Nicola produced an A5 size sheet with five questions/statements each of which contained one or more errors. As the class entered they were given a sheet and the questions/statements were also projected onto the screen. They had five minutes to study the sheet before Nicola started to ask students to identify the errors which they then had to circle. Not only did they have to identify the errors, they also had to justify why they thought they were errors. The questions/statements were progressively more difficult.
An ideal starter to assess prior learning (could also be used to introduce a new topic) and to get the students ‘warmed up’. They responded very well indeed and the use of ‘errors’ made it that more interesting. Some struggled with justifying their answer and Nicola used this as an opportunity to develop their answers with further questions. Sheets were then collected in at the end.
Kevin Mitchell (Observer)
Interestingly, I called the starter “Beat the Teacher”, but it all amounts to the same thing. The previous lesson I gave the students the opportunity to fill in a table identifying key aspects of legal structures of business. As I was unsure of whether or not they really appreciated the nuances, I created a starter to check their understanding and reinforce their knowledge by putting the A01 knowledge into context.
I’m definitely using it again; 1) it gave me chance to get organised and take the register, 2) it got them settled in to the lesson quickly, 3) I was able to challenge their understanding and application to a high level, 4) it gave me an opportunity to hand out commendations at the start of the lesson which got us off to a positive start.
Nicola Lilley (Teacher)