Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
Teaching English grammar task in inductively in Indiasunandakannadasan
I enclose how we make our class very interactive of teaching English in India .by this teaching method will be easy to the teachers as well as learning method is easy to the learners.
and main thing inductive method of teaching makes the learner in unmemorable in their life
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
Teaching English grammar task in inductively in Indiasunandakannadasan
I enclose how we make our class very interactive of teaching English in India .by this teaching method will be easy to the teachers as well as learning method is easy to the learners.
and main thing inductive method of teaching makes the learner in unmemorable in their life
Classroom Management assessment for learning activities and tools.pdfMr Bounab Samir
Assessment Stage ( AFL & AOL ) is of great importance for both teacher and learners . Assessment for learning (AfL) is very valuable when inserted in teaching and learning process
This set of different activities and tools for teachers to use in order to use while dealing with assessment for learning:
I hope you find it useful!....
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Made by Mike Gershon –
mikegershon@hotmail.com
Assessment For Learning Tools
AfL is successful when embedded in teaching
and learning.
This toolkit aims to help by presenting
different facets, activities and tools for
teachers to use in order to achieve this.
I hope you find it useful!
Sources
http://www.aaia.org.uk/pdf/Publications/AAIA%20Pupils%20Learning%20from%20Teachers'%20Responses.pdf
http://www.aaia.org.uk/pdf/Publications/AAIAformat4.pdf
http://www.aaia.org.uk/pdf/asst_learning_practice.pdf
http://community.tes.co.uk/forums/t/300200.aspx
http://www.schoolhistory.co.uk/forum/lofiversion/index.php/t7669.html
www.harford.edu/irc/assessment/FormativeAssessmentActivities.doc
Paul Black et al, Assessment for Learning, (Open University Press, Maidenhead, 2003)
Paul Black et al, “Working inside the black box”, (nferNelson, London, 2002)
Paul Black and Dylan William, Inside the Black Box, (nferNelson, London, 1998)
Assessment Reform Group, Testing, Motivation and Learning, (The Assessment Reform Group, Cambridge, 2002)
Assessment Reform Group, Assessment for Learning, (The Assessment Reform Group, Cambridge, 1999)
My head
Other people’s heads
2. Students write Questions
Students ask Questions
Comment-only marking
Mid-unit assessment
‘Might’
Wait-time
Open vs closed
Exemplar Work
Student Marking
Making aims clear
Lesson Target Setting
Teacher ReviewStudent Review
Self-assessment Targets
One-Sentence Summary
Articulate then Answer
Scene-Setting
Tell your neighbour
Idea Thoughts
Bouncing
Wait and recap
Incorrect Discussion
Muddiest Point
Devising Questions
Learning Journal
Redrafting
Key features
Invert the Question
Improvement Guidance
Comment Follow-up
Group feedback
Peer Marking
Thumbs
Teach Collaboration
Traffic-Light Revision
Generate and Answer
Student Mark-Scheme
Group Answers
X and Y
All you know
Corrections
Laminated Criteria
Conveying Progress
Think through Talking
Discuss Words
Communication
Thoughtful Dialogue
Feedback Sandwich
What is good?
Self-evaluation
What is a ‘good’ question?
Graphic Organisers
KWL
Talk Partners
Post-It
Response Partners
Hands Down
Question Stems
Regulating Learning
ABCD
Why is it best?
Show and Tell
Active Students
Long and Short Term
Minute Paper
Enquiry Question
Smiley Faces
Squares
Traffic Lights
2 stars and a wish
3. Back to AFL Tools
Students write Questions
For example –
•
•
•
About what they would like to know on a
new topic
To ask the teacher or other students in
order to assess their learning
To demonstrate their
learning/misconceptions/areas they would
like to further explore
The classroom could have a question box
where students drop questions at the
end of a lesson.
Or, a plenary could involve students writing
questions that the class then work on
together, or forms the basis of the next lesson.
4. Back to AFL Tools
Students ask Questions
Create opportunities for students to
ask questions. This could be of their
peers, of the teacher or as a means
to develop discussion.
A ‘question box’ for written questions
offers a different means of
communication for students
Allow time for students to ask
questions about pieces of work. This
helps open up assessment and
eliminate ambiguity
5. Back to AFL Tools
Comment-only marking
Comment-only marking provides students
with a focus for progression instead of a
reward or punishment for their ego (as a
grade does).
Comments could be made in books, in a
table at the front of books, in a learning
diary or journal. The latter are helpful for
teacher and student to track the
progression of comments and see
improvement.
Comments should make it clear how the
student can improve.
Plan activities and work with feedback in
mind – let the design assist the process.
6. Back to AFL Tools
Mid-unit assessment
Having an assessment at the end of a
unit may not provide time for you to
go over areas students have
struggled with, or in which there are
general misconceptions.
Timing assessment during a unit (i.e.
lesson 5 of 7) allows time to review,
reflect and revisit.
It also gives the teacher an
opportunity to focus explicitly on
areas of weak understanding
supported by evidence.
7. Back to AFL Tools
‘Might’
When questioning, insert the word
‘might’ to give students greater
opportunity to think and explore
possible answers.
e.g.
What is meaning of democracy?
What might the meaning of
democracy be?
The first infers a single answer known
by the teacher whereas the second is
inherently more open.
What might the Great Depression look
like today?
8. Back to AFL Tools
Wait-time
Wait time allows students time to think
and therefore to produce answers. Also,
not everyone in the class thinks at the
same speed or in the same way – waiting
allows students to build their thoughts
and explore what has been asked.
2 types of wait time –
i)
ii)
Teacher speaks and then waits before
taking student responses.
Student response ends and then
teacher waits before responding. This
gives the student space to elaborate or
continue – or for another student to
respond.
9. Back to AFL Tools
Open vs closed
Closed questions can be useful
however are not great at facilitating
the use of abstract thinking skills,
encouraging talking or eliciting much
understanding. Open questions are
more likely to do this and thus
improve learning.
e.g.
Did you go out last night?
What did you after school yesterday?
10. Back to AFL Tools
Exemplar Work
When setting students a piece of
work, show them examples that make
it clear what it is they are being asked
to do – and what they need to do in
order to meet the assessment criteria.
Students could mark exemplar work
using the assessment criteria. This
will help model what is being asked
for and how it relates to the process
of assessment.
11. Back to AFL Tools
Student Marking
By taking part in the process of
assessment, students gain a deeper
understanding of topics, the process
of assessment and what they are
doing in their own work. This helps to
make them more aware of ‘what
learning is’ and thus see their own
learning in this way.
Students could self- or peer- mark
homework or assessments.
This could be done in pairs or
individually with a student-made or
‘official’ mark-scheme.
12. Back to AFL Tools
Making aims clear
-
Put lesson objectives on the board at
the beginning of the lesson.
-
Talk to students about why they are
studying what they are studying.
-
Contextualise short-term aims in longterm aims (e.g. analysing
Shakespeare will contribute to a wider
knowledge of the cultural canon and
stronger analytical skills among other
long term aims)
-
Check with students that they are clear
about the aims of the
lesson/unit/subject
-
Produce aims in conjunction with
students
13. Back to AFL Tools
Lesson Target Setting
Make the lesson more purposeful for
students by setting targets at the
beginning about what you and the
class are going to do.
These can be referred to through the
lesson and/or revisited in the plenary.
Students could have to show how
they have met targets in the plenary
and/or set targets for next lesson.
14. Back to AFL Tools
Teacher Review
The teacher leads the review of the
lesson or unit using questioning to
elicit understanding from students.
Focus could also fall upon the
effectiveness of the lesson at
facilitating learning – i.e. can students
think of ways that it could be altered
to improve their learning?
The teacher could model review by
evaluating the lesson in relation to
their own objectives.
15. Back to AFL Tools
Student Review
Students review their own learning
either in groups or individually. This
could be done as a plenary, a
mini-plenary or as an activity to help
planning for future revision or the
remainder of the unit.
16. Back to AFL Tools
Traffic Lights
Use traffic lights as a visual means of
showing understanding.
e.g.
• Students have red, amber and green
cards which they show on their desks
or in the air. (red = don’t understand,
green = totally get it etc.)
•
Students self-assess using traffic
lights. The teacher could then record
these visually in their mark book.
•
Peer assess presentations etc. with
traffic lights
17. Back to AFL Tools
Self-assessment Targets
Students give themselves targets
based on their self-assessment.
These learning goals could be
recorded somewhere and revisited
(i.e. inside cover of workbook)
They could be compared to teacher
targets and the two brought to
consensus if different.
18. Back to AFL Tools
2 stars and a wish
For peer assessment, ask students to
give two stars and a wish.
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
19. Back to AFL Tools
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering –
•
•
•
•
30 seconds silent thinking before
any answers
Brainstorm in pairs first for 2-3
minutes
Write some thoughts down before
answering
Discuss with your neighbour first
20. Back to AFL Tools
Scene-Setting
Set the scene for the lesson by using
a big, open question or problemsolving task that requires abstract
thinking skills. Anticipate responses
and follow-up so as to work these
through.
