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 what they know about the topic in the end or start of a lesson. You might focus this by telling them to add e.g. what or https://edubirdies.org/buy-essay-online/ why or how etc.
During the end of a lesson learners share due to their partner:
- Three new stuff they have learnt
- What they found easy
- What they found difficult
- Something they wish to learn in the foreseeable future.
Give learners red, yellow and green cards (or they are able to make these themselves at home). At different points through the lesson, question them to decide on a card and place it on their desk to show 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 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 wish to know now?
When a learner has finished a worksheet or exercise, question them to attract a square from the page. When they partly understand, yellow and if everything is OK, green if they do not understand well, they colour it red.
At the end of a task or lesson or unit, ask learners to create one or two points that are not clear in their mind. The teacher and class discuss these points and work together to make them clear.
At the start of a topic learners create a grid with three columns – what they know; what they want to know; whatever they have discovered. They start by brainstorming and filling out the first two columns and then come back to the third at the conclusion of the machine.
Ask learners the thing that 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 can make these themselves in the home). Ask questions with four answers and ask them to show you their answers. You can do that in teams too.
Ask learners to publish their answers on mini-whiteboards or items of paper and show it to you (or their peers).
Observe a few learners every lesson and work out notes.
The strategic use of questioning
Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It gives teachers information on what learners know, understand and may do.
When questioning, utilize the word ‘might’ to encourage learners to think and explore possible answers. 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 by the teacher, but 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 create 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 certainly not quite correct check that is information with …….’
- Positive comment, e.g. ‘You have written a very clear and ………’
- Use WILF (what I’m looking for).
- Point out the objectives from the board.
- Elicit what the success criteria might 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 one thing you wish was better/could improve).
- Model just how to give peer feedback using two stars and a wish first.
- Role play the peer feedback, as an example:
- Write the following text on the board:
- Elicit from your learners what a feedback sandwich is through the text regarding the board (what is good and why, what could be better and why, what exactly is good and why).
- Given an illustration such as this:
- Choose one thing in your work you may be pleased with. Tell the whole group why. You have got 1 minute.
- Discuss which associated with the success criteria you have been most successful with and what type could be improved and how. You’ve got three full minutes.
- What is your ultimate goal?
- How will you achieve it?
Only write comments on learners’ work, and don’t give marks or scores. This helps learners to instead focus on progress of an incentive or punishment. They will want a mark, but encourage them to spotlight the comments. Comments should inform you how the learner can improve. Ask if they have any relevant questions regarding the comments while making time to consult with individual learners.
Use a feedback sandwich to offer comments. A good example of a feedback sandwich is:
Amount of time in class which will make corrections
Give learners amount of time in class to make corrections or improvements. This provides learners time and energy to focus on the feedback them, and make corrections that you or their peers have given. In addition tells learners that feedback is valuable and worth time that is spending. And, it offers them the opportunity to improve in a supportive environment.
Don’t erase corrections
Tell learners you intend to see how they have corrected and improved their written work it to you before they hand. Don’t allow them to use erasers, instead inform them to create corrections using an unusual colour them, and what they have done to make improvements so you can see.
Introducing self-assessment and peer
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 really is a really nice poster – I like it!’ (Thank you)
– ‘i must say i I think you included most of the information. want it and’
– Look at the success criteria in the board
– ‘Hmm, but there is no title for your poster therefore we don’t understand the topic.’
Feedback sandwich (see above)
That is a useful activity when learners are far more confident in peer and self-assessment. Model just how to give feedback first.
– i believe the next occasion you need to. because.
– . is good because.
“The poster gives most of the information that is necessary which will be good but the next time you need to add a title therefore we know the topic. The presentation is good too because it is clear and attractive.”
Make a ‘learning wall’ where learners can post positive feedback about others.
Ask learners to learn each other’s written work to search for specific points, such as for instance spelling mistakes, past tense verbs, etc. During speaking activities such as for example role plays and presentations, ask learners to give one another feedback on specific points, e.g. how interesting it had been, they have whether they understood what was said and any questions.
In the end regarding the lesson, ask your learners to create a list of a few things they learned, and something thing they still need to learn.
We have a concern
In the final end for the lesson, ask your learners to write a concern on what they are not clear about.
Pose a question to your learners to keep a learning journal to record their thoughts and attitudes to what they have learned.
Ask learners to help keep a file containing types of their work. This might include work done in class, homework, test outcomes, self-assessment and comments from peers additionally the teacher.
At the conclusion of the lesson give learners time and energy to reflect and decide what to pay attention to in the lesson that is next.
After feedback, encourage learners to set goals. Let them know they have identified what is good, what exactly is not very good, and any gaps within their knowledge. Now they have to think about their goal and how they could reach it. Inquire further to the office individually and answer the questions:
Ask learners to set personal goals, for example: ‘Next week I will read a short story’.
Make use of learners to create forms that are self-assessment templates that they’ll used to think on a task or lesson. For younger learners, something like the form below would work: