This document provides 25 examples of techniques for obtaining whole class feedback, beginning with a brief introduction on the rationale and benefits of whole class feedback. The techniques include using post-it notes, mini whiteboards, exit passes, true/false cards, and other methods involving hands, colors, or physical positioning to indicate student understanding of a lesson's content and objectives. The goal is to efficiently and formatively assess all students' comprehension in a class.
The document provides 25 examples of techniques for obtaining whole class feedback, including using post-it notes, mini-whiteboards, exit passes, and traffic light systems. It introduces the rationale for using formative assessment techniques like whole class feedback, which is to improve student understanding by identifying what they have learned and still need to learn. The document also provides further reading materials on assessment for learning and its benefits to help teachers implement these feedback strategies in the classroom.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document provides 40 examples of lesson closure activities that teachers can use to wrap up a lesson. Lesson closure involves having students summarize the key points of the lesson, evaluate what was learned, and preview future lessons. It allows the teacher to assess student understanding and determine if re-teaching is needed. Some suggested closure activities include exit passes where students answer questions before leaving class, journal entries summarizing the lesson, and student-generated review games like Jeopardy. The goal is to facilitate meaningful student participation and review at the end of each lesson.
The document discusses strategies for actively engaging students in learning. It begins by asking teachers to reflect on what an actively engaged student looks, sounds, and feels like. It then discusses the importance of engagement for learning and retention. Various verbal, active, and written response strategies are presented to increase active participation, including choral response, response cards, turn and talk, and whiteboards. The document emphasizes giving all students opportunities to respond and providing clear expectations and guidelines for responses.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
15 reflection strategies to help students retain what you just taught them ...EquidaddeGneroIjtb
15 reflection strategies to help students retain what was just taught:
1. Pair students to verbally share and discuss lessons to reinforce learning and allow teachers to assess understanding.
2. Use sentence stems to guide students into structured critical thinking patterns.
3. Create "layered texts" with hyperlinks that allow students to revisit and comment on lessons.
4. Ask students to summarize lessons in 140 characters or less to focus relection.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
The document provides 25 examples of techniques for obtaining whole class feedback, including using post-it notes, mini-whiteboards, exit passes, and traffic light systems. It introduces the rationale for using formative assessment techniques like whole class feedback, which is to improve student understanding by identifying what they have learned and still need to learn. The document also provides further reading materials on assessment for learning and its benefits to help teachers implement these feedback strategies in the classroom.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document provides 40 examples of lesson closure activities that teachers can use to wrap up a lesson. Lesson closure involves having students summarize the key points of the lesson, evaluate what was learned, and preview future lessons. It allows the teacher to assess student understanding and determine if re-teaching is needed. Some suggested closure activities include exit passes where students answer questions before leaving class, journal entries summarizing the lesson, and student-generated review games like Jeopardy. The goal is to facilitate meaningful student participation and review at the end of each lesson.
The document discusses strategies for actively engaging students in learning. It begins by asking teachers to reflect on what an actively engaged student looks, sounds, and feels like. It then discusses the importance of engagement for learning and retention. Various verbal, active, and written response strategies are presented to increase active participation, including choral response, response cards, turn and talk, and whiteboards. The document emphasizes giving all students opportunities to respond and providing clear expectations and guidelines for responses.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
15 reflection strategies to help students retain what you just taught them ...EquidaddeGneroIjtb
15 reflection strategies to help students retain what was just taught:
1. Pair students to verbally share and discuss lessons to reinforce learning and allow teachers to assess understanding.
2. Use sentence stems to guide students into structured critical thinking patterns.
3. Create "layered texts" with hyperlinks that allow students to revisit and comment on lessons.
4. Ask students to summarize lessons in 140 characters or less to focus relection.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
This document provides information from a workshop on managing math anxiety. It discusses common symptoms of math anxiety, potential causes, and strategies for overcoming math anxiety. Some key strategies include changing negative self-talk, using relaxation techniques to reduce anxiety, improving time management skills, developing strong study habits, preparing effectively for tests, and engaging in positive thinking. The workshop aims to equip students with tools to help them successfully manage math anxiety.
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.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
This document discusses different types of questions teachers can ask students in class and strategies for eliciting answers. It covers yes/no questions, "or" questions, and WH-questions. It also discusses using questions to check comprehension, elicit longer answers, and engage students in real conversations. Finally, it presents different questioning strategies teachers can use, such as calling on individual students, allowing chorus answers, or choosing students to answer. The goal is to make teachers aware of effective questioning techniques.
Stereotype Threats’ Influence on Elementary Pre-service Teachers\' Attitude T...lilsnickr
I, along with Dr. Vincent of WSU, researched the stereotype threats pre-service math teachers encountered throughout their education. Through qualitative research we analyzed the testimonials of the students and identified factors that contributed to their attitudes toward mathematics.
The document discusses the importance of descriptive feedback and sound grading practices that focus on learning. It argues that traditional grading practices can lower student confidence and motivation to learn. Effective feedback should be timely, specific, and help students improve. Grades should reflect learning outcomes rather than tasks, and practices like zeros, late penalties, and grading homework undermine learning.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
A teacher centered lesson plan regarding solving systems of linear inequalities by graphing the half planes created and taught for an instructional strategies course.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
This document provides information from a workshop on managing math anxiety. It discusses common symptoms of math anxiety, potential causes, and strategies for overcoming math anxiety. Some key strategies include changing negative self-talk, using relaxation techniques to reduce anxiety, improving time management skills, developing strong study habits, preparing effectively for tests, and engaging in positive thinking. The workshop aims to equip students with tools to help them successfully manage math anxiety.
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.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
This document discusses different types of questions teachers can ask students in class and strategies for eliciting answers. It covers yes/no questions, "or" questions, and WH-questions. It also discusses using questions to check comprehension, elicit longer answers, and engage students in real conversations. Finally, it presents different questioning strategies teachers can use, such as calling on individual students, allowing chorus answers, or choosing students to answer. The goal is to make teachers aware of effective questioning techniques.
Stereotype Threats’ Influence on Elementary Pre-service Teachers\' Attitude T...lilsnickr
I, along with Dr. Vincent of WSU, researched the stereotype threats pre-service math teachers encountered throughout their education. Through qualitative research we analyzed the testimonials of the students and identified factors that contributed to their attitudes toward mathematics.
The document discusses the importance of descriptive feedback and sound grading practices that focus on learning. It argues that traditional grading practices can lower student confidence and motivation to learn. Effective feedback should be timely, specific, and help students improve. Grades should reflect learning outcomes rather than tasks, and practices like zeros, late penalties, and grading homework undermine learning.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
A teacher centered lesson plan regarding solving systems of linear inequalities by graphing the half planes created and taught for an instructional strategies course.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
Extensive strategies for how students are presented the information, how students make sense of the information and how students demonstrate what they have learned.
This document provides suggestions for connecting with and engaging Generation Z college students. It discusses adapting teaching methods to focus on structure, clarity, relevance, interaction and collaboration. Specific techniques are presented such as using a G-FAR lesson structure of goal, focus, apply, review. Other recommendations include updating syllabi, incorporating think-pair-share activities, relating content to real-world examples, and increasing opportunities for student interaction through discussion and collaborative assignments. The overall message is that small changes can improve engagement by addressing the learning preferences of today's digital native students.
The document discusses the importance of communication and collaboration in mathematics learning. It notes that learning is a social process, and that students learn best when they can communicate their mathematical thinking and evaluate the strategies of others. Discussing mathematical ideas helps students organize and reflect on their own understanding, and allows them to develop mathematical vocabulary and construct their own meaning. The document advocates establishing classroom norms that promote routine dialogue and debate about mathematical thinking. It suggests that teachers can model thinking out loud and encourage students to use correct terminology through tools like word walls. Overall, it emphasizes that students need opportunities to speak, read and write about mathematical ideas.
This document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples included are having students summarize passages in different word lengths, create Venn diagrams, answer questions anonymously that are then passed back for self-grading, create illustrations from text descriptions, and give feedback to peers. The formative assessments are not used for grading students or evaluating teachers.
The document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples provided include having students summarize passages in different word lengths, write as a historical figure, compare concepts in a Venn diagram, create illustrations from text descriptions, and participate in think-pair-share activities to check understanding of concepts. Formative assessments are not used for grading and are meant to inform the teacher about students' understanding and help improve instruction.
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
20 Best Interactive Teaching Activities | CIO Women MagazineCIOWomenMagazine
Here are some interactive teaching activities; 1. Think, pair, and share 2. Brainstorming 3. Buzz session 4. Exit slips 5. Misconception check 6. Circle the questions
This document discusses feedback and assessment techniques for improving student learning. It defines feedback as goal-oriented information about how well a student is progressing towards their goals. Seven keys to effective feedback are discussed, including making feedback goal-oriented, tangible, actionable, user-friendly, timely, ongoing, and consistent. A variety of classroom assessment techniques are also presented, such as preconception checks, muddiest point reflections, peer questioning, pros and cons analyses, and small group instructional diagnosis to gather student feedback on a course. The purpose of these formative assessment strategies is to improve the quality of student learning.
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
This document summarizes the agenda and activities for the first Teacher CONNECT session. The session focused on:
1. Introductions and name tag activity to get to know participants.
2. Overview of the daily schedule, norms, and goals of the Teacher CONNECT program to provide support for new teachers.
3. Activities in groups to discuss topics like assessment, classroom management, differentiation and building relationships with students and parents.
4. Presentations and discussions around establishing effective learning communities, assessment for learning, developing student profiles and differentiated instructional strategies.
The document provides instructions for using activity cards designed to help teachers plan lessons for young learners that develop life skills. Each card contains an activity that addresses one of the core Cambridge Life Competencies and tips for adapting the activity for online learning. The cards cover a range of topics like creativity, problem-solving, and self-directed learning. Teachers are encouraged to select cards to fill lesson plans and support learners' development inside and outside the classroom.
Effective Teaching & Learning Process in the ClassroomAjay Kumar
Classroom teaching is always the most important as well challenging part of the education system. We need to cater all kind of learners and need to finish the syllabus in the best way. I just tried to add some points based on my experience.
INNOVATIVE TECHNIQUES IN THE CLASSROOM-DR.DEEPIKA KOHLIDeepikakohli10
Dr. Deepika Kohli presented innovative techniques for engaging diverse learners in the classroom. Some of the techniques discussed included spaced learning, flipping the classroom, mind mapping, argumentation, micro-e-learning, peer learning, collaborative learning, and blended learning. These techniques encourage students to learn through a variety of interactive and participatory methods rather than passive lecturing alone. The goal is to keep students engaged with the material in a way that works for different learning styles and abilities.
This toolkit provides teachers with various assessment for learning tools and activities to embed assessment into teaching and learning. It includes having students write and ask questions to assess their own learning, using comment-only marking and mid-unit assessments to provide feedback and identify misunderstandings, and employing techniques like wait-time, exemplar work, student marking, and self-assessment to actively involve students in the assessment process. The goal is to make assessment purposeful for learning and progression rather than just for grading.
This assembly will discuss the conflict in Ukraine by addressing its history with Russia, the reasons behind the current conflict, and what students can do if they have questions or concerns. The document provides context on the relationship between Russia and Ukraine after World War 2 and the Cold War, how NATO expansion affected Russia's buffer zone, and Ukraine's desire for independence and membership in the EU and NATO, which Russia opposes. It suggests students talk to trusted adults or staff if worried and get information from reliable news sources rather than solely social media.
Drop everything and write spring term 2021 accessiblervhstl
This document provides information about a weekly writing exercise called "Drop Everything And Write" or DEAW. It contains the following key points:
1. DEAW takes place every Friday for 20 minutes and involves independent writing prompts linked to the weekly theme and vocabulary word.
2. The goals of DEAW are to improve students' writing skills, stamina, and vocabulary in preparation for their GCSE exams.
3. A variety of writing prompts and tasks are provided that mimic exam questions and aim to develop formal writing style.
This document outlines the "Drop Everything And Write" (DEAW) program, which takes place every Friday. During DEAW, students have 20 minutes to independently write on a topic linked to the weekly theme and word. The goals of DEAW are to improve students' writing skills, stamina, and vocabulary in order to help them get better results on their upcoming GCSE exams, which involve lengthy writing tasks worth 50% of the grade. Each DEAW session provides students with a writing prompt, task, and objectives to include certain literary techniques and the weekly word.
This guide provides information for parents of children who self-harm, including:
- Self-harm is a way for young people to manage difficult emotions and can include cutting, overdosing, or other behaviors.
- Parents may feel upset, angry, or helpless when discovering their child's self-harm. It is important to listen without judgment and seek help.
- Signs a child may be self-harming include unexplained cuts or bruises, wearing long sleeves in warm weather, and low mood.
- Triggers for self-harm include depression, family problems, bullying, and peer influences. Parents should focus on understanding the emotions driving self-harm and suggesting alternative coping strategies.
Curriculum implementation of skills in sciencervhstl
This document outlines a curriculum implementation plan to focus on developing skills in science. It discusses mapping skills to topics, reframing learning objectives to specify skills and content, including skills in curriculum planning documents, holding professional learning communities to discuss skills, and designating learning ambassadors to communicate skills. The overall goals are to develop students' skills in line with the curriculum's intent, help students succeed on assessments requiring these skills, and inform teaching, planning, assessments and monitoring of student progress based on skills.
This document outlines the "Drop Everything And Write" (DEAW) program which takes place every Friday for 20 minutes. During this time, students will complete independent writing tasks similar to English GCSE questions to improve their writing skills, stamina, and vocabulary in preparation for exams. Each DEAW session is linked to a theme and word of the week. Sample writing prompts are provided that students may choose from, with guidance on literary techniques to include such as metaphors, cliffhangers, and personification.
The document describes a "Drop Everything And Write" (DEAW) program that will take place every Friday. During DEAW, students will have 20 minutes for independent writing practice. Each week the writing prompts will alternate between fiction and non-fiction prompts similar to those on the GCSE English exam. The goals of DEAW are to improve students' writing skills, stamina, and vocabulary in order to achieve better results on exams like GCSE, which involve lengthy writing tasks. The document provides several example writing prompts that students may choose between, each with specified literary techniques to include.
Year 7 revision workshop presentation parentsrvhstl
The document provides information about a revision workshop for Year 7 students at Roding Valley High School. It introduces various revision techniques that will be covered, including building revision skills gradually, determining individual revision styles, and practicing skills for upcoming exams. It discusses creating a revision plan and schedule using an interleaved timetable. Specific revision techniques taught include Buzan mind mapping, the flip and fold method, and mindfulness exercises. Students participate in various activities to apply the techniques and earn house points in a competition.
The document summarizes a revision workshop for students at Roding Valley High School. It provides tips on how to prepare for exams, including starting revision early, creating a revision timetable, and using different techniques like mind maps, Cornell notes, and interleaving topics. It also describes activities done at the workshop to help students practice these revision techniques, including creating mind maps and Cornell notes on various topics. Prizes are awarded to tables for participating in activities and answering questions.
The document provides an overview of the sporting achievements and award winners at a school for the 2018-2019 year. Several sports teams achieved regional and national success, while many individual students received awards for their outstanding contributions and achievements in physical education. The top house for Sports Day was Churchill.
This document provides information from a Year 9 parent information evening at a school. It includes:
- The school's vision to develop students with high aspirations, respect, and a drive to achieve their best.
- An overview of the school's academic performance and expectations for students.
- Introductions to the key staff supporting students.
- Information about curriculum options, exams, homework expectations, and how parents can support their children's success.
- Details on character development programs and the importance of attendance in achieving targets.
This document provides information for parents of students in Year 8 at Roding Valley High School. It summarizes the school's vision of developing students with high aspirations, respect, and a drive to achieve their best. It outlines the school's academic focus on consistency, differentiation, and challenging all students. Key staff supporting students are introduced, along with exam dates and expectations for student independence, homework, and goal-setting. Support for student well-being, behavior, and safeguarding are also discussed.
The document lists the various after school clubs and activities available to students at a school each day of the week. On Mondays there are options like art club, music technology, homework help, coding club, and various sports teams. Tuesdays have a similar selection including dance, languages, and various subject support clubs. Wednesdays and Thursdays continue offering art club, sports, subject help sessions, and other activities like cooking, drama, and debate club.
Roding Valley High School provides top revision tips for students in 3 sentences or less:
Personalized learning checklists (PLCs) outline each course's content in a checklist to help students RAG (Red, Amber, Green) rate topics to avoid missing anything; mind maps organize information with a central idea branching into key topics; and Cornell notes involve making notes, adding study cues, and summarizing the information in 2-3 sentences.
This document provides revision techniques for students to use when preparing for exams. It recommends creating a revision timetable that balances study and breaks. The most effective revision strategy is interleaving topics rather than focusing on one at a time. Interleaving and using cues help with memory retention based on the Ebbinghaus Forgetting Curve. Specific techniques recommended include mind mapping, creating cue cards, and Cornell notes. Practice exams and mark schemes are also important resources for revision.
1. A guide to whole class feedback including:
- Introduction
- Rationale
- Further Reading
- 25 examples of how to get whole class feedback
2. Contents
Introduction
Rationale
Further Reading
25 ideas for whole class feedback:
Post-It Notes Mini-Whiteboards Exit Pass True-False Cards
ABCD Cards Thumbs Traffic Lights Stand-Crouch-Sit
Post-It Divider Continuum Partnering Whiteboard Words
Voting Pods Question? Answer Objectives Random Feedback
Txt Msg Play-Doh Silent Debate Evaluation Tree
Smiley Faces Muddiest Point Seed to Tree Forum Fingers
3. Back to Con
Introduction
Whole class feedback is a crucial part of assessment for learning (AfL). It is a means to
assess the understanding of all students in a way that is efficient and time effective.
‘Whole class feedback’ refers to any method which allows the teacher to gain
information concerning the knowledge and understanding of all the students in a class.
A concern sometimes raised by teachers is that whole class feedback can make
teaching and learning somewhat mechanical, whereby the transmission of knowledge
is prized above critical and creative thinking. Certainly the techniques have the
potential to be used in this way, however their non-prescriptive nature means the
teacher is always in control of how students engage with them.
A second fear for some teachers is that whole class feedback may lead to a heavier
workload in an already time-consuming job, with mountains of feedback needing to be
sifted through. Precise and considered use of the techniques eliminates these worries;
good planning on behalf of the teacher affords a deep understanding of where students
are at without increasing workload.
The techniques covered have frequently helped teachers to ‘work smarter’, allowing
them to deal with misconceptions on-the-go and en masse. Many also enable peers to
aid one another’s learning, decreasing reliance on the teacher and increasing
awareness of the learning process.
4. Back to Con
Rationale
Whole class feedback is a crucial part of assessment for learning (AfL). As such, the
rationale concerns AfL as a whole, of which whole class feedback is a part.
Assessment for learning differs from assessment of learning as coaching differs from a
fitness test.
Assessment for learning involves the teacher and student becoming aware of how
learning can be improved, how technique can be better mastered, how knowledge and
understanding can accord more closely with reason, logic, that which is already
known; how the gap can be closed between where the student is and where the
teacher, curriculum, school can help them to get. Assessment of learning tests what a
student knows.
The first is formative, the latter summative. The first informs, the latter sums up. The
first is open and cumulative, the latter is closed and definitive.
“Assessment for Learning (AfL) means using evidence and dialogue to identify where
pupils are in their learning, where they need to go and how best to get there.”
(http://www.standards.dfes.gov.uk/research/themes/assessment_for_learning/)
Assessment for learning, embedded in teaching, improves pupil attainment. Many
teachers do it without calling it by such a moniker; all teachers, at all levels and in all
subjects are able to do it. By no means is it reserved for the few or applicable only in
specific situations.
5. Back to Con
Further Reading
Assessment for Learning: Putting it into Practice,
Paul Black, Chris Harrison, Clare Lee, Bethan Marshall, Dylan Wiliam
This book sums up the extensive research review on which the assertions concerning AfL
are made. It details how formative assessment can improve pupils’ learning and has a
series of case studies from English schools. It is practical, realistic and explicitly tied to the
classroom.
Black Box Subject Series,
Paul Black, Christine Harrison, Bethan Marshall & Dylan Wiliam (eds.)
These booklets precede the book. They include subject specific guidance on how to work
with AfL. ‘Inside the Black Box’ and ‘Working Inside the Black Box’ are general guides.
6. Post It
Notes
Give students post-it notes on which to write answers or
reflections.
These could be collected in, placed on the board or held up.
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7. Mini-
Whiteboards
Students write their answers on mini-whiteboards. These can
be held up to show the teacher and peers.
Extend by asking students to assess each other, correct
misconceptions or analyse answers.
Back to Conte
8. Exit
Pass
Students are given a slip of paper on which they must write the
answer to a question, or series of questions.
These are then deposited on the way out, giving the teacher
feedback from all students.
No exiting if you haven’t got a pass!
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9. True/False
Cards
Laminate a set of cards with true on one side and false on the other.
Plan questions around common misconceptions or difficult ideas for
students to wave their cards for. Questioning, peer assessment
and the like can grow from there.
Back to Conte
10. ABCD cards
Laminate a set of different coloured cards with A,B,C and D on
them.
Show students questions related to the topic with four possible
answers. Reasons for choices can be followed up, questioned
and so on.
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11. Thumbs
Ask students to show you with their thumbs how well they feel
they understand the work.
It may be useful to have a display or key such as…
I feel confident I understand I do not feel happy
with the work and some of the that I understand
could explain it to work, but still what we are doing.
someone else. have questions I would like more
or am unsure. help.
Back to Conte
12. Traffic Lights
Students have a set of traffic lights they can use to indicate
whether they fully understand (green), are in the middle
(amber) or are struggling (red).
Different materials can be used e.g. Planner pages, pieces of
card, plastic cups (students can stack all three and change
what is on top), lollipop sticks.
Back to Conte
13. Stand-Crouch-
Sit
Students stand, crouch or sit depending on whether they feel
comfortable with the learning, in the middle or unsure.
Students who are standing can be asked to go around the
room and explain to crouchers, who in turn explain to
sitters until, hopefully, everyone in the room is happy to
stand up.
Back to Conte
14. Post It
Divider
A variation on the use of post-it notes.
Hand them out to students and divide the board or a large piece of
paper into categories –
What have I learnt; What am I not sure about; What questions do I
have
Or questions –
What is the answer to X?; Where might you use Y?
The students reflect on these on the post-its.
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15. Continuu
m
Ask students to come and stand on a continuum indicating
where they are at from ‘Understand and can explain’ to
‘Need more help to get to grips with it’.
If you feel students may be uneasy about standing where they
want to, you could use post-its with names on or totally
blank (you’ll still get an idea of where the class are at).
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16. Partnering
Hand out half question cards and half answer cards. Students
must then match themselves up in silence.
Back to Conten
Follow up by questioning or peer assessment
Develop by having a third questions and two thirds answers, with two answers being correct for every
one question; sticking questions and answers on students’ backs; questions find questions that lead to
the same answer and answers find answers that could be from the same question
17. Whiteboard
Words
Here’s a variation on the mini-whiteboard theme. Give students
a limited number of words with which to explain the key
points of the lesson or ask them to identify the most
important piece of learning.
The results may allow you to judge in what directions pupils are
taking their learning and how everyone is interacting with
the concepts and ideas.
Back to Conten
18. Voting
Pods
Voting pods allow students to input their answers to the
computer, these then being accessible on an interactive
whiteboard.
Simple!
Back to Conte
19. Question? Answer
Put a question on the board and have different answers around
the room. Students go to the one they think is right and justify
their decision.
Make this easier by having A,B,C,D points or posters in your
room. Then you can have the answers on the board as well to
save faffing.
Develop by getting one member from each answer area to try and convince the others
that their answer is right (good for encouragIng use of reason and uncovering of
fallacy, misconceived reasoning etc.)
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20. Objective Traffic Lights
How do you feel about the lesson objectives?
Red = don’t think I have grasped this
Amber = feeling OK about this, have just about got there
Green = Confident I have achieved this
Being specific to the lesson objectives is an alternative way of using
the traffic light technique. It sacrifices an holistic, qualitative
assessment for a precise, quantitative one. Back to Conten
21. Random Feedback
Use dice, short straws, roulette wheel, tombola, guess the
number of sweets in the jar, to pick a group (or two) at
random to feedback to the whole class on the lesson.
This is not whole class feedback per se, but with the
random aspect could be used over a number of lessons to
achieve the same ends in a slightly different manner.
Back to Conten
22. Txt
Msg
Depends if you have the facility. Perhaps you could ask IT to sort
it out…
… LOL.
Set up a class mobile number on the computer and ask students
to text in the plenary (or answers to questions, reflections
etc.)
You could then look at these or show the whole class and
analyse together.
Back to Content
23. Play-Doh
Ask students to model answers to questions using Play-
Doh. These will be clearly visible, if potentially esoteric.
You could also ask students to model their feeling towards
the learning – happy, OK, unsure etc.
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24. Silent
Debate
Write a question or statement on 3-5 sheets of sugar paper.
Place these around the room and tell students they must
debate them in writing, in silence. Anyone caught talking
has 30 seconds out.
Students write their own comments and can comment on what
their peers write as well.
The information on the paper offers an insight into class
thinking and could even be tracked by giving out different
coloured pens.
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25. Evaluation Tree
Ask students where they feel
they are on the tree in
relation to the lesson or topic.
Make the tree into a whole-
class feedback tool by asking
students to put a post-it note
on the board for where they
are at.
Or, print off a large copy get
students to write where they
are.
Could be used subsequently
to pair students/make
groups.
Back to Content
26. Smiley
Faces
Students draw smiley faces to indicate how comfortable they are with the topic.
Ready to move on Understand some Do not understand
parts but not all and need to look at it
again
You could spend a session with students where they make these, perhaps
exaggerating the expressions, and then use them repeatedly. Back to Conte
27. Muddiest
Point
Another variation on mini-whiteboards.
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.
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28. Seed to Tree
This technique draws on drama and asks students to imagine their
learning is like the life-cycle of a tree. The tree starts off very small,
as a seed, and grows to be very big, as a full tree.
Students consider where their learning is at and make the shape
appropriate. Full trees can then be sent round to help seeds and
saplings develop.
Back to Conten
29. Forum
Set up a forum on the computer (easy to do if you have a
managed learning environment or use Edmodo) and
ask students to comment either in the lesson or for
homework.
The comments they leave can be used to assess what
students are having difficulties with and so forth.
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30. Fingers
A nuanced version of thumbs and traffic lights.
Students hold up fingers accordingly:
1 – I am fully confident with the learning
2 – I am confident with most of the learning
3 – Some parts I am confident with, other bits I am not sure
4 – I am only happy with a few parts of the learning
5 – I am having difficulty understanding any part
Back to Conten
31. Web Cams
A sure fire way to engage students is
having their own work displayed – great for
peer and self assessment.