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 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.
- Give 30 seconds silent thinking before 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 simple tips to improve, e.g. ‘This is 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 interested in).
- Point out the objectives on the board.
- Elicit what the success criteria might be for an activity.
- 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 linked to feedback (two good things and another thing you would like was better/could improve).
- Model just how to give peer feedback using two stars and a wish first.
- Role have fun with the peer feedback, as an example:
- Write the following text on the board:
- Elicit from your learners what a feedback sandwich is from the text regarding the board (what is good and just why, what could be better and exactly why, essaywritersite.com reviews what exactly is why and good).
- Given a good example such as this:
- Choose one thing in your work you may be proud of. Tell the group that is whole. You have 1 minute.
- Discuss which associated with the success criteria you have been most successful with and what type might be improved and how. You have got three full 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. This helps learners to instead focus on progress of a reward or punishment. They shall 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 make time to consult with individual learners.
Use a feedback sandwich to offer comments. An example of a feedback sandwich is:
Amount of time in class to produce corrections
Give learners amount of time in class to help make corrections or improvements. Thus giving learners time for you focus on the feedback which you or their peers have given them, and also make corrections. 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 observe how they have corrected and improved their written work before they hand it for you. Don’t let them use erasers, instead let them know to produce corrections using a unique colour to help you see them, and whatever they have inked which will make improvements.
Introducing self-assessment and peer
Share learning objectives
A useful activity to use when introducing peer or self-assessment for the first time is ‘two stars and a wish’:
– ‘Ah this might be a really nice poster – I like it!’ (many thanks)
– ‘i must say i enjoy it and I also think you included a lot of the information.’
– Look at the success criteria in the board
– ‘Hmm, but there is however no title for the poster therefore we don’t know the topic.’
Feedback sandwich (see above)
This can be a useful activity when learners are far more confident in peer and self-assessment. Model how to give feedback first.
– i do believe the next time you really need to. because.
– . is good because.
“The poster gives all of the necessary information, that will be good but next time you really need to add a title so we understand 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 work to look for specific points, such as spelling mistakes, past tense verbs, etc. During speaking activities such as for example role plays and presentations, ask learners to offer one another feedback on specific points, e.g. how interesting it absolutely was, they have whether they understood what was said and any questions.
During the final end associated with the lesson, ask your learners to create a list of a few things they learned, plus one thing they still should find out.
We have a question
During the final end associated with the lesson, ask your learners to write a question about what they’re not clear about.
Pose a question to your learners to help keep a learning journal to record their thoughts and attitudes to what they have learned.
Ask learners to help keep a file containing examples of their work. This could include work carried out in class, homework, test results, self-assessment and comments from peers therefore the teacher.
At the end of the lesson give learners time and energy to reflect and determine what to spotlight when you look at the lesson that is next.
After feedback, encourage learners to create goals. Let them know they usually have identified what exactly is good, what exactly is not very good, and any gaps in their knowledge. Now they must think of their goal and exactly how it can be reached by them. Question them to operate individually and answer the questions:
Ask learners to create personal goals, for example: ‘Next week I will read a story’ that is short.
Work with learners to create self-assessment forms or templates that they can use to think about an action or lesson. For younger learners, something similar to the form below would work: