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.