They include ideas on collecting information, the strategic use of questioning, giving feedback, and introducing peer and self-assessment.

Collecting information

Ask learners to publish one sentence to summarise what they find out about the subject at the start or end of a lesson. You could focus this by telling them to add e.g. what or why or how etc.

At the final end of a lesson learners share with their partner:

• Three things that are new have learnt
• Whatever they found easy
• What 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, question them to choose 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. Give to groups, pairs or individuals and get them to answer questions. For example:

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

When a learner has finished a exercise or worksheet, ask them to attract a square in the page. If they don’t understand well, they colour it red, if they partly understand, yellow of course everything is OK, green.

At the final end of a task or lesson or unit, ask learners to write one or two points which are not clear to them. 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 – what they know; what they need to know; whatever they have discovered. They start with brainstorming and filling in the initial two columns and return to the then third at the conclusion of the machine.

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 are able to make these themselves in the home). Ask questions with four answers and have them to exhibit you their answers. You might do that in teams too.

Ask learners to create their answers on mini-whiteboards or items of paper and show it need help on homework to you personally (or their peers).

Observe a few learners every lesson and also make notes.

The use that is strategic of

Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It provides teachers information about what learners know, understand and that can do.

When questioning, utilize the word ‘might’ to encourage learners to consider 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 was one correct answer known because of the teacher, nevertheless the second 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 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. It will help learners to instead focus on progress of an incentive or punishment. They shall want a mark, but encourage them to pay attention to the comments. Comments should make it clear how the learner can improve. Ask whether they have any relevant questions about the comments while making time for you to speak with 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 simple tips to improve, e.g. ‘This is not quite correct – check the information with …….’
• Positive comment, e.g. ‘You have written a really clear and that is……’

Time in class which will make corrections

Give learners time in class in order to make corrections or improvements. Thus giving learners time for you focus on the feedback which you or their peers have given them, and work out corrections. In addition it tells learners that feedback is valuable and worth spending time on. And, it provides them the chance to improve in a supportive environment.

Don’t erase corrections

Tell learners you want to observe how they have corrected and improved their written work before they hand it to you personally. Don’t allow them to use erasers, instead tell them to make corrections using a different sort of 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 interested in).
• Point out the objectives in the board.
• Elicit what the success criteria might be for a task.
• Negotiate or share the criteria
• Write these in the board for reference.
• Two stars and a wish

A useful activity to 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 another thing you want was better/could improve).
• Model simple tips to give feedback that is peer two stars and a wish first.
• Role have fun with the peer feedback, for instance:

- ‘Ah this can be a really nice poster – I like it!’ (many thanks)

- ‘i must say i I think you included the majority of the information. want it and’

- Look at the success criteria regarding the board

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

Feedback sandwich (see above)

This really is a activity that is useful learners are more confident in peer and self-assessment. Model how to give feedback first.

• Write the text that is following the board:

- I think the next occasion you really need to. because.

- . is good because.

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

“The poster gives all the necessary information, which will be good but the next time you ought to add a title so we know the topic. The presentation is good too since it is clear and attractive.”

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

Ask learners to learn each other’s written work to try to find specific points, such as for instance spelling mistakes, past tense verbs, etc. During speaking activities such as for instance role plays and presentations, ask learners to offer one another feedback on specific points, e.g. how interesting it was, whether they understood the thing that was said and any queries they will have.

• Choose a very important factor in your projects you are happy with. Tell the whole group why. You have 1 minute.
• Discuss which associated with the success criteria you have been most successful with and what type could be improved and exactly how. You have got three minutes.

At the 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 end associated with lesson, pose a question to your learners to publish a question on what they are not clear about.

Ask your learners to keep a learning journal to record their thoughts and attitudes from what they usually have learned.

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

At the end of the lesson give learners time to reflect and decide what to focus on in the lesson that is next.

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

• What is your ultimate goal?
• How will it is achieved by you?

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

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