Top 12 AFL Strategies Not a red pen in sight! Lesley Ann McDermott.

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Top 12 AFL Strategies Not a red pen in sight! Lesley Ann McDermott

Progression Traffic Lights
Use traffic lights as a visual means of showing understanding. Laminate for display. RED, AMBER, GREEN Either give students red, amber, green cards which they show on their desks or ask for raised hands. At the beginning of the lesson ask for prior knowledge. Review in the plenary session. Instant feed back to inform your planning. RED = don’t understand, know nothing, not confident... AMBER = know a little, nearly there... GREEN = totally get it, got is sussed, confident learner etc...

Divide students into groups of 4, students each given a number 1-4 Teacher poses a question or problem. Each individual in the group has to contribute an idea, answer or solution. The group then have to agree on which idea will be their group answer. Teacher calls out a number randomly 1-4. Students with that number raise their hands, and when called on, the student answers for his or her team.

ABCD TF YN cards A B C D T F Y N
Laminate lettered cards A, B, C, D, or T, F, Y, N, Ask Multiple choice questions: A, B, C, D. Even better when there is more than one correct answer to spark a discussion, or when the answers depend on the assumptions the student makes. Ask True/False or Yes/No questions. Students hold lettered cards up in response. A B C D T F Y N If you can’t afford active vote or get hold of active vote this is a cheaper alternative!

Class basketball Pass a soft ball to one student to give one main idea from the lesson to share with group. The ball then passes to another student to give another main point of the lesson. Once a student has taken part s/he cannot be passed the ball again. This continues until the teacher thinks the main points have been given.

Student created problems
Students in pairs/groups pose a question for the class to answer – write it on mini whiteboards or post its. At end of the lesson take the questions and ask other groups to answer them. Students in groups then work on answers – Groups feedback to class with answers.

Find the fib Write two correct statements about the lesson and one fib
Ask students to tell you which one is the fib and why?

Review – I didn’t know/think of this because...
One, Two, Review, Review One ‘I’ Two ‘You’ Review - I now know... Review – I didn’t know/think of this because... ONE: ‘I’ – ‘I learned this...’ TWO: ‘you’ – ‘You thought/added...’ REVIEW– ‘I now know...’ – what they have learned from paired conversation REVIEW – ‘I didn’t know/think this because...’ – allows reflection on thought processes. Starts with the individual’s contribution and then moves onto the paired learning experience.

Two Stars and a Wish Peer assessment, self assessment or teacher assessment Identify two positive things the student has done well and what you wish they could do in the future. It may be assessment, behaviour, presentation driven. Ask if they can act on the wish next time or there and then for immediate action. This could be recorded in their books on a sheet. Primary idea

knowledge on revision lists.
Smiley faces Got it sussed. Ready to move on! Nearly there! Understand some parts but not all. Unsure. Do not understand and need to look at it again! Students draw smiley faces to indicate how comfortable they are with the topic. . Good for checking knowledge on revision lists.

   Thumbs I get it Sort of – half way there... I don’t get it
Check class understanding of what you are teaching by asking them to show their thumbs.

Post it Set an area of wall space for students to stick post it notes.
What I have learnt? What I have found easy?? What have I found difficult? What do I want to know now? Set an area of wall space for students to stick post it notes. Groups, pairs, individual can answer. Instant feedback to inform your planning.

Top 12 AFL Strategies

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