To activate prior knowledge To motivate pupils To provide a quick start to the lesson To inject a sense of pace To stimulate thinking Purposes of starters To challenge pupils To manage pupils To encourage pupil questioning To aid recall, to link to previous lesson To create a climate of pupil involvement and interaction
Overcoming problems with starters Starters can take too long. loose pace and direction. lack clear learning objectives. loose pupils who need extra thinking / learning time. make it difficult to provide for different levels of ability. be derailed by wayward responses. be derailed by practicalities such as the arrival of latecomers. Problems can be overcome careful planning establishing a clear focus and dealing decisively with distractions; rigorously adhering to planned timings; using activities and routines which latecomers can assimilate and join; skilful teacher questioning; providing additional support for some individuals and adding extra challenge for some.
Best meet the needs of those lesson objectives Are linked to the lesson objectives Take account of the range of learning needs Are planned. Successful starters! Are kept brief Are variety of starters are used. They show progression over time Have a brief mini plenary at the end of the starter. Diversions dealt with decisively Instructions are clear and concise
Progression : Odd one out • Precipitation • Rainfall • Condensation • Hail • Evaporation Rain Snow • Precipitation • Fog • Rainfall • Evaporation • Condensation 4) Add some similar words to number three, to create a new odd one out. You may also remove one or two of the words NB there may be more than one odd one out!
What next ? • Try some different types of starters that you have not used before. • Discuss with department members the most suitable starters to include in a unit of work. • After about eight weeks as a department reflect on the effects of those tried starters on pupils.