Assessment
Outcomes
Differentiation
Plenaries
Learning & Teaching Framework 2011-2012
Contents Starters & Plenaries Questioning Peer & Self Assessment Formative Feedback Independent Learning Intervention Strategies Revision Strategies AFL Strategies to support LITERACY Inclusion Displays
Learning & Teaching Framework: Plenaries Starters & Plenaries * These ideas can be used for both starters and plenaries.
Ideas for Starters RECAP 1.
List 3 things you found out/learnt last lesson (on mini whiteboard)*
2.
Draw a graphic summary of knowledge so far – diagram, steps, flowchart, mind/concept map (like a spider gram but shows links) *
3.
Draw a simple timeline of events covered so far *
4.
Selection of pictures/cartoons/objects – which relates to last lesson’s learning and how might the others tie in later? e.g. work by artist or example of technique currently being studied*
5.
Groups of 3, numbered 1-3. Put up 3 statements on interactive whiteboard which individuals must explain to the rest of their group *
6.
Label or annotate a diagram or illustration – one word in each box. Can be half-complete for less able *
7.
Tension chart – give score out of 5 for tension at various points in a text. Plot on graph and review findings*
8.
Freeze frame or ‘living photograph’ as a summary of learning so far *
9.
Just a minute – students talk on a topic in small groups/whole class without hesitation, repetition etc *
10.
Acrostic – each letter of a term begins a line. Key word begins the line. The ‘poem’ should reflect the qualities of the concept *
11.
Summarise what you know about the topic/ what you have learnt in 5 bullet points – reduce to 5 words – reduce to one word*
12.
Put in words missing from a cloze summary of learning last lesson/this lesson*
13.
Break the code to identify the 3 main points from today’s lesson/last lesson (a=b, b=c, …)*
14.
Twenty questions: One student from the class writes the numbers 1-20 on the board. Factual questions are asked related to the current or previous lessons. Students mark off the numbers as they answer them. No hands up approach can be used. If anyone shouts out an extra question will be added.*
15.
A formative comment is written into the students’ book and their starter is to read the comment and respond to it with their thoughts and views, creating a dialogue between teacher and learner.
Learning & Teaching Framework | Plenaries | Starters & Plenaries
Keywords 16.
Write dictionary definitions or mnemonics for new terms learnt last lesson/this lesson.*
17.
Match word cards and definition cards. Can be done as card sort or snap.*
18.
Find my match: as students enter the classroom or at the end of the lesson provide students with a card with either a definition or a term on. They move around and find their match and then stand beside them (a time limit can be given). As a class each pair can read out their term and matching definition and the class decides if it is correct or not.*
19.
Identify the key points/terms to feature in today’s lesson from anagrams*
20.
Bingo – as teacher reads, students must spot word/symbol and mark card e.g. match numbers in French with digit; match muscle with diagram of stretch in PE; match musical term and symbol*
21.
Poetry bingo – teacher reads/shows quotations. Students must spot technique and mark card
22.
Dominoes – match symbol/image/definition and key word*
23.
Pictionary – draw the word without speaking or writing*
24.
Word search containing key words or information useful in lesson – can use clues/ definitions to activate prior knowledge. Similarly, crossword (www.puzzlemaker.com)
25.
Post-it notes or stickers on foreheads – students work out word by asking neighbour questions which receive yes/no answers*
26.
Concentration - two sets of cards face down on table – one set with words, other set a symbol or definition of same meaning. Students take turns to turn up two cards to find pairs and have to memorise position of cards*
27.
Give groups sets of 3 words and ask them to identify the odd one out
28.
Taboo. Describe a word/concept/character/event to a partner without saying the taboo words*
29.
Verbal tennis – divide class into 2 groups who take turns to say a word related to the current topic. No words can be repeated. Scored as tennis*
New Topic 30.
60 second challenge – write down all the terms you can think of to do with a topic
31.
Draw a picture of current understanding of a process and redraw at end of unit e.g. Biology – digestive system or plant lifecycle *
32.
Concept cartoon. Choose from speech-bubble opinions of different characters e.g. Physics - 4 different opinions about what will happen to a rocket (pictured) that has run out of fuel
33.
In pairs, sequence the 5 factors/influences/events – justify your choices e.g. recipe or sequence for making an object in D&T
34.
Prediction – what will happen if we…? Why do you think this? Spend 1 minute composing a response before you reply
35.
Objects – students are given a group of objects and asked to sort/imagine/describe/ predict/explain/plan an activity e.g. given 2 tennis ball to invent a warm-up exercise in PE
Learning & Teaching Framework | Plenaries | Starters & Plenaries
36.
Key question/statement snowball– pairs discuss then share ideas with another pair, 4 join another 4, and then 8 join another 8 e.g. ‘What would you be prepared to die for?’ to introduce unit on Martin Luther King in RE or CPSHE
37.
Categorising terms – sort words into related groups, with a pile for ‘not understood yet’ e.g. words related to volcanoes in Geography as a ‘warm-up’ to activate previous knowledge. Could be done on computer by highlighting, cut and paste, etc
38.
Video clip. Class watches very short extract, then consider in pairs: What do I already know? What did I learn from the clip? What do I want to find out?
39.
Painting/musical stimulus – students respond to brief exposure and shape an initial response in words, drawing or orally. Vocabulary to support expression can be given
40.
When introducing a topic or a lesson, students need to decide on 3 things they want to find out about that topic. At the end of the lesson or topic, students evaluate if they have found out their 3 things. Useful for a follow up plenary.*
Questions 41.
