25 lesson starter ideas that get pupils thinking from minute one

The first few minutes of a lesson are precious. Pupils are arriving, settling and deciding how much effort today is going to take. A good starter gets everyone thinking straight away, links to the learning and sets a calm, purposeful tone.

The 25 ideas below are grouped by purpose, because the right starter depends on what you need: reviewing earlier learning, sparking curiosity, or finding out what pupils already know.

What makes a good starter?

Before the ideas, four quick tests for any starter:

• Everyone does it. Not just the pupils with their hands up.
• It starts without a long explanation. Ideally pupils can begin as soon as they sit down.
• It links to the lesson. It reviews what they need today, or opens the question you will answer.
• It is short. Five to ten minutes, then move on.

Barak Rosenshine's widely cited Principles of Instruction puts a short daily review first in its list, because recalling earlier learning makes it stronger and frees up attention for new material. That makes review starters a safe default.

Starters that review earlier learning

1. Five-question quiz

Five quick questions on the board: two on last lesson, two on last week, one on last term. Pupils answer in silence, then you go through answers together. Mixing old and recent topics turns the starter into retrieval practice.

2. Brain dump

Give pupils two minutes to write everything they remember about last lesson's topic. Then let them check with a partner and add anything they missed in a different colour.

3. Fix the mistake

Show a worked example or a paragraph with three deliberate errors. Pupils find and correct them. This works especially well for maths methods, spelling and grammar, and science explanations.

4. Odd one out

Show four words, numbers or pictures. Pupils choose the odd one out and explain why. There is often more than one good answer, which makes for useful discussion.

5. Key word match

Key words on one side, definitions on the other, jumbled. Pupils match them. For younger children, use pictures instead of definitions.

6. Answer first

Give the answer, such as "photosynthesis" or "24", and ask pupils to write a question that has that answer. It shows quickly who understands the idea well enough to use it.

7. Finish the diagram

Show a diagram from last lesson with labels missing. Pupils fill in the gaps from memory.

8. Two truths and a lie

Three statements about last lesson's topic; one is false. Pupils spot the lie and correct it.

Starters that spark curiosity

9. Mystery picture

Show a close-up or unusual photo linked to the topic. Ask, "What do you think this is? What makes you say that?" Reveal the full picture as the lesson begins.

10. The big question

Put one intriguing question on the board that the lesson will answer, such as "Why don't we fall off the Earth?" or "Was the Great Fire of London a disaster or an opportunity?" Pupils write a first guess and come back to it at the end.

11. What happens next?

Show a short clip, story or experiment set-up and stop before the end. Pupils predict what happens and why. Our guide to using videos in lessons has tips for choosing clips.

12. Object on the desk

Bring a real object: a fossil, an old coin, a strange kitchen tool. Pairs list three things they notice and one question they have.

13. Would you rather?

A choice linked to the topic: "Would you rather live in a Roman town or a Celtic village?" Pupils choose and give one reason. It is quick, gets everyone talking and leads straight into content.

14. Surprising fact

Share one surprising, checkable fact linked to the lesson and ask, "How could that be true?" Make sure the fact is accurate and that you know the source.

15. Agree or disagree

Read a statement such as "Heavier things fall faster." Pupils stand on one side of the room, or show a card, then explain their choice. Return to the statement at the end of the lesson.

16. Picture sort

Give pairs six to eight pictures to sort into groups of their choice, then explain their groups. Works for materials, animals, historical sources, shapes and more.

17. Headline guess

Show a newspaper-style headline linked to the topic and ask pupils what the story might be about.

Starters that find out what pupils already know

18. Know, wonder, learn

Pupils fill in the first two columns of a three-column table: what I already know, and what I wonder. The third column, what I learned, is filled in at the end of the topic.

19. Concept map

Write the topic in the middle of the board. Pupils add every word they connect with it. The words they choose, and the ones that are missing, tell you where to start.

20. Confidence check with a question

Three questions from easy to hard. Pupils try all three and mark how sure they feel. You get a quick picture of the class before you teach.

21. Hinge question

One multiple-choice question where each wrong answer reveals a common misconception. Everyone shows their answer at the same time with fingers or cards. If most pupils get it right, you can move faster.

22. Draw it

Ask pupils to draw what they think something looks like or how it works: a cell, a circuit, a castle. Drawings reveal misconceptions that words can hide.

23. True or false cards

Read five statements; pupils hold up a green card for true and red for false. Quick, silent and you see every answer.

24. Sort into "know" and "not sure"

Give a list of key words for the new topic. Pupils sort them into "I could explain this" and "I'm not sure". Use the results to decide which words to teach carefully.

25. Question storm

Show the lesson title and give two minutes for pupils to write as many questions about it as they can. Choose a few to answer during the lesson.

Adapting starters for different ages

For younger children, keep starters very visual and active: picture sorts, true or false cards and drawing work well, and reading should be minimal. For older students, starters can be more demanding, such as exam-style questions, longer brain dumps or source analysis. Our guide to school year groups by country is handy if you're adapting a resource made for another system.

Mistakes to avoid

• Starters that need five minutes of explaining. Choose a format pupils already know.
• Fun with no link to learning. A word search on an unrelated topic wastes the best minutes of the lesson.
• Running too long. Set a timer and stick to it.
• Not using what you find out. If the starter shows the class has forgotten last lesson, adjust the plan.

Once your starter is in place, think about the other end of the lesson too. Our list of plenary ideas and exit ticket ideas will help you finish as strongly as you start.

Questions teachers ask

How long should a lesson starter be?

Usually five to ten minutes. Long enough for every pupil to think and answer, short enough that the main teaching still has time. If a starter regularly takes fifteen minutes, it has become a separate activity.

What is a 'do now' task?

A 'do now' is a starter that is waiting on the board or desks when pupils arrive, so they can begin without instructions. It is usually a few review questions and helps lessons start calmly.

Should starters always link to the lesson?

Yes. A fun starter that has nothing to do with the learning uses up the most focused minutes of the lesson. The best starters either review what pupils need for today, or make them curious about what is coming.