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LEARNINGLEARNINGOBJECTIVESIn classes where learning objectives are shared:

f•The students are more focussed•Students are more likely to express their learning needs•The quality of work improves•Student’s behaviour improves•Students persevere for longer

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Writing learning objectives – common stems

By the end of the lesson pupils will:

• know that … (knowledge: factual information, e.g. names, places, b l f l )symbols, formulae, events)

• develop/be able to … (skills: using knowledge, applying techniques, analysing information, etc.)

• understand how/why … (understanding: concepts, reasons, effects, principles, processes, etc.)

• develop/be aware of … (attitudes and values: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.)

Learning objectives may also focus on how pupils learn (e.g. ‘to appreciate how peer assessment can help you to improve your

own work’)

Making aims clear- Put lesson objectives on the board

at the beginning of the lesson.- Talk to students about why they are

t d i h t th t d istudying what they are studying.- Contextualise short-term aims in

long-term aims (e.g. analysing Shakespeare will contribute to a wider knowledge of the cultural canon and stronger analytical skills among other long term aims)

- Check with students that they are l b t th i f thclear about the aims of the

lesson/unit/subject- Produce aims in conjunction with

students

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Scene-Setting

Set the scene for the lesson by using a big, open question or problem-

l i t k th t i b t tsolving task that requires abstract thinking skills. Anticipate responses and follow-up so as to work these through.

E.g. A lesson on the Vietnam War could begin with the question –g q

Do Americans think they fight wars, or win them?

Students ask/write questionsFor example –

• About what they would like to know on a new topic

• To ask the teacher or other students in order to• To ask the teacher or other students in order to assess their learning 

• To demonstrate their learning/misconceptions/areas they would like to further explore

The classroom could have a question box where students drop questions at the end of a lesson. 

Allow time for students to ask questions about pieces ofAllow time for students to ask  questions about pieces of work. This helps open up assessment and eliminate ambiguity

Or, a plenary could involve students writingquestions that the class then work on together, or forms the basis of the next lesson.

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Effective success criteria...

• are linked to the learning intention• are linked to the learning intention• are specific to an activity• are discussed and agreed with pupils

prior to undertaking the activity• provide a scaffold and focus for pupils • provide a scaffold and focus for pupils

while engaged in the activity • are used as the basis for feedback and

peer-/self-assessment.

Planning

• Plan a sequence of questions with di h ll ( i Bl ’ascending challenge (using Bloom’s

Taxonomy to structure)

• Invite pupils to sort into open and closed questions or to rank order in terms of challenge and/or complexitychallenge and/or complexity

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KWLAt the beginning of a topic pupils create a

grid with three columns –

What They Know;

What They Want To Know;

What They Have Learnt.

They begin by brainstorming and filling in

the first two columns and then return to

the third at the end of the unit (or refer

throughout) .

Variation – extra column ‘How Will I Learn’

K, W, L chartWhat do you know about

What do you want to know?

What have you learnt?

this?

I know Hitler was the ruler of Germany and we went to war against him

Why did so many people support him?

What does that crooked cross thing mean?

He was born in Austria and wanted to unite Austria and Germany

The cross (swastika) is the symbol of the N i P tNazi Party

I know Hitler was not born in Germany

He hated the Jews and black people

What is he telling his army to do?

Why did he hate Jewish people so much?

These are his supporters (not the real army)

He is probably telling them to be proud of being German

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Objective ledlearning

LEARNING OBJECTIVEWe are learning to

SUCCESS CRITERIARemember to:

This describes the skill I want

you to learn

These remind you how to reach the required standard

We are learning tomanoeuvre a vehicle using forward and reverse gears

LEARNING OUTCOMEI can safely turn my vehicle

Remember to:•Assess width of turning space (must be greater than length of vehicle)

•Maintain smooth and controlled use of A, B and C

•Turn steering wheel when carI can safely turn my vehicle around in a confined space such as a dead end

•Turn steering wheel when car is moving (to reduce friction)

•Use mirrors to maintain good visibility

•Avoid obstacles (such as kerb)This describes the standard you

need to achieve

Long and Short TermTo draw together progression with the big

picture, students could set both long and short term targetsshort term targets.

The short term targets could be reviewed weekly or fortnightly and the long term targets at the end of term.

Having a long term target may give more cogency to the pupil’s and teacher’s short term targets. It may also allow the pupil to focus on what really motivates them about a subject.

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QUESTIONING dQUESTIONING and DIALOGUE

Dialogue between teacher and students should be thoughtful, reflective, focussed to g , ,evoke and explore understanding, and conducted so that all pupils have an opportunity to express their ideas. 

Page 12, Inside the Black Box, Paul Black & Dylan William, nferNelson, 1998

Do you ever…?Give pupils opportunities to teach part of the lesson and take

Operate a “No hands” rule to encourage wider participation and to

Encourage pupils to devise questions of their own in order to develop

Increase “wait time” after asking a question to allow pupils to formulate alesson and take

questions from their peers

participation and to avoid dominance of talk by some pupils

order to develop their creative thinking skills

pupils to formulate a more thoughtful response

Tell pupils not to be afraid to make mistakes and explain that wrong answers can be helpful for learning

Arrange the chairs and tables in your classroom to facilitate paired and group work, e.g. Double horseshoe

Use open questions as well as closed to promote higher order thinking and divergence. (More th )

Increase “wait time” after taking a response to allow pupils to expand and develop an initial comment

than one answer)

Encourage continuation of talk by nodding supportively and/or saying: Tell me a bit more about that

Eavesdrop on pupil dialogue, noting down key phrases and comments to share with the group during the plenary

Model active listening skills, e.g. eye-contact, supportive nodding and so on

Encourage pupils to build on or challenge one another’s comments, keeping your own comments to a minimum

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are challenging

“How would youprovoke discussion

encourage speculation

“Can you predict the outcome of…?

are planned

are linked to learning objectives

GOOD QUESTIONS encourage diverse

responses

“What motives could there have been

How would you justify…?

“What is the function of….?”

“Would it be better if…?offer opportunities to express opinions

“What do you think?”

focus thinking and discussion

“What conclusions can

promote reasoning and problem-solving

“Do you have any suggestions?”

encourage reflection

“What would happen if…”

explore and expose potential misconceptions

“Can you think of an alternative argument?”

there have been for…?

What conclusions can you draw?

‘Questioning’When questioning, insert the word

‘might’ to give students greater

opportunity to think and explore

Back to AFL Tools

Closed questions can be useful

however are not great at facilitating

the use of abstract thinking skills,

encouraging talking or eliciting much

understanding Open questions are

possible answers.

e.g.What is meaning of democracy?

What might the meaning of democracy be?

The first infers a single answer known

by the teacher whereas the second is

inherently more open.understanding. Open questions are

more likely to do this and thus

improve learning.

e.g. Did you go out last night?

What did you after school yesterday?

What might the Great Depression look like today?

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Good Question Stems

Why does…?Why does…?

What if…?

How would you…?

Could you explain…?

What might…?

Idea ThoughtsWhen you have received an

answer to a question, open up the thinking behind it by asking what others think about the

BouncingB d th tidea.

e.g. “What do others think about _________’s idea?”

Bounce answers around the room to

build on understanding and have

students develop stronger reasoning

out of misconceptions.

E.g.“Jimmy, what do you think of

Sandra’s answer?”

“Sandra, how could you develop

Carl’s answer to include more detail?”

“Carl, how might you combine all

we’ve heard into a single answer?”

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Hands DownTell pupils they should only raise their

hand to ask a question, not to answer one.

The teacher then chooses pupils to

answer, therefore gaining information on

whether everyone is learning.

www.classtools.net – fruit machine

programme on here where you can input

names, save it and play it to choose pupils

at random.

Write names on lollipop sticks and pull out

at random to answer.

Write numbers on balls or counters that

tally to register or seating position and re-

use with every class.

Issue students with playing cards and ask questions eg to all the hearts

X and YA k d h X i

Invert the Question

Instead of asking a question that

requires factual recall, invert it to

request explicit reasoning.

Ask students why X is an example of Y

e.g.Why is an apple an example of a fruit?

Why is a fox an example of a mammal?

e.g.‘Is France a democracy?’

Becomes

‘What does it mean for a country to be a democracy?’

Questioning in this way avoids factual recall and asks for the underlying reasoning to be made explicit.

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Incorrect Discussion

Use incorrect answers as a discussion point.

Rather then dismissing something because it is wrong, or saying‘that’sinteresting’ etc. Use the misconception in reasoning to draw the process out into the open.

I’m glad that’s the wrong answer… let’s discuss it

This leads to improving on misconceived reasoning and an atmosphere in which it is OK to be wrong.

Articulate then Answer

Give students the opportunity to articulate their thinking before

answering

• 30 seconds silent thinking• 30 seconds silent thinking before any answers

• Brainstorm in pairs first for 2-3 minutes – think,pair,share

• Write some thoughts down before answering

• Discuss with your neighbour fi t

Tell your neighbourStudents ‘tell their neighbour’ as a

means of articulating their thoughts.

- Ask a question, give thinking time and then ask students to

firsttell their neighbour their thoughts.

- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it.

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REVIEWREVIEW

Self-evaluationSelf-evaluation involves learning how we learn, whereas self-

assessment is what we learn. To train pupils in self-evaluation, use questions such as:q

• Think about what has happened when the

learning has taken place

• What really made you think? What did you

find difficult?

• What do you need more help with?

• What are you pleased about?y p

• What have you learnt new about X?

• How would you change the learning

activity to suit another class?

The teacher can model answers to these to show the pupils how to self-evaluate.

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Graphic OrganisersUse graphic organisers to help pupils self-assess.

Teacher Review

The teacher leads the review of the

lesson or unit using questioning to

elicit understanding from students.

Focus could also fall upon the

effectiveness of the lesson at

facilitating learning – i.e. can students

think of ways that it could be altered

to improve their learning?

The teacher could model review by

evaluating the lesson in relation to

their own objectives.

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Student Review

Students review their own learning either in groupslearning either in groups or individually. This could be done as a plenary, a mini-plenary or as an activity to help planning for future p grevision or the remainder of the unit.

One-Sentence Summary

Students write a sentence

summarising their knowledge of a g g

topic.

The sentence could have to include who, what when, why, how, where etc.

The sentences could then beThe sentences could then be peer-assessed, re-drafted and so on.

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Traffic Lights/Thumbs

Use traffic lights as a visual means of

showing understanding.

Check class understanding of what

you are teaching by asking them

h h i h bto show their thumbs.

Thumbs up = I get it

Thumbs half way = sort of

Thumbs down = I don’t get it

Smiley Faces:

Students draw smiley faces to indicate

When revising a topic or subject, work through the different areas with students and ask them to traffic light according to their grasp of each.

Subsequently, students should be able to target their revision more carefully and engage in it actively, rather than simply reviewing everything they have done or reading passively over their entire notes.

how comfortable they are with the topic.

Ready to move on

Understand some parts but not all

Do not understand and need to look at it again

Self-assessment Targets

Students give themselves targets

based on their self-assessment.

These learning goals could be

recorded somewhere and revisited

(i.e. inside cover of workbook)

They could be compared to teacher

targets and the two brought to

consensus if different.

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2 stars and a wish

For peer assessment, ask students to give two starsstudents to give two stars and a wish.

Two stars = 2 things that are good about the piece of work

A wish = something they can improve to make it even better

Talk Partners

As a plenary or a starter referring to

the last lesson, pupils share with a

partner:

• 3 new things they have learnt

• What they found easy

• What they found difficult

• Something they would like to learn in the future

Alternatively use post-it notes

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Group feedback

Group feedback to a teacher

concerning peer-assessment of work g p

can help make the teacher aware of

learning needs in a manageable way.

If a group feeds back then it draws

more attention and presents

information that has already been

ordered and sorted (meaning less

repetition for the teacher).

Conveying Progress

Find a means of using

assessment to convey progress to y p g

students and thus make what they

are doing more meaningful.

- Link learning between units

- Use a learning journal

- Refer to past targets and highlight where the student is achieving this

H t t h t h it i i ibl- Have a target chart where it is visible how the student has progressed

- Link assessment to student goal-setting

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Why is it best?

For homework ask students to find

their best piece of work and then to

tell you why it is their best. This

explanation could refer to success

criteria, levels, targets etc.

Questions for “unpacking” learning

• What was the most important/significant consequence of…?

• Which of these resources is most valuable for learning about/how to…and why?

• Which of these thinking tools/techniques would you be most likely to use y yindependently?

• How could someone prove that they’ve got better at…?

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Questions that promote reflection• How has your thinking about… changed since the beginning of the lesson?• At what stage did it become clear that…?• How does what we’ve learnt today link to…?• What was the most challenging/difficult aspect of…?• What was your best and/or worst decision/choice and how did it affect…?• What was interesting/unusual/unexpected about today’s lesson and how did this help you to learn?• If you had the opportunity to repeat this activity, what would you do differently and why?• Where else could you use this skill and in what circumstances?• What was it that best helped you to understand why/how to ?• What was it that best helped you to understand why/how to…?• What are the advantages/disadvantages of working in this way?• Who/What has helped you to make progress in today’s lesson?• How did you manage to overcome that difficulty/setback/obstacle?• At what point did you realise/agree that it would be better if…?• What advice could you give to someone who wants to understand why/know how to…?• What would a good outcome for… look like?• Why did you prefer that particular strategy/approach/technique to the others?• What has been the most thought-provoking question anyone’s asked today? • If I was to teach this lesson to another group, what would you advise me to do differently and/or keep the same?• What made you decide to include…in your presentation/speech/design?• What criteria did you use to decide whether/if…?• When did you first become aware that…and how did that influence your thinking?• Who contributed most to your group’s outcome(s) and how do you know?

/ / f f ?• What is it that makes this analogy/story/diagram so useful for learning? • If you had to summarise your learning down to no more than three essential points/questions what would they be…?• What feelings and emotions have you experienced during today’s lesson? Which were most/least helpful for learning? • What was the most valuable piece of feedback you gave and/or received today?• Where have you made improvements to your work in response to feedback?• What do you predict will be the outcome of…and how do you know? • What was the most important/significant consequence of…?• Which of these resources is most valuable for learning about/how to…and why?• Which of these thinking tools/techniques would you be most likely to use independently?• How could someone prove that they’ve got better at…?

Devised by Andy Brumby – Secondary AfL consultant – Cornwall Learning

What are the advantages/ disadvantages of working in this way?

What advice could you give to someone who wants to understand why/know how to…?

If I was to teach this lesson to another group, what would you advise me to do differently and/or keep the same?

Who contributed most to your group’s outcome(s) and how do you know?

Who or what has h l d t k

What would a good t f l k

What made you decide t i l d i

What is it that makes thi l / t /helped you to make

progress in today’s lesson?

outcome for… look like?

to include…in your presentation/speech/design?

this analogy/story/

diagram so useful for learning?

How did you manage to overcome that difficulty/setback/

obstacle?

Why did you prefer that particular strategy/approach/tech-nique to the others?

What criteria did you use to decide whether/if…?

If you had to summarise your learning down to three essential points what would they be…?

At what point did you realise/agree that it would be better if…?

What has been the most thought-provoking question anyone’s asked today?

When did you first become aware that…and how did that influence your thinking?

What feelings and emotions have you experienced during today’s lesson? Which were most/least helpful for learning?

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How has your thinking about… changed since the beginning of the lesson?

What was your best and/or worst decision/choice and how did it affect…?

What was it that best helped you to understand why/how to…?

What do you predict will be the outcome of…and how do you know?

At what stage did it become clear that…?

What was interesting/unusual/

What feelings and emotions have you

Which of these resources is most

unexpected about today’s lesson and how did this help you to learn?

experienced during today’s lesson? Which were most/least helpful for learning?

valuable for learning about/how to…and why?

