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Learning Journal
Create a learning journal in which students can reflect in and review their learning. It could include tutorial actctivites, target setting, aims and goals etc. Why use it (students and staff) To monitor learning To promote and enhance reflection To review learning processes and trigger meta-learning processes To make links between learning experiences To set…
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Peer Marking
Students mark each others’ wotk according to assessment criteria. It encourage reflection and thought about the learning as well as allowing students to see model work and rason past misconceptions. Oppotunities to do this throughout sessions and schemes of work. Why use it (students and staff) Encourages reflection and thought about the learning as well…
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Group Feedback
Group feedback to a lecturer concerning peer-assessment of work can help make the lecturer aware of learning needs in a manageable way. If a group feed back on an activity, it generates more attention and presents information that has already been ordered and sorted (meaning less repetition for the lecturer). Why use it (students and…
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Muddiest Point
Students write down one or two points on which they are least clear. This could be from the previous session, the rest of the course, the preceeding activity etc. The lecturer and class can then seek to remedy the muddiness. Example instructions for students: Write down one or two points from the previous session that…
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Bouncing
A question is asked, and students are invited to respond. The answer given is developed as it is “bounced” around the room for input from different students. This will enable them to build on understanding and have students develop stong reasoning out of misconceptions. For example: “Aziz, what do you think of Sandra’s answer?” “Sandra,…
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Tell your neighbour
Students ‘tell their neighbour’ as a means of articulating their thoughts. Ask a question, give thinking time, then ask students to tell their neighbour their thoughts. Tell students what the new topic is and then ask them to tell their neighbour everything they know about it. Why use it (students and staff) To build confidence; To…
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Articulate then Answer
Give students the opportunity to articulate their thinking before answering: 30 seconds silent thinking before any answering Brainstorm in pairs first for 2-3 minutes Write some thoughts down before answering Discuss with your neighbour first Why use it (students and staff) To build confidence; To encourage reflection; To foster a sense of community; To share different…
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Students ask questions
Create opportunities for students to ask questions – of their peers or lecturer or to start discussion. Why use it (students and staff) Enables students to reflect on their learning and helps indentify any misconceptions or gaps in knowledge. Allowing time for students to ask questions about pieces of work helps open up assessment and eliminate abiguity. When to use it Questions…
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Talk partners
As a plenary or a starter to a session, students share with a partner: 3 new things they have learnt, what they found easy, what they found difficult, someting they would like to learn in the future. Example instructions for students: In pairs, discuss 3 new things you have learnt or what you found easy…
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Minute paper (or one sentence summary)
Students identify the most signifiant (useful, meaningful, unlikely) thing they have learnt during the session or course. Example instructions for students: Write for 1 minute on a given topic and receive feedback Why use it (students and staff) Enables reflection on what students have learnt or understood; Provides a snapshot of whole class; Offers potential for rapid feedback. When…