Top Tips

AfL: Top Tips Learning objectives 1. Categorise learning objectives into different types, and use common stems to share them with pupils, for example know that… for knowledge factual information, such as names of people or equipment, places, symbols, formulae, definitions etc understand how/why… develop/be able to… for understanding for skills concepts, reasons, effects, principles, processes etc using knowledge, applying techniques, analysing information etc empathy, caring, sensitivity towards social issues feelings, moral issues etc creating, designing, hypothesising, exploring alternatives etc Language needs to be product-related, for example be able to … describe … compare … explain … generalise … create .. Outcomes can be presented at the start for consideration at key points during the lesson. 2 By clarifying what is expected though the use of questioning.     To produce a good (bar chart) what do you think you will need to do? How will you make sure that…? What do we already know that will help you…? What do we mean by…? develop/be aware of… explore and refine strategies for… for attitudes and values for problemsolving skills 3 By looking at examples of pupils' work and discussing which features meet the criteria and why. Advantages of oral feedback     immediate and context-specific dynamic and adaptable ongoing episodic     stimulating personalised versatile motivating 2. Or, consistently phrase objectives in terms of the stem: We are learning to… Learning outcomes Learning outcomes will specify what is expected from the pupil as the result of a 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 1 Using stems such as What I am looking for is… What I expect from everyone is… Some of you may also be able to… To be successful you… for you to be able to use different strategies when solving equations that you can all solve linear equations involving brackets solve equations involving decimal coefficients will need to be able to write three statements interpreting a bar chart Purposes of oral feedback       correcting an error providing information appraising and praising challenging seeking clarification encouraging exploration, elaboration or development  redirecting learning or activity  focusing or orienting learning  confirmation and moving learning on  crystallising next steps  distilling and summarising learning  encouraging pupils to reflect  focusing on learning approaches and strategies AfL: Top Tips Characteristics of constructive written feedback         focuses on the learning objectives selectively confirms that pupils are on the right track stimulates the correction of errors or improvement of a piece of work scaffolds or supports pupils' next steps provides opportunities for pupils to think through for themselves comments on progress over a number of attempts avoids comparisons with other pupils provides pupils with the opportunity to respond Developing a language for peer assessment Teacher must plan for  clarifying the learning outcomes/success criteria  plan for peer- and self-assessment opportunities in lessons  train pupils over time to assess their own and others' work  support pupils in developing the language of assessment and constructive feedback  frequently and consistently encourage pupils' self-reflection on their learning  guide pupils to identify their next steps Pupil Prompt sheet  You have met the criteria here by…  This is your best sentence because…  You could improve this example further by…  To reach the next stage you need to include more of Teaching Strategies for effective dialogue                  Eavesdropping on group dialogue Rich questions Questions linked to resources or tasks Teacher models prompts & body language to encourage continuation Negotiating whether answers are right or wrong and why Pausing to scan or survey Big questions Peer discussion Using wrong or partially incorrect answers to prompt responses Acknowledge when pupils demonstrate effective dialogue Wait time after a teacher question Models interest & enthusiasm Cues and prompts Wait time after a pupil response Varying length of wait time Using group discussion strategies No hands-up questioning Curricular targets A curricular target expresses in words, supported by data, a specific aspect of the curriculum as a focus for improvement. It may be focused by numeric outcomes. It is identified from a range of sources of evidence as an area of weaknesses in pupils' learning. Can be:  for a whole class, a group of pupils, and individual pupil  long-term (eg a term or a year), medium term (eg a few weeks), short term (eg a few lessons) Layer targets: Key Stage  Year Group  Class  Group  Individual Share with pupils and encourage pupil responsibility for assessing progress towards each target, and identifying next steps. Adapt teaching strategies to encourage this independence.