Odd One Out

On the whiteboard, put up four pictures or pieces of text (or reveal four objects on tables, play four pieces of music, etc) and ask learners to decide which is the odd one out and WHY.  This technique can be used for almost any context, subject, topic or year group.



There are a couple of different ways to use the activity:-
1) Have a definite idea in your head which is the odd one out, and use it to illustrate a particular concept, e.g. put up three metaphors and a simile.
2) Put up four pictures / bits of text on a particular theme, and see what thinking emerges, without having a fixed idea about the "right" answer.

The second method is usually better for engendering quality discussion.  Whichever method you choose, remember to accept any VALID, REASONED answer - the value in this activity is in the discussion it generates and if the student has come up with a good reason for their answer then they are right!

31 comments:

  1. Teacher: Maria
    20 minutes
    Year 5/6

    We have been learning about variation/adaptation/classification/interdependence in Science. Using images of different organisms, the class were asked to discuss which was the ‘odd one out’. I printed the same images so they had them on their table to help include some of my less able but also to prompt more discussion about how classification could be used as a means to decide the odd one out – this was not planned but worked brilliantly. They realised quite quickly that there was no right answer so long as you could justify your thoughts. This in itself was a massive learning experience for many of the class.

    Although I have used this tool before, I adapted it slightly to develop this activity further. We used it at the start of the lesson as a means of assessing the unit taught so far. Keeping it open ended meant that all contributed, it was clear who was confident with their new learning and also developed new ideas and some misconceptions. We also then used it again at the end of the lesson to see we could use our new learning to decipher an agreed odd one out. This was a quick and effective way to assess each child’s understanding of what they had just learnt. It also initiated some independent enquiry which the class were keen to develop for homework (or most of them!)

    Choose the images carefully if you are using it as a means to prompt discussion and as an assessment tool. Encourage children to agree/disagree with one another and give reasons. Play devil’s advocate to really get them thinking!

    How would you rate (using the scale below) the success of the strategy you used in terms of:-
    (1) very negative (2) negative (3) positive (4) very positive
    Pupil engagement 3
    Pupil enjoyment 4
    Pupils meeting lesson objectives 4
    Suitability of technique for the content being delivered 4
    How much YOU enjoyed using this technique 3

    ReplyDelete
  2. Jessica
    Year 1/2 DT
    Odd One Out
    10 minutes to prepare
    Year 1/2
    DT

    I used this as a starter for a DT lesson about vehicles. It was the first lesson in the topic. The pictures chosen showed different kinds of vehicles. I did 2 Odd One Outs, the first with pictures of common vehicles (plane/ car/ bike/ train) and the second showed vehicles with different numbers of wheels (unicycle/ roller-skates/scooter/ lorry.) I asked the children to talk to their partner about which they felt was the odd one out and why. The pairing were mixed ability. We then fed back and discussed ideas.

    The children were completely engaged and thought of a wide variety of reasons. Although there were answers that weren’t relevant to the lesson, all of the children had a valid choice and reason. They were equally engaged when listening to the other children’s suggestions.

    The activity was perfect for the wide range of abilities in my class, and I will definitely use it again. All of the children made a contribution which meant the rest of the lesson started on a good note.

    Pupil engagement 4
    Pupil enjoyment 3
    Pupils meeting lesson objectives 3
    Suitability of technique for the content being delivered 3
    How much YOU enjoyed using this technique 4

    ReplyDelete
  3. Odd one out tubes and balls in the Nursery

    Time taken to prepare 5mins to download suitable pictures

    I used this in the Nursery. The children were focussing on knowledge and understanding skills. We were using tubes and balls and exploring.

    The idea of using it as an activity was to find out if they could identify shapes and know that round objects will roll. I showed a small group of children two pictures of round objects and 1 picture of a none round object. This promoted good discussion about shape the children were excited about using the tubes and balls

    This tool was used by other adults in the room as we planned the activity together. The children then used this independently

    Children’s response was very positive

    Rate it as 4
    Pupil engagement 4
    Pupil enjoyment 4
    Pupils meeting the learning objectives 4
    Suitability of tool 4
    How much you enjoyed it 4

    ReplyDelete
  4. Phonics Year 1

    Name of teacher – Helen
    Tool used – Odd One Out
    Time taken to prepare (in minutes) – 15 minutes
    Class – Year 1

    I used Odd One Out as part of a phonics session on the IWB. I made a flipchart page with lots of ai words and one oa word. I put pictures with the word underneath (middle phoneme missing) and the children had to work out what the word was and then find the odd one out.

    Main activity – whole class. Great response from the HA – a really good extension task for them. The less able did find it quite difficult.

    Would be good as a small group activity also to target higher ability.

    How would you rate (using the scale below) the success of the strategy you used in terms of:-
    Pupil engagement [3 ]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [ 2] Only higher ability
    Suitability of technique for the content being delivered [ 3]
    How much YOU enjoyed using this technique [ 3]

    ReplyDelete
  5. Fiction and Non-fiction - Year 3
    Name of teacher – Hannah
    Tool used – Odd One Out
    Time taken to prepare (in minutes) - 3

    I showed the children four books: two fiction and two non-fiction. I then asked the children which book was the odd one out and to justify their answers. I wanted to see which children knew the terms fiction and non-fiction before a unit of work on reports.

    How did you use the strategy (e.g. starter, main activity, in groups, as homework etc)? What was the response from students?
    Starter. The children were immediately engaged with the activity and came up with a number of interesting ideas.

    What advice would you give to another teacher wishing to use this tool (shortcuts, pitfalls, changes you would make etc)?
    Make sure that there is more than one possible answer.

    How would you rate (using the scale below) the success of the strategy you used in terms of:-
    Pupil engagement [4 ]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [ 4]
    How much YOU enjoyed using this technique [3 ]

    ReplyDelete
  6. RE - Year 2
    Name of teacher – Fiona
    Tool used – odd one out
    Time taken to prepare– 10min
    Class – year 2

    I used this as an intro to an R.E lesson. I put up 5 pictures of children from different nationalities in different backgrounds and asked which is the odd one out?

    Children came up with lots of interesting ideas. Ie the one in the field! The one on steps. Etc. When it came to finding out the odd one I told them that none of them were the odd one out as they were all different and how important it was to celebrate differences.

    Mixed ability groups worked well. The children also had done this activity before in other areas of the curriculum.

    Pupil engagement [ 3]
    Pupil enjoyment [ 3]
    Pupils meeting lesson objectives [ 3]
    Suitability of technique for the content being delivered [3 ]
    How much YOU enjoyed using this technique [ 3]

    ReplyDelete
  7. Healthy Living Year 4 / 5
    Name of teacher – Glenn
    Tool used – Odd One Out
    Time taken to prepare (in minutes) – 15 minutes
    Class – 4 and 5

    I found 4 pictures on google that showed children at school with sun hats on. The children had to decide in groups which picture was the odd one out and explain why.

    3. How did you use the strategy? What was the response from students?
    Starter activity to introduce healthy Living Week. Both classes enjoyed the activity.

    What advice would you give to another teacher wishing to use this tool?
    More contrast between the pictures. Mine were a little too similar.


    How would you rate (using the scale below) the success of the strategy you used in terms of:-
    Pupil engagement [4 ]
    Pupil enjoyment [ 4]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  8. Phonics Year 1

    Name of teacher – Helen
    Tool used – Odd One Out
    Time taken to prepare (in minutes) – 5 minutes
    Class – Year 1

    I created a flipchart in ActivPrimary3 displaying cvc words with different middle phonemes. The children had to read the words and decide which was the odd one out, for example, bed, wet, pot and pen (pot.) We sounded the words out together and then they chose the odd one out and gave me the reason why.

    This was a revision activity during 20 minutes phonics session. Children were a little slow to start as the activity was unfamiliar but responded well by the end.

    Advice for other teachers? Pictures to accompany words for lower ability children. Be more explicit about decoding the words in order to find the odd one out. They were not sure what I was looking for at first but after a couple of tries they got the idea.

    Pupil engagement [ 3]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [ 3]
    Suitability of technique for the content being delivered [ 3]
    How much YOU enjoyed using this technique [ 3]

    ReplyDelete
  9. RE Awe and Wonder Year 6
    Name of teacher – Kate
    Tool used – Odd One Out
    Time taken to prepare - 5
    Class – 6 whole class

    Showed video clips of extraordinary images from nature (downloaded from YouTube) in previous lesson which the children used to come up with powerful new descriptive language. In this follow on, showed 4 stills on board and asked for odd one out.

    How did you use the strategy?
    Main activity in mixed ability groups. Pupils loved it, some found it harder to accept than others that there was no right answer.

    What advice would you give to another teacher wishing to use this tool?
    Easy way of inspiring good discussion and using open-ended questioning.

    Pupil engagement [4]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]

    ReplyDelete
  10. Literacy - Reception

    Name of teacher - Sabine
    Tool used - Odd one out
    Time taken to prepare (in minutes) - 10 minutes
    Class - Reception

    We have been focusing on fairy tales and recognising characters and settings. I put 4 pictures of a gingerbread house, red riding hood, witch and goat on the Interactive white board. I asked them which was the odd one out and emphasised there was no one right answer. Had lots of interesting suggestions and some noticed that 3 were characters and one a setting/ evil and good characters, one can fly, one you can eat, only one is a girl etc.

    I used this as a plenary for a whole class Literacy lesson where we had focused on writing our own fairy tales.

    What advice would you give to another teacher wishing to use this tool (shortcuts, pitfalls, changes you would make etc)?
    Emphasise that there is not one right answer because some of my class became frustrated trying to get it. It is very versatile and easy to adapt and gave some new children the confidence to volunteer ideas.

    Pupil engagement [4 ]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [ 4]
    Suitability of technique for the content being delivered [3 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  11. Science Year 2
    Name of teacher – Serena
    Tool used – odd one out
    Time taken to prepare (in minutes) - 5
    Class - 2

    I used odd one out as a starter for the first lesson of the topic ‘Variation’ in science. I simply cut and paste a variety of animal pictures including a human, bird, reptile and young animal. The children first discussed their thoughts in talking partners and then feedback.

    They had loads of ideas and liked the fact that there were lots of different odd ones out as long as they could give a reason. It gave us a lot of learning points about mammals, habitats etc.

    Pupil engagement [4 ]
    Pupil enjoyment [4]
    Pupils meeting lesson objectives [4]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [ 4]

    ReplyDelete
  12. Pirates - Year 3

    Name of teacher - Rob
    Tool used - Odd one out
    Time taken to prepare (in minutes) - 5
    Class - Year 3

    We had been finding out about famous pirates. As a plenary activity I used 4 pictures of famous pirates for the children to decide the odd one out in groups. They had their knowledge of the pirates, as well as their pictures to consider.

    The activity led to great discussion and thinking, with all children contributing their own ideas and knowledge. It highlighted the understanding and learning they had achieved. In groups.

    Pupil engagement [ 3]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [3 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  13. Year 1 Phonics

    Name of teacher - Tom
    Tool used - Odd one out
    Time taken to prepare (in minutes) - 5
    Class - Year 1 Phonics session

    We had been looking at the er sound in phonics, with different spellings such as ur, ir, and or. I put some words on the board: world, burst, yesterday, girl and asked chn to say which was odd one out and why.

    Very good response with chn really looking at the sound and the spelling and pointing things out like "I think it's farmer because thats' the only one with the er sound at the end" and then noticing a rule that most er words with the sound at the end are spelled with er.

    Pupil engagement [ 3]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [3 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  14. ICT Year 7 Databases
    Name of teacher - Will
    Tool used - Odd one out
    Time taken to prepare (in minutes) - 10 minutes

    I used this tool as a way to introduce datatypes in databases. There were six cards entitled: number; text; picture; date; currency and data. 'Data' is the odd one out because all of the other things are 'types of data'. Pupils were asked which one they think is the odd one out.

