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 whatever they know about this issue during the start or end of a lesson. You could focus this by telling them to include e.g. what or why or how etc.
In the end of a lesson learners share due to their partner:
- Three things that are new have learnt
- What they found easy
- Whatever they found difficult
- Something they wish to learn as time goes on.
Give learners red, yellow and green cards (or they are able to make these themselves in the home). At different points through the lesson, ask them to select a card and place it on the desk to demonstrate 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 inquire them to answer questions. For instance:
- What have I learnt?
- What have i discovered easy?
- What have i discovered difficult?
- What do i wish to know now?
When a learner has finished a exercise or worksheet, ask them to draw a square from the page. If they do not understand well, they colour it red, when they partly understand, yellow if all things are OK, green.
During the final end of an action or lesson or unit, ask learners to publish one or two points that aren’t clear in their mind. The teacher and class discuss these points and come together to make them clear.
At the beginning of a subject learners create a grid with three columns – whatever they know; what they want to understand; whatever they have discovered. They start by brainstorming and filling out the initial two columns and return to the then 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 can make these themselves at home). Ask questions with four answers and have them to show you their answers. You can do that in teams too.
Ask learners to create 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 then make notes.
The strategic use of questioning
Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It provides teachers information regarding what learners know, understand and may do.
When questioning, make use of the word ‘might’ to encourage learners to consider and explore possible answers. For instance, ‘Why do teachers ask questions?‘ and’ why might teachers ask questions?’ The first question seems like there is one correct answer known by the teacher, but the second question is more open and suggests many possible answers.
- Give 30 seconds thinking that is silent any answers.
- Ask learners to first brainstorm in pairs for 2-3 minutes.
- Ask learners to publish 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 to improve, e.g. ‘This is certainly not quite correct check that is information with …….’
- Positive comment, e.g. ‘You have written a tremendously clear and ………’
- Use WILF (what I’m searching for).
- Point out the objectives from the board.
- Elicit what the success criteria may be for an activity.
- Negotiate or share the criteria
- Write these regarding 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, as an example:
- Write the text that is following the board:
- Elicit from your learners what a feedback sandwich is through the text on the board (what exactly is good and exactly why, what could possibly be better and why, what is good and why).
- Given an example like this:
- Choose the one thing in your projects you may be proud of. Tell the group that is whole. You have one minute.
- Discuss which of this success criteria you have been most successful with and which one might be improved and exactly how. You’ve got 3 minutes.
- What exactly is your goal?
- How will it is achieved by you?
Only write comments on learners’ work, and don’t give marks or scores. It will help learners to focus on progress instead of an incentive or punishment. They will want a mark, but encourage them write my essay for me to pay attention to the comments. Comments should inform you how the learner can improve. Ask if they have any questions about the comments and then make time and energy to talk to individual learners.
Use a feedback sandwich to provide comments. An example of a feedback sandwich is:
Amount of time in class to make corrections
Give learners time in class to create corrections or improvements. This provides learners time and energy to concentrate 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 gives them the chance to improve in a environment that is supportive.
Don’t erase corrections
Tell learners you wish to see how they usually have corrected and improved their written work before they hand it to you personally. Don’t let them use erasers, instead inform them to produce corrections using an unusual colour them, and what they have done to make improvements so you can see.
Introducing peer and self-assessment
Share objectives that are learning
A activity that is useful use when introducing peer or self-assessment the very first time is ‘two stars and a wish’:
– ‘Ah this is certainly a poster that is really nice I like it!’ (many thanks)
– ‘i must say i I think you included almost all of the information. want it and’
– go through the success criteria regarding the board
– ‘Hmm, but there is however no title for your poster so we don’t know the topic.’
Feedback sandwich (see above)
This will be a useful activity when learners tend to be more confident in peer and self-assessment. Model how exactly to give feedback first.
– I think the next time you should. because.
– . is good because.
“The poster gives most of the necessary information, that is good but the next occasion 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 learn each other’s written strive to look for specific points, such as for instance 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, they have whether they understood what was said and any questions.
In the end associated with lesson, ask your learners to help make a listing of two things they learned, and another thing they still should find out.
A question is had by me
In the final end associated with lesson, ask your learners to create a concern on which they are not clear about.
Pose a question to your learners to keep a learning journal to record their thoughts and attitudes as to the they have learned.
Ask learners to keep a file containing types of their work. This could include work done in class, homework, test outcomes, self-assessment and comments from peers together with teacher.
At the end of the lesson give learners time to reflect and determine what to focus on into the next lesson.
After feedback, encourage learners to set goals. Tell them they usually have identified what is good, what is not too good, and any gaps inside their knowledge. Now they should think of their goal and just how they can reach it. Ask them to operate individually and answer the questions:
Ask learners to set personal goals, for example: ‘Next week I will read a story’ that is short.
Make use of learners to create forms that are self-assessment templates they can used to think about an activity or lesson. For younger learners, something similar to the form below would work: