## Networks: Starters and Plenaries

##### 10 Questions

A volunteer (either a student or class teacher) is given a slip of paper so they know 'what they are'.

The rest of the class can ask up to a maximum of 10 questions to guess what they are. The volunteer can only answer 'yes' or 'no'

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##### 30 Seconds

Students are shown a number of terms for exactly 30 seconds. They need to memorise as many as possible. After 30 seconds, the terms are hidden and they need to write down as many terms as they can remember along with at least one fact about that term.

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##### 3-2-1

Display this on the whiteboard as students are walking through the door. They can work individually or in pairs to come up with the answers.

Good for differentiation as all students should be able to get at least one of the six points.

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##### Consider All Reasons

Students are given an open ended statement related to the topic.  In pairs, they identify as many reasons as possible in order to provide an answer to the statement

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##### Sort A Sentance

Requires preparation before the lesson.

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##### Pass the Buck

An excellent starter for involving all students and getting them to identify a large number of facts about the current topic

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##### Summarise (Plenary)

Students are asked to summarise what they have learned during today’s lesson

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The class 'test' the teacher on their knowledge of key words related to this topic

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##### Lucky Dip Questions (Plenary)

Every student is given a number at the start of the activity. This is used to help pick who will ask and answer questions about what has been learned during the lesson.

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##### Three Facts

Students are asked to write down three facts that they can remember off the top of their heads about the topic.

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##### Word Tennis

Students work in groups of three with two 'serving' words related to the topic. The observer monitors for words which are 'out'

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##### Turn It Down

This follows the traditional game of writing a statement, folding or turning the paper down to hide what has been written and then passing it to the next student.

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##### Taboo

This starter or plenary follows the theme of the traditional Taboo game. Students work in teams with one student from each team having their back to the board. A word is displayed on the board and teams take it in turns to describe the word to the student without actually mentioning the word itself.

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This ever popular acting game is an excellent activity to engage students at the start of a lesson or to add a fun element to the end of a lesson.

Rules and list of words are provided.

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##### I predict ...

This task acts as the plenary from one lesson and the starter for the next lesson

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##### Just a minute

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Students read the theory notes on the mini website and then answer the questions on the task sheet.

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This task helps to develop students' higher order thinking skills and helps them get used to extending their exam question answers

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##### Exam question - what is wrong? Computer Networks

Students are given a genuine answer written by another student in response to an exam style question.

They have to determine what is wrong with the answer and then write a better one themselves

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##### Exam question - what is wrong? User IDS

Students are given a genuine answer written by another student in response to an exam style question.

They have to determine what is wrong with the answer and then write a better one themselves

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##### Fill-in-the-Gaps

Students are given a piece of text with a number of key words removed. The key words appear in a table above the text. They need to replace the words correctly back into the text.

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##### Pros and Cons

Students are given a document to complete where they identify the pros and cons for the main factors related to this topic.

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##### Correct the Teacher

Students are given a piece of text written by a ‘teacher’. The text contains a number of mistakes. They are asked to read the text and correct any mistakes they find.

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##### Reduce it!

Students are given a section of theory. They pick out the 20 most important words. They are then asked to reduce these to the 8 they consider to be the most important.

A great task for really getting them to concentrate and think about the text in front of them.

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##### Crossword Clues

Students are given a completed crossword and asked to write the clues.  This task is an excellent way to help students really understand the meaning of each term.
Differentiation is achieved through the complexity of the clues written.
Students can swop clues and provide feedback on their clarity.

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##### Identify the question

Students are given the answer to a number of questions.  Their task is to identify what the original question might have been.

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##### Mind Map

Students are given the basic structure of a mind map for this topic. They are asked to complete the mind map by adding extra branches.

Mind maps are a useful tool to use as a revision aid.

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##### Scrabble

Students are given a blank scrabble type sheet and take it in turns to write down key words related to this topic

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