Key Stage 3 National Strategy Assessment for learning in everyday lessons.

Key Stage 3 National Strategy

Assessment for learningAssessment for learning in everyday lessons in everyday lessons


ObjectivesObjectives

To identify the key features of assessment for learning in high-quality To identify the key features of assessment for learning in high-quality teaching and learningteaching and learning

To identify strategies for improving assessment for learningTo identify strategies for improving assessment for learning

Assessment for learning in everyday lessons OHT 1.1


Assessment for learning – definitionsAssessment for learning – definitions

‘‘In this paper … the term assessment refers to all those activities In this paper … the term assessment refers to all those activities undertaken by teachers, undertaken by teachers, and by their students in assessing and by their students in assessing themselvethemselves, which provide information to be used as feedback to s, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.’modify the teaching and learning activities in which they are engaged.’

Black, P. and Wiliam, D. (1998)Black, P. and Wiliam, D. (1998)

‘‘Assessment for learning involves:Assessment for learning involves:

gathering and interpreting evidence about students’ learning; andgathering and interpreting evidence about students’ learning; and

learners and their teachers using that evidence to decide where learners and their teachers using that evidence to decide where students are in their learning, where they are going and how to take students are in their learning, where they are going and how to take the next steps.’the next steps.’



Assessment for learning –Assessment for learning –key characteristicskey characteristicsAssessment for learning:Assessment for learning:

is embedded in a view of teaching and learning of which it is an is embedded in a view of teaching and learning of which it is an essential part;essential part;

involves sharing learning goals with pupils;involves sharing learning goals with pupils;

aims to help pupils to know and recognise the standards they are aims to help pupils to know and recognise the standards they are aiming for;aiming for;

involves pupils in [peer and] self-assessment;involves pupils in [peer and] self-assessment;

provides feedback which leads to pupils recognising their next provides feedback which leads to pupils recognising their next steps and how to take them;steps and how to take them;

involves both teacher and pupils reviewing and reflecting on involves both teacher and pupils reviewing and reflecting on assessment data [information].assessment data [information].

Assessment for learning: beyond the black box, Assessment for learning: beyond the black box, Assessment Reform Group (1999)Assessment Reform Group (1999)



The importance of sharingThe importance of sharingobjectives with pupilsobjectives with pupils

Plans should help teachers make clear to pupils:Plans should help teachers make clear to pupils:

lesson objectives lesson objectives (what is taught and learned – what the pupils (what is taught and learned – what the pupils should know, understand, be able to do, or be aware of as a result should know, understand, be able to do, or be aware of as a result of the lesson);of the lesson);

the big picture the big picture (the broad purpose of the lesson, which may (the broad purpose of the lesson, which may directly refer to longer-term objectives/targets and how the lesson directly refer to longer-term objectives/targets and how the lesson links to other lessons).links to other lessons).

Planning lessons OHT 3.2


Writing objectives: useful stemsWriting objectives: useful stems

know that know that … … (knowledg(knowledge: factual information, for example names, e: factual information, for example names, places, symbols, formulae, events);places, symbols, formulae, events);

develop / be able to develop / be able to … … (skill(skills: using knowledge, applying s: using knowledge, applying techniques, analysing information, etc.);techniques, analysing information, etc.);

understand how/why understand how/why … … (understandin(understanding: concepts, reasons, g: concepts, reasons, effects, principles, processes,etc.);effects, principles, processes,etc.);

develop / be aware of develop / be aware of … … (attitudes and value(attitudes and values: empathy, caring, s: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.).sensitivity towards social issues, feelings, moral issues, etc.).

By the end of the lesson pupils will:By the end of the lesson pupils will:

Objectives may also focus on Objectives may also focus on how how pupils learn.pupils learn.



Key elements of good lesson plansKey elements of good lesson plans

Good lesson plans are brief but usually have:Good lesson plans are brief but usually have:

lesson objectives which can be shared with pupils;lesson objectives which can be shared with pupils;

a clear structure for the lesson;a clear structure for the lesson;

brief notes on key questions and teaching points;brief notes on key questions and teaching points;

brief notes on specific activities;brief notes on specific activities;

brief notes relating to needs of individuals or groups (for example, SEN or brief notes relating to needs of individuals or groups (for example, SEN or G&T);G&T);

a note of how any additional support will be used;a note of how any additional support will be used;

reference to subject issues, for example developing vocabulary;reference to subject issues, for example developing vocabulary;

references to relevant resources;references to relevant resources;

an indication of any homework to be set.an indication of any homework to be set.



Questioning Questioning


Importance of questioningImportance of questioning

Questioning is a critical skill for teachers because it is:Questioning is a critical skill for teachers because it is:

the most common form of interaction between teacher and pupil;the most common form of interaction between teacher and pupil;

an element of virtually every type and model of lesson;an element of virtually every type and model of lesson;

a key method of providing appropriate challenge for all pupils;a key method of providing appropriate challenge for all pupils;

an important influence on the extent of progress made;an important influence on the extent of progress made;

the most immediate and accessible way for a teacher to assess learning.the most immediate and accessible way for a teacher to assess learning.

Questioning OHT 4.2


Purposes of questioningPurposes of questioning

To interest, engage and challenge pupilsTo interest, engage and challenge pupils

To check on prior knowledgeTo check on prior knowledge

To stimulate recall and use of existing knowledge and experience in To stimulate recall and use of existing knowledge and experience in order to create new understanding and meaningorder to create new understanding and meaning

To focus thinking on key concepts and issuesTo focus thinking on key concepts and issues

To extend pupils’ thinking from the concrete and factual to the To extend pupils’ thinking from the concrete and factual to the analytical and evaluativeanalytical and evaluative

To lead pupils through a planned sequence which progressively To lead pupils through a planned sequence which progressively establishes key understandingsestablishes key understandings

To promote reasoning, problem solving, evaluation and the To promote reasoning, problem solving, evaluation and the formulation of hypothesesformulation of hypotheses

To promote pupils’ thinking about the way they have learnedTo promote pupils’ thinking about the way they have learned

Questioning OHT 4.3


Pitfalls of questioningPitfalls of questioning

asking too many closed questions;asking too many closed questions;

asking pupils questions to which they can respond with a simple yes asking pupils questions to which they can respond with a simple yes or no answer;or no answer;

asking too many short-answer, recall-based questions;asking too many short-answer, recall-based questions;

asking bogus ‘guess what I’m thinking’ questions;asking bogus ‘guess what I’m thinking’ questions;

starting all questions with the same stem;starting all questions with the same stem;

It is easy to fall into the trap of:It is easy to fall into the trap of:

Questioning OHT 4.4a


pursuing red herrings;pursuing red herrings;

dealing ineffectively with incorrect answers or misconceptions;dealing ineffectively with incorrect answers or misconceptions;

focusing on a small number of pupils and not involving the whole class;focusing on a small number of pupils and not involving the whole class;

making the sequence of questions too rigid;making the sequence of questions too rigid;

not giving pupils time to reflect, or to pose their own questions;not giving pupils time to reflect, or to pose their own questions;

asking questions when another strategy might be more appropriate.asking questions when another strategy might be more appropriate.

Questioning OHT 4.4b

Pitfalls of questioningPitfalls of questioning

It is easy to fall into the trap of:It is easy to fall into the trap of:


Bloom’s taxomony of questioningBloom’s taxomony of questioning

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

Questioning OHT 4.5


Effective questioningEffective questioning

reinforces and revisits the learning objectives;reinforces and revisits the learning objectives;

includes ‘staging’ questions to draw pupils towards key understanding includes ‘staging’ questions to draw pupils towards key understanding or to increase the level of challenge in a lesson as it proceeds;or to increase the level of challenge in a lesson as it proceeds;

involves all pupils;involves all pupils;

engages pupils in thinking for themselves;engages pupils in thinking for themselves;

promotes justification and reasoning;promotes justification and reasoning;

creates an atmosphere of trust where pupils’ opinions and ideas are creates an atmosphere of trust where pupils’ opinions and ideas are valued;valued;

Effective questioning:Effective questioning:

Questioning OHT 4.6a


shows connections between previous and new learning;shows connections between previous and new learning;

encourages pupils to speculate and hypothesise;encourages pupils to speculate and hypothesise;

encourages pupils to ask as well as to ‘receive’ questions;encourages pupils to ask as well as to ‘receive’ questions;

encourages pupils to listen and respond to each other as well as to encourages pupils to listen and respond to each other as well as to the teacher.the teacher.

