Science of Learning and Starter Activities

Research Evidence

Although there are numerous research studies into strategies such as retrieval practise, there are fewer academic studies specifically on the efficacy of starter activities. In 2014, Karen Stephens from the University of Leicester, conducted some research on the use of starter activities. Her study looked at their use in addressing poor classroom behaviour, raising student self-esteem and developing collaboration in small groups. She concluded that:

“the regular use of starter activities still has a place in learning, especially when focused on beginning the lesson in a positive manner, aimed at helping students engage with the learning in a meaningful way. However, a clearer understanding of the purpose of these introductory activities calls for a discriminative selection and application of activities that take account of students’ needs”

Other research also suggests that using starter activities at the beginning of classroom lessons can be beneficial for students. These activities can help to engage students, set a purpose for the lesson, and activate prior knowledge. They can also help to create a positive classroom environment and build a sense of community among students. Additionally, starter activities can be used as a form of assessment for teachers to gauge student understanding and identify areas where additional instruction may be needed. However, it is important to note that the effectiveness of starter activities can vary depending on the specific activity, the subject matter, and the class.

Anecdotal Evidence

Teachers are undoubtedly adept at learning from personal and vicarious experience and many publications on teaching and learning expound and promote the use of specific starter activities.

Our own college lesson structure (MKC Lesson Structure) promotes the use of a starter activity (also known as deskwork or ‘do-now’ activity) before the main teaching input commences.

In ‘Teaching Today’, Geoff Petty states that,

“the 5 minutes of any lesson are crucial in setting the atmosphere for the rest of the lesson. If you want to enliven a sleepy class, then start with a bang; if you want to quieten down a noisy group, start quietly”

In his book "Teach Like a Champion," Doug Lemov describes "Do Now" activities as

“a way to establish a routine and set a purpose for the beginning of a lesson”

Lemov argues that ‘Do Nows’ can serve several key purposes:

1. They provide a way to quickly assess students' understanding of previous material and identify areas where additional instruction may be needed.

2. They help to focus students' attention and prepare them for the day's lesson.

3. They can be used to activate students' prior knowledge and build connections to the new material.

4. They can be used to give students a sense of ownership and responsibility for their own learning.

5. They can be used as a way to build momentum for the lesson and create a sense of excitement about the day's learning.

6. They can be used to establish a routine and create a sense of predictability and structure in the classroom.

Lemov also emphasizes that it is important to use a variety of different Do Now activities to keep students engaged and interested and to avoid relying on the same activity repeatedly.

In conclusion, starter activities can be a useful way of setting the appropriate atmosphere for a lesson and prepare students for learning.