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OER4Schools/Learning objectives and success criteria: Difference between revisions
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OER4Schools/Learning objectives and success criteria (view source)
Revision as of 11:13, 25 June 2012
, 12 years ago→Activity Five: Activities for AfL
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* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class. | * '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class. | ||
* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic. | * '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic. | ||
* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them. | * '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them. | ||