Questioning OHT 4.6b

Effective questioningEffective questioning

Effective questioning:Effective questioning:


ExplainingExplaining


Types of explanationTypes of explanation

ConceptsConcepts

Similarities and differencesSimilarities and differences

Cause and effectCause and effect

PurposesPurposes

ProcessesProcesses

Explaining OHT 5.2


Characteristics of explanationsCharacteristics of explanations

KeysKeys

The ‘tease’ or hookThe ‘tease’ or hook

Use of voice and bodyUse of voice and body

SignpostsSignposts

PropsProps

HumourHumour

Examples and non-examplesExamples and non-examples

Connections to pupils’ experienceConnections to pupils’ experience

QuestionsQuestions

Explaining OHT 5.3


ModellingModelling


When learning a new skill it helps to:When learning a new skill it helps to:

see somebody do it;see somebody do it;

hear somebody thinking aloud about what they are doing and why;hear somebody thinking aloud about what they are doing and why;

hear somebody explaining what they are doing as they go;hear somebody explaining what they are doing as they go;

be able to ask questions about the process as it is happening;be able to ask questions about the process as it is happening;

slow the process down to look at what is happening and ask questions;slow the process down to look at what is happening and ask questions;

see the process demonstrated visually;see the process demonstrated visually;

make time to discuss what has been done.make time to discuss what has been done.

Modelling OHT 6.2


Why model?Why model?

To show how something is doneTo show how something is done

To make best use of the teacher’s expertiseTo make best use of the teacher’s expertise

To induct pupils into new skills and understandingTo induct pupils into new skills and understanding

To give pupils an insight into the principles and concepts that lie To give pupils an insight into the principles and concepts that lie beneath new skills and techniquesbeneath new skills and techniques

To scaffold learning by supported, structured activityTo scaffold learning by supported, structured activity

To help pupils on the way to independenceTo help pupils on the way to independence

Modelling OHT 6.3


Diamond rankingDiamond ranking

The purpose of ‘diamond ranking’ is to provoke discussion or The purpose of ‘diamond ranking’ is to provoke discussion or reflection about the relative importance of a range of factors. It reflection about the relative importance of a range of factors. It encourages a focus on the single most important factor, then the encourages a focus on the single most important factor, then the next two most important, the next three and so on.next two most important, the next three and so on.

In your group of four, select nine cards and agree on their relative In your group of four, select nine cards and agree on their relative importance. Arrange them as follows:importance. Arrange them as follows:

Most importantMost important

Least importantLeast important

Modelling OHT 6.5


What does effective modelling involve?What does effective modelling involve?

‘‘Thinking aloud’ and being totally explicit about the thinking processThinking aloud’ and being totally explicit about the thinking process

Showing precisely Showing precisely howhow

Making visible and explicit the ‘structure’ of the process, concept or Making visible and explicit the ‘structure’ of the process, concept or knowledgeknowledge

Breaking down the process into a series of manageable stepsBreaking down the process into a series of manageable steps

Encouraging pupils to think for themselves or to ask their own Encouraging pupils to think for themselves or to ask their own questionsquestions

Encouraging pupils to contributeEncouraging pupils to contribute

After modelling, scaffolding the learning through shared or guided After modelling, scaffolding the learning through shared or guided activitiesactivities

Building in time for pupils to reflect on the processBuilding in time for pupils to reflect on the process

Enabling pupils to do it independentlyEnabling pupils to do it independently

Modelling OHT 6.6


StartersStarters


StartersStarters

fulfil a wide range of purposes, in particular using prior knowledge fulfil a wide range of purposes, in particular using prior knowledge to introduce new topics;to introduce new topics;

develop early levels of engagement and motivation;develop early levels of engagement and motivation;

help to get all pupils quickly on task and to inject a sense of pace help to get all pupils quickly on task and to inject a sense of pace and challenge;and challenge;

are an alternative to commencing with a whole-class question-and-are an alternative to commencing with a whole-class question-and-answer routine;answer routine;

Starters OHT 7.2a

Starters:Starters:


create a level of challenge which is dependent upon:create a level of challenge which is dependent upon:

– – prior learning;prior learning;

– – level or order of thinking;level or order of thinking;

– – management of pupil response;management of pupil response;

create an expectation that pupils will think and participate in the lesson;create an expectation that pupils will think and participate in the lesson;

create a climate of interaction and involvement;create a climate of interaction and involvement;

create a sense of purpose in a part of the lesson which can be derailed create a sense of purpose in a part of the lesson which can be derailed by administrative and organisational tasks.by administrative and organisational tasks.

Starters OHT 7.2b

StartersStarters

Starters:Starters:


Overcoming problems with startersOvercoming problems with starters

careful planning and preparation;careful planning and preparation;

establishing a clear focus and dealing decisively with distractions;establishing a clear focus and dealing decisively with distractions;

rigorously adhering to planned timings;rigorously adhering to planned timings;

using a variety of starter activities over time;using a variety of starter activities over time;

using activities and routines which latecomers can quickly assimilate using activities and routines which latecomers can quickly assimilate and join (for example, the initial task in the starter is explained briefly and join (for example, the initial task in the starter is explained briefly on a card which can be picked up and read by each pupil as they on a card which can be picked up and read by each pupil as they enter the classroom even if they arrive late);enter the classroom even if they arrive late);

Starters OHT 7.3a

Problems can be overcome by:Problems can be overcome by:


skilful teacher questioning, coupled with an insistence on thinking time;skilful teacher questioning, coupled with an insistence on thinking time;

providing additional support for some individual pupils (for example, use providing additional support for some individual pupils (for example, use of classroom support);of classroom support);

adding extra challenge for some by, for example, increasing the adding extra challenge for some by, for example, increasing the complexity or sophistication of the activity.complexity or sophistication of the activity.

Starters OHT 7.3b

Overcoming problems with startersOvercoming problems with starters

Problems can be overcome by:Problems can be overcome by:


Some keys to successful startersSome keys to successful starters Plan the starter as a discrete element of the lesson.Plan the starter as a discrete element of the lesson.

Ensure that each element contributes directly to the overall lesson Ensure that each element contributes directly to the overall lesson objectives.objectives.

Choose a type of starter that best meets those lesson objectives.Choose a type of starter that best meets those lesson objectives.

Take account of the range of learning needs of the group.Take account of the range of learning needs of the group.

Plan for the activity to be brief and keep to your planned timings.Plan for the activity to be brief and keep to your planned timings.

Make sure that your starters show progression over time.Make sure that your starters show progression over time.

Keep instructions clear and concise.Keep instructions clear and concise.

Deal with diversions and red herrings decisively.Deal with diversions and red herrings decisively.

Use varied and unusual routines to create motivation.Use varied and unusual routines to create motivation.

Plan for a brief conclusion at the end of the starter to consolidate the gains Plan for a brief conclusion at the end of the starter to consolidate the gains made.made.

Talk to colleagues in other subjects to exchange ideas.Talk to colleagues in other subjects to exchange ideas.

Starters OHT 7.4


PlenariesPlenaries


Characteristics of plenariesCharacteristics of plenaries

Plenaries:Plenaries:

draw together the whole group;draw together the whole group;

summarise and take stock of learning so far;summarise and take stock of learning so far;

consolidate and extend the learning;consolidate and extend the learning;

direct pupils to the next phase of learning;direct pupils to the next phase of learning;

occur at strategic moments in the teaching sequence;occur at strategic moments in the teaching sequence;

often occur at the end of lessons but can occur at other points in often occur at the end of lessons but can occur at other points in the lesson;the lesson;

highlight not only what pupils learn, but how they learn;highlight not only what pupils learn, but how they learn;

help determine the next steps in learning.help determine the next steps in learning.

Plenaries OHT 8.2


Purposes of plenariesPurposes of plenaries

help pupils to crystallise, understand and remember what has help pupils to crystallise, understand and remember what has been learned;been learned;

refer back to the learning objectives;refer back to the learning objectives;

create a sense of achievement, gain and completion;create a sense of achievement, gain and completion;

take stock of where the class has reached in a task or a take stock of where the class has reached in a task or a sequence;sequence;

Plenaries are vital elements of lessons because they fulfil a wide range Plenaries are vital elements of lessons because they fulfil a wide range of purposes. In particular they:of purposes. In particular they:

Plenaries OHT 8.3a


take learning further and deeper;take learning further and deeper;

provide an opportunity for the teacher to assess learning and plan provide an opportunity for the teacher to assess learning and plan accordingly;accordingly;

recognise and value the achievements of individuals and the class;recognise and value the achievements of individuals and the class;

prompt deep thinking by pupils about how they have learned.prompt deep thinking by pupils about how they have learned.

Plenaries OHT 8.3b

Purposes of plenariesPurposes of plenaries

Plenaries are vital elements of lessons because they fulfil a wide range Plenaries are vital elements of lessons because they fulfil a wide range of purposes. In particular they:of purposes. In particular they:


Other uses of plenariesOther uses of plenaries

Plenaries can also help teachers as they seek to:Plenaries can also help teachers as they seek to:

develop and instil a habit of reflection about/on learning;develop and instil a habit of reflection about/on learning;

stimulate interest, curiosity and anticipation about the next phase of stimulate interest, curiosity and anticipation about the next phase of learning;learning;

help pupils to change what they have learned into a form which they can help pupils to change what they have learned into a form which they can communicate;communicate;

draw out applications of what has been learned;draw out applications of what has been learned;

highlight and change misconceptions which have developed;highlight and change misconceptions which have developed;

highlight progress made and revise personal or group targets;highlight progress made and revise personal or group targets;

develop assessment for learning;develop assessment for learning;

help develop pupils’ perception of themselves as learners.help develop pupils’ perception of themselves as learners.

Plenaries OHT 8.4


ChallengeChallenge


Key aspects of challengeKey aspects of challenge

Challenge is a prerequisite of learning.Challenge is a prerequisite of learning.

Getting the level of challenge right is crucial.Getting the level of challenge right is crucial.

Self-confidence and self-belief are necessary to meet learning challenges.Self-confidence and self-belief are necessary to meet learning challenges.

Challenge needs to be realistic.Challenge needs to be realistic.

Challenge in classrooms needs to be anxiety-free.Challenge in classrooms needs to be anxiety-free.

Mistakes need to be accepted as an important part of learning.Mistakes need to be accepted as an important part of learning. Effective learners take risks.Effective learners take risks. The higher the motivation, the higher the tolerance of frustration during learning.The higher the motivation, the higher the tolerance of frustration during learning. Success depends upon receiving support when it is needed.Success depends upon receiving support when it is needed. Support should encourage independence in the learner.Support should encourage independence in the learner.

Challenge OHT 9.2


Increasing the level of challengeIncreasing the level of challenge

Expect greater independence.Expect greater independence.

Increase pace.Increase pace.

Encourage metacognition and self-review.Encourage metacognition and self-review.

Increase proportion of higher-order questions.Increase proportion of higher-order questions.

Widen the range of sources used by learners.Widen the range of sources used by learners.

Introduce texts of greater density and abstraction.Introduce texts of greater density and abstraction.

Demand greater precision in language.Demand greater precision in language.

Expect pupils to justify answers.Expect pupils to justify answers.

Provide more opportunities to transform and apply new ideas.Provide more opportunities to transform and apply new ideas.

Provide more open-ended, problem-solving tasks.Provide more open-ended, problem-solving tasks.

Challenge OHT 9.3


Making challenging tasks achievableMaking challenging tasks achievable

Affirm success and effort.Affirm success and effort.

Prompt reflection on learning strategies.Prompt reflection on learning strategies.

Encourage risk taking.Encourage risk taking.

Set high expectations.Set high expectations.

Use targets and goals based on prior attainment.Use targets and goals based on prior attainment.

Use rewards to build learning stamina.Use rewards to build learning stamina.

Break challenge down into small, achievable steps.Break challenge down into small, achievable steps.

Monitor progress and intervene early.Monitor progress and intervene early.

Provide feedback.Provide feedback.

Challenge OHT 9.4


EngagementEngagement


When are pupils more likely toWhen are pupils more likely tobe engaged in their work?be engaged in their work?

they are clear about its purpose because the work has been well they are clear about its purpose because the work has been well explained;explained;

the work builds on their prior attainment; they are able to do the work but the work builds on their prior attainment; they are able to do the work but find it challenging;find it challenging;

they are emotionally, physically and intellectually involved by the tasks set;they are emotionally, physically and intellectually involved by the tasks set;

the presentation, variety and structure of the work and activities generate the presentation, variety and structure of the work and activities generate curiosity and interest;curiosity and interest;

they have opportunities to ask questions and try out ideas;they have opportunities to ask questions and try out ideas;

they can see what they have achieved and how they have made progress;they can see what they have achieved and how they have made progress;

they get a feeling of satisfaction and enjoyment from the work.they get a feeling of satisfaction and enjoyment from the work.

Pupils are more likely to be engaged in their work when:Pupils are more likely to be engaged in their work when:

Engagement OHT 10.4


Approaches to improvingApproaches to improvinglevels of engagementlevels of engagement

the physical state of the pupil;the physical state of the pupil;

the emotional state of the pupil;the emotional state of the pupil;

the learning style of the pupil;the learning style of the pupil;

the pupil's prior attainment and knowledge.the pupil's prior attainment and knowledge.

To create an effective climate for learning, we need To create an effective climate for learning, we need to think about:to think about:

Engagement OHT 10.5


Principles for teaching thinkingPrinciples for teaching thinking


What is outstanding performance?What is outstanding performance?Some common responsesSome common responses Seeing patterns in dataSeeing patterns in data Making links with other topics or areasMaking links with other topics or areas Thinking laterallyThinking laterally Being creativeBeing creative GeneralisingGeneralising Solving problemsSolving problems Checking and refining solutionsChecking and refining solutions Seeing different viewpointsSeeing different viewpoints Using existing knowledgeUsing existing knowledge Knowing a lotKnowing a lot Having a good memoryHaving a good memory Fast processing of informationFast processing of information Working with othersWorking with others

Principles for teaching thinking OHT 11.3


Thinking togetherThinking together


What kind of talk do we want?What kind of talk do we want?

When you ask pupils to work and talk together, what sort of talk do When you ask pupils to work and talk together, what sort of talk do you wish to take place?you wish to take place?

If you had to compile a list of up to five rules that pupils should follow If you had to compile a list of up to five rules that pupils should follow in order to talk together effectively, what would your rules be?in order to talk together effectively, what would your rules be?

Thinking together OHT 12.5


Exploratory talkExploratory talk

In exploratory talk:In exploratory talk:

pupils and teachers engage critically but constructively with each pupils and teachers engage critically but constructively with each other’s ideas;other’s ideas;

contributions build on previous comments;contributions build on previous comments;

relevant information is offered for joint consideration;relevant information is offered for joint consideration;

there is speculation;there is speculation;

pupils give reasons for their views and seek them from others;pupils give reasons for their views and seek them from others;

Thinking together OHT 12.6a


‘‘It is an effective way of using language to think …the process of It is an effective way of using language to think …the process of education should ensure that every child is aware of its value and be education should ensure that every child is aware of its value and be able to use it effectively …able to use it effectively …

However, observational research evidence suggests that very little of it However, observational research evidence suggests that very little of it naturally occurs in classrooms when children work together in groups.’naturally occurs in classrooms when children work together in groups.’

Mercer, N. (2000)Mercer, N. (2000)

reasoning is visible in the talk.reasoning is visible in the talk.

