Write My Essay Free

Here are some AfL activities to try with your learners.

Here are some AfL activities to try 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 whatever they learn about the subject at the start or end of a lesson. You can focus this by telling them to include e.g. what or why or how etc.

At the end of a lesson learners share along with their partner:

  • Three things that are new have learnt
  • Whatever they found easy
  • Whatever they found difficult
  • Something they wish to learn essay writing service later on.

Give learners red, yellow and green cards (or they can make these themselves in the home). At different points through the lesson, question them to select a card and place it on the desk to demonstrate just how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).

Use post-it notes to evaluate learning. Give to groups, pairs or individuals and get them to answer questions. As an example:

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

When a learner has finished a worksheet or exercise, question them to attract a square in the page. When they do not understand well, they colour it red, should they partly understand, yellow and in case all things are OK, green.

At the end of an action or lesson or unit, ask learners to create one or two points that aren’t clear in their mind. The teacher and class discuss these true points and work together to ensure they are clear.

At the beginning of an interest learners create a grid with three columns – whatever they know; what they want to understand; whatever they have learned. They start by brainstorming and filling in the first two columns and then return to the third at the end 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 can make these themselves at home). Make inquiries with four answers and ask them to demonstrate you their answers. You can try this in teams too.

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

Observe a few learners every lesson and make notes.

The use that is strategic of

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

When questioning, use the word ‘might’ to encourage learners to believe and explore answers that are possible. For instance, ‘Why do teachers ask questions?’ and ‘Why might teachers ask questions?’ The question that is first like there clearly was one correct answer known because of the teacher, but the second real question is more open and suggests many possible answers.

  • Give 30 seconds silent thinking before any answers.
  • Ask learners to first brainstorm in pairs 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 can help learners to instead focus on progress of an incentive or punishment. They shall want a mark, but encourage them to focus on the comments. Comments should inform you how the learner can improve. Ask if they have any relevant questions about the comments and work out time and energy to talk to individual learners.

    Use a feedback sandwich to give comments. A good example of a feedback sandwich is:

    • Positive comment, e.g. ‘I like … because …’
    • Constructive feedback with explanation of how to improve, e.g. ‘This is not quite correct check that is information with …….’
    • Positive comment, e.g. ‘You have written a very clear and that is……’

    Amount of time in class to make corrections

    Give learners amount of time in class to produce corrections or improvements. This gives learners time for you focus on the feedback them, and make corrections that you or their peers have given. In addition tells learners that feedback is valuable and worth hanging out on. And, it gives them the chance to improve in a environment that is supportive.

    Don’t erase corrections

    Tell learners you want to observe how they have corrected and improved their written work before they hand it for you. Don’t allow them to use erasers, instead let them know to help make corrections using yet another colour in order to see them, and what they have inked to produce improvements.

    Introducing peer and self-assessment

    Share learning objectives

    • Use WILF (what I’m trying to find).
    • Point to the objectives regarding the board.
    • Elicit what the success criteria could be for a task.
    • Negotiate or share the criteria
    • Write these from 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 related to feedback (two good things and another thing you wish was better/could improve).
    • Model how exactly to give feedback that is peer two stars and a wish first.
    • Role play the peer feedback, for instance:

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

    – ‘I really like it and I think you included all of the information.’

    – Look at the success criteria from the board

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

    Feedback sandwich (see above)

    This can be a activity that is useful learners are far more confident in peer and self-assessment. Model how exactly to give feedback first.

    • Write the following text on the board:

    – i believe the next time you really need to. because.

    – . is good because.

    • Elicit from your own learners what a feedback sandwich is from the text from the board (what is good and just why, what might be better and just why, what is good and why).
    • Given an illustration similar to this:

    “The poster gives most of the necessary information, which is good but the next occasion you need to add a title therefore we understand the topic. The presentation is great 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 work to search for specific points, such as spelling mistakes, past tense verbs, etc. During speaking activities such as for example role plays and presentations, ask learners to give one another feedback on specific points, e.g. how interesting it absolutely was, they have whether they understood what was said and any questions.

    • Choose the one thing in your projects you may be proud of. Tell the whole group why. You have about a minute.
    • Discuss which associated with success criteria you have been most successful with and what type could be improved and how. You have got three full minutes.

    During the final end of this lesson, pose a question to your learners in order to make a listing of a few things they learned, and one thing they still need to learn.

    I have a question

    During the end for the lesson, pose a question to your learners to create a question on which they’re not clear about.

    Pose a question to your learners to help keep a learning journal to record their thoughts and attitudes as to the they will 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 while the teacher.

    At the end of the lesson give learners time to reflect and determine what to spotlight within the next lesson.

    After feedback, encourage learners to set goals. Let them know they usually have identified what exactly is good, what is not too good, and any gaps within their knowledge. Now they must think about their goal and how it can be reached by them. Inquire further to operate individually and answer the questions:

    • What is your aim?
    • How will you achieve it?

    Ask learners to create personal goals, for instance: ‘Next week i am going to read a story’ that is short.

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

Deja un comentario

Tu dirección de correo electrónico no será publicada. Los campos obligatorios están marcados con *