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When
asking short answer questions use mini-whiteboards to allow all pupils to
participate
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When
using mini-whiteboard tell pupils to cover up their work to prevent copying
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During
a Q+A session in class always ask pupils a follow-up question based on their
answer (e.g. What process takes place in chloroplasts? Why do plants carry
out photosynthesis?)
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Provide
pupils with a model answer to a question which they can then use as a
framework for writing their own answers to questions based around a similar
topic
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Pair-up
pupils as “assessment buddies” who then mark each others work when
necessary, building up a level of trust and a desire to learn
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Write
a test mark-scheme in “pupil speak” and ask them to mark their own tests
(or their buddies!)
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Provide
pupils with a framework for group discussion e.g. cue cards with phrases
like I think … because …, I disagree with … because …, What do you
think?, Why do you think that?, Do we all agree?, Do we have any more ideas
to share?
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Been
extremely careful to use all necessary key scientific words in context and
then reward pupils who use this clue to use scientific terms correctly
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Have
a “Word of the week” related to the topic and give pupils a short test
on the previous one every week
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Produce
a “Question board” based on everything pupils say they want to know at
the start of the topic and ask pupils to provide answers for these questions
when they think they can
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Make
sure pupils know how any piece of work will be assessed and that they are
given clear written feedback (not a mark) explaining how the did and how to
improve their work
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The
provision of clear objectives and a time limit is also essential on any
other activity
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Make
a set of cards with words and definitions on them and ask pupils to pair
them up
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Provide
a set of blank cards and ask pupils to make their own set with words and
definitions and then take them to another group to pair up
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During
group work use different strategies for spreading ideas amongst pupils
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Pair-talk
– two pupils talk over an issue, or a piece of text, or come up with
ideas
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Pairs
to fours – pairs discuss then join with another pair to finalise their
discussion
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Triads
– pupils have a specific role (talker, questioner, recorder) who swap
around
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Envoys
– groups carry out different tasks then one pupil moves to another
group as an envoy to spread information about what they have done
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Snowball
– extension of pairs to fours, then to eights until the whole class is
involved
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Rainbow
groups – initial groups discuss an idea, they are then all split up
and form new groups, discussion occurs again then initial groups are
reformed
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Jigsaw
– groups of pupils appoint each other as experts on part of a task;
the experts then join up and discuss ideas; the original groups reform
to decide what needs to be done to achieve the task; the experts reform
and carry out what needs to be done
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Spokesperson
– one pupil speaks up for each group – use mini-whiteboards, group
posters or asking each group for a point one at a time to avoid
repetition
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During
a practical appoint “observers” who note and feedback on practical
techniques
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Teach
a whole topic by the creation of individual portfolios which are then
peer-assessed to a set of criteria
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Ask
pupils to write a rap, poem or song that encompasses as many of the ideas
from the topic as possible… and if you dare ask for performances during a
lesson
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Use
computer programs such as “HotPotatoes” to produce computer-based tests
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Tell
pupils to revise for a test then surprise them when they find out that each
group will be writing a question for the test.
Guide each group to write a question about a particular part of a
topic and to provide a model answer.
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Give
frequent spelling tests on new key words.
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Encourage
pupils to check each others written work during lessons – a great way to
sort out those who barely seem to do anything: this soon changes with half
the class on their back
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Sit
the end-of-topic test at the start of a topic and then decide, in discussion
with pupils, what actually needs to be taught and what else they would like
to add to the topic
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Produce
a loop card game (cards with a question and the answer to the previous
question on, usually a set of 30ish in total) and give a class a certain
amount of time to organise themselves in order of the correct answers.
Their co-operative skills will increase no end and by the third or
fourth new game they will do it in a couple of minutes.
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Each
lesson appoint two “learning monitors” who spend the whole lesson making
notes of what is covered and then report back at the end of the lesson
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Instead
make the “learning monitors” the subject of an interview from other
pupils
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Ask
pupils to produce a summary of a page from the textbook in no more than 50
words at the back of their books.
Use a group task to come up with a final summary
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Provide
pupils with three different information sources and ask them to locate the
important information and question them: How did you know it was important?
What wasn’t important? etc.
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Go
around the class and mark books during any activity – you can also provide
immediate personalised feedback to each pupil
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Allow
pupils to mark each others work during a group activity – e.g. each group
member can award 20 marks in total to everyone in the group.
Base marking around a set of criteria
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Use
as many open questions as possible to encourage pupils to think around their
understanding
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Provide
a list of key words to guide in the answering of open questions
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Allow
pupils to choose which say 5 out of 10 questions they answer on a test then
request feedback for why they made these choices, and use this information
to personalise future teaching
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After
a task has been teacher-marked, provide an opportunity for pupils to read
and reply to comments and targets, and to ask questions about the task
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Ensure
that every task pupils carry out can be assessed – no “copy this
diagram”, “write that out” type tasks – instead provide diagrams to
label and ask pupils to summarise texts
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Allow
pupils a second chance to complete a test after it has been marked, to
improve on questions where they lost marks.
Could be open-book, could be in groups.
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Keep
a continuing record not just of marks but also of your perception of how
well pupils are understanding each task.
Use this to build up a profile of their development.
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Select
certain pieces of every task to be displayed on the wall, including
photocopies from exercise books.
Include highlights/comments to show why this work was excellent.
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Provide
pupils with an “I am going to learn…” plan that they can follow and
tick when they have made progress.
Allow scope for their own learning needs to be added.
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Carry
out regular self-assessment tasks where pupils have to mark their own work
and provide a mark – this can be very effective for developing reflective
learners
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Have
a feedback form at the front of every exercise book.
Comments and targets are written in here with space for pupils to
write their feelings in too.
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Request
that pupils write three bullet points for what they have learnt in a lesson.
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Assess
learning of spellings by giving pupils a blank grid and asking them to make
a word-search featuring all the key words from the topic.
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Research
the use of “web quests” and prepare one to guide pupils’ learning for
a topic
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Train
pupils how to draw mind maps and encourage them to produce one each week to
summarise their progress
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Set
pupils an internet research project with the criteria that all work must be
written and explained in their own words, and assess understanding through
their explanations
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Produce
a list of assessment criteria for an experiment and go around and mark
pupils during the practical (ensure they know the criteria first – similar
to an A-level practical exam).
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Use
a digital video camera to record pupils actions in a task then the recording
during a group assessment of the task
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Set
up web-cams between two classes and use for quizzes between different groups
– they could set the quizzes for each other for example
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Allow
groups to present their work in different ways to account for learning
styles – e.g. as a poster, a spoken presentation or a drama or experiment
