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Here are a few activities that are afL try with your learners.

Here are a few 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.

Collecting information

Ask learners to create one sentence to summarise whatever they realize about the subject 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 final end of a lesson learners share with their partner:

  • Three things that are new have learnt
  • What they found easy
  • Whatever they found difficult
  • Something they would like to learn as time goes on.

Give learners red, yellow and cards that are greenor they can make these themselves in the home). At different points throughout the lesson, ask them to choose a card and place it on the desk to demonstrate simply 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 get them to answer questions. As an example:

  • What have I learnt?
  • What have i came across easy?
  • What have I found difficult?
  • What do i wish to know now?

When a learner has finished a exercise or worksheet, 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 final end of a task or lesson or unit, ask learners to write one or two points that are not clear for them. The teacher and class discuss these true points and work together to make them clear.

At the start of a topic learners create a grid with three columns – whatever they know; what they need to learn; what they have discovered. They start with brainstorming and filling out the first two columns and then return to the third at the conclusion of the system.

Ask learners what 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 at home). Make inquiries with four answers and get them to demonstrate you their answers. You might do 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 also make notes.

The strategic utilization 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, use the word ‘might’ to encourage learners to imagine and explore answers that are possible. As an example, ‘Why do teachers make inquiries?’ and ‘Why might teachers ask questions?’ The question that is first like there was one correct answer known because of the teacher, nevertheless the second 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.
  • Only write comments on learners’ work, and don’t give marks or scores. This helps learners to concentrate on progress instead 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 whether 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. A good example of a feedback sandwich is:

    • Positive comment, e.g. ‘I like … because …’
    • Constructive feedback with explanation of how exactly to improve, e.g. ‘This is not quite correct – check the information with …….’
    • Positive comment, e.g. ‘You have written a tremendously clear and that is……’

    Time in class to produce corrections

    Give learners time in class to create corrections or improvements. This provides learners time for you concentrate on the feedback them, and make corrections that you or their peers have given. It also 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 intend to see how they have corrected and improved their written work before they hand it for you. Don’t let them use erasers, instead inform them to help make corrections using a different sort of colour so you can see them, and what they have inked to make improvements.

    Introducing self-assessment and peer

    Share learning objectives

    • Use WILF (what I’m trying to find).
    • Point to the objectives on the board.
    • Elicit what the success criteria could be for an activity.
    • Negotiate or share the criteria
    • Write these on the board for reference.
    • Two stars and a wish

    A activity that is useful use when introducing peer or self-assessment for the first time is ‘two stars and a wish’:

    • Explain/elicit the meaning of stars and a wish linked 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 have fun with the peer feedback, for example:

    – ‘Ah this is a poster that is really nice I like it!’ (Thank you)

    – ‘I really like it and I also think you included the majority of the information.’

    – go through the success criteria regarding the board

    – ‘Hmm, but there is no title for your poster therefore we don’t understand the topic.’

    Feedback sandwich (see above)

    This might be a activity that is useful learners are far more confident in peer and self-assessment. Model simple tips to give feedback first.

    • Write the following text on the board:

    – i do believe the next occasion you need to. because.

    – . is good because.

    • Elicit from your own learners what a feedback sandwich is through the text from the board (what is good and why, what could be better and just why, what is good and just why).
    • Given an example such as this:

    “The poster gives most of the necessary information, that is good but the next occasion you need to add a title therefore we understand the topic. The presentation is great 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 work to seek out specific points, such as spelling mistakes, past tense verbs, etc. During speaking activities such as for example role plays and presentations, ask learners to give each other feedback on specific points, e.g. how interesting it absolutely was, they have whether they understood what was said and any questions.

    • Choose the one thing in your work you might be proud of. Tell the whole group why. You’ve got about a minute.
    • Discuss which of the success criteria you’ve been most successful with and which one could be improved and exactly how. You have 3 minutes.

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    At the end regarding the lesson, ask your learners in order to make a summary of a few things they learned, and another thing they still need to learn.

    We have a concern

    At the end regarding 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 help keep a learning journal to record their thoughts and attitudes to what they will have learned.

    Ask learners to keep a file containing types of their work. This may include work carried out in class, homework, test outcomes, self-assessment and comments from peers together with teacher.

    At the end of the lesson give learners time for you to reflect and determine what to focus on within the next lesson.

    After feedback, encourage learners to set goals. Let them know they usually have identified what is good, what exactly is not too good, and any gaps in their knowledge. Now they need to think about their goal and how they are able to reach it. Question them to function individually and answer the questions:

    • What is your ultimate goal?
    • How will you achieve it?

    Ask learners to set personal goals, for instance: ‘Next week I will read a short story’.

    Make use of learners to create self-assessment forms or templates that they’ll use to think on an activity or lesson. For younger learners, something similar to the form below would work: