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 whatever they find out about the topic at the start or end of a lesson. You can focus this by telling them to incorporate e.g. what or why or how etc.
At the final end of a lesson learners share with their partner:
- Three things that are new have learnt
- What they found easy
- What they found difficult
- Something they wish to learn as time goes on.
Give learners red, yellow and green cards (or they can make these themselves in the home). At different points during the lesson, ask them to decide on a card and put it to their desk to demonstrate just how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).
Use post-it notes to evaluate learning. Share with groups, pairs or individuals and ask them to answer questions. As an example:
- What have I learnt?
- What have I found easy?
- What have i discovered difficult?
- What do i do want to know now?
When a learner has finished a worksheet or exercise, ask them to attract a square in the page. When they do not understand well, they colour it red, should they partly understand, yellow of course all things are OK, green.
At the end of an action or lesson or unit, ask learners to write one or two points which are not clear in their mind. The teacher and class discuss these points and come together to make them clear.
At the start of an interest learners create a grid with three columns – what they know; what they need to understand; what they have learned. They start by brainstorming and filling in the initial two columns and return to the then third at the end of the machine.
Ask learners that which was the most, e.g. useful, interesting, surprising, etc. thing they learned today or perhaps in this unit.
Give learners four cards: A, B, C, D (or they are able to make these themselves in the home). Ask questions with four answers and have them to show you their answers. You can try this in teams too.
Ask learners to publish their answers on mini-whiteboards or bits of paper and show it for your requirements (or their peers).
Observe a learners that are few lesson and then make notes.
The strategic usage of questioning
Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It gives teachers information regarding what learners know, understand and will do.
When questioning, use the word ‘might’ to encourage learners to consider and explore answers that are possible. For example, ‘Why do teachers ask questions?‘ and’ why might teachers ask questions?’ The first question seems like there clearly was one correct answer known because of the teacher, however the second 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 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 exactly to improve, e.g. ‘This is not quite correct – check out the information with …….’
- Positive comment, e.g. ‘You have written a very clear and ………’
- Use WILF (what I’m to locate).
- Point to the objectives in the board.
- Elicit what the success criteria may be for a task.
- Negotiate or share the criteria
- Write these on 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 another thing you want was better/could improve).
- Model simple tips to give feedback that is peer two stars and a wish first.
- Role have fun with the peer feedback, for example:
- 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 is good and just why, what might be better and why, what is good and just why).
- Given an illustration like this:
- Choose a very important factor in your work you may be proud of. Tell the group that is whole. You have about a minute.
- Discuss which of this success criteria you have been most successful with and which one might be improved and just how. You’ve got three full minutes.
- What exactly is your aim?
- How will you achieve it?
Only write comments on learners’ work, and don’t give marks or scores. This can help learners to instead focus on progress of a reward or punishment. They will want a mark, but encourage them to focus on the comments. Comments should make it clear how the learner can improve. Ask if they have any questions regarding the comments and then make time to speak with individual learners.
Use a feedback sandwich to provide comments. A typical example of a feedback sandwich is:
Time in class to help make corrections
Give learners time in class in order to make corrections or improvements. This gives learners time for you focus on the feedback which you or their peers have given them, and then make corrections. It also tells learners that feedback is valuable and worth spending some time on. And, it provides them the chance to improve in a environment that is supportive.
Don’t erase corrections
Tell learners you wish to observe how they will have corrected and improved their written work before they hand it for you. Don’t allow them to use erasers, instead let them know to make corrections using a different sort of colour to help you see them, and whatever they have inked which will make improvements.
Introducing peer and self-assessment
Share learning objectives
A activity that is useful use when introducing peer or self-assessment for we buy essays the first time is ‘two stars and a wish’:
– ‘Ah this can be a really nice poster – i prefer it!’ (Thank you)
– ‘I really I think you included almost all of the information. enjoy it and’
– go through the success criteria in the board
– ‘Hmm, but there is no title for the poster so we don’t know the topic.’
Feedback sandwich (see above)
This is certainly a activity that is useful learners are far more confident in peer and self-assessment. Model how to give feedback first.
– i do believe next time you need to. because.
– . is good because.
“The poster gives all of the information that is necessary which will be good but the next time you really need to add a title so we know the topic. The presentation is good too since it is clear and attractive.”
Make a wall that is‘learning where learners can post positive feedback about others.
Ask learners to read each other’s written work to look for specific points, such as 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 had been, whether or not they understood the thing that was said and any questions they have.
During the final end associated with lesson, ask your learners to make a list of a few things they learned, and another thing they still should find out.
I have a question
At the end of this lesson, ask your learners to publish a question on which they are not clear about.
Ask your learners to help keep a learning journal to record their thoughts and attitudes to what they usually have learned.
Ask learners to keep a file containing types of their work. This might include work carried out in class, homework, test outcomes, self-assessment and comments from peers as well as the teacher.
At the end of the lesson give learners time to reflect and determine what to pay attention to when you look at the next lesson.
After feedback, encourage learners to create goals. Let them know they have identified what is good, what is not too good, and any gaps within their knowledge. Now they have to think about their goal and just how they could reach it. Question them to work 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 self-assessment forms or templates they can use to think on a task or lesson. For younger learners, something like the form below would work: