Tag Archives: Red Hot lessons

Red Hot Lesson Blog post 1

wordle 2

Well that was (not so) pointless!!

I have stacks to do at this time of year with all the marking, report writing, parents evenings and now CPD. Isn’t strange, yet a testimony to how seriously we take our jobs, that we put ourselves last in all of this?  CPD? What? In February?

It came to my attention during Tuesday’s Bluesky sesh, that one of the ways I was going to achieve my objectives was to improve my starters and plenaries. Basic stuff I know, but easy to let go when you’ve been teaching for a few years.

Sharon demonstrated 4 different plenaries during her Y13 biology lesson of approx 20 students. Here are my thoughts:


Concept: Each square is given the first letter of a key word. Students pick a letter, teacher reads out the definition, student guesses the word.

Evaluation: If you put a cartoon underneath the squares it gives the students more of an incentive to guess the letters and speeds up the game. Works in subjects where the definitions are quite tricky. Would take a bit of time to set up but could last for years.

Original definition, Think, Pair, Share answer box:Capture

Concept: students are given a definition or a question (of around 6 marks at A-level). They put their original definition in next, then think what keywords they could add to improve, pair swop with partner to see if they can improve, share check with the model answer.

Evaluation: Easy to setup, easy to administer, gets the students thinking, revises key terms, good for level one stuff, however not so good at level 2,3 and 4 if you want to develop them a bit further.


Concept: Each student is given a unique answer card so they can confidently submit their answer without fear of being wrong. Question is up on the board. Student holds up the card with answer A, B, C or D, teacher goes round scanning cards with phone.Plicker feedback

Evaluation: Takes ages to scan a large class of answers so in this respect Kahoot would be much more effective. It doesn’t however require any of the students to use their devices, so would work with small groups and you get a cute little spreadsheet to show how you’ve assessed their A01 skills. 


Concept: 3 circles are drawn one inside another like an archery board. Each section scores different marks and first letter of keywords is inserted into the section according to its level of difficulty. Students pick a letter, teacher reads out definition, student guesses word, points scored. (I might get one of those velcro dart boards, so much more fun!)

Evaluation: Fun, easy to set up, good for competition, even better with a real board.

So, it was worth leaving my Y12’s with work to get on with whilst I dashed out for some CPD. Brightened up my Friday afternoon anyway!                                                  Nicola Lilley