Card Loops. Cards have unrelated question and answer on either side. Pupil reads question and person with answer responds and then reads theirs e.g. acids and alkalis in Chemistry, WW1 in History*
42.
Answer teacher’s questions without saying yes or no*
43.
True or false – hold up card/whiteboard to show whether statement on white board is true or false*
44.
In role answering – hot-seating activity*
45.
The answer is XYZ – now write the question. N.B. the question could begin with the words ‘What is…’ *
46.
Groups devise multiple choice questions designed to catch out other groups
47.
‘Who wants to be a Millionaire?’ questions answered in pairs. Which pair becomes the richest?*
48.
Quick-fire oral quiz to review/revisit learning*
49.
Blockbusters – students travel across a grid containing initial letters to answers*
Brain Gym 50.
Washing Line – students organise themselves or pin up cards in order e.g. Maths: write down a number containing 3 digits in any combination (decimal, fraction). Class sequences numbers in order
51.
Shades of Meaning – useful for preparing students to use a wider range of vocabulary e.g. in Art, students order terms to describe colour, shade or texture according to the ‘strength’ or effectiveness of the term
52.
Memory Game – show items for 20 seconds and then dictate an order in which they are recorded e.g. logos in D&T
53.
Sequencing moves – one pupil performs a move, a second repeats it and adds another move and so on e.g. trampoline in PE, composition in Music, class story-writing in computer room
54.
Spot the difference – one picture could contain false information e.g. maps, diagrams of experiments, charts and graphs
Learning & Teaching Framework | Plenaries | Starters & Plenaries
55.
Conceal and describe. Students sit back to back. One describes a picture or process and the other must guess what it is – or draw it
Ideas for Plenaries Plenaries summarise learning and determine what progress has been made in a lesson.
1.
at the end of the lesson, nominate a child to sum up what has been learnt
2.
recap of key words/definitions
3.
student questions based on what has not been fully understood. someone to answer
4.
students select a number of key words to indicate what the lesson has been about
5.
students apply what has been learnt to a different context
6.
teachers highlighting what will be in the next lesson or students predicting what will be in the next lesson
7.
start a lesson with the “Big Question” e.g. “What genre conventions have been used in this film?” The lesson then finishes with a 5 minute writing task where students use their notes from the lesson to write a paragraph/full sentence answer to the “Big Question”
8.
List 3 things your neighbour has learnt today
9.
Write 5 top tips/golden rules for………..
Students nominate
10. Design your own writing mat to give advice to other students about……. 11. Create a poster to illustrate the spelling strategy you have learnt 12. If the aim of the lesson was set as a question……students answer question on whiteboards – with word limit for sentence to provide extra challenge
13. Take one minute to compose two statements in your head to explain what we have learnt and how we have learnt it
14. In pairs, answer the question set at the start on a ‘post it’ note. review– did class agree?
Stick on board and
15. Where can you apply this skill in your HL/other subjects? Give 3 examples 16. Choose from 5 statements on the board. Which 3 best reflect……….. 17. Prediction – what will happen next? Why do you think this? 18. Brainstorm the conventions of the text type studied. Aim for 5 or more 19. Use the style – in pairs or fours, tell a story in the style/genre being taught 20. Self-assessment/target-setting – choose from a list of suggestions on IWB 21. Show work to peer – work in pairs to set targets 22. Teacher shows extract from previous student’s work – students identify 3 strengths and 3 pieces of advice for redrafting
23. Fist of five – students assess effectiveness of an image or technique by holding up the appropriate number of fingers
24. True or false – hold up card/whiteboard to show whether statement on IWB is true or false 25. Write the epitaph for a character you have been studying 26. Write a short blurb for a new book jacket Learning & Teaching Framework | Plenaries | Starters & Plenaries
27. Jigsaw feedback – groups work on different parts of task, then reform to share findings 28. Envoying – representatives travel to other groups to share findings, then report back to ‘base’
29. Groups ‘show and comment’ on what was learnt - on IWB 30. Feedback to whole class by one or two groups only - according to rota or roll of dice 31. Change role – student as teacher. What questions would you ask the class and why? 32. Set ‘who wants to be a millionaire’ questions for your neighbour or other groups 33. Brainstorm or mind map of what has been learnt during lesson 34. Pictures/cartoons – which would you put with the day’s learning and why? 35. Exit passes - students need to write 3 things they have learnt during the lesson and one problem before they leave the classroom. This informs the next lesson.
It is a good idea to ask the students to do the starter or the plenary. You need to meet with the students prior to the lesson so that they are prepared to take the starter or the plenary.*
Learning & Teaching Framework | Plenaries | Starters & Plenaries
Learning & Teaching Framework: Assessment Questioning Questioning is a fundamental part of assessing the learning that takes place in the classroom. Teachers and LSAs should be able to use a range of questioning techniques to review learning and extend and structure thinking for all students. Bloom's Taxonomy Bloom’s Taxonomy presents a hierarchy of thinking which teachers can use to plan and develop their questioning strategies in lessons. As you move from ‘Knowledge’ to ‘Evaluation’ the skills students demonstrate become more complex and require higher level thinking skills. Competence Knowledge
Comprehension
Application
Analysis
Skills Demonstrated •
observation and recall of information
•
knowledge of dates, events, places
•
knowledge of major ideas
•
mastery of subject matter
•
understanding information
•
grasp meaning
•
translate knowledge into new context
•
interpret facts, compare, contrast
•
order, group, infer causes
• •
predict consequences use information
•
use methods, concepts, theories in new situations
•
solve problems using required skills or knowledge
•
seeing patterns
•
organization of parts
•
recognition of hidden meanings
•
identification of components
Example command words
•
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
•
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
•
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
•
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Learning & Teaching Framework | Assessment | Questioning
Synthesis
Evaluation
•
use old ideas to create new ones
•
generalize from given facts
•
relate knowledge from several areas
•
predict, draw conclusions
•
compare and discriminate between ideas
•
assess value of theories, presentations
•
make choices based on reasoned argument
•
verify value of evidence
•
recognize subjectivity
•
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
•
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Strategies for Questioning Strategy
Benefits/Gains
Thinking time and challenging ‘don’t knows’. Prompts depth of thought and increases levels of challenge Using a planned mix of ‘conscripts’ and Enhances engagement and challenge for all ‘volunteers’ ‘Phone a friend’ Encourages whole class listening ‘Hot-seating’ (students question each other at Encourages listening for detail and provides end of topic) challenge Previewing a question in advance Signals the big concepts and learning of the lesson. Challenges ‘don’t knows’. Pair rehearsal (of an answer or a question). Encourages interaction, engagement and For weaker students they practise developing depth their oral answer with another student/ LSA before contributing to whole class discussion. Eavesdropping and deploying specific targeted Facilitates informed differentiation questions ‘You are not allowed to answer this in less Develops speaking and reasoning skills than 15 words’ Deliberately asking a child whom you know Excellent for building understanding from will provide only a partly formed answer student-based language (when asking difficult whole class questions)
Learning & Teaching Framework | Assessment | Questioning
Staging or sequencing questions with increasing levels of challenge. (Chain questioning)
The essence of purposeful questioning, moving students from existing knowledge or experience (often unsorted or unordered knowledge) to organised understanding, where patterns and meaning have been established Using the ‘no hands up’ rule Improves engagement and challenges all students to think Providing signals to students about the kind of Helps students to recognise the range of answer that would best fit the question being possible responses and to select appropriately asked Snowballing (asking another student to Checking understanding. Building on previous respond to the answer of the previous answer. Promoting active listening skills. student) Encouraging whole class involvement Computer based decision making exercises. This is effectively 50/50 questioning with a Students have to make key decisions about chance to reflect if the students select the actions all of which have consequences. wrong answer (See History department for further information) Random name generator. Similar to ‘no hands Improves engagement and challenges all up’ but computer selects names so all students to think. students could be asked to contribute. Contribution cards. Each student has to use Promotes whole class engagement. Allows their card by the end of the lesson. They some students who have lots of questions to could ask a question or give an answer. think carefully about the relevance of their questions. Using 5W’s and 1H. Students identify their Students develop enquiry skills and their own own questions to develop an enquiry based questioning skills. approach. Hinge questioning. Structured multiple choice Can assess understanding and links to lesson questions to test understanding of topic objectives. before moving on. What do you know, want to know and what Students identify their own path and areas for have we learnt? interest within a topic. Allows all students to progress and be engaged. Planning questions in advance using Bloom’s Good for developing examination technique taxonomy. and improving skills for life.
Strategies for Developing Responses to Questioning Alternative Strategy
Example
Invite students to elaborate
‘Would you say a little more about that?’
‘I am not sure I’m certain I know what you mean by that.’ Speculate about the subject under discussion ‘I wonder what might happen if …’ Make a suggestion
‘You could try …’
Reflect on the topic
‘Perhaps we now have a way of tackling this next time you …’
Offer extra information
‘Let’s bring this all together …’ ‘It might be useful to know also that …’
Reinforce useful suggestions
‘I think that I have read that …’ ‘I especially liked … because …’
Clarify ideas
‘We can tell this is the case by …’
Learning & Teaching Framework | Assessment | Questioning
Correct me if I’m wrong
‘But I thought we had agreed that …’
Echo comments/summarise
‘So now perhaps we all believe …’ ‘So, you think …’
Non-verbal interventions
‘Jane seems to be saying …’ Eye contact, a nod or raised eyebrows to encourage extended responses, to challenge or even to express surprise
Learning & Teaching Framework | Assessment | Questioning
Learning & Teaching Framework: Assessment Peer and Self Assessment Starting Points for Peer and Self Assessment 1. Clear criteria should be shared and discussed with students. This could also be created by the students themselves.
2. Assessment criteria given to each student before they undertake the assessment. The criteria can be divided into:-
- how to achieve an A grade - how to achieve a C grade - how to achieve an F/G grade
3. Models and examples of previous work at a variety of different levels can be shown and discussed with students.
4. Establish expectations for feedback. Need to create a supportive atmosphere for all
students. Teacher could model example comments e.g. you’ve done really well with … but you need to … You can do this by … students can also give examples of comments that can be used.
5. Ask students to sign their peer assessment in order to ensure there is accountability. Strategies for Peer and Self Assessment 1.Use of Student Seating - Pairs or groups with equal balance of able and less able students. Able and less able to work together. - Students sat in pairs or groups of equal ability. Example of work a level/grade above their working level provided. Students identify what they need to do to move their work to the next level/grade. - Whole class activity where answers are shared by all students in a discussion chaired by the teacher. Can use the IWB.
