Top Tips

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Top Tips
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AfL: Top Tips

Learning objectives

Language needs to be product-related, for example

1. Categorise learning objectives into different types, and use common stems be able to … describe … compare … explain … generalise … create ..

to share them with pupils, for example Outcomes can be presented at the start for consideration at key points during the

lesson.

know that… for knowledge factual information, such as names

of people or equipment, places,

symbols, formulae, definitions etc 2 By clarifying what is expected though the use of questioning.



understand for understanding concepts, reasons, effects,  To produce a good (bar chart) what do you think you will need to do?

how/why… principles, processes etc  How will you make sure that…?

develop/be able to… for skills using knowledge, applying  What do we already know that will help you…?

techniques, analysing information  What do we mean by…?

etc

develop/be aware for attitudes and empathy, caring, sensitivity 3 By looking at examples of pupils' work and discussing which features meet

of… values towards social issues feelings, the criteria and why.

moral issues etc

explore and refine for problem- creating, designing, hypothesising,

strategies for… solving skills exploring alternatives etc Advantages of oral feedback



2. Or, consistently phrase objectives in terms of the stem: We are learning to…  immediate and context-specific  stimulating

 dynamic and adaptable  personalised

 ongoing  versatile

Learning outcomes  episodic  motivating



Learning outcomes will specify what is expected from the pupil as the result of a Purposes of oral feedback

task or an episode within a lesson. It will explain the criteria for success. This

can be accomplished in a number of ways, for example

 correcting an error  focusing or orienting learning

1 Using stems such as

 providing information  confirmation and moving

What I am looking for is… for you to be able to use different strategies  appraising and praising learning on

when solving equations  challenging  crystallising next steps

What I expect from everyone that you can all solve linear equations involving  seeking clarification  distilling and summarising

is… brackets  encouraging exploration, learning

elaboration or development  encouraging pupils to reflect

Some of you may also be solve equations involving decimal coefficients

 redirecting learning or activity  focusing on learning approaches

able to…

and strategies

To be successful you… will need to be able to write three statements

interpreting a bar chart

AfL: Top Tips

Characteristics of constructive written feedback Developing a language for peer assessment



 focuses on the learning objectives selectively Teacher must plan for

 confirms that pupils are on the right track  clarifying the learning outcomes/success criteria

 stimulates the correction of errors or improvement of a piece of work  plan for peer- and self-assessment opportunities in lessons

 scaffolds or supports pupils' next steps  train pupils over time to assess their own and others' work

 provides opportunities for pupils to think through for themselves  support pupils in developing the language of assessment and constructive

 comments on progress over a number of attempts feedback

 avoids comparisons with other pupils  frequently and consistently encourage pupils' self-reflection on their learning

 provides pupils with the opportunity to respond  guide pupils to identify their next steps



Pupil Prompt sheet

Teaching Strategies for effective dialogue  You have met the criteria here by…

 This is your best sentence because…

 Eavesdropping on group dialogue  You could improve this example further by…

 Rich questions  To reach the next stage you need to include more of

 Questions linked to resources or tasks

 Teacher models prompts & body language to encourage continuation

 Negotiating whether answers are right or wrong and why Curricular targets

 Pausing to scan or survey

 Big questions A curricular target expresses in words, supported by data, a specific aspect of the

 Peer discussion curriculum as a focus for improvement. It may be focused by numeric outcomes.

 Using wrong or partially incorrect answers to prompt responses It is identified from a range of sources of evidence as an area of weaknesses in

pupils' learning.

 Acknowledge when pupils demonstrate effective dialogue

Can be:

 Wait time after a teacher question

 for a whole class, a group of pupils, and individual pupil

 Models interest & enthusiasm

 long-term (eg a term or a year), medium term (eg a few weeks), short term

 Cues and prompts

(eg a few lessons)

 Wait time after a pupil response

 Varying length of wait time Layer targets:

 Using group discussion strategies Key Stage  Year Group  Class  Group  Individual

 No hands-up questioning Share with pupils and encourage pupil responsibility for assessing progress

towards each target, and identifying next steps.

Adapt teaching strategies to encourage this independence.


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