They include ideas on collecting information, the strategic use of questioning, giving feedback, and introducing peer and self-assessment.
Ask learners to create one sentence to summarise what they realize about this issue in the end or start of a lesson. You might focus this by telling them to incorporate e.g. what or why or how etc.
During the end of a lesson learners share with regards to partner:
- Three new stuff they have learnt
- Whatever they found easy
- What they found difficult
- Something they wish to learn as time goes by.
Give learners red, yellow and green cards (or they can make these themselves at home). At different points through the lesson, ask them to choose a card and put it on the desk to show how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).
Use notes that are post-it evaluate learning. Share with groups, pairs or individuals and get them to resolve questions. For example:
- What have I learnt?
- What have i discovered easy?
- What have i came across difficult?
- What do I would like to know now?
When a learner has finished a exercise or worksheet, ask them to draw a square on the page. If they partly understand, yellow and if everything is OK, green if they do not understand well, they colour it red.
In the final end of an activity or lesson or unit, ask learners to write one or two points that aren’t clear in their mind. The teacher and class discuss these points and come together to ensure they are clear.
At the start of a topic learners create a grid with three columns – what they know; what they want to understand; whatever they have learned. They start by brainstorming and filling out the initial two columns and return to the then third at the conclusion of the system. Sigue leyendo Check out activities that are afL try along with your learners.