The AFL Teacher's Toolkit

1. The AFL Teacher's Toolkit WIN

2. The toolkit • This is a work in progress so slide numbers may change. Hyperlinks will therefore be added later. • Please feel free to add any ideas of your own. If you do this then please cover the ‘WIN’ footer with your own teacher code. That way, if anyone has any questions they will know who to ask. • There are resources available for assessing individual pupils, small groups and whole class activities. The last few slides give hints and tips to support peer assessment activities. • For each activity there is a teacher slide with the instructions on. The following student slide(s) contain the visual prompts which will be needed in the lesson. • Please trial the activities and let me have feedback regarding how things go. WIN

3. Assessing Individuals Small Groups Whole class WIN

4. Information hunt. • The mantle of an expert. • Memory board. • Spotlight. • Stepping stones. • Beachball. • Splat. • Small child approach. • The grilling. • Question frame. • The blob tree. WIN

5. Information hunt (teacher) • Each student is supplied with a fact finder sheet. This could be a list of questions which need to be answered. • They could also be supplied with a ‘hunter map’ of the classroom / school to show where to find the information. • Different sources should be offered to answer a series of small questions on the fact finder sheet (cd roms, practical activities, books, posters, photographs etc). • A ‘big question’ should bring together everything learned at the end of the lesson / activity. WIN

6. Information hunt (student) • Your small questions are: • The big question is: WIN

7. Mantle of an expert (teacher) • At the start of a new topic, share the learning objective along with the ‘big picture’ of what will be tackled. • Think, pair, share what they already know. • Ask a volunteer to come out to the front and share what they already know. The volunteer needs to wear a garment to show their expertise. This could be a wizard’s cloak for younger pupils. • The class asks the volunteer question (they have the right to say ‘pass’ if they wish). • Another volunteer add anything new. WIN

8. Mantle of an expert (student) Share Pair Think Pair • You have 1 minute individual thinking time. • Now you have 2 minutes to discuss ideas in pairs. • Now you have 3 minutes to work in larger groups. WIN

9. Mantle of an expert (student) cont… Who feels like an expert? • In one minute you will be asked to question X. • X has the right to say pass if they wish. WIN

10. Memory board (teacher) • Present a dozen or more technical terms on the IWB. • Give the students one minute to remember the terms. • After 2 minutes remove the words and ask the student to write down as many words as they can remember. Ask them to define the words if they can. • Award one point for each word remembered and another two for every good definition written. This could be marked or peer assessed. WIN

11. Memory board (student) Key word Key word Key word Key word Key word Key word Key word Key word Key word Key word Key word Key word WIN You have two minutes to try to remember as many words as you can.

12. Memory board (student) cont…. • You have one minute to write as many words as you can. Leave two lines in between each word. • You now have three more minutes. I want you to write definitions for as many words as you can. WIN

13. Spotlight (teacher) • One volunteer comes to the front and sits in the teacher’s chair. • The teacher asks the volunteer ten questions and they answer each out loud. • The rest of the class listens and decides whether each answer was correct or not. They note down √ / X in the back of their books for each question number. • The volunteer is applauded and returns to their seat. The teacher then runs through each question and what each class member thought. WIN

14. Spotlight (student) • Who will come sit in my chair and answer 5 questions? • For each answer given, I want the rest of you to write either √ / X in the back of your books for each question number. • Now what did you all think for each question, thumbs up of down? WIN

15. Stepping stones (teacher) • In the centre of the room place flash cards with various key terms on them. Try to lay them in a logical order so that they can be liked together. • Ask a volunteer to stand on ‘stone’ number one. • They need to define word one to start. • Now they need to try to link word one and two together so that they can move forward onto the next ‘stone’. • Demonstrate this if necessary- they will find this hard. • Another class member could come and help if necessary. • The aim is to step on all of the ‘stones’. WIN

16. Stepping stones (student) • The aim is to step on all of the stones in order. • To be able to step on the stone you need to use its key word in a sentence. WIN

17. Beachball (teacher) • You will need a beach ball with a different colour on each segment. • Write the colour on each sticker to help those who are colour blind. • The colours needed are: • Blue, green, orange, purple, red and yellow. • The ball is thrown to individuals. • The colour facing them when they catch the ball determines their statement. • After catching, the student reads aloud the statement and completes it. WIN

18. Beachball (student) Which Colour? Practical Lesson WIN

19. Today I have learnt that….. WIN

20. The most important thing I learned today is….. WIN

21. One thing I need to remember from today’s lesson is that….. WIN

22. The thing I enjoyed most today was…….. because….. WIN

23. The new key word …….. Was used today. It means… WIN

24. Before this lesson I knew….. Now I also know….. WIN

25. The most important thing I learned today is….. When I saw the equipment I expected…….. But in fact….. Today I have learnt that….. I can now explain to somebody else about …. Before this lesson I knew….. Now I also know….. If I did the experiment again I would improve it by…. Plenary placemat One thing I need to remember from today’s lesson is that….. A new piece of equipment I used today was called a .…… The new key word …….. Was used today. It means… The thing I enjoyed most today was…….. because….. My results showed me …. WIN

26. Which Colour? Theory Lesson WIN

27. If I did the experiment again I would improve it by…. WIN

28. A new piece of equipment I used today was called a .…… WIN

29. My results showed me …. WIN

30. I worked safely today by …… WIN

31. I made sure my experiment was fair by… WIN

32. I made sure that my readings were accurate by… WIN

33. Splat (teacher) • Write key words all over the board in different positions. • Freeze the IWB • Ask two volunteers to stand on either side of the board. • Read statements aloud which link with each word. The first student to splat their hand over the correct word scores one point. • Continue until all of the words have been used. WIN

34. Splat (student) Key word Key word Key word Key word Key word Key word Key word Key word Key word Key word Key word Key word WIN

35. Small child approach (teacher) • Try to choose someone who often loses marks because their answers lack detail. • Ask a starter question to an individual. • Advance the slide show. Why? Will appear several times. • This will encourage the volunteer to add more detail to their answers. WIN

36. Small child approach (student) Starter Question: Why? Why? Why? Why? Why? WIN

37. The grilling (teacher) • This is the same approach as the ‘small child’ and should target the same type of children. WIN

38. The grilling (student) Starter Question: Why? What? Who? When? How? Which? Why? What? Who? When? How? Which? Why? What? Who? When? How? Which? Why? What? Who? When? How? Which? Why? What? Who? When? How? Which? WIN

39. Question frame • Use a visual / auditory prompt. • Students fill in as much of the question frame as they can. • Ideas are then shared and misconceptions tackled. WIN

40. WIN

41. The blob tree (teacher) • The blob tree is useful as a part 4 tool. • Ask volunteers to come to the front and point to the blob man which best represents themselves. • Make it clear that they choose based on their learning in that particular lesson. ‘The closer to the top, the more successful you think you are’. • Also make it clear that you want a reason for their choice. WIN

42. Which blob man best represents your learning in today’s lesson. The closer to the top you are, the more confident you feel. If you are him then you know everything! The blob tree (teacher) WIN

43. Assessing Small Groups Whole class Individuals Whilst completing group work, the teacher has a perfect opportunity to listen in. Note down groups with misconceptions and also good ideas. Cognitive conflict can then be initiated and those misconceptions can be addressed. Children who are usually quiet can be grouped together so that you can ear wig! WIN

44. Beat the teacher • Conversion • Jigsaw • Circus time • Filtering • Market place • On tour • Question time WIN

45. Beat the teacher (teacher) • Show / demonstrate something. Make deliberate mistakes. • Give the students 3 minutes to work in a group and write down as many mistakes as they can. • The group with the biggest list can then demonstrate the activity without any mistakes. WIN

46. Beat the teacher (student) • Watch carefully… • I just made lots of mistakes! • Work together and write down as many mistakes as you can (you have 3 minutes) • Who has the most? • Now come to the front and demonstrate the correct way to do things. WIN

47. Conversion (teacher) • The class is given material (eg a page from a revsion guide, a web site, a piece of writing, a video clip etc). • Each group is then asks to convert the information into another form. • Forms include: • Mind maps, flow diagrams, a storyboard, graphs, venn diagrams, bullet points. • This process can also wotk in reverse. WIN

48. Conversion (student) • Each group is going to receive information. • I want you to convert this information into another form. • Form which you can use include: WIN

49. Mind maps Main idea WIN

50. Flow diagrams WIN