Below are a few AfL activities to try along with your learners.

Below are a few AfL activities to 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 publish one sentence to summarise what they find out about this issue during the end or start of a lesson. You could focus this by telling them to add e.g. what or why or how etc.

During the final end of a lesson learners share with regards to partner:

  • Three new stuff they have learnt
  • Whatever they found easy
  • Whatever they found difficult
  • Something they wish to learn later on.

Give learners red, yellow and cards that are greenor they could make these themselves in the home). At different points during the lesson, ask them to select a card and put it to their desk to demonstrate 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 inquire them to answer questions. For example:

  • What have I learnt?
  • What have i came across easy?
  • What have i came across difficult?
  • What do i wish to know now?

When a learner has finished a exercise or worksheet, question them to draw a square on the page. If they don’t realize well, they colour it red, when they partly understand, yellow and when all things are OK, green.

During the final end of an activity or lesson or unit, ask learners to publish a couple of points which are not clear to them. The teacher and class discuss these points and come together to make them clear.

At the beginning of an interest learners create a grid with three columns – what they know; what they want to know; what they have discovered. They start with brainstorming and filling out the initial two columns and then go back to the third at the end of the unit.

Ask learners that which 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 could make these themselves at home). Make inquiries with four answers and get them to demonstrate you their answers. You might do that in teams too.

Ask learners to create their answers on mini-whiteboards or items 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, make use of the word ‘might’ to encourage learners to consider and explore possible answers. As an example, ‘Why do teachers make inquiries?’ and ‘Why might teachers ask questions?’ The question that is first like there clearly was one correct answer known by the teacher, nevertheless the second real question is more open and suggests many possible answers.

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