24/03/2016
WIN
The toolkit
24/03/2016
• This is a work in progress so slide numbers may change.
Hyperlinks will therefore be added later.
• Please feel free to add any ideas of your own. If you do this
then please cover the ‘WIN’ footer with your own teacher code.
That way, if anyone has any questions they will know who to ask.
• There are resources available for assessing individual pupils,
small groups and whole class activities. The last few slides give
hints and tips to support peer assessment activities.
• For each activity there is a teacher slide with the instructions
on. The following student slide(s) contain the visual prompts
which will be needed in the lesson.
• Please trial the activities and let me have feedback regarding
how things go.
WIN
24/03/2016
Small Groups
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Whole class
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Information hunt.
The mantle of an expert.
Memory board.
Spotlight.
Stepping stones.
Beachball.
Splat.
Small child approach.
The grilling.
Question frame.
The blob tree.
WIN
24/03/2016
Information hunt (teacher)
• Each student is supplied with a fact finder sheet.
This could be a list of questions which need to be
answered.
• They could also be supplied with a ‘hunter map’ of the
classroom / school to show where to find the
information.
• Different sources should be offered to answer a
series of small questions on the fact finder sheet (cd
roms, practical activities, books, posters,
photographs etc).
• A ‘big question’ should bring together everything
learned at the end of the lesson / activity.
WIN
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Information hunt (student)
• Your small questions are:
• The big question is:
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Mantle of an expert
(teacher)
24/03/2016
• At the start of a new topic, share the learning
objective along with the ‘big picture’ of what will be
tackled.
• Think, pair, share what they already know.
• Ask a volunteer to come out to the front and share
what they already know. The volunteer needs to wear
a garment to show their expertise. This could be a
wizard’s cloak for younger pupils.
• The class asks the volunteer question (they have the
right to say ‘pass’ if they wish).
• Another volunteer add anything new.
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Mantle of an expert
(student)
24/03/2016
Share
Pair
Think
Pair
• You have 1 minute individual thinking time.
• Now you have 2 minutes to discuss ideas in pairs.
• Now you have 3 minutes to work in larger
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groups.
Mantle of an expert (student) cont…
Who feels like an expert?
• In one minute you will be asked to question X.
• X has the right to say pass if they wish.
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Memory board (teacher)
24/03/2016
• Present a dozen or more technical terms on the IWB.
• Give the students one minute to remember the terms.
• After 2 minutes remove the words and ask the
student to write down as many words as they can
remember. Ask them to define the words if they can.
• Award one point for each word remembered and
another two for every good definition written. This
could be marked or peer assessed.
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Memory board (student)
Key word
Key word
Key word
Key word
Key word
Key word
Key word
Key word
Key word
Key word
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Key word
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Key word
You have two minutes to try to remember as many words as you can.
Memory board (student)
cont….
24/03/2016
• You have one minute to write as many words
as you can. Leave two lines in between each
word.
• You now have three more minutes. I want you
to write definitions for as many words as you
can.
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Spotlight (teacher)
24/03/2016
• One volunteer comes to the front and sits in the
teacher’s chair.
• The teacher asks the volunteer ten questions and
they answer each out loud.
• The rest of the class listens and decides whether
each answer was correct or not. They note down √ /
X in the back of their books for each question
number.
• The volunteer is applauded and returns to their seat.
The teacher then runs through each question and
what each class member thought.
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Spotlight (student)
24/03/2016
• Who will come sit in my chair and answer 5 questions?
• For each answer given, I want the rest of you to write
either √ / X in the back of your books for each
question number.
• Now what did you all think for each question, thumbs
up of down?
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Stepping stones (teacher)
• In the centre of the room place flash cards with
various key terms on them. Try to lay them in a
logical order so that they can be liked together.
• Ask a volunteer to stand on ‘stone’ number one.
• They need to define word one to start.
• Now they need to try to link word one and two
together so that they can move forward onto the
next ‘stone’.
• Demonstrate this if necessary- they will find this
hard.
• Another class member could come and help if
necessary.
• The aim is to step on all of the ‘stones’.
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Stepping stones (student)
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• The aim is to step on all of the stones in order.
• To be able to step on the stone you need to use its
key word in a sentence.
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Beachball (teacher)
24/03/2016
• You will need a beach ball with a different colour on
each segment.
• Write the colour on each sticker to help those who
are colour blind.
• The colours needed are:
• Blue, green, orange, purple, red and yellow.
• The ball is thrown to individuals.
• The colour facing them when they catch the ball
determines their statement.
• After catching, the student reads aloud the
statement and completes it.
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Beachball (student)
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Today I have
learnt that…..
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The most important
thing I learned
today is…..
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One thing I need to
remember from
today’s lesson is
that…..
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The thing I enjoyed
most today was……..
because…..
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The new key word
……..
Was used today.
It means…
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Before this lesson I
knew…..
Now I also know…..
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Today I have
learnt that…..
When I saw the
equipment I
expected……..
The most24/03/2016
important
thing I learned today
is…..
But in fact…..
Before this lesson I
knew…..
Now I also know…..
If I did the experiment
again I would improve it
by….
Plenary placemat
A new piece of equipment I used
today was called a .……
The new key
word …….. Was
used today. It
means…
My results showed
me ….
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I can now
explain to
somebody else
about ….
One thing I need to
remember from
today’s lesson is
that…..
The thing I
enjoyed most
today was……..
because…..
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If I did the
experiment again I
would improve it
by….
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A new piece of equipment I used
today was called a .……
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My results showed me
….
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I worked safely today by ……
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I made sure my
experiment was
fair by…
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I made sure that my
readings were
accurate by…
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Splat (teacher)
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• Write key words all over the board in
different positions.
• Freeze the IWB
• Ask two volunteers to stand on either side of
the board.
• Read statements aloud which link with each
word. The first student to splat their hand
over the correct word scores one point.
• Continue until all of the words have been used.
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Splat (student)
Key word
Key word
Key word
Key word
Key word
Key word
Key word
Key word
Key word
Key word
Key word
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Key word
Small child approach
(teacher)
24/03/2016
• Try to choose someone who often loses marks
because their answers lack detail.
• Ask a starter question to an individual.
• Advance the slide show. Why? Will appear
several times.
• This will encourage the volunteer to add more
detail to their answers.
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Small child approach (student)
24/03/2016
Starter Question:
Why?
Why?
Why?
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Why?
Why?
The grilling (teacher)
24/03/2016
• This is the same approach as the ‘small child’
and should target the same type of children.
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The grilling (student)
24/03/2016
Starter Question:
Why?
What?
Who?
When?
How?
Which?
Why?
What?
Who?
When?
How?
Which?
Why?
What?
Who?
When?
How?
Which?
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Why?
What?
Who?
When?
How?
Which?
Why?
What?
Who?
When?
How?
Which?
Question frame
24/03/2016
• Use a visual / auditory prompt.
• Students fill in as much of the question frame
as they can.
• Ideas are then shared and misconceptions
tackled.
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What?
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When?
Where?
Which?
Who?
Why?
How?
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The blob tree (teacher)
24/03/2016
• The blob tree is useful as a part 4 tool.
• Ask volunteers to come to the front and point
to the blob man which best represents
themselves.
• Make it clear that they choose based on their
learning in that particular lesson. ‘The closer
to the top, the more successful you think you
are’.
• Also make it clear that you want a reason for
their choice.
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The blob tree (teacher)
Which blob
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man best
represents
your learning
in today’s
lesson. The
closer to the
top you are,
the more
confident you
feel.
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If you are
him then you
know
everything!
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Whole class
Individuals
Whilst completing group work, the teacher has a perfect opportunity to listen
in. Note down groups with misconceptions and also good ideas. Cognitive
conflict can then be initiated and those misconceptions can be addressed.
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Children who are usually quiet can be grouped together so that you can ear wig!
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Beat the teacher
Conversion
Jigsaw
Circus time
Filtering
Market place
On tour
Question time
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24/03/2016
Beat the teacher (teacher)
• Show / demonstrate something. Make
deliberate mistakes.
• Give the students 3 minutes to work in a
group and write down as many mistakes as
they can.
• The group with the biggest list can then
demonstrate the activity without any
mistakes.
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24/03/2016
Beat the teacher (student)
• Watch carefully…
• I just made lots of mistakes!
• Work together and write down as many mistakes as
you can (you have 3 minutes)
• Who has the most?
• Now come to the front and demonstrate the correct
way to do things.
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Conversion (teacher)
24/03/2016
• The class is given material (eg a page from a
revsion guide, a web site, a piece of writing, a
video clip etc).
• Each group is then asks to convert the
information into another form.
• Forms include:
• Mind maps, flow diagrams, a storyboard,
graphs, venn diagrams, bullet points.
• This process can also wotk in reverse.
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Conversion (student)
24/03/2016
• Each group is going to receive information.
• I want you to convert this information into
another form.
• Form which you can use include:
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Mind maps
Main idea
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Flow diagrams
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Storyboards
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Graphs
100
80
60
East
40
West
20
North
0
1st
2nd
3rd
4th
Qtr
Qtr
Qtr
Qtr
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Venn diagrams
Another
idea
One
idea
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Any links
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Jigsaw (teacher)
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• Split the class into five groups and give each member
a piece of the same coloured card.
• You need a black, green, pink, blue and yellow group.
• Give each group different information (photocopies,
cd roms, posters, photographs etc)
• Give the group 4 mins to study and discuss the
information.
• Now split the groups and send them to join new ones.
• The new groups need to contain ‘one member of each
colour’ so the group gets a full set of information.
• Give the groups 10 mins to share all of their info.
• Each group could then complete a big question to
judge their understanding.
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Jigsaw (student)
24/03/2016
• Each of you has a different colour card.
• You need to collect the correct information
from the front and sit with other people who
have the same colour card as you.
• You will be given 4 minutes to read and
discuss the information in your group.
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Jigsaw cont…
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• Now sit in groups so that you have at least one person
of each card colour
• 1 black
• 1 green
• 1 pink
• 1 yellow
• 1 blue
• You now have ten minutes to discuss each piece of
information. The contributor should explain their
piece and highlight important facts.
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Circus time (teacher)
24/03/2016
• Design a number of tasks pertinent to the topic. They could
include watching a video, listening to a cd, an internet exercise,
reading, writing, completing a practical etc.
• Set the activities out in different areas of the room. Try to
have enough activities to avoid overcrowding.
• Split the class into small groups. Show the students the location
of the activities. Tell them that they can move on whenever
they are ready to any empty station.
• Groups begin. They can record their learning on a pre-prepared
record sheet. There could be matching questions for each
station.
• Each station can be discussed in turn to sum up what should have
been learned.
• A ‘big question’ can then be introduced for part 4.
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Circus time (student)
24/03/2016
• There are several stations around the room.
They include…
• In your groups, visit each stations and try to
answer the matching questions. As soon as
you have finished you can move on to any
station.
• What have we all found out?
• The big question is…
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Filtering (teacher)
24/03/2016
• Students work in small groups or pairs. They are
given a piece of information and asked to draw out
the ten most important words.
• When a group is ready, they come to the front and
use the IWB pens to write one of their words above
the filter funnel.
• Other groups then add to the words.
• No duplication is allowed.
• Teacher discussion elicits which words the class feels
are the most important and these are then defined.
•
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Filtering (student)
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Market place (teacher)
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• Students work in groups of 3. Each group is given
different information. The group also has display
materials.
• Each group converts the resource material into a
visual display. The poster can contain no more than 10
words so students need to present information in a
range of ways. Allocate 15 mins to do this.
• One member of each group has to stay with the
poster and be the ‘stall holder’ This person explains
the poster to any visitors. Allocate 10 mins to roaming
for information.
• Original groups now come back together and the
‘roamers’ now disseminate to the ‘stall holder’
• Some sort of assessment activity now follows.
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Market place (student)
24/03/2016
• You are working in groups of three.
• Each group has different information.
• You have 15 minutes to summarise your
information as a poster. The poster cannot
contain more than 10 words
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Market place cont…
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• One group member needs to stay with the
poster (the stall holder)
• The other two are going to visit other
posters.
• The stall holders must explain their posters
and answer any questions.
• ‘Roamers’ must pay attention and take in as
much information as possible.
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Market place cont…
24/03/2016
• Now return to your original groups.