E.g. A lesson on the Vietnam War
could begin with the question –
Do Americans think they fight wars, or
win them?
21. Back to AFL Tools
Tell your neighbour
Students ‘tell their neighbour’ as a
means of articulating their thoughts.
-
Ask a question, give thinking time
and then ask students to tell their
neighbour their thoughts.
-
Tell students what the new topic is
and then ask them to tell their
neighbour everything they know
about it.
22. Back to AFL Tools
Idea Thoughts
When you have received an answer
to a question, open up the thinking
behind it by asking what others think
about the idea.
e.g. “What do others think about
_________’s idea?”
23. Back to AFL Tools
Bouncing
Bounce answers around the room to
build on understanding and have
students develop stronger reasoning
out of misconceptions.
E.g.
“Jimmy, what do you think of
Sandra’s answer?”
“Sandra, how could you develop
Carl’s answer to include more detail?”
“Carl, how might you combine all
we’ve heard into a single answer?”
24. Back to AFL Tools
Wait and recap
Wait for students to draw out most of
the key words you are asking for and
then reframe the question – asking for
a synthesis which recaps the whole
discussion by joining all these words
into a single coherent answer,
paragraph etc.
25. Back to AFL Tools
Incorrect Discussion
Use incorrect answers as a
discussion point.
Rather then dismissing something
because it is wrong, or saying ‘that’s
interesting’ etc. Use the
misconception in reasoning to draw
the process out into the open.
This leads to improving on
misconceived reasoning and an
atmosphere in which it is OK to be
Wrong.
I’m glad that’s
the wrong
answer… let’s
discuss it
26. Back to AFL Tools
Devising Questions
Devise questions that –
•
•
•
Challenge common
misconceptions
Create conflict that requires
discussion
Explore ambiguity and encourage
discussion and clarification
27. Back to AFL Tools
Learning Journal
Create a learning journal in which
students can reflect on and review
their learning. It could include plenary
activities, a target setting chart, aims
and goals etc.
28. Back to AFL Tools
Redrafting
Use lesson time to redraft work.
This allows students time to focus on
the feedback for improvement they
have been given.
It also reinforces the value of the
feedback and allows them to work
at it in a supportive environment.
29. Back to AFL Tools
Key features
When designing written tasks to go
alongside oral work, intend for them
to develop and show understanding
of the key features of what students
have learned.
30. Back to AFL Tools
Improvement Guidance
When making comments on pupils’
work, treat them like guidance
showing how the pupil can improve.
Develop this by asking students to
write in the same way when peer
assessing work.
Discuss the notion of guidance and
how it differs from other types of
behaviour (i.e. prescription,
admonishment etc.)
31. Back to AFL Tools
Comment Follow-up
Give students opportunities to follow
up comments -
Create time in the lesson to talk to
individual students.
Have a written dialogue in the
students’ book.
Use a comment tracker or targets
sheet to formalise the dialogue in
a workbook
32. Back to AFL Tools
Group feedback
Group feedback to a teacher
concerning peer-assessment of work
can help make the teacher aware of
learning needs in a manageable way.
If a group feeds back then it draws
more attention and presents
information that has already been
ordered and sorted (meaning less
repetition for the teacher).
33. Back to AFL Tools
Peer Marking
Students mark each others’ work
according to assessment criteria.
Encourages reflection and thought about
the learning as well as allowing students
to see model work and reason past
misconceptions.
Opportunities to do this throughout
individual lessons and schemes of
work.
34. Back to AFL Tools
Thumbs
Check class understanding of what
you are teaching by asking them
to show their thumbs.
Thumbs up = I get it
Thumbs half way = sort of
Thumbs down = I don’t get it
35. Back to AFL Tools
Teach Collaboration
Peer assessment requires students to
act collaboratively. Indeed, AfL is a
collaborative enterprise. Therefore,
explicitly teach skills of collaboration.
This process can be assisted by
discussing collaboration with pupils
and making it visible as a part of the
classroom.
36. Back to AFL Tools
Traffic-Light Revision
When revising a topic or subject, work
through the different areas with
students and ask them to traffic light
according to their grasp of each.
Subsequently, students should be
able to target their revision more
carefully and engage in it actively,
rather than simply reviewing
everything they have done or reading
passively over their entire notes.
37. Back to AFL Tools
Generate and Answer
When preparing for exams, students
generate their own questions and
then practice answering them.
This makes learners think explicitly
about the underlying structures of
assessment, as well as the material
which they are being asked to
manipulate. Form as well as function!
38. Back to AFL Tools
Student Mark-Scheme
Ask students to produce their own
mark-schemes working individually or
in groups. They can then peer- or
self-assess work in accordance
with these schemes.
Talk about the purpose of a markscheme with students – judgement,
communication, standardisation etc.
39. Back to AFL Tools
Group Answers
Students work in small groups to
agree on answers – when tests are
returned or in other situations.
The process of agreeing should
include reasoning over the validity of
the consensus answer, as well as
reasoned negation of misconceptions
or wrong answers.
40. Back to AFL Tools
Think through Talking
Talking allows students to articulate
their thoughts and thus to learn.
Encourage thinking through talking
with –
-
Discussion activities
Structured group/pair work
Modelling by teacher and students
(small group work increases the
‘surface area’ of talk in the classroom
as opposed to whole class
discussions)
41. Back to AFL Tools
Invert the Question
Instead of asking a question that
requires factual recall, invert it to
request explicit reasoning.
e.g.
‘Is France a democracy?’
becomes
‘What does it mean for a country to
be a democracy?’
42. Back to AFL Tools
X and Y
Ask students why X is an example of Y
e.g.
Why is an apple an example of a fruit?
Why is a fox an example of a mammal?
Questioning in this way avoids factual
recall and asks for the underlying
reasoning to be made explicit.
43. Back to AFL Tools
All you know
Students write down everything
they know about ________ at the
start of the unit.
The teacher can then teach the unit
accordingly, using existing
knowledge and avoiding repetition.
44. Back to AFL Tools
Corrections
Reinforce the focus on redrafting and
comment-only marking by insisting on
seeing evidence of student
corrections on their own work before
looking at it (have to allow time for
this).
45. Back to AFL Tools
Laminated Criteria
Make laminated, studentfriendly assessment criteria
cards.
46. Back to AFL Tools
Conveying Progress
Find a means of using
assessment to convey progress
to
students and thus make what
they
are doing more meaningful.
-
Link learning between units
Use a learning journal
Refer to past targets and highlight
where the student is achieving this
Have a target chart where it is visible
how the student has progressed
Link assessment to student goalsetting
47. Back to AFL Tools
Discuss Words
When engaged in discussion take key
words and look at them specifically.
Discuss how they are being used –
Is there any ambiguity?
Is everyone using the word in the
same way?
48. Back to AFL Tools
Communication
Ask students to communicate thinking
through different mediums – not just
writing; drawing, drama, maps,
sculpture etc.
The medium is the message and
therefore circumscribes to some
extent how communication can take
place. Using alternative mediums
allows the teacher to ‘see’ students’
understanding from different angles.
49. Back to AFL Tools
Thoughtful Dialogue
Dialogue between teacher and students
should be thoughtful, reflective,
focussed to evoke and explore
understanding, and conducted so that all
pupils have an opportunity to express
their ideas.
(Page 12, Inside the Black Box, Paul Black
& Dylan William, nferNelson, 1998)
Discuss the quality of dialogue with
students and ask them to articulate what
its purpose is, why, and how (if
necessary) it may be improved).
50. Back to AFL Tools
Feedback Sandwich
Feedback can be delivered in
different ways, two feedback
‘sandwiches’ are –
i) Positive comment
Constructive criticism with
explanation of how to improve
Positive comment
ii) Contextual statement – I
liked….because….
Now/Next time…
Interactive statement e.g. a
question based on the work
51. Back to AFL Tools
What is good?
Spend time ensuring that there is
consensus between yourself and the
pupils over what makes a piece of
work ‘good’, and how they are
expected to achieve it. Use questions
such as –
‘Can you tell me what makes a piece
of work good?’
‘How do you feel about comments?’
‘Do you always know what you need to do
next/think about?’
‘Do you know when you have done a
‘good’ piece of work?’
52. Back to AFL Tools
Self-evaluation
Self-evaluation involves learning how we
learn, whereas self-assessment is
what we learn. To train pupils in selfevaluation, use questions such as:
•
•
•
•
•
•
Think about what has happened when the
learning has taken place
What really made you think? What did you
find difficult?
What do you need more help with?
What are you pleased about?
What have you learnt new about X?
How would you change the learning
activity to suit another class?
The teacher can model answers to these
to show the pupils how to self-evaluate.
53. Back to AFL Tools
What is a ‘good’ question?
Discuss with students what makes a
‘good’ question. The process can
explicitly show them the difference
between open and closed questions.
They can then come up with
questions on a topic and decide
which are best, and then move on
to discuss and answer these.
54. Graphic Organisers
Back to AFL Tools
Use graphic organisers to help pupils self-assess.
All these are taken from
http://www.aaia.org.uk/pdf/Publications/A
(page 19)
55. Back to AFL Tools
KWL
At the beginning of a topic pupils create a
grid with three columns –
What They Know;
What They Want To Know;
What They Have Learnt.
They begin by brainstorming and filling in
the first two columns and then return to
the third at the end of the unit (or refer
throughout) .
Variation – extra column ‘How Will I Learn’
56. Back to AFL Tools
Talk Partners
As a plenary or a starter referring to
the last lesson, pupils share with a
partner:
•
•
•
•
3 new things they have learnt
What they found easy
What they found difficult
Something they would like to learn
in the future
57. Back to AFL Tools
Post-It
Use post-it notes to evaluate learning.
Groups, pairs or individuals can
answer:
•
•
•
•
What have I learnt?
What have I found easy?
What have I found difficult?
What do I want to know now?
58. Back to AFL Tools
Response Partners
Paired or partnership oral marking.
Pupils invite a partner or a group to
discuss or comment on their work.
For it to be effective, students should
be aware of learning objectives and
success criteria. They should also
appreciate the role of a response
partner – to offer positive and
constructive feedback around the
learning goals.
Students could be given prompt
questions to ask the person who has
done the work.
59. Back to AFL Tools
Hands Down
Tell pupils they should only raise their
hand to ask a question, not to answer one.
The teacher then chooses pupils to
answer, therefore gaining information on
whether everyone is learning.
www.classtools.net – fruit machine
programme on here where you can input
names, save it and play it to choose pupils
at random.
Write names on lollipop sticks and pull out
at random to answer.
Write numbers on balls or counters that
tally to register or seating position and reuse with every class.
60. Back to AFL Tools
Good Question Stems
Why does…?
What if…?
How would you…?
Could you explain…?
What might…?
61. Back to AFL Tools
Regulating Learning
Circulating through the room whilst
students are engaged in an activity
means the teacher can collect
information on learning, employ
different assessment strategies and
intervene where appropriate.
62. Back to AFL Tools
ABCD
Laminate a set of cards so every
member of the class has four, with
A,B,C and D written on them. Ask
questions with four answers and
pupils can show you their answer.
Encourage them not to look at other
people’s response so as to copy.
63. Back to AFL Tools
Why is it best?
For homework ask students to find
their best piece of work and then to
tell you why it is their best. This
explanation could refer to success
criteria, levels, targets etc.
64. Back to AFL Tools
Show and Tell
Use mini-whiteboards so that very
student can write or draw their
answer and show it to you (or their
peers) immediately.
65. Back to AFL Tools
Active Students
Key to AfL is students being active,
engaged participants in their learning.
Think of ways in which content can be
manipulated for these ends, rather
than the other way round.
If the content seems boring then
make the approach fun or interesting.
66. Back to AFL Tools
Long and Short Term
To draw together progression with the
big picture, students could set both
long and short term targets.
The short term targets could be
reviewed weekly or fortnightly and the
long term targets at the end of term.
Having a long term target may give
more cogency to the pupil’s and
teacher’s short term targets. It may
also allow the pupil to focus on what
Really motivates them about a
subject.
67. Back to AFL Tools
Minute Paper
Students identify the most significant
(useful, meaningful, unlikely) thing
they have learnt during the lesson or
unit.
68. Back to AFL Tools
Enquiry Question
Use an enquiry question to stimulate
high-level thinking in the lesson or
unit.
e.g.
How democratic is the United
Kingdom?
Why is our school so ethnically
diverse?
What is enquiry-based learning http://www.campus.manchester.ac.uk/ceebl/ebl/
69. Back to AFL Tools
Smiley Faces
Students draw smiley faces to indicate how comfortable they are with the topic.
Ready to move on
Understand some parts
but not all
Do not understand and
need to look at it again
70. Back to AFL Tools
Squares
When a pupil has finished a piece of
work they draw a square on the page.
If they do not understand the work
they colour it red, if they are so-so
then yellow and if A-OK the green.
71. Back to AFL Tools
Muddiest Point
Students write down one or two
points on which they are least clear.
This could be from the previous
lesson, the rest of the unit, the
preceding activity etc. The teacher
and class can then seek to remedy
the muddiness.
72. Back to AFL Tools
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic.
The sentence could have to include
who, what when, why, how, where
etc.
The sentences could then be peerassessed, re-drafted and so on.