    Used as a starter - the pupils were instantly engaged upon seeing certain members come to the front. The pupils did not come up with the answer themselves but maybe this was expecting a little too much for a starter on the topic in year 7.

    I think it would have been useful to perhaps do another similar exercise at the end of the lesson to see if they had picked up on it.

    Pupil engagement [3 ]
    Pupil enjoyment [ 3]
    Pupils meeting lesson objectives [3 ]
    Suitability of technique for the content being delivered [3 ]
    How much YOU enjoyed using this technique [ 3]

    ReplyDelete
  15. Year 7 English - Headlines

    Name of teacher Cristina
    Tool used Odd one out
    Time taken to prepare (in minutes) 20 mins

    I used this activity with headlines. Pupils discussed 3 headlines displayed on the board and had to pick the one that was the most emotive by looking at the language used in each one and discussing how it made them feel

    I used it as a starter. Pupils enjoyed discussing the headlines in pairs and sharing their different ideas.

    Give pupils 2 or 3 mins to keep the activity short and pupils focused

    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  16. Year 7 English - Myths

    Name of teacher Anthony
    Tool used Odd One Out
    Time taken to prepare (in minutes) 20

    I produced a brief Powerpoint with the names and pictures of some characters from Myths we had been studying. They were given very clear instructions to say which they thought was the odd one out and all the reasons why.

    As a main activity, in small groups, after a starter which involved recapping on the characters in the myths, and a modelling of the technique.

    It was successful in getting the students to talk to each other about their ideas, but I think pair, followed by four, might have been more effective than my keeping them in groups of three.

    Pupil engagement [3]
    Pupil enjoyment [3]
    Pupils meeting lesson objectives [3]
    Suitability of technique for the content being delivered [3]
    How much YOU enjoyed using this technique [3]

    ReplyDelete
  17. Year 9 Geography

    Name of teacher: Amy
    Tool used: Odd one out
    Time taken to prepare (in minutes): 4 minutes

    The class were learning about natural disasters and development. I wanted to make sure they were clear on what natural disasters are so I put up 3 pictures of natural disasters and one caused by humans.

    How did you use the strategy?
    As a starter, they had to write down their answer and reasons in their books.

    I would like to try it with something where there is no right or wrong answer that requires a little bit more reasoning.

    Pupil engagement [3]
    Pupil enjoyment [3]
    Pupils meeting lesson objectives [3]
    Suitability of technique for the content being delivered [3]
    How much YOU enjoyed using this technique [4]

    ReplyDelete
  18. Year 10 Science - Extinction
    Name of teacher Suganthy
    Tool used: odd one out
    Time taken to prepare (in minutes) 10 Mins

    I used odd one out when starting a lesson on extinction. On the IWB I displayed 4 photographs of animals; 3 of which are extinct and 1 of a cat. Pupils correctly guessed that the cat was the only animal which is alive today

    A nice activity which is visually engaging at the start of the lesson, and also gets pupils talking about the subject. It also takes very little time to prepare

    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  19. Year 10 Physics - Radioactivity
    Name of teacher Janis
    Tool used Odd One Out
    Time taken to prepare (in minutes) 15 minutes

    I used a collection of photographs linked to RADIOACTIVITY (nuclear power station, gamma treatment for cancer, mushroom clouds, Hiroshima after the bomb etc) and asked them to discuss and agree on the odd one out and why. This is a low ability group that responds well to visual stimuli.

    This was a PLENARY activity following 3 lessons on RADIOACTIVITY – uses and dangers - and RADIOACTIVE DECAY. I gave them 5 minutes in groups of 3 to come up with a response. The pupils asked EXCELLENT questions in order to understand the questions further. They then chose their odd one out and we fed back from the groups. Throughout the year I have been trying to get them to work effectively as a group. This sort of strategy supports group work. I think they were annoyed that there actually was not a right answer!

    What advice would you give to another teacher wishing to use this tool?
    I labelled the pictures – A to E – to help them.

