And what have you learnt so far? Using questions to check and assess learning

In many lessons, teachers establish objectives for the lesson and targets for the group and individuals before they present the main content of the lesson. It is important to check learning as the lesson goes on, to ensure learners are capturing key points and so that you can build on sound foundations….. Here are some approaches for doing this, with questions being used in many different ways beyond the traditional Q&A slot:

  • Three or four verbal questions that consolidate learning, for random individuals in the class so that the rest of the group hear the answers. Use the POSE, PAUSE, POUNCE technique to give thinking time before you nominate the person to answer. Use your class list to tick off people as you ask them a question, to ensure you cover everyone BUT then come back to people at a later point with an additional question, to keep the element of surprise!
  • Some questions for groups to discuss and answer on flip charts or mini whiteboards. These could be ability based groups with differentiated questions if you want to build in stretch/scaffolding
  • A quick recap quiz on the PP/Smartboard with students writing down their answers silently and individually and then peer marking
  • A team quiz with answers written on mini whiteboards and flashed at you on a given signal!
  • A task in groups to see if they can apply the learning in extended ways followed up with peer assessment or group review using prompt questions
  • Individuals complete a written learning log to identify key points for them at Stop and Reflect points in the lesson (one mid way through and one in the plenary slot)
  • In the plenary slot, learners in groups create a mind map or diagram to summarise key points from the lesson. They compare their summary with the ones other groups did and score themselves as a self assessment task (content/layout/spelling)
  • Three or four reflection questions set at the end of the lesson, which are reviewed as the starter activity of the following one
  • Ask students to come up with some questions about the next module/topic, once you have shown them the content outline. Then display the questions in class and link points to them as you teach that unit, by asking students to answer their own questions

 

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This entry was posted in Assessment methods, CPD for Teachers, Differentiation, FE, Teaching and learning, Uncategorized and tagged , , . Bookmark the permalink.

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