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Begin the lesson by calling a press
conference – you have an announcement to
make and students must take notes and
then question you on what has been said.
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Could be announcing what the lesson is
about, or a provocative statement related to
the content etc.
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Get the pupil to summarise the last lesson
in a minute, without pausing, repetition or
mistakes.
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The rest of the class act as a buzzer for
when they muck up!
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Talk to your partner about the most useful
thing you’ve learned today.
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How will it affect your practice? Will it?
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I will know I’ve been
successful if I can:
 These can be edited in
(from the class’
suggestions) when
they are on the main
task/busy for five
minutes