#### Transcript Top 10 AFL Strategies

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... Think, Pair, Share • Pose an opened ended question or problem to which there may be a variety of answers. • THINK: Allow ‘thinking time’ and direct them to think about the question. • PAIR: Students then work in pairs to share ideas, discuss, clarify and challenge. • SHARE: Share ideas with another pair or with whole class • It is important that students need to be able to share their own partner’s ideas as well as their own. • Peer interaction and thinking time are powerful factors in improving responses to questions. Numbered heads together • 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 • 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 If you can’t afford active vote or get hold of active vote this is a cheaper alternative! N 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? 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. 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 • Sort of – half way there... • I don’t get it • I get it Check class understanding of what you are teaching by asking them to show their thumbs. Post it 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