They include ideas on collecting information, the strategic use of questioning, giving feedback, and introducing peer and self-assessment.
Ask learners to publish one sentence to summarise whatever they know about the subject in the start or end of a lesson. You can focus this by telling them to incorporate e.g. what or why or how etc.
During the end of a lesson learners share due to their partner:
- Three things that are new have learnt
- Whatever they found easy
- What they found difficult
- Something they would like to learn later on.
Give learners red, yellow and cards that are greenor they can make these themselves at home). At different points through the lesson, ask them to choose a card and place it on the desk to demonstrate exactly how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).
Use notes that are post-it evaluate learning. Give to groups, pairs or individuals and get them to answer questions. As an example:
- What have I learnt?
- What have I found easy?
- What have I found difficult?
- What do i do want to know now?
When a learner has finished a worksheet or exercise, inquire further to attract a square regarding the page. When they don’t understand well, they colour it red, should they partly understand, yellow if everything is OK, green.
During the end of a task or lesson or unit, ask learners to create one or two points which are not clear in their mind. The teacher and class discuss these points and come together to ensure they are clear.
At the beginning of a topic learners create a grid with three columns – what they know; what they want to understand; what they have discovered. They start with brainstorming and filling out the first two columns and then return to the third at the conclusion of the unit.
Ask learners that which was the essential, e.g. useful, interesting, surprising, etc. thing they learned today or in this unit.
Give learners four cards: A, B, C, D (or they are able to make these themselves in the home). Make inquiries with four answers and inquire them to show you their answers. You might do this in teams too.
Ask learners to create their answers on mini-whiteboards or bits of paper and show it to you personally (or their peers).
Observe a few learners every lesson and then make notes.
The use that is strategic of
Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It provides teachers details about what learners know, understand and that can do.
When questioning, use the word ‘might’ to encourage learners to consider and explore answers that are possible. For instance, ‘Why do teachers make inquiries?’ and ‘Why might teachers ask questions?’ The question that is first like there clearly was one correct answer known because of the teacher, nevertheless the second question is more open and suggests many possible answers.
- Give 30 seconds thinking that is silent any answers.
- Ask learners to first brainstorm in pairs for 2-3 minutes.
- Ask learners to publish some notes before answering.
- Ask learners to discuss with a partner before answering.
- Use think, pair, share.
- Positive comment, e.g. ‘I like … because …’
- Constructive feedback with explanation of how to improve, e.g. ‘This is not quite correct – check out the information with …….’
- Positive comment, e.g. ‘You have written a rather clear and ………’
- Use WILF (what I’m to locate).
- Point to the objectives regarding the board.
- Elicit what the success criteria might be for an activity.
- Negotiate or share the criteria
- Write these from the board for reference.
- Two stars and a wish
- Explain/elicit the meaning of stars and a wish pertaining to feedback (two good things and one thing you want was better/could improve).
- Model how exactly to give peer feedback using two stars and a wish first.
- Role play the peer feedback, for instance:
- Write the text that is following the board:
- Elicit from your own learners what a feedback sandwich is from the text in the board (what exactly is good and exactly why, what might be better and why, what exactly is why and good).
- Given an example similar to this:
- Choose one thing in your work you will be pleased with. Tell the group that is whole. You’ve got about a minute.
- Discuss which of this success criteria you’ve been most successful with and which one could be improved and exactly how. You have got 3 minutes.
- What exactly is your aim?
- How will it is achieved by you?
Only write comments on learners’ work, and don’t give marks or scores. It will help learners to instead focus on progress of an incentive or punishment. They shall want a mark, but encourage them to pay attention to the comments. Comments should make it clear how the learner can improve. Ask whether they have any relevant questions regarding the comments and make time and energy to talk to individual learners.
Use a feedback sandwich to give comments. An example of a feedback sandwich is:
Time in class to create corrections
Give learners amount of time in class to make corrections or improvements. This gives learners time and energy to concentrate on the feedback them, and make corrections that you or their peers have given. Moreover it tells learners that feedback is valuable and worth spending some time on. And, it gives them the chance to improve in a environment that is supportive.
Don’t erase corrections
Tell learners you wish to see how they will have corrected and improved their written work before they hand it for your requirements. Don’t let them use erasers, instead inform them to produce corrections using an unusual colour to help you see them, and what they have inked to make improvements.
Introducing peer and self-assessment
Share objectives that are learning
A useful activity to use when introducing peer or self-assessment the very first time is ‘two stars and a wish’:
– ‘Ah this might be a really nice poster – i prefer it!’ (many thanks)
– ‘i must say i I think you included a lot of the information. like it and’
– Look at the success criteria from the board
– ‘Hmm, but there is however no title for your poster therefore we don’t understand the topic.’
Feedback sandwich (see above)
This really is a useful activity when learners are more confident in peer and self-assessment. Model just how to give feedback first.
– i believe the next time you need to. because.
– . is good because.
“The poster gives most of the information that is necessary which will be good but the next occasion you need to add a title therefore we know the topic. The presentation is great too because it is clear and attractive.”
Make a ‘learning wall’ where learners can post positive feedback about others.
Ask learners to read each other’s written strive to seek out specific points, such as for instance spelling mistakes, past tense verbs, etc. During speaking activities such as for instance role plays and presentations, ask learners to provide each other feedback on specific points, e.g. how interesting it absolutely was, whether or not they understood the thing that was said and any queries they will have.
At the end associated with the lesson, ask your learners to help make a summary of a few things they learned, and one thing they still should try to learn.
A question is had by me
In the final end of the lesson, ask your learners to publish a question on which they are not clear about.
Pose a question to your learners to help keep a learning journal to record their thoughts and attitudes as to the they usually have learned.
Ask learners to keep a file containing samples of their work. This might include work done in class, homework, test results, self-assessment and comments from peers therefore the teacher.
At the conclusion of the lesson give learners time for you to reflect and determine what to focus on within the next lesson.
After feedback, encourage learners to create goals. Let them know they usually have identified what is good, what exactly is not so good, and any gaps within their knowledge. Now they must think of their goal and exactly how they could reach it. Ask them to exert effort individually and answer the questions:
Ask learners to set personal goals, for example: ‘Next week I will read a short story’.
Work with learners to create self-assessment forms or templates they can use to think about an activity or lesson. For younger learners, something like the form below would work: