Here are a few AfL activities to try along with your learners.

Here are a few AfL activities to try along with your learners.

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

Collecting information

Ask learners to publish one sentence to summarise what they realize about this issue in the end or start of a lesson. You can focus this by telling them to incorporate e.g. what or why or how etc.

During the end of a lesson learners share with their partner:

  • Three new things they have learnt
  • Whatever they found easy
  • What they found difficult
  • Something they would like to learn as time goes by.

Give learners red, yellow and green cards (or they could make these themselves at home). At different points during the lesson, ask them to select a card and put it on their desk to demonstrate how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).

Use post-it notes to evaluate learning. Share with groups, pairs or individuals and inquire them to resolve questions. For instance:

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

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

During the final end of an action or lesson or unit, ask learners to write 1 or 2 points that are not clear for them. The teacher and class discuss these points and come together to make them clear.

At the beginning of an interest learners create a grid with three columns – whatever they know; what they want to understand; what they have discovered. They start with brainstorming and filling out the very first two columns and return to the then third at the conclusion of the unit.

Ask learners the thing that was the absolute most, e.g. useful, interesting, surprising, etc. thing they learned or in this unit today.

Give learners four cards: A, B, C, D (or they could make these themselves in the home). Ask questions with four answers and ask them to exhibit you their answers. You might try this in teams too.

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

Observe a few learners every lesson and then make notes.

The strategic usage of questioning

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

When questioning, make use of the word ‘might’ to encourage learners to imagine and explore possible answers. As an example, ‘Why do teachers ask questions?’ and ‘Why might teachers ask questions?’ The first question seems like there is certainly one correct answer known by the teacher, however the second real question is more open and suggests many possible answers.

  • Give 30 seconds silent thinking before any answers.
  • Ask learners to brainstorm in pairs first for 2-3 minutes.
  • Ask learners to publish some notes before answering.
  • Ask learners to talk about with a partner before answering.
  • Use think, pair, share.
  • Only write comments on learners’ work, and don’t give marks or scores. This helps learners to concentrate on progress instead of a reward or punishment. They shall want a mark, but encourage them to spotlight the comments. Comments should make it clear how the learner can improve. Ask whether they have any questions about the comments while making time and energy to speak with individual learners.

    Use a feedback sandwich to provide comments. A typical example of a feedback sandwich is:

    • Positive comment, e.g. ‘I like … because …’
    • Constructive feedback with explanation of just how to improve, e.g. ‘This is not quite correct – check out the information with …….’
    • Positive comment, e.g. ‘You have written an extremely clear and ………’

    Amount of time in class to create corrections

    Give learners amount of time in class to produce corrections or improvements. Thus giving learners time for you concentrate on the feedback which you or their peers have given them, while making corrections. It also tells learners that feedback is valuable and worth time that is spending. And, it gives them the chance to improve in a environment that is supportive.

    Don’t erase corrections

    Tell learners you need to see how they will have corrected and improved their written work it to you before they hand. Don’t allow them to use erasers, instead tell them in order to make corrections using a different colour them, and what they have done to make improvements so you can see.

    Introducing peer and self-assessment

    Share objectives that are learning

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

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

    • Explain/elicit the meaning of stars and a wish linked to feedback (two good stuff and another thing you wish was better/could improve).
    • Model simple tips to give feedback that is peer two stars and a wish first.
    • Role play the peer feedback, for instance:

    – ‘Ah this might be a really nice poster – I like it!’ (Thank you)

    – ‘I really I think you included a lot of the information. enjoy it and’

    – glance at the success criteria in the board

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

    Feedback sandwich (see above)

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

    • Write the following text on the board:

    – I think the next occasion you ought to. because.

    – . is good because.

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

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

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

    Ask learners to read each other’s written strive to try to find specific points, such as for instance spelling mistakes, past tense verbs, etc. During speaking activities such as for instance role plays and presentations, ask learners to provide one another feedback on specific points, e.g. how interesting it absolutely was, whether or not they understood what was said and any questions they will have.

    • Choose one thing in your projects you will be proud of. Tell the group that is whole. You’ve got 1 minute.
    • Discuss which associated with success criteria you’ve been most successful with and what type could be improved and exactly how. You’ve got three minutes.

    In the final end of this lesson, ask your learners in order to make a summary of a couple of things they learned, plus one thing they still should find out.

    A question is had by me

    At the final end of the lesson, ask your learners to write a concern on which they are not clear about.

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

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

    At the end of the lesson give learners time and energy to reflect and decide what to focus on when you look at the lesson that is next.

    After feedback, encourage learners to create goals. Inform them they usually have identified what is good, what is not very good, and any gaps inside their knowledge. Now they have to think about their goal and exactly how they are able to reach it. Question them to your workplace individually and answer the questions:

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

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

    Work with learners to create self-assessment forms or templates that they’ll use to reflect on a task or lesson. For younger learners, something similar to the form below would work:

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