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 in the end or start of a lesson. You could focus this by telling them to include e.g. what or why or how etc.
During the end of a lesson learners share along with their partner:
- Three new things they have learnt
- Whatever they found easy
- Whatever they found difficult
- Something they wish to learn in the foreseeable future.
Give learners red, yellow and green cards (or they could make these themselves in the home). At different points through the lesson, question them to select a card and put it to their desk to demonstrate simply how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).
Use post-it notes to evaluate learning. Give to groups, pairs or individuals and get them to resolve questions. For instance:
- What have I learnt?
- What have i discovered easy?
- What have I found difficult?
- What do i wish to know now?
When a learner has finished a worksheet or exercise, inquire further to attract a square from the page. If they don’t realize well, they colour it red, if they partly understand, yellow of course all things are OK, green.
At the final end of an activity or lesson or unit, ask learners to create 1 or 2 points that are not clear to them. The teacher and class discuss these points and work together to ensure they are clear.
At the beginning of a topic learners create a grid with three columns – what they know; what they need to understand; whatever they have learned. They start with brainstorming and filling out the very first two columns and return to the then third at the conclusion of the unit.
Ask learners the thing that was the absolute 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 at home). Ask questions with four answers and inquire them to exhibit you their answers. You can do this in teams too.
Ask learners to publish their answers on mini-whiteboards or bits of paper and show it for you (or their peers).
Observe a learners that are few lesson and work out notes.
The strategic usage of questioning
Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It provides teachers information about what learners know, understand and certainly will do.
When questioning, make use of the word ‘might’ to encourage learners to think 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 is certainly one correct answer known because of the teacher, however the second real 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 go over with a partner before answering.
- Use think, pair, share.
- Positive comment, e.g. ‘I like … because …’
- Constructive feedback with explanation of just how to improve, e.g. ‘This is certainly not quite correct – check out the information with …….’
- Positive comment, e.g. ‘You have written a rather clear and that is……’
- Use WILF (what I’m searching for).
- Point to the objectives from the board.
- Elicit what the success criteria might be for an activity.
- Negotiate or share the criteria
- Write these in the board for reference.
- Two stars and a wish
- Explain/elicit the meaning of stars and a wish linked to feedback (two good stuff and one thing you wish was better/could improve).
- Model simple tips to give peer feedback using 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 from the text from the board (what exactly is good and why, what might be better and why, what exactly is why and good).
- Given a good example similar to this:
- Choose a very important factor in your work you are pleased with. Tell the group that is whole. You have got 1 minute.
- Discuss which associated with the success criteria you have been most successful with and which one could be improved and exactly how. You’ve got three minutes.
- What is your goal?
- 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 an incentive or punishment. They will want a mark, but encourage them to spotlight the comments. Comments should make it clear how the learner can improve. Ask whether they have any questions about the comments and work out time to consult with individual learners.
Use a feedback sandwich to provide comments. A good example of a feedback sandwich is:
Amount of time in class which will make corrections
Give learners time in class in order to make corrections or improvements. Thus giving learners time and energy to focus on the feedback which you or their peers have given them, while making corrections. It tells learners that feedback is valuable and worth time that is spending. And, it offers them the chance to improve in a buy essays environment that is supportive.
Don’t erase corrections
Tell learners you want to observe how they will have corrected and improved their written work it to you before they hand. Don’t allow them to use erasers, instead inform them which will make corrections using a different colour to help you see them, and what they have done to make improvements.
Introducing self-assessment and peer
Share objectives that are learning
A activity that is useful use when introducing peer or self-assessment for the first time is ‘two stars and a wish’:
– ‘Ah this is a poster that is really nice I like it!’ (many thanks)
– ‘i must say i I think you included a lot 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 know the topic.’
Feedback sandwich (see above)
It is a activity that is useful learners tend to be more confident in peer and self-assessment. Model how exactly to give feedback first.
– I think next time you really need to. because.
– . is good because.
“The poster gives all of the information that is necessary which is good but the next occasion you need to add a title therefore we understand the topic. The presentation is great too since it is attractive and clear.”
Make a ‘learning wall’ where learners can post positive feedback about others.
Ask learners to read each other’s written work to seek out specific points, such as spelling mistakes, past tense verbs, etc. During speaking activities such as role plays and presentations, ask learners to offer each other feedback on specific points, e.g. how interesting it was, whether or not they understood that which was said and any questions they usually have.
During the final end associated with the lesson, ask your learners which will make a listing of a couple of things they learned, and something thing they still should find out.
A question is had by me
During the final end associated with the lesson, pose a question to your learners to create a question on which they are not clear about.
Pose a question to your learners to keep a learning journal to record their thoughts and attitudes from what they usually have learned.
Ask learners to keep a file containing types of their work. This may include work done in class, homework, test outcomes, self-assessment and comments from peers plus the teacher.
At the conclusion of the lesson give learners time to reflect and determine what to focus on when you look at the lesson that is next.
After feedback, encourage learners to set goals. Let them know they will have identified what exactly is good, what is not so good, and any gaps inside their knowledge. Now they need to think about their goal and how it can be reached by them. Question them be effective individually and answer the questions:
Ask learners to create personal goals, for instance: ‘Next week I will read a short story’.
Make use of learners to create forms that are self-assessment templates that they’ll use to think on an activity or lesson. For younger learners, something similar to the form below would work: