Find another way in
Suggest a different opening question that connects this learning goal to something learners already know.
Teaching tasks
Give your next lesson a clear starting point.
Begin with a learning goal, then explore an opening question and a first task for your class.
The first draft is the start of the conversation.
In this recorded maths task, the teacher asks for concrete materials and a sentence starter. Compare the draft with the revised response.
First draft: the opening question. Select the image to read full size.
Use context to shape the response.
Start with a short prompt. Add your topic, year group and any context that matters. PLAI™ uses the school and curriculum knowledge available to it.
Open the lesson starter prompt
Help me create an engaging lesson starter on [topic].
02 · Inspect the response
What a good starter contains
Opening question Reveals what pupils already think.
Paired task A short activity to deepen the first response.
Check of understanding What to look for in pupils' responses.
Make the task more accessible.
If the first draft is too hard to enter, ask for a concrete representation or a sentence starter. Keep the final question independent so you can see what pupils can do without the scaffold.
Refine the starter
Add more support, but keep the final question independent.
Refinement options
Add support without removing the thinking
Concrete representation Objects, diagrams or steps learners can refer to.
Sentence starter Opens the response without supplying the answer.
Independent question One question they answer without the scaffold.
Refine the draft for your class.
Tell PLAI™ what you want to change. Try one of these follow-ups with your draft, then check the result for your class.
Adjust the support
Add an optional vocabulary box and a sentence starter. Keep the main reasoning task and final independent question.
Go one step further
Add a follow-up question that asks learners to explain their reasoning in a new situation.
Questions before you start
What makes a useful starter different from a warm-up?
Decide what you need to learn from pupils' responses. A useful starter should connect to that purpose, rather than simply keep the class busy.
Can I use a starter for a different year group?
Change the learner stage, prior learning and objective in the prompt. Review the resulting language and reasoning demand rather than only shortening the task.
What if the suggested answer is wrong?
Correct it before using the activity. Check the reasoning and any related questions too; do not assume an explanation is correct because it sounds confident.
How much class information should I include?
Describe prior learning and task needs without identifying individual pupils. Use only information you are allowed to share.
Bring the question you want your class to explore.
Start with one learning goal and a clear picture of your learners.
Start with PLAI™