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 learn about the subject in the start or end 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 due to their partner:

• Three things that are new have learnt
• What they found easy
• What they found difficult
• Something they wish to learn later on.

Give learners red, yellow and cards that are greenor they can make these themselves in the home). At different points during the lesson, ask them to select a card and place it on their desk to demonstrate 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 have them to resolve questions. As an example:

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

When a learner has finished a exercise or worksheet, question them to attract a square on the page. When they partly understand, yellow and if everything is OK, green if they do not understand well, they colour it red.

During the final end of an action or lesson or unit, ask learners to create 1 or 2 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 a subject learners create a grid with three columns – whatever they know; what they need to understand; whatever they have discovered. They start by brainstorming and filling in the first two columns and return to the then third at the end of the machine.

Ask learners that which was the essential, 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 are able to make these themselves in the home). Make inquiries with four answers and get them to show you their answers. You might do this in teams too.

Ask learners to write their answers on mini-whiteboards or pieces of paper and show it to you personally (or their peers).

Observe a learners that are few lesson and then make notes.

The strategic usage of questioning

Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It offers teachers information on what learners know, understand and will do.

When questioning, make use of the word ‘might’ to encourage learners to believe and explore possible answers. As an example, ‘Why do teachers ask questions?’ 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 what is eliteessaywriters.com/buy-essay-online 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 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 can help learners to give attention to progress instead of a reward or punishment. They shall want a mark, but encourage them to spotlight the comments. Comments should inform you how the learner can improve. Ask if they have any relevant questions about the comments while making time 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 just how to improve, e.g. ‘This is certainly not quite correct check that is information with …….’
• Positive comment, e.g. ‘You have written an extremely clear and ………’

Amount of time in class which will make corrections

Give learners time in class to make corrections or improvements. This provides learners time for you to focus on the feedback that you or their peers have given them, while making corrections. Moreover it tells learners that feedback is valuable and worth hanging out on. And, it gives them the opportunity to improve in a supportive environment.

Don’t erase corrections

Tell learners you intend to see how they have corrected and improved their written work before they hand it to you. Don’t allow them to use erasers, instead inform them to produce corrections using an alternative colour them, and what they have done to make improvements so you can see.

Introducing peer and self-assessment

Share learning objectives

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

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

• Explain/elicit the meaning of stars and a wish linked to feedback (two good things and another thing you want was better/could improve).
• Model just how to give peer feedback using two stars and a wish first.
• Role play the peer feedback, for example:

– ‘Ah this is certainly a poster that is really nice I like it!’ (many thanks)

– ‘I really I think you included most of the information. want it and’

– Look at the success criteria regarding the board

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

Feedback sandwich (see above)

This will 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 believe the next time you ought to. because.

– . is good because.

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

“The poster gives most of the information that is necessary which can be good but next time you really need to add a title so we understand the topic. The presentation is great 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 try to find specific points, such as 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 absolutely was, if they understood the thing that was said and any queries they will have.

• Choose the one thing in your work you are pleased with. Tell the whole group why. You have got 1 minute.
• Discuss which for the success criteria you’ve been most successful with and which one could be improved and exactly how. You have 3 minutes.

In the final end associated with lesson, ask your learners to make a listing of two things they learned, and one thing they still should try to learn.

I have a question

In the end for the lesson, pose a question to your learners to create a question on which they’re not clear about.

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

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

At the end of the lesson give learners time and energy to reflect and decide what to pay attention to within the lesson that is next.

After feedback, encourage learners to create goals. Let them know they have identified what exactly is good, what is not so good, and any gaps within their knowledge. Now they have to think of their goal and how they are able to reach it. Inquire further to focus individually and answer the questions:

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

Ask learners to create personal goals, for instance: ‘Next week i shall read a short story’.

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