Here are a few AfL activities to try along with your learners.

They include ideas on collecting information, the strategic use of questioning, giving feedback, and introducing peer and self-assessment.

Collecting information

Ask learners to write one sentence to summarise what they realize about this issue in the end or start of a lesson. You could focus this by telling them to include e.g. what or why or how etc.

In the final end of a lesson learners share along with their partner:

  • Three things that are new have learnt
  • Whatever they found easy
  • What they found difficult
  • Something they would like to learn in the future.

Give learners red, yellow and green cards (or they are able to make these themselves in the home). At different points during the lesson, question them to choose a card and place it to their desk to demonstrate exactly how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).

Use post-it notes to evaluate learning. Share with groups, pairs or individuals and get them to answer questions. For example:

  • What have I learnt?
  • What have i came across easy?
  • What have i came across difficult?
  • What do I want to know now?

When a learner has finished a worksheet or exercise, ask them to attract a square from the page. When they do not understand well, they colour it red, when they partly understand, yellow of course all things are OK, green.

At the final end of an activity or lesson or unit, ask learners to create 1 or 2 points which are not clear to them. The teacher and class discuss these true points and work together to ensure they are clear.

At the start of a topic learners create a grid with three columns – whatever they know; what they need to understand; whatever they have learned. They start with brainstorming and filling in the very first two columns and return to the then third at the conclusion of the system.

Ask learners that which was the essential, e.g. useful, interesting, surprising, etc. thing they learned or in this unit today.

Give learners four cards: A, B, C, D (or they are able to make these themselves at home). Make inquiries with four answers and have them to demonstrate you their answers. You might try this in teams too.

Ask learners to publish their answers on mini-whiteboards or bits of paper and show it to you personally (or their peers).

Observe a few learners every lesson and then make notes.

The strategic utilization of questioning

Questioning helps teachers identify and correct misunderstandings and gaps in knowledge. It offers teachers details about what learners know, understand and will do.

When questioning, use the word ‘might’ to encourage learners to consider and explore possible answers. As an example, ‘Why do teachers ask questions?’ and ‘Why might teachers ask questions?’ The first question seems like there is one correct answer known because of the teacher, but the second question is more open and suggests many possible answers.

  • Give 30 seconds thinking that is silent any answers.
  • Ask learners to first brainstorm in pairs for 2-3 minutes.
  • Ask learners to publish some notes before answering.
  • Ask learners to go over with a partner before answering.
  • Use think, pair, share.
  • Only write comments on learners’ work, and don’t give marks or scores. It will help learners to instead focus on progress of an incentive or punishment. They shall want a mark, but encourage them to pay attention to the comments. Comments should inform you how the learner can improve. Ask if they have any questions regarding the comments while making time to talk to individual learners.

    Use a feedback sandwich to offer comments. A good example of a feedback sandwich is:

    • Positive comment, e.g. ‘I like … because …’
    • Constructive feedback with explanation of how to improve, e.g. ‘This is not quite correct – check the information with …….’
    • Positive comment, e.g. ‘You have written a very clear and that is……’

    Amount of time in class to make corrections

    Give learners time in class which will make corrections or improvements. This provides learners time to concentrate on the feedback which you or their peers have given them, and then make corrections. In addition tells learners that feedback is valuable and worth hanging out on. And, it gives them the chance to improve in a supportive environment.

    Don’t erase corrections

    Tell learners you need to see how they usually have corrected and improved their written work before they hand it to you. Don’t allow them to use erasers, instead inform them to make corrections using an alternative colour to help you see them, and what they have inked in order to make improvements.

    Introducing peer and self-assessment

    Share objectives that are learning

    • Use WILF (what I’m looking for).
    • Point out the objectives regarding the board.
    • Elicit what the success criteria could be for an activity.
    • Negotiate or share the criteria
    • Write these from the board for reference.
    • Two stars and a wish

    A useful activity to use when introducing peer or self-assessment for the first time is ‘two stars and a wish’:

    • Explain/elicit the meaning of stars and a wish related to feedback (two good things and another thing you wish was better/could improve).
    • Model how to give feedback that is peer two stars and a wish first.
    • Role play the peer feedback, for example:

    – ‘Ah that is a poster that is really nice i prefer it!’ (many thanks)

    – ‘i must say i like it and I also think you included all the information.’

    – Look at the success criteria from the board

    – ‘Hmm, but there is no title for your poster so we don’t know the topic.’

    Feedback sandwich (see above)

    This is a activity that is useful learners are more confident in peer and self-assessment. Model just how to give feedback first.

    • Write the text that is following the board:

    – i believe the next occasion you really need to. because.

    – . is good because.

    • Elicit from your learners what a feedback sandwich is through the text regarding the board (what is good and exactly why, what could possibly be better and why, what exactly is good and why).
    • Given an illustration similar to this:

    “The poster gives all the necessary data, which will be good but next time you really need to add a title therefore we understand the topic. The presentation is good too because it is clear and attractive.”

    Make a ‘learning wall’ where learners can post positive feedback about others.

    Ask learners to learn each other’s written strive to seek out specific points, such as spelling mistakes, past tense verbs, etc. During speaking activities such as for instance role plays and presentations, ask learners to provide each other feedback on specific points, e.g. how interesting it had been, if they understood what was said and any questions they will have.

    • Choose the one thing in your projects you may be happy with. Tell the whole group why. You have about a minute.
    • Discuss which regarding the success criteria you’ve been most successful with and which one might be improved and how. You’ve got three minutes.

    During the end associated with lesson, ask your learners to produce a list of two things they learned, and another thing they still should find out.

    We have a concern

    During the final end associated with the lesson, ask your learners to create a question about what they’re not clear about.

    Pose a question to your learners to help keep a learning journal to record their thoughts and attitudes to what they will have learned.

    Ask learners to help keep a file containing examples of their work. This could include work carried out in class, homework, test results, self-assessment and comments from peers as well as the teacher.

    At the end of the lesson give learners time for you to reflect and determine what to focus on within the lesson that is next.

    After feedback, encourage learners to create goals. Let them know they usually have identified what is good, what is not so good, and any gaps within their knowledge. Now they have to think of their goal and how it can be reached by them. Inquire further to get results individually and answer the questions:

    • What exactly is your goal?
    • How will it is achieved by you?

    Ask learners to set personal goals, as an example: ‘Next week I will read a short story’.

    Work with learners to create self-assessment forms or templates they can use to think about an action or lesson. For younger learners, something such write my paper for me as the form below would work: