Check out activities that are afL try along with your learners.

Check out activities that are afL try along with your learners.

They include ideas on collecting information, the strategic use of questioning, giving feedback, and introducing peer and self-assessment.

Collecting information

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.

Ask learners the thing that was the essential, e.g. useful, interesting, surprising, etc. thing they learned or in this unit today.

Give learners four cards: A, B, C, D (or they are able to make these themselves at home). Make inquiries with four answers and ask them to demonstrate you their answers. You might try this in teams too.

Ask learners to publish their answers on mini-whiteboards or items of paper and show it for you (or their peers).

Observe a few learners every lesson while making notes.

The use that is strategic of

Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It provides teachers information regarding what learners know, understand and may do.

When questioning, use the word ‘might’ to encourage learners to think and explore answers that are possible. For example, ‘Why do teachers make inquiries?‘ and’ why might teachers ask questions?’ The question that is first like there was one correct answer known because of the teacher, but the second real question is more open and suggests many possible answers.

  • Give 30 seconds silent thinking before any answers.
  • Ask learners to brainstorm in pairs first for 2-3 minutes.
  • Ask learners to write some notes before answering.
  • Ask learners to talk about with a partner before answering.
  • Use think, pair, share.
  • Only write comments on learners’ work, and don’t give marks or scores. It will help learners to focus on progress instead of an incentive or punishment. They will want a mark, but encourage them to spotlight the comments. Comments should inform you how the learner can improve. Ask if they have any relevant questions regarding the comments and also make time and energy to talk to individual learners.

    Use a feedback sandwich to offer comments. A good example of a feedback sandwich is:

    • Positive comment, e.g. ‘I like … because …’
    • Constructive feedback with explanation of just how to improve, e.g. ‘This is not quite correct – check out the information with …….’
    • Positive comment, e.g. ‘You have written a tremendously clear and ………’

    Time in class in order to make corrections

    Give learners amount of time in class which will make corrections or improvements. This provides learners time for you to focus on the feedback them, and make corrections that you or their peers have given. It also tells learners that feedback is valuable and worth hanging out on. And, it gives them the opportunity to improve in a supportive environment.

    Don’t erase corrections

    Tell learners you want to see how they have corrected and improved their written work before they hand it to you personally. Don’t allow them to use erasers, instead tell them to make corrections using an unusual colour them, and what they have done to make improvements so you can see.

    Introducing self-assessment and peer

    Share objectives that are learning

    • Use WILF (what I’m looking for).
    • Point to the objectives from the board.
    • Elicit what the success criteria might be for a job.
    • Negotiate or share the criteria
    • Write these from the board for reference.
    • Two stars and a wish

    A activity that is useful use when introducing peer or self-assessment the very first time is ‘two stars and a wish’:

    • Explain/elicit the meaning of stars and a wish linked to feedback (two good stuff and one thing you would like was better/could improve).
    • Model how exactly to give feedback that is peer two stars and a wish first.
    • Role have fun with the peer feedback, as an example:

    – ‘Ah this can be a really nice poster – i prefer it!’ (Thank you)

    – ‘I really like it and I think you included almost all of the information.’

    – go through the success criteria in the board

    – ‘Hmm, but there is however no title for your poster so we don’t understand the topic.’

    Feedback sandwich (see above)

    This really is a activity that is useful learners are far more confident in peer and self-assessment. Model how exactly to give feedback first.

    • Write the text that is following the board:

    – i do believe the next time you should. because.

    – . is good because.

    • Elicit from your learners what a feedback sandwich is from the text in the board (what is good and just why, what might be better and why, what exactly is good and exactly why).
    • Given an example such as this:

    «The poster gives all the necessary information, that will be good but next time you really need to add a title therefore we know the topic. The presentation is good too because it is clear and attractive.»

    Make a ‘learning wall’ where learners can post positive feedback about others.

    Ask learners to learn each other’s written strive to seek out specific points, such as for instance spelling mistakes, past tense verbs, etc. write papers for money During speaking activities such as for instance role plays and presentations, ask learners to give one another feedback on specific points, e.g. how interesting it was, they have whether they understood what was said and any questions.

    • Choose a very important factor in your work you are proud of. Tell the group that is whole. You have got about a minute.
    • Discuss which associated with the success criteria you have been most successful with and what type could be improved and exactly how. You’ve got three minutes.

    In the end of the lesson, pose a question to your learners to produce a list of a few things they learned, and one thing they still need to learn.

    A question is had by me

    At the end of the lesson, ask your learners to publish a concern on what they are not clear about.

    Ask your learners to help keep a learning journal to record their thoughts and attitudes from what they usually have learned.

    Ask learners to help keep a file containing examples of their work. This could include work done in class, homework, test outcomes, self-assessment and comments from peers therefore the teacher.

    At the end of the lesson give learners time for you to reflect and determine what to spotlight when you look at the next lesson.

    After feedback, encourage learners to create goals. Let them know they usually have identified what exactly is good, what exactly is not too good, and any gaps in their knowledge. Now they need to think of their goal and just how they are able to reach it. Inquire further to the office individually and answer the questions:

    • What exactly is your goal?
    • How will it is achieved by you?

    Ask learners to set personal goals, for example: ‘Next week I will read a short story’.

    Make use of learners to create self-assessment forms or templates that they can use to reflect on a task or lesson. For younger learners, something similar to the form below would work:

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