Check out AfL activities to try along 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 what they realize about the subject during the end or start of a lesson. You could focus this by telling them to add e.g. what or why or how etc.

At the end of a lesson learners share due to their partner:

  • Three new stuff they 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 are able to make these themselves at home). At different points during the lesson, question them to choose a card and put it on their desk to show 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. For example:

  • What have I learnt?
  • What have I found easy?
  • What have i discovered difficult?
  • What do I would like to know now?

When a learner has finished a worksheet or exercise, question them to attract a square from the page. If they don’t understand well, they colour it red, when they partly understand, yellow and if all things are OK, green.

At the end of an action or lesson or unit, ask learners to publish a couple of points that aren’t clear in their mind. The teacher and class discuss these true points and work together to ensure they are clear.

At the start of an interest learners create a grid with three columns – whatever they know; what they need to know; whatever they have learned. They start with brainstorming and filling in the initial two columns and then come back to the third at the paytowritemyessay.com conclusion of the machine.

Ask learners that which 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 in the home). Make inquiries with four answers and inquire them to show you their answers. You could repeat this in teams too.

Ask learners to create their answers on mini-whiteboards or pieces of paper and show it for your requirements (or their peers).

Observe a learners that are few lesson and work out notes.

The use that is strategic of

Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It offers teachers information about what learners know, understand and that can 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 make inquiries?‘ and’ why might teachers ask questions?’ The question that is first like there clearly was one correct answer known because of the teacher, but the second real 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 create some notes before answering.
  • Ask learners to go over with a partner before answering.
  • Use think, pair, share.
  • Only write comments on learners’ work, and don’t give marks or scores. This can help learners to concentrate on progress instead of an incentive or punishment. They shall want a mark, but encourage them to pay attention to the comments. Comments should inform you how the learner can improve. Ask whether they have any questions regarding the comments and work out time for you to speak with individual learners.

    Use a feedback sandwich to offer comments. An example of a feedback sandwich is:

    • Positive comment, e.g. ‘I like … because …’
    • Constructive feedback with explanation of simple tips to improve, e.g. ‘This is certainly not quite correct check that is information with …….’
    • Positive comment, e.g. ‘You have written a really clear and ………’

    Time in class to make corrections

    Give learners time in class to make corrections or improvements. This provides learners time for you concentrate on the feedback that you or their peers have given them, and work out corrections. In addition it tells learners that feedback is valuable and worth time that is spending. And, it provides them the opportunity 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 help make corrections using another type of colour in order to see them, and whatever they have inked to help make improvements.

    Introducing self-assessment and peer

    Share objectives that are learning

    • Use WILF (what I’m interested in).
    • Point out the objectives in the board.
    • Elicit what the success criteria may be for an activity.
    • Negotiate or share the criteria
    • Write these from 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 pertaining to feedback (two good things and another thing you wish was better/could improve).
    • Model simple tips to give feedback that is peer two stars and a wish first.
    • Role play the peer feedback, for instance:

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

    – ‘I really like it and I think you included a lot of the information.’

    – go through the success criteria from the board

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

    • Write the following text on the board:

    – i believe the next occasion you ought to. because.

    – . is good because.

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

    “The poster gives all the necessary data, which is good but next time you ought to add a title so we understand the topic. The presentation is good too because it is attractive and clear.”

    Make a wall that is‘learning where learners can post positive feedback about others.

    Ask learners to read each other’s written strive to seek out 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 offer each other feedback on specific points, e.g. how interesting it absolutely was, whether they understood what was said and any queries they have.

    • Choose one thing in your projects you are happy with. Tell the group that is whole. You have got 1 minute.
    • Discuss which of this success criteria you have been most successful with and which one might be improved and exactly how. You have got three minutes.

    In the end associated with lesson, ask your learners to produce a list of a couple of things they learned, plus one thing they still should try to learn.

    A question is had by me

    In the final end of the lesson, pose a question to your learners to create a concern on what they are not clear about.

    Pose a question to your learners to help keep a learning journal to record their thoughts and attitudes as to the they have learned.

    Ask learners to keep a file containing samples of their work. This might include work done in class, homework, test results, self-assessment and comments from peers and also the teacher.

    At the end of the lesson give learners time to reflect and decide what to pay attention to when you look at the next lesson.

    After feedback, encourage learners to set goals. Let them know they usually have identified what is good, what exactly is not so good, and any gaps in their knowledge. Now they should think of their goal and just how they could reach it. Inquire further to get results individually and answer the questions:

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

    Ask learners to create personal goals, as an example: ‘Next week i am going to read a short story’.

    Make use of learners to create self-assessment forms or templates that they can used to think on a task or lesson. For younger learners, something such as the form below would work: