They include ideas on collecting information, the strategic use of questioning, giving feedback, and introducing peer and self-assessment.
Ask learners to write one sentence to summarise whatever they find out about the subject in the start or end of a lesson. You might focus this by telling them to add e.g. what or why or how etc.
During the final end of a lesson learners share due to their partner:
- Three things that are new have learnt
- Whatever they found easy
- Whatever they found difficult
- Something they would like to learn later on.
Give learners red, yellow and cards that are greenor they are able to make these themselves in the home). At different points through the lesson, question them to decide on a card and place it on their 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 inquire them to answer questions. For example:
- What have I learnt?
- What have i discovered easy?
- What have I found difficult?
- What do i wish to know now?
When a learner has finished a worksheet or exercise, question them to draw a square in the page. When they do not understand well, they colour it red, should they partly understand, yellow if everything is OK, green.
At the end of a task or lesson or unit, ask learners to write a couple of points that aren’t clear for them. The teacher and class discuss these true points and come together to ensure they are clear.
At the beginning of an interest learners create a grid with three columns – whatever they know; what they want to know; whatever they have learned. They start by brainstorming and filling out the very first two columns and then go back to the third at the end of the unit.
Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned or in this unit today.
Give learners four cards: A, B, C, D (or they could make these themselves at home). Ask questions with four answers and ask them to show you their answers. You might do this in teams too.
Ask learners to publish their answers on mini-whiteboards or items of paper and show it for your requirements (or their peers).
Observe a few learners every lesson and also make notes.
The use that is strategic of
Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It offers teachers details about what learners know, understand and certainly will do.
When questioning, make use of the word ‘might’ to encourage learners to believe 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 is one correct answer known by the teacher, however 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 go over with a partner before answering.
- Use think, pair, share.
- Positive comment, e.g. ‘I like … because …’
- Constructive feedback with explanation of how exactly to improve, e.g. ‘This is certainly not quite correct check that is information with …….’
- Positive comment, e.g. ‘You have written a rather clear and that is……’
- Use WILF (what I’m looking for).
- Point out the objectives in the board.
- Elicit what the success criteria may be for a task.
- Negotiate or share the criteria
- Write these in the board for reference.
- Two stars and a wish
- Explain/elicit the meaning of stars and a wish related to feedback (two good stuff and one thing you want was better/could improve).
- Model how to give feedback that is peer two stars and a wish first.
- Role have fun with the peer feedback, for instance:
- Write the following text on the board:
- Elicit from your own learners what a feedback sandwich is through the text regarding the board (what is good and exactly why, what might be better and exactly why, what exactly is good and just why).
- Given an example such as this:
- Choose one thing in your projects you may be pleased with. Tell the whole group why. You have 1 minute.
- Discuss which associated with the success criteria you have been most successful with and what type could be improved and exactly how. You have 3 minutes.
- What is your aim?
- How will you achieve it?
Only write comments on learners’ work, and don’t give marks or scores. It will help learners to concentrate on progress instead of an incentive or punishment. They shall want a mark, but encourage them to spotlight the comments. Comments should make it clear how the learner can improve. Ask if they have any questions regarding the comments while making time to consult with individual learners.
Use a feedback sandwich to give comments. A typical example of a feedback sandwich is:
Time in class to make corrections
Give learners time in class to produce corrections or improvements. This gives learners time for you to focus on the feedback them, and make corrections that you essay writers or their peers have given. Moreover it tells learners that feedback is valuable and worth time that is spending. And, it gives them the chance to improve in a environment that is supportive.
Don’t erase corrections
Tell learners you want to observe how they usually have corrected and improved their written work it to you before they hand. Don’t allow them to use erasers, instead inform them to help make corrections using yet another colour to help you see them, and what they have inked in order to make improvements.
Introducing self-assessment and peer
Share objectives that are learning
A activity that is useful use when introducing peer or self-assessment for the first time is ‘two stars and a wish’:
– ‘Ah it is a poster that is really nice i prefer it!’ (many thanks)
– ‘I really I think you included most of the information. like it and’
– Look at the success criteria in the board
– ‘Hmm, but there is however no title for the poster therefore we don’t understand the topic.’
Feedback sandwich (see above)
This really is a activity that is useful learners tend to be more confident in peer and self-assessment. Model just how to give feedback first.
– I think next time you need to. because.
– . is good because.
“The poster gives most of the necessary data, that is good but the next time you should add a title so we know the topic. The presentation is good too because it is attractive and clear.”
Make a ‘learning wall’ where learners can post positive feedback about others.
Ask learners to read each other’s written work to try to find specific points, such as spelling mistakes, past tense verbs, etc. During speaking activities such as for instance role plays and presentations, ask learners to offer each other feedback on specific points, e.g. how interesting it absolutely was, whether or not they understood what was said and any questions they will have.
In the end of the lesson, pose a question to your learners which will make a summary of a few things they learned, and one thing they still need to learn.
We have a question
In the final end associated with the lesson, pose a question to your learners to publish a concern on which they are not clear about.
Ask your learners to keep a learning journal to record their thoughts and attitudes to what they usually have learned.
Ask learners to help keep a file containing samples of their work. This could include work done in class, homework, test results, self-assessment and comments from peers in addition to teacher.
At the conclusion of the lesson give learners time to reflect and decide what to focus on within the lesson that is next.
After feedback, encourage learners to create goals. Tell them they usually have identified what is good, what exactly is not too good, and any gaps within their knowledge. Now they have to think about their goal and how they are able to reach it. Question them to exert effort individually and answer the questions:
Ask learners to set personal goals, for instance: ‘Next week i shall read a story’ that is short.
Make use of learners to create forms that are self-assessment templates that they can use to think on an activity or lesson. For younger learners, something like the form below would work: