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Afl Mat
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Afl Mat

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  • 1. Assessment (is) for Learning<br />Pupils know:<br /><ul><li>What they are learning
  • 2. How they are learning
  • 3. How they will be assessed
  • 4. Why they are at ‘x’ level
  • 5. How to get to next level</li></ul>Teachers :<br /><ul><li>Inform pupils of LO/AFs
  • 6. Use different teaching methods to allow for learning styles
  • 7. Assess pupils through different methods
  • 8. Make success criteria clear &amp; show how it is achieved
  • 9. Give clear advice on how to make progress</li></ul>Planning &amp; Progression:<br /><ul><li>Learning Journeys
  • 10. Afl informs future teaching
  • 11. Identified Self/Peer Ass opportunities
  • 12. Plan questions
  • 13. Plan levelled work
  • 14. Plan Progression of AFs
  • 15. Extended Learning Tasks
  • 16. PLTSs
  • 17. Student Led Activities
  • 18. Learning Ladders
  • 19. Flexicam opportunities
  • 20. Student friendly assessment criteria
  • 21. Self Evaluation of HOW learning took place
  • 22. Exemplar work
  • 23. Assessments – effective? Informative? Challenge status quo? Identify weakness in curriculum/teaching?</li></ul>Marking &amp; Feedback:<br /><ul><li>Research shows that comment only marking is highly effective.
  • 24. Common marking key to aid pupil understanding
  • 25. APP (Assessing Pupils’ Progress)
  • 26. Clear target(s) for improvement
  • 27. Pupil dialogue
  • 28. Target stickers
  • 29. Comment Bank Stickers
  • 30. Levelled Stickers
  • 31. WWW (What went well)
  • 32. EBI (Even Better If)
  • 33. P.I.E (+ve, Improve/Encourage)
  • 34. Subject Specific &amp; Positive
  • 35. Students create mark scheme</li></ul>Learning Objectives:<br /><ul><li>All/Most/Some
  • 36. Levelled
  • 37. Must/Could/Should
  • 38. WALT (what we are learning for)
  • 39. WILF (What I am Looking for)
  • 40. Pupils identify at a point in lesson
  • 41. Also used in plenary
  • 42. Student friendly</li></li></ul><li>Remember these are strategies to SUPPORT Afl, they are not the definition of Afl.<br />Strategies:<br />Thumbs Up/Side/Down<br />Mini Whiteboards to show answer<br />Questioning Style<br />Students as Teachers<br />Sharing success/flexicam<br />Complex Learning Journeys<br />KWL Grids<br />(Plenary) Triangles<br />Peer/Self<br />Post Its<br />Talk Partners<br />2* &amp; a Wish<br />Traffic Lights<br />Key word monitors<br />Questioning:<br /><ul><li>Question Box in the room
  • 43. No Hands Up
  • 44. Wait Time
  • 45. Open Vs Closed
  • 46. Wait &amp; Recap
  • 47. Pupil to pupil dialogue
  • 48. Students write Qs
  • 49. Bouncing – ‘bouncing’ the answer from one student to the other to develop the depth of understanding.
  • 50. Hinge questions – the questions which must be understood in order to move on in terms of learning
  • 51. Question Stems</li></ul>What I What I want What I<br />Know to know learnt<br />What went well..<br />Would be better if...<br />Why does…?<br />What if…?<br />How would you…?<br />Could you explain…?<br />What might…?<br />Pupils who have difficulty with some key words (e.g. photosynthesis) are named key word monitor and have the task that lesson of spending 5 mins checking people have used the word/spelt it right/used it correctly<br />What I <br />know<br />What I want to learn<br />What I have learnt<br />

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