2.Use of Mark Schemes - A student creates their own mark scheme based on the criteria given at the beginning of the task. Another student completes the question set and the first person marks their answers using their mark scheme. - Students write a specific mark scheme for different levels or grade boundaries. - Use of official exam or grade criteria with older students. You might need to make this pupil friendly for weaker students. - Marking example work as a class using a mark scheme. 3. Feedback and Target Setting - Students create and complete feedback sheet for other students or themselves and focus on areas for improvement Learning & Teaching Framework | Assessment | Peer and Self Assessment
ASSESSMENT SHEET FOR REVISION PRESENTATIONS Names of presenters:
Topic:
Date:
Strengths of the presentation:
Areas for improvement:
Additional comments: Name of assessor: - Use of traffic lights to show student understanding. This could be done using the traffic lights in their planners or by making the following marks on their work: Red dot Orange dot Green dot
= lack of understanding/uncertainty about the task. = reasonable understanding/could have done better. = clear understanding/goal achieved.
(Same can be done with smiley/unhappy/nonplussed faces lower down the school). - Reasons for colour of traffic light explained and target set to improve work. - Colour Code Marking – identify each criterion with a different colour and mark where each criteria has been met on the work. Follow up with a positive comment about criteria which have been met and target the area with little or no colour. - Students assess their understanding of the lesson using traffic lights and then feedback to the teacher. Teacher perception of lesson success can be compared to student perception. - Introduce two stars and a wish based on the criteria given. - Teacher writes comments about a piece of work on a blank piece of paper. Student is handed back their work and has to mark it using set criteria. This is then compared to the teacher's feedback- creating a dialogue between teacher and student. 4. Use of Targets - Students to be given the opportunity and the time to act upon their targets - Redrafting - Setting of tasks using similar skills - Target setting should be used to challenge difficulties in understanding not to teach to the mark scheme.
Learning & Teaching Framework | Assessment | Peer and Self Assessment
Target Sheet
Student Name: _________________________
Short Term Targets
Date
Target
Comment / Evidence
Student Teacher initials initials
Comment / Evidence
Student Teacher initials initials
Long term targets
Date
Target
Autumn term
Spring term
Summer term
5. Coursework/ Controlled Assessment/ Assignments Plan coursework/ CA /assignments and swap plans with a partner who analyses the proposal and gives feedback to partner re: improvements. 6. Assessing Practical work Use the digital camera to show practical work at different stages. The photographs are displayed to a class who have to use relevant assessment criteria to determine the level of the work and justify the feedback they have given. Learning & Teaching Framework | Assessment | Peer and Self Assessment
7. Giving students a “safety net” when peer marking Give students a piece of rough paper (a “problem page”) on which they can write any points they do not understand when marking their partner’s work. This can be given to the teacher who has a record of problems and can then feedback and support individuals or the whole class with difficulties. 8. Buddy system Use a ‘buddy’ system whereby at the beginning of the task/term each student is assigned a person who will help them develop using peer assessment. They use criteria to judge each other’s work in ICT and help them move on and develop. 9. “Post-it Targets” By writing their targets on “post its”, students are able to keep the targets on every page of their work and therefore they are more focused on what they need to do to improve. When the target has been completed, the “post-it” can be displayed on an achievement board in the classroom. 10. Past Examination Questions Feedback Sheet Design a generic feedback sheet to be used for past questions/papers in a particular unit/skill area. Criteria are included on each sheet and each time students attempt a relevant past paper, they award marks for each relevant section. The key issue with this type of feedback sheet is that trends can be identified re: strengths and weaknesses, as the sheet is designed so that students can analyse their performance over a range of past papers. e.g.
Example Analysis of GCSE Higher Specimen Paper Name
Class
Paper 1 (Non-Calc)
Paper 2 (Calc)
Grade A* A Total 200 – 160 159 – 120 Marks Grade boundaries: My target GCSE Grade is a
B 119 -90
I would like to achieve a grade
Tier Taken Total
C 89 - 56
HIGHER
Grade
D 55 - 34
E 34 - 22
To get to this grade I need
U 21 - 0
more marks.
Fill in the boxes below once you have completed the grids on the back of this sheet:
Learning & Teaching Framework | Assessment | Peer and Self Assessment
Your three strongest areas: ü
Three areas you need to improve the most: ü
ü ü
ü ü
Targets for improvements:
1. 2.
J K L How do you feel about your test result? (Colour in the appropriate face)
3. 4.
Learning & Teaching Framework | Assessment | Peer and Self Assessment
Colour in the appropriate boxes on the grids to show the questions and topics you performed well in. (You need to revise the others to improve your grade) Non-Calculator Paper Q
Topic
Grade
Calculator Paper Mark
Q
Topic
Grade
Mark
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
11.
Peer Moderation of Coursework
Past coursework is used for peer moderation. In small groups, students have to mark a specific section of the coursework using the examination board criteria and then write comments on the mark sheet to explain the mark the group has given. Groups will then pair-up, share and discuss the marks that have been awarded, there experiencing moderation of coursework. Each group will then feedback to the rest of the class. As the coursework is in the “all users shared area�, this means the activity can be undertaken by students at home.
12.Modelling improvement PowerPoint examples of poorly phrased written comments (from real student work) are presented to the students. They first need to identify what is wrong with the comments, secondly list what could be improved on the board, then have a go at re-writing the paragraph
Learning & Teaching Framework | Assessment | Peer and Self Assessment
and finally peer marking it using the criteria they created earlier. It is important that names of students are not displayed on the work. 13.
Using videos to start a discussion
G&T students are videoed marking a piece of coursework and this video is put on network for students to use as a starting point for a blog about coursework. 14.
Marking the same text using different criteria
Students could mark the same text e.g. in a language lesson against different criteria e.g. a) verb endings b) accents c) pronouns Students then come together to look at different marking styles. 15.
“Boomerang” approach
In general the main technique is the following: 1. Teachers either model correct technique or give correct answer or method for getting answer. [Teachers may also model poor technique or show a poor example, as students often find it useful to know what a bad example “looks like”.] 2. Students attempt technique. 3. Students assess their work or peer assess. 4. Students make another attempt at using their technique. 5. Students reuse skills and improve technique or knowledge base.
Learning & Teaching Framework | Assessment | Peer and Self Assessment
Example: When answering longer questions in KS3, 4 or 5 - the following scenarios can be used: Lesson Scenario 1 Scenario2 Scenario 3 Teacher assessment Peer assessment Group assessment 1 Detailed lesson on Students are given a basic Detailed lesson on essay writing involving intro to essay essay writing modelling involving modelling 2 Students hand in essay Students hand in essay Students hand in - Students assess other essay essay*1 3 Students are given - students are given marks Students assess other marks - students assess own or peer essay*4 essay*2 Make improvements for homework*3 4 Hand in second essay Students are given marks - students assess own or peer essay Make improvements for homework 5 Hand in second essay 6
Students are given another essay title
Students given another essay Students are given title another essay title
*1. Essay is usually not from any pupil in the class. This activity is about 20 minutes long. All names should be removed from old pieces of work. *2. This can be another 20 minute activity. Students should always assess pieces of similar standard or better, poor or mediocre essays should not generally be peer assessed by students in their own class, as this will lead to confidence issues. *3. They should not be allowed to take first essay home. *4. For this activity it is a good idea to find students with similar problems and group them so they can work through the issues together.
Learning & Teaching Framework | Assessment | Peer and Self Assessment
Learning & Teaching Framework: Assessment Formative Feedback Characteristics of Effective Feedback •
feedback is more effective if it focuses on the task, is given regularly and while still relevant
•
feedback is most effective when it confirms that students are on the right track and when it stimulates correction of errors or improvement of a piece of work
•
suggestions for improvement should act as “scaffolding” i.e. students should be given as much help as they need to use their knowledge
•
students should be helped to find alternative solutions if simply repeating an explanation continues to lead to difficulties
•
opportunities need to be provided for students to improve on earlier efforts
•
feedback on progress over a number of attempts is more effective than feedback on performance treated in isolation
•
the quality of dialogue in feedback is important
•
students need to have the skills to ask for help and the ethos of the school should encourage them to do so
•
levels, grades, marks, scores and ticks have little effect on subsequent performance
Examples of Written Formative Feedback •
comments should refer to previous set criteria
•
start with a positive comment
•
advice on how to achieve targets should be given: e.g. ‘You need to …’ ‘You can do this by …’
•
teacher menu of comments displayed on board or IWB. Students record comments relevant to them
•
two stars and a wish (two positive comments and one target)
•
WWW and EBI (what went well and even better if)
Learning & Teaching Framework | Assessment | Formative Feedback
•
What’s hot and what’s not
Examples of Oral Formative Feedback •
teacher-student interviews, especially valuable with coursework drafts. Students record two targets from discussion
•
student-student discussion. Students record two targets from discussion
•
teacher menu delivered verbally. Students record two points for development in their work
•
Use phrases such as ‘I really liked… but have you thought about…’
Learning & Teaching Framework | Assessment | Formative Feedback
Learning & Teaching Framework: Differentiation Independent Learning Starting Points for Independent Learning 1. Criteria for task should be shared with students. Possible sharing of previous example. 2. Establish what students already know. This could be done by using a brainstorm or a KWL chart (see below).
What I Know (K)
What I Want To Know (W)
What I Have Learned (L)
3. Definite schedule given for completion of task.
Students produce outline of steps to complete the task with dates. Outline should be under ongoing discussion with teacher to allow student to meet the deadline.
4. Encourage Independent Learning Key Issues 1.
Pro-activity and support
•
2.
In order to develop independent learning, students need to be active learners; however, they need structure, guidance and support with this. There needs to be both the expectation from the teacher that they will be pro-active, and assistance from the teacher to enable the student to achieve that expectation ‘Being active’ – some strategies
•
match theory to example – the teacher explains a theory and models how to apply this to an example e.g. introduce consumerism by using a clip from Sex and the City, and brainstorming with groups how material wealth is represented positively. Students then find their own example to explain the theory in their own words. The students have used their own example, independently applying a theory (thus displaying genuine understanding) and having a sense of ownership over the example they are discussing
•
peer presentations and ‘fact-sheets’ – set topics for individual/small groups and ask them to take the class on this topic, or produce notes for the other students. This saves the teacher time, energy (and photocopying budget!), and more importantly makes students responsible for their own and their peers’ learning choose/write your own question – students choose an area/topic/specific question to respond to for their cross-year assessment. Again, students feel more personal investment because they have the element of choice
•
•
short research tasks – ensure students have focused questions to guide research. Many students believe research is merely finding any random website and printing it out. Some ideas are to have a quiz based on the questions; or to work in a group with different topics in order to make a group poster
Learning & Teaching Framework | Differentiation | Inclusion
•
3.
research projects - these have the greatest scope for student independence, and exploiting students’ own interests (thus providing lots of personal investment). For example: •
Firstly, a teacher introduces a range of ideas on a topic (e.g. how do films affect their audiences?)
•
Students then develop a focused hypothesis within this topic (e.g. ‘Young British Asian males adopt negative African American stereotypes as a form of empowerment’), and write a ‘research proposal’ (as if applying for a grant!) in which they outline their hypothesis, their methods, what they need to find out and where they will find it
•
The students use research methods discussed in class to investigate their hypothesis – encourage both primary and secondary research
•
They then record results on charts/graphs and try to form a conclusion
•
Each student then presents their findings to the rest of the class – who can compare results with their own project. In small groups, they can try to extrapolate from all their projects, to form general conclusions on the topic
Supporting Students’ Independence
With all the above tasks, teachers need to fully support and structure the students’ work. During a three week research project, we can’t say ‘get on with it’ and go have a coffee!
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resources – do the students actually have access to the texts and statistics they need? Before setting the task, it is a good idea to check the library or internet to ensure the students can do the work you have set on-line resource bank – create a folder in Shared Docs that your students (and staff) can access. Download relevant articles from the net, or scan in chapters from books/ magazines. You can also store worksheets and handouts here. Save on photocopying by asking the students to print out materials before the lesson (believe it or not, they actually READ them if they’ve used up their printer credit on them!).
Examples of Research projects:
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‘where do I start (1)?’ – students will need at least one lesson discussing and isolating relevant research methods. A good beginning exercise is to use a KWL chart (see page 1) Note: some students may have difficulty isolating what questions they need to be asking. Try to make them aware of the ‘Russian doll’ model of questioning: inside every question there are scores of smaller questions that all add up to an overall answer
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where do I start (2)? – once they have an idea what information they need to find, students often need a ‘springboard’ to start them off. This is where your on-line resource bank is useful. The more documents that are in your folder, the more ‘clues’ the students will get about: keywords for search engines, main/alternative views on the topic, links to other sites, appropriate texts
• monitoring/structuring research – a good idea is to give each student a monitoring sheet like this:
Date
Targets achieved
Targets for next week
Try to have at least one meeting per week with each student, so that you can set targets, check they are being met (helps students structure their time) and give advice about relevant books, articles, commentators that they should investigate.
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extrapolation! – possibly the area that students need the most help with: model a list of results, form a conclusion and then show how general comments can be formed from this
Learning & Teaching Framework | Differentiation | Inclusion
specific conclusion. Then ask the students do try to do this themselves, comparing results with others, and trying to form a general conclusion. Good Ideas for Independent learning and note-taking To help students to improve their independent learning and note-taking skills they can use the triangle method to decide what the main headings, themes, relevant and irrelevant materials are.
Learning & Teaching Framework | Differentiation | Inclusion
Learning & Teaching Framework: Differentiation Intervention Strategies There are three main types of intervention: First wave intervention is carried out by the class teacher in the classroom. Second wave intervention is when intervention is carried out with a particular group of learners who have underachieved in the subject. Third wave intervention is one to one intervention.
A good intervention strategy The assessment of the mock examinations [GCSE] can be used to produce the revision program and even alter the nature of the curriculum. It is useful to investigate the reasons for the “failure� of specific students or sub groups, such as D and E grade students. At the G&T level, it can be used to assess which questions caused the B grade students most difficulty.
Learning & Teaching Framework | Differentiation | Intervention Strategies
Learning & Teaching Framework: Differentiation Revision Strategies •
Ask the class to write quick-answer knowledge quizzes for a different class, then give it to the other class to complete it.
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Students prepare PPPs on a topic they have just learnt. They then teach a parallel class or if in sets a lower level class the same topic using their PPP and any other resources such as different websites.
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Students make detailed revision notes on the topic they are studying on an A4 sheet of paper. They then fold the paper in half and on one of those halves they write a less detailed plan of the topic, more of a summary as such. They then fold again and on the other blank side they write key words etc. this then leaves one more blank space for their strengths and targets or questions for themselves etc.
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‘Swap and check’ - Students are put into groups of 4. Each pupil has a question or some questions to answer. They have 4 minutes to do the question(s); they then pass their questions and answers to the next student in the group. The new student checks the previous answer and ticks if he/she agrees with the comments and corrects them if disagrees and writes their initials. He/she then carries on completing the question/s, which were not completed before. After 4 minutes the question/s and answers are passed on again etc. Teacher can then collect the sheets in and make notes on possible misconceptions and give individual feedback during the next lesson. This is a good technique to use before tests and examinations but can also be used for producing mind maps about specific topics.
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All students need to write some facts on the class whiteboard - concepts, terms, sentences, criticisms, names etc. This is followed by a discussion where students have to piece together their understanding of a topic using the ideas on the board.
Learning & Teaching Framework | Differentiation | Revision Strategies
Learning & Teaching Framework: Assessment AFL strategies to support Literacy
Speaking and Listening Starting Points for Speaking and Listening •
all talk activities, even short ones, should have clear and explicit outcomes. E.g. you should feedback two key points
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tasks should have a shared explicit timescale
Strategies for Talk Pair Talk Easy to organise even in cramped classrooms. Ideal to promote high levels of participation and to ensure that the discussions are highly focused, especially if allied to tight deadlines. Use in the early stages of learning for students to recall work from a previous lesson, generate questions, work together to plan a piece of writing, or to take turns to tell a story. Use pairs to promote ‘response partners’ during the drafting process, and to work as reading partners with an unfamiliar text. Ideal for quick-fire reflection and review and for rehearsal of ideas before presenting them in the whole class. Pairs to Fours Students work together in pairs – possibly friendship, possibly boy-girl etc. Each pair then joins up with another pair to explain and compare ideas. Listening Triads Students work in groups of three. Each student takes on the role of talker, questioner or recorder. The talker explains something, or comments on an issue, or expresses opinions. The questioner prompts and seeks clarification. The recorder makes notes and gives a report at the end of the conversation. Next time, roles are changed. Envoys Once groups have carried out a task, one person from each group is selected as an ‘envoy’ and moves to a new group to explain and summarise, and to find out what the new group thought, decided or achieved. The envoy then returns to the original group and feeds back. This is an effective way of avoiding tedious and repetitive ‘reporting back’ sessions. It also puts a ‘press’ on the envoy’s use of language and creates groups of active listeners. Snowball Pairs discuss an issue, or brainstorm some initial ideas, then double up to fours and continue the process, then into groups of eight in order to compare ideas and to sort out the best or to agree on a course of action. Finally, the whole class is drawn together and spokespersons for each group of eight feed back ideas. A useful strategy to promote more public discussion and debate. Rainbow Groups A way of ensuring that students are regrouped and learn to work with a range of others. After small groups have discussed together, students are given a number or colour. Students with the Learning & Teaching Framework | Assessment | AFL Strategies to support Literacy
same number or colour join up, making groups comprising representatives of each original group. In their new group students take turns to report back on their group’s work and perhaps begin to work on a new, combined task. Jigsaw A topic is divided into sections. In ‘home’ groups of four or five, students allocate a section each, and then regroup into ‘expert’ groups. In these groups, experts work together on their chosen area, then return to original ‘home’ groups to report back on their area of expertise. The ‘home’ group is then set a task that requires the students to use the different areas of ‘expertise’ for a joint outcome. This strategy requires advance planning, but is a very effective speaking and listening strategy because it ensures the participation of all students. Spokesperson Each group appoints a spokesperson. The risks of repetition can be avoided if:
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one group gives a full feedback and others offer additional points only if they have not been covered each group is asked in turn to offer one new point until every group ‘passes’ groups are asked to summarise their findings on A3 sheets which are then displayed. The class is invited to compare and comment on them
Reading Reading should be active. Starting Points for Reading Students should be reminded that reading takes place for different purposes and that there are different ways of reading i.e. skimming, scanning and close reading. Strategies for Close Reading These activities are most effective when worked on by a pair or small group as the discussion of possibilities leads to a closer look at the text. Cloze Filling the gap involves the reader in actively constructing meaning. Skills include:
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paying close attention to the meaning of the sentence choosing a word that fits grammatically using one’s existing knowledge of the topic working out what is likely from the rest of the text working out what will fit with the style of the text – e.g. whether a word has already occurred in the sentence attending to the sense of the whole sentence by reading and re-reading
Sequencing Sequencing activities involve reconstructing a text which has been cut into chunks. Skills include:
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reading and re-reading paying close attention to the structure of the genre paying close attention to link words hunting for the logic or organising principle of the text – e.g. chronological order using previous experience and earlier reading
Text Marking Text marking includes underlining, annotating or numbering the text to show sequence. Skills may well include:
Learning & Teaching Framework | Assessment | AFL Strategies to support Literacy
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skimming or scanning to find specific information differentiating between different categories of information deciding what is relevant information finding the main idea(s) questioning the information presented in the text
Good literacy technique For lower ability students or students with literacy issues, it can be useful, to ask them to underline all the words they do not understand in a test. This can give feedback to teachers about the issues students have and change the planning. These words can be put into the pupil’s glossary.
How to deal with complicated written sources A-level students are given three case studies with ‘micro-questions’ to guide their learning, then a ‘macro-question’ to link to the bigger issues they have been studying. Then the fourth case study is given to the students with no guidance questions and students have to create their own questions in order to assist a different class.
Text Restructuring Text restructuring involves reading and then remodelling the information in another format. For example, flow charts, diagrams, Venn diagrams, grids, lists, maps, charts, concept maps or rewriting in another genre. Depending on the format, skills used will include:
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identifying what is key and relevant in a text applying what they know in a new context remodelling the content and the format of the text awareness of the characteristics of different genres critical reading summary and prioritisation writing as well as reading skills
Writing Starting Points for Writing
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criteria and style of writing should be shared with students e.g. instructions, recount, explanation, information, persuasion, discursive writing, analysis, evaluation
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example of previous work or similar styles of writing could be annotated and shared with common features discussed
Strategies for Writing
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joint class plan → group plans → independent plans
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models of writing → writing frames → starter sentences → vocabulary banks → independent writing
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first draft and feedback → final draft and student comment
Cloze Example It all began in a small farm house when a boy and his mum began to grouse We have no money, we’re really ……., we have no carpet on the ……. We need some cash I wonder how? Oh I know! We could sell……….. So ……………………………………………………………..
Learning & Teaching Framework | Assessment | AFL Strategies to support Literacy
Possible start lines In a castle far, far away, a princess lived who said one day…… In the town of……a tale is told of……. The tale begins with a……….