    Pupil engagement [3]
    Pupil enjoyment [3]
    Pupils meeting lesson objectives [3]
    Suitability of technique for the content being delivered [4]
    How much YOU enjoyed using this technique [3]

    ReplyDelete
  20. Year 8 Maths - Percentages

    Name of teacher: Anita
    Tool used: Odd one out
    Time taken to prepare (in minutes): 10

    Four solutions to a problem, calculating a percentage of an amount, on a flipchart page on the IWB

    It was used as a starter activity, to recap on previous knowledge.

    What advice would you give to another teacher wishing to use this tool?
    Put the page on the IWB (without instructions) see if the students come to the conclusion that one of the methods are incorrect, and get dialogue going on how to solve it. (Obviously prompt the students if necessary!) Very engaging at the beginning of a lesson

    Pupil engagement [3]
    Pupil enjoyment [4]
    Pupils meeting lesson objectives [4]
    Suitability of technique for the content being delivered [4]
    How much YOU enjoyed using this technique [4]

    ReplyDelete
  21. Year 7 Science

    Name of teacher George
    Tool used odd one out
    Time taken to prepare (in minutes) 10

    I used 4 pictures on the IWb. A power station, wind farm, solar cell, hydroelectric power dam


    How did you use the strategy?
    Starter: pupils have to say which is the odd one out and why

    What advice would you give to another teacher wishing to use this tool?
    Make sure that each object can be the odd one out so that there can be plenty of answers

    Pupil engagement [ 4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  22. Liz - RE Odd One Out

    I used this with pictures for a year 7 revision activity - It worked extremely well to promote discussion and deepen understanding.
    I will definitely use it again - it is easy to prepare, it also doesn't have to be about your topic or subject if used as a starter. You can emphasis the need to listen to others and the rules of discussion in the classroom, also you can ask what they would want to add as an alternative picture. It is an engaging activity. I enjoyed using it.

    ReplyDelete
  23. Year 11 Poetry
    Name of teacher - Babs
    Strategy used (e.g. Odd One Out) - Odd One Out
    Time taken to prepare (in minutes) - 10

    Titles of poems students had already studied written on the IWB. I needed students to make links between poems, linking their themes and imagery. Once I had explained what to do and given examples, they had very good discussions in small groups and came up with lots of good ideas.

    It was a starter (during a lesson observed by OFSTED!)

    What advice would you give to another teacher wishing to use this resource (shortcuts, pitfalls, changes you would make etc)?

    None - except that you need to be prepared to accept that the students are more clever than you! They came up with lots more ideas that I had not thought about (but I just pretended that I had thought of it all along). They were also enthusiastic and wanted to shout out and argue with each other (not a great idea with an inspector in the room).

    Pupil engagement - 6
    Pupil enjoyment - 6
    Pupils meeting lesson objectives - 6
    Suitability of technique for the content being delivered - 6
    How much you enjoyed using this technique - 6

    ReplyDelete
  24. Sentence level Staff INSET led by Karen

    Time taken: Two mins to prepare, 4 minutes of discussion

    This acitivity is perfect for a literacy lesson warm up. I used it in my staff meeting to highlight how the tool can be adapted for all year groups. The first grid had a choice of 4 simple sentences with a range of punctuation (suited to Y1/2). The aim was to establish the odd one out was the correct sentence but to do this the staff had to discuss the features of a simple sentence. I then developed this for an older class (perhaps Y4/5). Here the sentences were more complex. In the discussion the staff were identifying the different features of each sentence, e.g. choice of verb, use of adjective, phrases added in for detail. I now want to run this with my class (Y4) to see what they have understood on our work on selecting the most poweful verb and adjectives

    Pupil engagement [4 ]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  25. Name of teacher - Tamar
    Tool used - Odd one out
    Time taken to prepare (8 minutes) -
    Year group - 3
    Subject and topic - Sentence level

    I used this tool to reinforce sentence level work and the importance of using a verb within a sentence. I gave the children 4 different sentences and they had to say which was the odd one out. They then had to justify their reasons.

