Scribd Logo
Upload

Welcome to Scribd!

    • 13 views

    Activities That Support Self and Peer

    Uploaded by

    Natalia Mitric

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Activities That Support Self and Peer

    Uploaded by

    Natalia Mitric
    13 views2 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13 views2 pages

    Activities That Support Self and Peer

    Uploaded by

    Natalia Mitric

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 2

    Activities that support self and peer-assessment for learning

    Activity I have I I’d like


    used it haven’t to use it
    tried it
    Summary sentence: Ask learners to write one sentence to
    summarise what they know about the topic at the start or end of a
    lesson. You could focus this by telling them to include e.g. what or
    why or how etc.
    Pair share: At the end of a lesson learners share with their partner:
    Three new things they have learnt, What they found easy, What
    they found difficult, Something they would like to learn in the
    future.
    Post-its: Use post-it notes to evaluate learning. Give to groups,
    pairs or individuals and ask them to answer questions. For example:
    What have I learnt? What have I found easy? What have I found
    difficult? What do I want to know now?
    Draw a square: When a learner has finished a worksheet or
    exercise, ask them to draw a square on the page. If they do not
    understand well, they colour it red, if they partly understand, yellow
    and if everything is OK, green.
    Not clear: At the end of an activity or lesson or unit, ask learners
    to write one or two points that are not clear to them. The teacher and
    class discuss these points and work together to make them clear.
    KWL: At the beginning of a topic learners create a grid with three
    columns – what they know; what they want to know; what they
    have learned. They start by brainstorming and filling in the first two
    columns and then return to the third at the end of the topic.
    Most ……. Thing: Ask learners what was the most, e.g. useful,
    interesting, surprising, etc. thing they learned today or in this unit.
    Peer check: Ask learners to read each other’s written work to look
    for specific points, such as spelling mistakes, past tense verbs, etc.
    During speaking activities such as role plays and presentations, ask
    learners to give each other feedback on specific points, e.g. how
    interesting it was, whether they understood, any questions they
    have.
    Share learning objectives
    Some examples: Use WILF (what I’m looking for). Point to the
    objectives on the board. Elicit what the success criteria might be for
    a task. Negotiate or share the criteria. Write these on the board for
    reference.
    Learning wall: Make a ‘learning wall’ where learners can post
    positive feedback about others.
    Two stars and a wish: Explain/elicit the meaning of stars and a
    wish related to feedback (two good things and one thing you wish
    was better/could improve).

    You might also like