Full Model Extension Group – can you write in iambic pentameter and end each stanza with a rhyming couplet? A wicked step-mum in a jealous rage Full of raging envy and burning hate Asked a guard to kill her new born babe And so came the time and arrived the date He took her to the place where no trees grew He looked in her bright eyes, he feared she knew Strategies for Improving Spelling
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use of key words – displayed in classrooms and written on board as they are used
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use of Spelling Handbook in KS3 and personal glossaries in KS4&5
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use of ‘have a go’ approach to spelling – attempt to spell the word, attempt a definition, check in dictionary
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dictionary duels – quickest to find page word is on
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look, cover, write, check method to learn spellings
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‘jigsaw Cards’ – students match words with definitions
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icon alongside words – icons or symbols alongside subject specific words
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‘word bingo’ where the teacher reads out the definition and the students strike out the word on their cards
Learning & Teaching Framework | Assessment | AFL Strategies to support Literacy
Learning & Teaching Framework: Differentiation Inclusion It is the responsibility of all teachers to give all students the right to participate in all lessons. Strategies for Whole Class Teaching
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access to teacher and any resources used has been planned for (e.g. a number line or grid, or text is visible to all or made accessible in other ways, background noise avoided where possible, light source in front of teacher, not behind)
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students’ seating purposely planned
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rules and routines for the lesson taught and displayed; praise for students keeping the rules
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all students clear about objectives of lesson
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new or difficult key words clarified, written up, displayed
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teacher checks for understanding of instructions, e.g. by asking a student to explain them in their own words
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support in place for students who cannot ‘hold things in their heads’ – sticky-notes, jottings, individual whiteboards
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questions pitched so as to challenge students at all levels, e.g. define paragraph (for higher attaining), define sentence (for lower attaining); one child to add 24 to 52, a less able child to then add 25 to 52
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use made of alternatives to questions to invite a response, e.g. making suggestions from which the students can choose, speculating, making a personal contribution from own experience
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questions used to ensure the rest of the class are listening – ‘Does anyone have a question for Abdul?’, ‘Who thinks the same as Jo?’, ‘Who thinks differently?’
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additional adults, if present, are actively involved throughout in supporting or assessing learning
Strategies for Independent Work
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students have been taught strategies which mean they can continue to work without direct teacher help if they get stuck; prompts to remind them are on display
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students are provided with and regularly reminded of resources to help them to be independent, e.g. relevant material from whole-class session kept on display, word lists or mats, dictionaries of terms, glossaries, number lines, hundred squares, tables squares
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tasks simplified or extended, e.g. short, concrete text used by one group; long, abstract text by another; numbers to 100 by one group or to 20 by another
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use of coloured tasks displayed on the whiteboard, each student given a colour and then they can work at a level suited to their ability
Learning & Teaching Framework | Differentiation | Inclusion
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tasks made more open or more closed according to students’ needs
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arrangements (buddying, adult support taping) made where necessary to ensure that students can access written text or instructions
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alternatives to paper-and-pencil tasks used where appropriate
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appropriate behaviour is noticed and praised or rewarded
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effective use of additional adult support, e.g. learning objectives clear, independence rather than dependence promoted, peer interaction encouraged
Learning & Teaching Framework | Differentiation | Inclusion
Learning & Teaching Framework: Differentiation Displays Displays motivate students and stimulate learning. Motivational Displays These are a celebration of students’ work and are more likely to be displayed in the corridor or on the plasma screens. Displays to Stimulate Learning
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words round the board, generated by students to aid learning
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brainstorm on sugar paper
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coursework calendar
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washing lines – word order, organisation of sentences, spelling rules, tables and charts referred to in lesson etc.
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use of the ‘Big Picture’ – topic, learning objectives, process of learning displayed on the wall
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“functional displays” which can be referred to and used by the teacher/students during whole class presentations, group or pair work or when the students are working independently
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“task based displays” which include activities for the students to complete, so that the displays engage the students in thinking and learning
Good ideas for meaningful displays A display piece of work could be made into a centrepiece for learning. Our learning environment, including classroom walls can be used as a learning resource and an opportunity to celebrate achievement. Students are divided into groups with a few key points. They have to research their points and make their part of the display work. During their preparation the teacher helps them with their problem areas. They put their individual pieces up on the board to make a whole display on the topic. This display work is then used through the year for the topic as a revision and can also be used with other classes. Giving time for students to answer questions in groups using the board can extend this activity further.
Top Ten Tips for Display •
Don’t just display the best work Choose work from students that have tried hard as well as those that are always good
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Don’t overcrowd the display It is better to have less work displayed well than a lot of work covering each other up. You can always redo your displays more often if you have a lot of work to showcase
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Don’t put things at angles Straight parallel work is easier on the eye and makes a more attractive display
Learning & Teaching Framework | Differentiation | Displays
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Don’t put too many colours up Especially on backgrounds keep colours neutral so that the work stands out
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Don’t use Sellotape or Blu-tack Always use a staple gun as they are much secure and less likely to be vandalised
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Do keep it simple As I said before don’t overcomplicate your displays nice neat and tidy straight displays focusing on the work not on loud colourful decoration
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Do label everything All displays need to have a main title explaining what they are about and don’t forget you are showing off students work so remember to put their names on there to give them the credit
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Do keep checking your displays are tidy after they’re up Always keep a staple gun (AND STAPLES) in the department that way you can quickly repair any accidental damage before it gets out of hand
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Do laminate work if you can Because it keeps things neat and makes the work last longer so it is a good idea whenever possible
Do change displays every half term Regularly changing displays gives you the chance to show work off from all your year groups and keeps your department looking fresh Your neutral background should be suitable for all types of displays so you should only have to change the main title and the work.
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Learning & Teaching Framework | Differentiation | Displays