    The children's response was great. I had told them that there was no right answer so it freed them up immediately knowing that they could not get any answer wrong as long as they justified their reasoning. I was able to differentiate it with questioning so asking my LA why is this one the odd one out "cause it makes no sense!" The children could identify that it did not make any sense because they had to read the sentence aloud which is something that I am also reinforcing in my teaching. The children were also able to say that it needed a captial letter and full stop in order for the sentence to work. My HA could start thinking about what a sentence needs so verb, object, noun.

    I have uploaded the activity I used, so click here to go straight to it!!<>

    Pupil engagement [5]
    Pupil enjoyment [3]
    Pupils meeting lesson objective [4]
    Suitability of technique for the content being delivered [3]
    How much YOU enjoyed using this technique [4]

    ReplyDelete
  26. Jane
    Odd one out
    Year 5 Creative Curriculum The Highwayman
    Lesson prep- 8 mins

    Pupil engagement [4 ]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [5]
    How much YOU enjoyed using this technique [4 ]

    I put up 4 sentences associated with The Highwayman or directly from the poem, including for example in adjectives or a particular punctuation.

    I use this activitiy frequently as a lesson warm up focusing on the key word or sentence objective of the week eg adjective or word order. Children have to say which sentence is the odd one out and more importantly justify it. It really encourages quality talk between chat partners and when I listen in they are using the correct terms eg adjective etc. It is very good as a mini assessment tool as I know which child is aware of a particular word type. What I enjoy is that the children are always able to choose and give a reason for a sentence being the odd one which I hadn't thought of, but still referring to their learning.

    ReplyDelete
  27. Name of teacher - Pat
    Year group - Nursery
    Subject and topic - CLL - Nursery Rhymes
    Time taken to prepare (in minutes) - 8mins


    I used this tool to develop the nursery children's thought processess and languge development.

    Children were excited to look at pictures from our book of the week along with suggesting alternatives that I had not thought of. Some children counted the pictures making use also of mathematical application. The EAL children were able to point at different pictures when asked.

    There were two TA's in the group along with myself who encouraged the children to discuss any ideas, as well as taking verbal quotes.

    Next time I feel I will make the flip chart more accessable for the children with different pictures. This would be useful as a good starter or plenary.

    This would rate about a 4 I believe.

    ReplyDelete
  28. Odd One Out - Year 4 Newspapers/Recount texts
    Name of teacher – Megan
    Time taken to prepare (in minutes) - 10
    Class – Year 4


    Children were given a range of newspaper articles (with headlines/pictures removed) and a narrative. Students were asked to read each piece of text, look at the features and decide which was the odd one out and why.

    What advice would you give to another teacher wishing to use this tool?
    Ensure that the news articles have features such as quotes, a good opening sentence etc and also ensure that the narrative you give them isn't too low level (eg 'Once upon a time...').

    Pupil engagement [4 ]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [ 4]
    How much YOU enjoyed using this technique [3 ]

    ReplyDelete
  29. Odd One Out - Year 1, Topic: 10 Things About Me
    Name of teachers – Cassie and Caroline
    Time taken to prepare (in minutes) - 20
    Class – Year 1

    This was used as an introduction to a ‘myself’ topic at the beginning of term. We made 3 flipchart pages each focussing on a different aspect of the topic – growing, body parts and living/non-living. Each page had 4 pictures 3 of which were linked and one was not. Children discussed in pairs which was the odd one out and why. They then worked in groups on other sets of pictures.

    This was done as a team teaching activity with two year 1 classes. As there were two teachers it was easier to assess the children’s responses.

    What advice would you give to another teacher wishing to use this tool?
    Ensure that the odd one out is obvious especially with younger children.


    Pupil engagement [3]
    Pupil enjoyment [3 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [ 4]
    How much YOU enjoyed using this technique [3 ]

    ReplyDelete

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(Please post when you have tried this particular tool - thanks!)
How did you adapt this tool for your classroom?
What was the response from your learners?
What advice would you give other teachers about this tool?