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OER4Schools/Formative feedback: Difference between revisions
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* role play giving and receiving formative feedback | * role play giving and receiving formative feedback | ||
|ict= | |ict=In this session you will continue consolidating the ICT skills | ||
you have learnt so far, and apply them in the classroom. You will be | |||
able to apply AfL techniques in conjunction with ICT classroom use as | |||
well. | |||
}} | }} | ||
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}} | }} | ||
{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga ? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students. | {{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students. | ||
While giving formative feedback (individually or in whole class): | While giving formative feedback (individually or in whole class): | ||
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses | * always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses | ||
* ask students to '''reflect on which criteria was/were not met''' before you tell them. | * ask students to '''reflect on which criteria was/were not met''' before you tell them. | ||
* ask students '''what they could do next time''' / could have done this time to meet the success criteria | * ask students '''what they could do next time'''/could have done this time to meet the success criteria | ||
* '''suggest some points''' on which students could act '''immediately''' / in near future | * '''suggest some points''' on which students could act '''immediately'''/in near future | ||
* for high achievers suggest some points that can be achieved beyond the success criteria | * for high achievers suggest some points that can be achieved beyond the success criteria | ||
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}} | }} | ||
{{Related resources|text= | |||
This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students. | |||
[[Image: malaria1.jpg|200px]] | |||
http://www.zedupad.com/zambian_school_lessons.php | |||
}} | |||
= {{Name for ICT practice with dtgw}} = | |||
{{:OER4Schools/ICT/include}} | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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= Follow-up activities = | = Follow-up activities = | ||
{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week. | {{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week. | ||