Thinking together OHT 12.6b

Exploratory talkExploratory talk


Ground rules for talkGround rules for talk

Everyone should:Everyone should:

be actively encouraged to contribute;be actively encouraged to contribute;

offer opinions and ideas;offer opinions and ideas;

provide reasons for their opinions and ideas;provide reasons for their opinions and ideas;

share all relevant information;share all relevant information;

feel free to disagree if they have a good reason;feel free to disagree if they have a good reason;

ask other people for information and reasons;ask other people for information and reasons;

treat other people’s ideas with respect;treat other people’s ideas with respect;

try to come to an agreement; try to come to an agreement;

and …and …

change their minds if they are persuaded by good reasoning.change their minds if they are persuaded by good reasoning.



Using ground rules for talkUsing ground rules for talk

Should pupils be taught how to talk together effectively in your Should pupils be taught how to talk together effectively in your school?school?

Why / why not?Why / why not?

If so, when and how?If so, when and how?

– – In Year 7 or later?In Year 7 or later?

– – As a ‘stand alone’ activity or as part of subject teaching?As a ‘stand alone’ activity or as part of subject teaching?

What difficulties would there be in trying to pursue this?What difficulties would there be in trying to pursue this?

How could these be addressed?How could these be addressed?



ReflectionReflection


The importance of reflectionThe importance of reflection

Reflecting on learning helps thinking and learning.Reflecting on learning helps thinking and learning.

Reflection is particularly important when tackling challenging tasks.Reflection is particularly important when tackling challenging tasks.

Thinking about learning is hard without words.Thinking about learning is hard without words.

Opportunities for reflection need to be planned.Opportunities for reflection need to be planned.

Reflection promotes skills needed both for tests and for meeting Reflection promotes skills needed both for tests and for meeting challenges in everyday life.challenges in everyday life.

Reflections OHT 13.2


Advantages of awareness of learningAdvantages of awareness of learning

Independent learning requires the learner to be able to monitor and Independent learning requires the learner to be able to monitor and regulate their learning.regulate their learning.

Knowing more about learning makes it less of a mystery and affects Knowing more about learning makes it less of a mystery and affects confidence and self-esteem.confidence and self-esteem.

Reflection helps generalising about learning.Reflection helps generalising about learning.

Generalising helps to transfer learning and helps pupils to make Generalising helps to transfer learning and helps pupils to make connections between subjects.connections between subjects.

Reflections OHT 13.3


Identify thinking words for your subject, which are appropriate for Identify thinking words for your subject, which are appropriate for your pupils.your pupils.

Display some thinking words on A4 pieces of paper, complete with Display some thinking words on A4 pieces of paper, complete with definitions, and, after a suitable activity, allow pupils to choose definitions, and, after a suitable activity, allow pupils to choose words which match their mental processes.words which match their mental processes.

Plan opportunities to develop the use of these words in plenaries.Plan opportunities to develop the use of these words in plenaries.

Identifying and using thinking wordsIdentifying and using thinking words

Reflections OHT 13.4a

Developing reflection and metacognitionDeveloping reflection and metacognition


Developing reflection and metacognitionDeveloping reflection and metacognition

Model some thinking processes and label your mental processes for Model some thinking processes and label your mental processes for pupils.pupils.

Encourage pupils to think and talk about thinking processes and strategies Encourage pupils to think and talk about thinking processes and strategies they might use before they tackle a problem.they might use before they tackle a problem.

Encourage them to identify occasions when they use particular processes Encourage them to identify occasions when they use particular processes out of school.out of school.

Give pupils opportunities to think and talk about their work in small groups Give pupils opportunities to think and talk about their work in small groups before they are asked to contribute to whole-class discussion.before they are asked to contribute to whole-class discussion.

Give pupils learning logs to record their thoughts on what and how they Give pupils learning logs to record their thoughts on what and how they have learned.have learned.

Reflections OHT 13.4b

Key Stage 3 National Strategy Assessment for learning in everyday lessons.

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Transcript of Key Stage 3 National Strategy Assessment for learning in everyday lessons.