Check out 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 create one sentence to summarise whatever they find out about the subject in the end or start of a lesson. You could focus this by telling them to include e.g. what or why or how etc.

During the end of a lesson learners share with regards to partner:

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

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Give learners red, yellow and green cards (or they are able to make these themselves in the home). At different points during the lesson, ask them to select a card and place it on the 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 have them to answer questions. As an example:

• What have I learnt?
• What have i came across easy?

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• What have i came across difficult?
• What do i do want to know now?

When a learner has finished a exercise or worksheet, question them to attract a square in the page. When they don’t understand well, they colour it red, should they partly understand, yellow and if everything is OK, green.

At the end of an activity or lesson or unit, ask learners to publish 1 or 2 points which are not clear for them. The teacher and class discuss these points and come together to ensure they are clear.

At the beginning of a topic learners create a grid with three columns – what they know; what they want to learn; what they have learned. They start by brainstorming and filling out the first two columns and return to the then third at the conclusion of the system.

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

Give learners four cards: A, B, C, D (or they can make these themselves in the home). Make inquiries with four answers and have them to demonstrate you their answers. You might try this in teams too.

Ask learners to publish their answers on mini-whiteboards or items 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 details about what learners know, understand and certainly will do.

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

• Give 30 seconds thinking that is silent any answers.
• Ask learners to first brainstorm in pairs for 2-3 minutes.
• Ask learners to write 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. It will help learners to give attention to progress instead of an incentive or punishment. They will want a mark, but encourage them to pay attention to the comments. Comments should make it clear how the learner can improve. Ask whether they have any questions about the comments while making time for you to consult with 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 simple tips to improve, e.g. ‘This is not quite correct check that is information with …….’
• Positive comment, e.g. ‘You have written a rather clear and ………’

Time in class to make corrections

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

Don’t erase corrections

Tell learners you wish 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 inform them which will make corrections using a different sort of colour in order to see them, and what they have inked to help make improvements.

Introducing peer and self-assessment

Share objectives that are learning

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

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

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

- ‘Ah this really is a poster that is really nice i prefer it!’ (Thank you)

- ‘I really I think you included all the information. enjoy it and’

- glance at the success criteria on the board

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

Feedback sandwich (see above)

This is certainly a useful activity when 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 do believe next time you really need to. because.

- . is good because.

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

“The poster gives all the information that is necessary which is good but the next time you really need to add a title therefore we understand the topic. The presentation is great too because it is clear and attractive.”

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

Ask learners to learn each other’s written strive to search for specific points, such as for instance spelling mistakes, past tense verbs, etc. During speaking activities such as for example role plays and presentations, ask learners to provide each other feedback on specific points, e.g. how interesting it had been, if they understood the thing that was said and any queries they usually have.

• Choose a very important factor in your work you are pleased with. Tell the whole group why. You’ve got 1 minute.
• Discuss which for the success criteria you’ve been most successful with and what type might be improved and how. You have got three minutes.

At the final end regarding the lesson, pose a question to your learners in order to make a list of a few things they learned, plus one thing they still need to learn.

A question is had by me

At the end associated with the lesson, pose a question to your learners to publish a question on what they are not clear about.

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

Ask learners to keep a file containing examples of their work. This might include work done in class, homework, test outcomes, self-assessment and comments from peers together with teacher.

At the end of the lesson give learners time to reflect and decide what to pay attention to into the lesson that is next.

After feedback, encourage learners to set goals. Inform them they have identified what exactly is good, what is not too good, and any gaps inside their knowledge. Now they have to think about their goal and just how it can be reached by them. Question them be effective individually and answer the questions:

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

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

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