Plenaries are an integral part of the lesson and provide an opportunity to reinforce and summarise learning, which can be highly effective for children (Gipps et al., 2016). Furthermore, plenaries can be used as a form of formative assessment which provides teachers with a framework for the next steps in pupils’ learning. The Curriculum for Excellence (CfE) states that pupil voice in learning is crucial and pupils should lead their own learning through ownership (Scottish Government, 2017). In this research, pupil voice will be evidenced during plenaries. Plenaries are normally structured at the end of a lesson and can be either teacher or pupil-led, which gives pupils the opportunity to facilitate and take ownership of their learning (DfES, 2005). Bloom’s Taxonomy can also be used within the classroom as a questioning tool to help pupils structure plenaries effectively and is a highly beneficial tool which follows a hierarchy of questioning used to help aid learning and encourage pupils to think about their own learning intention (Bloom, 1956).
The aims of this enquiry are to:
- Evaluate if pupils can summarise their learning in a plenary using Bloom’s Taxonomy;
- Examine if pupil-led plenaries are more effective within the classroom through improvement in plenary structures and pupils’ understanding of learning;
- Provide valuable insight by deepening my own understanding within my teaching practice using plenaries more effectively with pupils.