How does what we’ve learnt today link to…?

If you had the opportunity to repeat this activity, what would you do differently?

What was the most valuable piece of feedback you gave and/or received today?

Which of these thinking tools/techniques would you be most likely to use independently?

What was the most challenging/difficult aspect of…?

Where else could you use this skill and in what circumstances?

Where have you made improvements to your work in response to feedback?

How could someone prove that they’ve got better at…?

FEEDBACK dFEEDBACK and MARKING

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Exemplar Work

When setting students a piece of

work, show them examples that make

it clear what it is they are being asked

to do – and what they need to do in

order to meet the assessment criteria.

Students could mark exemplar work

using the assessment criteria. This

will help model what is being asked

for and how it relates to the process

of assessment.

Comment-only markingComment-only marking provides students

with a focus for progression instead of a

reward or punishment for their ego (as areward or punishment for their ego (as a

grade does).

Comments could be made in books, in a

table at the front of books, in a learning

diary or journal. The latter are helpful for

teacher and student to track the

progression of comments and see

improvement.

Comments should make it clear how the

student can improve.

Plan activities and work with feedback in

mind – let the design assist the process.

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RedraftingUse lesson time to redraft work.

This allows students time to focus on

the feedback for improvement they

have been given.

It also reinforces the value of the

feedback and allows them to work

at it in a supportive environment.

Reinforce the focus on redrafting and

comment-only marking by insisting on

seeing evidence of student

corrections on their own work before

looking at it (have to allow time for this).

Improvement Guidance

When making comments on pupils’

work, treat them like guidance

showing how the pupil can improve.

Develop this by asking students to

write in the same way when peer

assessing work.

Discuss the notion of guidance and

how it differs from other types of

behaviour (i.e. prescription,

admonishment etc.)

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Student Mark-Scheme

Ask students to produce their own

mark-schemes working individually or

in groups. They can then peer- or

self-assess work in accordance

with these schemes.

Talk about the purpose of a mark-

scheme with students – judgement,

communication, standardisation etc.

Feedback Sandwich

Feedback can be delivered in

different ways, two feedback

‘sandwiches’ are –

i) Positive comment

Constructive criticism with explanation of how to improve

Positive comment

ii) Contextual statement – I liked….because….

Now/Next time…

Interactive statement e.g. a question based on the work

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Response PartnersPaired or partnership oral marking.

Pupils invite a partner or a group to

discuss or comment on their workdiscuss or comment on their work.

For it to be effective, students should

be aware of learning objectives and

success criteria. They should also

appreciate the role of a response

partner – to offer positive and

constructive feedback around theconstructive feedback around the

learning goals.

Students could be given prompt

questions to ask the person who has

done the work.

Peer assess – using the language on the cards

Using the success criteria cards, assess your partner’s workpartner s work

• Make at least one comment that shows where it achieves an area of success

• Make at least one suggestion for improvement/ development using the success criteria

(you can use highlighters to show this)(you can use highlighters to show this)

You must be able to explain to your partner why!

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Acknowledgments:gMike Gershon:

http://www.aaia.org.uk/pdf/Publications/AAIA%20Pupils%20Learning%20from%20Teachers'%20Responses.pdfhttp://www.aaia.org.uk/pdf/Publications/AAIAformat4.pdfhttp://www.aaia.org.uk/pdf/asst_learning_practice.pdfhttp://community.tes.co.uk/forums/t/300200.aspxhttp://www.schoolhistory.co.uk/forum/lofiversion/index.php/t7669.htmlwww.harford.edu/irc/assessment/FormativeAssessmentActivities.docPaul Black et al, Assessment for Learning, (Open University Press, Maidenhead, 2003)Paul Black et al, “Working inside the black box”, (nferNelson, London, 2002)Paul Black and Dylan William, Inside the Black Box, (nferNelson, London, 1998)

Andy Brumby, SNS Learning and Teaching ConsultantLyndsey Caldwell and Rene Koglbauer – Cherwell School