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Exploring the AfL iceberg

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Paul Hunt

on 19 April 2013

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Transcript of Exploring the AfL iceberg

Showing progress
Success Criteria Workshop Outline Session 1 - Questioning In this session we shall be exploring AfL techniques that will develop the way we question our students which in turn will help you gather data on what students are thinking in your lessons. Session 2 - Showing progress in lessons During this session we shall be exploring different ideas you can use in lessons to show understanding and progress. Session 3 - Success Criteria In this session we shall be exploring different ways to use success criteria in lessons to develop students understanding. The AfL iceberg Exploring the uncharted 90% What will you take away today? What one aspect of your geography teaching will you change as a result of today's workshop? This workshop has been brought to you by the
GA SPC http://tinyurl.com/GASPC2013 (1) Would these approaches provide you with more or fewer opportunities to find out what students are thinking?
(2) Would this culture change have a positive/negative impact on the level of student engagement in your lessons?
(3) Could you predict any potential issues if you were to introduce this into your classroom practice? No Hands up

Random name picker tool


Pose Pause Pounce Bounce


Traffic light pots

http://www.innovatemyschool.com/blog/item/29-traffic-light-cups-to-enhance-assessment-for-learning-%E2%80%93-ten-top-tips.html Practical strategies No hands up; unless to ask a question. Practical strategies “There are two main reasons to ask questions in a classroom. To stimulate thinking, or to find out what students know”. Add to your answer. You are going to answer the same question several times to show how much progress you have made. 26 Roll the die. Write a sentence to show your understanding of the corresponding word/idea below.
6/ 25 Review by, explaining the links between the following images. 24 Speak to your neighbour/partner write down 1-3 things your neighbour has learnt 21 Find the fib In pairs:
1/ Write three statements, one of which is false.
2/ Give your two true and one false statement to another pair.
3/ Second pair reads and discusses the statements, guessing which statement is false. 20 Use your true or false cards to answer the following review questions 19 Tectonics - elimination Play Elimination – you are going to be given the answers to a number of questions (5-10). You are going to asked a question one at a time. Eliminate the answer to each question – so that they you end up with the correct answer to the last question. 17 Review what you have learnt by transforming your knowledge into another form.
For example, If you have learnt by writing, convert what you have learnt into a drawing. 16 When we review our learning, you will be asked to create questions which have the following answers
3/ 15 When we review our learning, the review questions will be…
3/ 14 Write a one sentence summary of your learning 12 Write a question that assesses how much you have learnt 8 Answer the appropriate question. If your MPL/MPG is….

A* 7 MPL/MPG question 1/ At the start of the lesson, I didn’t know that…..
2/ I can now explain to someone else that…
3/ The most difficult thing to understand so far this lesson is..... Because.....
4/ The three key words/key ideas so far this lesson have been. They link together because….
5/ The main idea/objectives today so far …..
6/ The most interesting thing I have learnt in the lesson…….. 5 Die Review…roll the die and answer the corresponding question With a neighbour
Ask your neighbour 2/3 things that they have learnt and how they know they have learnt it.

Feedback what you neighbour said 2 What key words have we learnt.
Choose 3 -5 words.
Write sentences that include these key words and show what you have learnt. 1 Gary Dawson, Fair Oak Academy, Rugeley, Staffs
GA SPC Reviewing progress Show a selection of images. Later in the lesson you will asked to explain the links between the images 27 Review by choosing the best answer.
Write you answer to the following question on the post-it/paper provided


In your groups choose the best answer and be ready to feedback 18 On the post- it, write a question that assesses how much you have learned.
Select a number of responses. Put under visualiser – which is best?
Discuss answer in pairs/groups. Then random feedback. 13 Draw faces on your work to show your level of understanding 11 Describe when you were asked to review your work, how the teacher or other students checked your understanding 6 What have you learnt? 4 If you were to imagine what you had learnt in images. What image(s) would you use and why 3 Show that you have achieved the objectives – could use post-its 10b Some Most All Could use concentric circles Show that you have achieved the objectives – could use post-its 10 9 What is your confidence level with…….. 23. Write 1 new or key learning idea, in as many hexagons as possible. Draw lines, making connections between the ideas. Explain the links. 4 3 2 1 What have you learnt new about geography at particular points of the lesson 22 No hands up unless to ask a question Traffic lights Pose, pause, pounce, bounce No hands up unless to ask a question Traffic lights Pose, pause, pounce, bounce Image starter......

What is happening here... The classroom experiment.... The Guardian teacher network.

How to move your lessons from good
to outstanding... Dylan Wiliam - Content then process.. Class tools.net - random name / word picker.
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