• ‘Roamers,’ it is your job now to feedback to
the ‘stall holder’.
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On tour (teacher)
24/03/2016
• Print out (on separate sheets) a number of open questions which
require long answers. These could be past exam questions. Have
more questions available than groups to avoid congestion. You
will need a markscheme for each question later.
• Students work in pairs. They answer the question on sugar
paper and should aim to get full marks. Once finished, they
move on to another question.
• Each group then moves to another question. They add to other
groups contributions to make them better.
• This process is repeated several times.
• When the time is up, groups return to their original question and
mark it using a mark scheme.
• Part four could be to collect responses in and mark them
together
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On tour (student)
24/03/2016
• Each group has a question in front of them.
Written near the question is how many mark
it is worth. Take the number of marks into
account and write the best answer that you
can on sugar paper.
• As soon as you have finished you can move
onto another vacant question and start that
one. If someone has already attempted the
question then I want you to try to improve
their answer.
• We will continue to do this for 20 mins.
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Question time (teacher)
24/03/2016
• This is a good activity to use at the beginning of a
new topic.
• Have a number of prompts around the room. They
should all be low / no text. Items could include
photos, artefacts, diagrams, posters, maps etc.
• Students work in pairs and move from one prompt to
the next. For each prompt, they think of a question
which they would like answered.
• After seeing all of the prompts and writing their
questions, group all gather to form a large circle.
• The teacher elicits questions for each prompt and
anyone can respond with an answer.
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Question time (student)
24/03/2016
• There are X objects around the room.
• I want you to look at each one.
• Whilst there I want you to write down any
questions which you have about the object.
Write these questions down.
• Once you have finished writing you can move
on to any object which is vacant.
• You have 15mins to do this.
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Question time cont…
24/03/2016
• Time is up
• Now everyone move to stand in a large circle.
• Who has a question about this item?
• Can anyone answer?
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24/03/2016
Individuals
Small Groups
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Contents
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Traffic light cards
Thumbometer
Agreement circles
Verbal football
Know, knew, would like to know.
Mini white boards
Post its
A&D statements
Annotated drawings
Commit and toss
Concept mapping
Headless chickens?
Human Scatterplot
RERUN
KWIP
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24/03/2016
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Traffic light cards (teacher)
• Each child has a card with a green, red and
orange (amber) area.
• The teachers reads statements aloud.
• The children show green for true, red for
false and amber if they don’t know.
• Write the colour on each card for students
who are colour blind.
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Traffic light cards
(students)
True
False
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I don’t
know
Thumbometer (teacher)
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•
•
•
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Same principle as the traffic light cards but:
Thumbs up = true
Thumbs down = false
Thumb side ways = I don’t know.
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Thumbometer (student)
It’s true
I don’t know
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It’s false
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Agreement circles (teacher)
• Ask the class to form a circle (or a line if a
circle will not fit)
• The teacher reads statements aloud and the
class moves to show their opinion.
• In the circle = true
• Out of the circle = false
• Sat down = I don’t know
• Most children will be too lazy to sit downthey will therefore be encouraged to have an
opinion.
WIN
24/03/2016
Agreement circles (student)
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Verbal football (teacher)
24/03/2016
• This is not the best assessment tool- I just thought it was fun!
• The class is split into two teams
• The ‘training’ session involves each team trying to learn specific
information (10 mins, use the timer)
• Toss a coin to decide which team goes first.
• The team with kick off receives the first question from the
teacher. They have 5 seconds to respond and any team member
can answer.
• A correct answer results in maintained possession and progress
up the pitch (use the IWB pens)
• An incorrect answer results in loss of possession and the other
team gets a question.
• 3 passes forward = a goal.
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Verbal football (student)
24/03/2016
• You are going to be split into two teams.
• I will toss a coin to see who goes first.
• I will ask a question and any team member can
answer.
• Correct answers move you up the pitch.
• The pitch centre is 3 correct answers
(passes) from the goal.
• The team with the most goals will win a prize.
WIN
The pitch
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24/03/2016
Know, Knew… (teacher)
• This is good as a plenary activity.
• Children write their responses in their
exercise book.
• You can ask them to share their responses
after writing time.
• Marking their books will show their
understanding.
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Know, Knew… (student)
At the beginning of the lesson
Now
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Mini white boards (teacher)
• Each child has a mini white board, pen and a wiper.
• The teacher asks mainly closed / short answer
questions. Visual prompts can be put on the IWB
• Students write their responses on their board (allow
5 seconds to do this).
• Students hold up their responses.
• You can ask them to keep a record of their own score
in the bottom right corner of the board.
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Mini white boards (student).
Writing time
Hold up your
board now
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Writing time
Hold up your
board now
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Writing time
Hold up your
board now
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Writing time
Hold up your
board now
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Writing time
Hold up your
board now
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Writing time
Hold up your
board now
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24/03/2016
Writing time
Hold up your
board now
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24/03/2016
Writing time
Hold up your
board now
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24/03/2016
Writing time
Hold up your
board now
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24/03/2016
Writing time
Hold up your
board now
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Post it (teacher)
24/03/2016
• Use a prompt at the start of a lesson / topic (this could be a
picture, short video clip, radio clip or just a key word)
• Give each student a post it note and ask them to write as much
as they can about the subject.
• Ask them to also put their initials in the bottom right corner of
the note.
• After 3 minutes, ask the class to bring their post it to the front
and stick it in the appropriate area of the next slide.
REMEMBER TO FREEZE THE BOARD.
• Quickly run through the responses and tackle misconceptions
now if possible.
• At the end of the lesson / topic ask the students to draw the
idea bubbles in their books.
• The post its can be stuck into the ‘what I knew’ section. They
can then summarise ‘what they now know’ and this can be
marked.
• The arrows encourage reflection on how they learned.
Photographing activities and showing this as a slide show with
music will help them to remember how they learned.
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• They can then share ‘how I learned’
with the rest of the class.
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How I learned new things
How I learned new things
How I learned new things
How I learned new things
How I learned new things
How I learned new things
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A&D statements (teacher)
• Supply the students with a number of
statements. Ask them to respond with either
A / D for agree / disagree.
• Students should then be encouraged to think
about how they could get more information to
back up their decision.
• This is a good method to use at the beginning
of a topic to elicit what they already know.
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24/03/2016
A&D statements (student)
Statement
How can you find out?
1) e.g. ‘All magnets have
two poles’.
AGREE
DISAGREE
2)
AGREE
3)
DISAGREE
AGREE
DISAGREE
WIN
24/03/2016
Annotated drawings (teacher)
• Choose an idea which is central to the topic
which you are teaching.
• Ask the students to draw, label and briefly
describe each part. Give time limits for this
or some children will not annotate their
pictures.
• You can use the acronym MTV- ‘make thinking
visible’.
WIN
24/03/2016
Annotated drawings (student)
• Make thinking visible!
• I want you to draw me a picture to represent
• __________________________________
• To include as much information as possible I want you
to draw, label and briefly describe the parts of your
picture.
• You will only have 10 minutes for the drawing part.
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Commit and toss (teacher)
24/03/2016
• This is a good way to highlight class misconceptions.
It will not tell you who has the misconceptions. It
does however encourage the children to make their
ideas known without the possibility of looking stupid.
• The teacher starts with a question.
• Each of the students writes their answer on a small
piece of paper.
• When prompted they scrumple up their note and
throw it at the target.
• Each student then picks someone else’s scrumpled
ball.
• The teacher selects individuals to read out their
answers.
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Commit and toss (student)
24/03/2016
• Your question is:
Jhgvablkcjsh;oivhaw;ofhliawuhfliugwlfguklwgefl
• Write your answer on your small piece of
paper. Don’t worry about writing something
wrong- nobody will know!
• Now scrumple your paper up.
• After three, throw your paper at this target.
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Commit and toss (student)
cont…
• Now pick up any scrumpled ball and return to your
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seats.
24/03/2016
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Concept mapping (teacher)
• Concept mapping is similar to mind mapping. It is
however harder for the children but gives you more
information.
• A concept map has 4 rules:
• 1) The main idea goes in the centre of the paper.
• 2) The less important an idea, the closer it goes to
the edge of the paper.
• 3) Every arrow has the reason for the link written
beside it.
• 4) Links between ideas should be promoted as they
show more understanding.
• Use the Simpsons slide as an example of a concept
map and then introduce the rules and your main title.
WIN
24/03/2016
Dad is
The Simpsons
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24/03/2016
Concept mapping (student)
• The 4 rules are:
• 1) The main idea goes in the centre of the
paper.
• 2) The less important an idea, the closer it
goes to the edge of the paper.
• 3) Every arrow has the reason for the link
written beside it.
• 4) Links between ideas should be present if
you can find any.
WIN
24/03/2016
Headless chickens (teacher)
• Create a list of ten closed questions for your
topic.
• Write / print the possible answers out onto
A4 flash cards.
• Stick these answers around the room in
various places.
• Students move to the answer which they
think is correct.
WIN
24/03/2016
Headless chickens! (student)
• I am going to ask you 10 questions.
• The answers to these questions have been
stuck on the wall around the room.
• You have one minute to look at all of the
available answers- remember, there are ten!
• Your time starts now!
WIN
Headless chickens (student)
cont…
24/03/2016
• For each of my questions, I want you to move
and stand under the answer which you think is
correct.
WIN
24/03/2016
Human scatterplot (teacher)
• Stick the available labels on the wall of the
classroom as shown.
WIN
Confident
Not
Confident
24/03/2016
WIN
24/03/2016
WIN
24/03/2016
WIN
24/03/2016
WIN
24/03/2016
WIN
Human scartterplot
(teacher) cont…
24/03/2016
• Display questions on the board with a multiple
choice of answers (A, B / C).
• For each question, the students need to stand
opposite their choice (A, B / C) and on a
spectrum of how confident.
WIN
24/03/2016
Human scatterplot (student)
•
•
•
•
•
•
•
Around the room you can all see
A
B
C
I’m confident
I’m not confident
For each of the following questions I want you to
stand in line with A,B / C and whether you are
confident or not.
• For instance, if I thought the A is the correct answer
but I’m not very confident about this- I would stand
here.
WIN
RERUN (teacher)
•
•
•
•
•
24/03/2016
Recall
Explain
Results
Uncertainties
New Learnings
• Students complete a rerun after a practical
activity. Use the students slide to explain
what you want them to write about.
WIN
RERUN (student)
24/03/2016
• Recall: what you did in the lab.
• Explain: why you did the experiment.
• Results: describe your results and what they
might tell you.
• Uncertainties: describe any results which you
are uncertain about.
• New Learnings: write at least two new things
which you have learned from the experiment.
WIN
KWIP (teacher)
24/03/2016
• KWIP stands for ‘Key Words Inventory Probe’
• Think of 12 key words for your current topic.
• Display them on the student chart and ask
the students to either tick their response
with an IWB pen or stick a post – it in the
correct place (remember to freeze the
board).
WIN
KWIP (student)
24/03/2016
• I am going to display 12 key words. For each
one I want you to show me how confident you
are with the meaning of the word. You will
show me by:
A tally here shows that you don’t
know hat the word means
KEY WORD
A tally here shows that you
do know what the word means
WIN
KWIP (student)
24/03/2016
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
KEY WORD
WIN
24/03/2016
WIN
What materials will be needed?
24/03/2016
Each pupil will need
access to:
The peer’s
work
A hierarchical
list of pupil
speak success
criteria
Ideas for
targets for
improvement
WIN
Visual access to
exemplar work
Thinking / Reading Time
24/03/2016
• Thinking and reading time must be
incorporated into the lesson.
• Any peer assessment of written content
should begin with time to read the work.
Pupils can then question the author if there
are any issues.
WIN
Success Criteria
24/03/2016
• Any written success criteria need to be in ‘pupil
speak’
• Model success criteria through exemplar materials.
• Scan or photocopy previous work to model ‘what we
are looking for.’
• Identify where the exemplar work has matched /
failed to match the success criteria.
WIN
Setting targets for
improvement.
24/03/2016
• Most pupils can form targets using the pupil
speak success criteria…
• However… they will find it difficult to focus
on a skills based target.
• A list of examples which they can copy / edit
will help.
WIN
24/03/2016
• Follow up class work / homework needs to
allow time to respond to the targets
allocated.
WIN