Here are some activities that are afL try with your learners.
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 realize about the subject during the end or start of a lesson. You could focus this by telling them to incorporate e.g. what or why or how etc.
During the final end of a lesson learners share along with their partner:
- Three things that are new have learnt
- Whatever they found easy
- What they found difficult
- Something they would like to learn in the future.
Give learners red, yellow and cards that are greenor they could make these themselves in the home). At different points through the lesson, question them to decide on a card and put it on the desk to show just 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 get them to resolve questions. For instance:
- What have I learnt?
- What have i came across 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 draw a square in the page. If they do not understand well, they colour it red, when they partly understand, yellow and in case everything is OK, green.
During the final end of a task or lesson or unit, ask learners to write one or two points that are not clear in their mind. The teacher and class discuss these points and come together to make them clear.
At the beginning of a topic learners create a grid with three columns – whatever they know; what they need to understand; whatever they have learned. They start by brainstorming and filling out the very first two columns and return to the then third at the end of the system.
Ask learners what was the absolute most, e.g. useful, interesting, surprising, etc. thing they learned today or in this unit.
Give learners four cards: A, B, C, D (or they could make these themselves in the home). Ask questions with four answers and inquire them to demonstrate you their answers. You could repeat this in teams too.
Ask learners to write their answers on mini-whiteboards or items of paper and show it for you (or their peers).
Observe a learners that are few lesson and make notes.
The strategic utilization of questioning
Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It offers teachers details about what learners know, understand and may do.
When questioning, use the word ‘might’ to encourage learners to believe and explore answers that are possible. For instance, ‘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, but the second real 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 discuss with a partner before answering.
- Use think, pair, share.
- Positive comment, e.g. ‘I like … because …’
- Constructive feedback with explanation of how exactly 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 ………’
- 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 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 one thing you want was better/could improve).
- Model just how to give feedback that is peer two stars and a wish first.
- Role play the peer feedback, for instance:
- Write the text that is following the board:
- Elicit from your learners what a feedback sandwich is from the text in the board (what exactly is good write my essay for me and exactly why, what could possibly be better and just why, what is why and good).
- Given an illustration like this:
- Choose a very important factor in your projects you may be pleased with. Tell the group that is whole. You have got 1 minute.
- Discuss which regarding the success criteria you have been most successful with and what type might be improved and just how. You’ve got 3 minutes.
- What exactly is your aim?
- 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 pay attention to the comments. Comments should inform you how the learner can improve. Ask if they have any relevant questions regarding the comments while making time and energy to talk to individual learners.
Use a feedback sandwich to give comments. A good example of a feedback sandwich is:
Time in class which will make corrections
Give learners time in class in order to make corrections or improvements. This provides learners time for you concentrate on the feedback them, and make corrections that you or their peers have given. In addition it tells learners that feedback is valuable and worth time that is spending. And, it gives them the chance to improve in a supportive environment.
Don’t erase corrections
Tell learners you want to see how they will have corrected and improved their written work it to you before they hand. Don’t let them use erasers, instead let them know to produce corrections using an alternative colour to help you see them, and what they have done to create improvements.
Introducing peer and self-assessment
Share learning objectives
A activity that is useful use when introducing peer or self-assessment the very first time is ‘two stars and a wish’:
– ‘Ah it is a poster that is really nice i prefer it!’ (Thank you)
– ‘i must say i I think you included most of the information. like it and’
– glance at the success criteria on the board
– ‘Hmm, but there is no title for your poster therefore we don’t understand the topic.’
Feedback sandwich (see above)
This 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 necessary data, which will be good but next time you need to add a title therefore we understand the topic. The presentation is good too since 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 strive to search for specific points, such as for instance spelling mistakes, past tense verbs, etc. During speaking activities such as role plays and presentations, ask learners to provide one another feedback on specific points, e.g. how interesting it had been, they have whether they understood what was said and any questions.
During the final end for the lesson, pose a question to your learners to create a listing of a couple of things they learned, and something thing they still should try to learn.
A question is had by me
During the end regarding the lesson, ask your learners to write a concern about what 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 will 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 in addition to teacher.
At the end of the lesson give learners time for you to reflect and decide what to pay attention to in the lesson that is next.
After feedback, encourage learners to set goals. Inform them they usually have identified what exactly is good, what exactly is not very good, and any gaps within their knowledge. Now they need to think of their goal and how they are able to reach it. Question them to your workplace individually and answer the questions:
Ask learners to create personal goals, for example: ‘Next week i shall read a story’ that is short.
Work with learners to create forms that are self-assessment templates that they can used to reflect on a task or lesson. For younger learners, something similar to the form below would work: