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WorksheetsQUETIONING & FEEDBACK
Total questions: 28
Worksheet time: 14mins
NORMALISE ERROR & UNCERTAINTY
Helping students generate their own feedback
Creating a climate for tackling students' difficulties
A strategy for giving focused feedback
Identifying the key elements of success
SELECTIVE MARKING
Helping students generate their own feedback
Creating a climate for tackling students' difficulties
A strategy for giving focused feedback
Identifying the key elements of success
SPOT YOUR MISTAKES
Helping students generate their own feedback
Creating a climate for tackling students' difficulties
A strategy for giving focused feedback
Identifying the key elements of success
SUCCESS CRITERIA
Helping students generate their own feedback
Creating a climate for tackling students' difficulties
A strategy for giving focused feedback
Identifying the key elements of success
ASSESSMENT FOR STUDENT AGENCY
Supporting students to self-assess and manage the study process
Using a testing process to inform next steps in learning
Giving value to a wide sample of student work
Helping students generate their own feedback
FORMATIVE USE OF TESTS
Supporting students to self-assess and manage the study process
Using a testing process to inform next steps in learning
Giving value to a wide sample of student work
Helping students generate their own feedback
Assessment Portfolios
Giving value to a wide sample of student work
Identifying the key elements of success
Using a testing process to inform next steps in learning
A strategy for giving focused feedback
COLD CALLING
A key question: What have you understood?
Selecting students to answer; involving everyone in thinking
A routine for structured discussion
An effective all-student response technique
THINK,PAIR,SHARE
A key question: What have you understood?
Selecting students to answer; involving everyone in thinking
A routine for structured discussion
An effective all-student response technique
SHOW-ME BOARDS
A key question: What have you understood?
Selecting students to answer; involving everyone in thinking
A routine for structured discussion
An effective all-student response technique
CHECK FOR UNDERSTANDING
A key question: What have you understood?
Selecting students to answer; involving everyone in thinking
A routine for structured discussion
An effective all-student response technique
SAY IT AGAIN BETTER
A routine for students to ask questions
Generating improved verbal responses
Dealing with 'I don't know' responses
Inviting students to share their work with teacher and class
NO OPT OUT
A routine for students to ask questions
Generating improved verbal responses
Dealing with 'I don't know' responses
Inviting students to share their work with teacher and class
HANDS UP FOR ASKING QUESTIONS OR IDEAS
A routine for students to ask questions
Generating improved verbal responses
Dealing with 'I don't know' responses
Inviting students to share their work with teacher and class
SHOW CALL
A routine for students to ask questions
Generating improved verbal responses
Dealing with 'I don't know' responses
Inviting students to share their work with teacher and class
PROBING QUESTIONS
How do we know what we know?
Questioning as a set of probing exchanges
Choosing students randomly instead of cold calling
Adaptations for supporting all students to engage in questioning
PROCESS QUESTIONS
How do we know what we know?
Questioning as a set of probing exchanges
Choosing students randomly instead of cold calling
Adaptations for supporting all students to engage in questioning
RAMDOMISED QUESTIONING
How do we know what we know?
Questioning as a set of probing exchanges
Choosing students randomly instead of cold calling
Adaptations for supporting all students to engage in questioning
COLD CALL VARIATIONS
How do we know what we know?
Questioning as a set of probing exchanges
Choosing students randomly instead of cold calling
Adaptations for supporting all students to engage in questioning
STRATEGIES TO CHECK FOR UNDERSTANDING
How do we know what we know?
Specific forms of checking for different scenarios
Choosing students randomly instead of cold calling
Adaptations for supporting all students to engage in questioning
CLASS DISCUSSION
Organising a discussion so everyone participates
Specific forms of checking for different scenarios
Choosing students randomly instead of cold calling
Adaptations for supporting all students to engage in questioning
SCAFFOLD VERBAL RESPONSES
Organising a discussion so everyone participates
Specific forms of checking for different scenarios
Structures to support students to form good responses
Adaptations for supporting all students to engage in questioning
FEEDBACK THAT MOVES FORWARD
Elements of effective formative feedback
Five ways to make feedback productive
Opportunities to repeat and improve
Giving feedback to a whole class at once
FEEDBACK AS ACTIONS
Elements of effective formative feedback
Five ways to make feedback productive
Opportunities to repeat and improve
Giving feedback to a whole class at once
WHOLE-CLASS FEEDBACK
Elements of effective formative feedback
Five ways to make feedback productive
Opportunities to repeat and improve
Giving feedback to a whole class at once
REDRAFTING
Elements of effective formative feedback
Five ways to make feedback productive
Opportunities to repeat and improve
Giving feedback to a whole class at once
SHORT FEEDBACK LOOPS
Giving students lesson time to act on feedback
Short tasks allowing teachers to give rapid feedback
Opportunities to repeat and improve
Giving feedback to a whole class at once
C|R|A|F|T FEEDBACK TIME
Giving students lesson time to act on feedback
Short tasks allowing teachers to give rapid feedback
Opportunities to repeat and improve
Giving feedback to a whole class at once
