Plenary ideas: 20 ways to end a lesson well
Twenty ways to finish a lesson so pupils remember what they learned and you know what to teach next, plus how to stop the plenary being squeezed.
The end of a lesson is easy to lose. The practical runs over, the bell goes, and pupils leave without pulling together what they learned. Yet those last few minutes are where learning gets secured and where you find out what to teach next.
A plenary is that pulling-together moment. Here are 20 ideas, plus some practical ways to make sure the plenary actually happens.
What a plenary is for
A good plenary does three jobs:
- Pupils recall and summarise what they learned, which helps them remember it.
- You check understanding and spot who needs more help.
- Everyone looks ahead to how today links to next lesson.
That means the best plenaries ask pupils to think about the learning, not just say whether they enjoyed it.
How to stop the plenary being squeezed
- Plan the end first. Decide what pupils will do in the last eight minutes before you plan the middle.
- Set a timer or a phone alarm for eight minutes before the bell.
- Have a short version ready. If time runs out, one question on a sticky note is better than nothing.
- Make packing up part of it. Pupils answer the exit question once their things are away.
Plenaries that check learning
1. Exit ticket
Each pupil answers one to three short questions on paper and hands it in as they leave. It is the most useful plenary for planning because you see every pupil's answer. We have 20 exit ticket ideas to choose from.
2. Mini whiteboard quiz
Three questions, everyone answers at once and holds up their board. You see the whole class in seconds.
3. Back to the big question
Return to the question you asked at the start. Pupils answer it again and compare with their first guess.
4. Hinge question
One carefully chosen multiple-choice question, where each wrong answer points to a specific misconception. It shows you exactly where the class is.
5. Explain it to a younger pupil
Pupils write two or three sentences explaining today's idea to someone three years younger. Simplifying something well requires real understanding.
6. Spot the mistake
Show an answer with a common error. Pupils find it, correct it and explain what went wrong.
7. Three key words
Pupils choose the three most important words from the lesson and use all three in one sentence.
8. Five-finger summary
On their fingers, pupils count off five things they learned. Pairs compare and add one they missed.
Plenaries that pull learning together
9. 3-2-1
Three things I learned, two questions I still have, one way this links to something I already knew.
10. One-sentence summary
Pupils sum up the lesson in exactly one sentence, or in exactly fifteen words for an extra challenge.
11. Concept map update
Pupils add today's learning to a concept map they started at the beginning of the topic, in a different colour.
12. Headline
Write a newspaper headline that captures the main idea of the lesson.
13. Draw it
Pupils sketch a diagram or cartoon strip that shows the main idea. Useful for processes such as the water cycle or a sequence of events in history.
14. Pass the question
Each pupil writes a question about today's lesson, passes it on, and answers the one they receive.
15. Hot seat
One pupil sits in the "hot seat" and answers questions from the class about the lesson. You can join in with harder questions.
Plenaries that look ahead
16. Know, wonder, learn: the last column
If you started a know-wonder-learn table, pupils now fill in "what I learned".
17. What's next?
Show a question from next lesson. Pupils predict the answer using what they learned today.
18. Link it
Pupils write one way today's lesson connects to a previous lesson or to life outside school.
19. Ask the expert
Pupils write the question they would most like to ask an expert on today's topic. You can use these to plan.
20. Rate and prove it
Pupils rate their confidence against each success criterion, then answer one question that proves the rating. Self-ratings alone are not reliable, so the question matters more than the rating.
Mini plenaries during the lesson
You don't have to wait for the end. A mini plenary is a one- or two-minute check before moving on to the next part of the lesson, for example:
- one question on mini whiteboards after the teaching input
- thumbs up, sideways or down, followed by a question for a "thumbs down" pupil
- "turn to your partner and explain step two"
Mini plenaries stop pupils practising a misunderstanding for twenty minutes. Our guide to formative assessment strategies has more ways to check understanding as you go.
Use what you find out
A plenary only matters if it changes something. After the lesson, sort what you saw into three groups: pupils who got it, pupils who nearly got it, and pupils who need it taught again. Then let that shape your lesson starter next time.
Questions teachers ask
What is a plenary in a lesson?
A plenary is the part of a lesson where the class comes back together to review what they have learned. It helps pupils pull the learning together and shows the teacher who has understood.
What is a mini plenary?
A mini plenary is a short pause in the middle of a lesson to check understanding before moving on. It might take only a minute or two, such as a single question on mini whiteboards.
What is the difference between a plenary and an exit ticket?
An exit ticket is one kind of plenary: a short written task each pupil hands in, so you can see individual answers. Other plenaries can be spoken, done in pairs or done as a whole class.
How long should a plenary be?
Five to ten minutes at the end of a lesson is typical. Mini plenaries during the lesson can be as short as one minute.
