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encourage students to resubmit work in GC to improve on their work after giving them feedback

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encourage students to resubmit work in GC to improve on their work after giving them feedback

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Room 1: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 1: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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- Collect common errors, go through them together as a group.
- Take the misconceptions / errors to plan for further lessons.
- Make a presentation of common errors as a reference point for a particular class group.
- Tool for sharing answers: Answer Garden
- Reflection tool at the end of a test/assessment, what was easier, what was harder, what do I need to work on?

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Room 2: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 2: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 3: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 3: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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- Use a stamp: I can, I could, I should, I will...
- Sentences written with errors, find the errors / audio with errors
- Teacher reads a short piece and lists how many spoken errors there are. Student finds them

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Room 4: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 4: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 5: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 5: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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After a written piece, giving examples of student's work, we correct it together as a class. Builds student confidence.

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Room 6: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 6: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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planning-building on previous knowledge eg KWL strategy-Food- whiteboard -from pairwork-write what you already know/what youd like to cover...group topics to cover next class. After sthg new direct questioning or recap from students in their own language...timer before last 15 mins to wrap up and recap on learning intentions and success criteria-map varied feedback on the board/post-its on their desk with feedback-anonymous or not to put on board when leaving-works v well for shy students, no pressure. .......mindmap on board at start of class detailing feedback on board from students of what they already know and build on that. question students in advance of reading a text eg what do you think this is about/ what words do you already know about this topic-build on that . another strategy eg introducing food ....calling the role they all mention a different vegetable instead of their name...next day they say i like etc and building daily to make sentences in the end. pieces of paper-note a word that stood out in the class..throw the paper in the air and they collect it and quiz each other on the words.... also students like assessing other classes written work...eg pre recorded voice overs on weather reports esp for shy students...they assess each others production.....depends on tech available in the school-create a padlet for cba to collaborate .....

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Room 7: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 7: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 8: Discuss approaches that can move student learning forward.

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Room 8: Discuss approaches that can move student learning forward.

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- Focus on their interests to drive engagement
- Areas they can relate to - relevant to their lives
- Focus on and build on their strengths
- Link in the cultural aspect for interest - added authenticity & drama / role play
- Learning the language for life (life skill)
- Video themselves using the language in life (shopping in Dunnes)
- Using student material as a resource in class (student videos of oral communication)
- Using recordings to self monitor their progress and implement feedback
- We lead, guide, and support in their learning but we trust them and let them go to do their work
- Growth mindset - it is okay to make mistakes. It is communication that is key.

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Room 9: Discuss approaches that can move student learning forward.

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Room 9: Discuss approaches that can move student learning forward.

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Give everyone a role and a set time.
Lots of encouragement and clear instructions.
Checklist - common errors.
Reflect on task - traffic lights, smiley faces, two stars and a wish.
Abbreviations for corrections - Get Ss to correct their errors.

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Room 10: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 10: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 11: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 11: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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- collate the class's errors and encourage students to shre if they made similar, discuss what the difficulty was...
- small groups nominate an error and rank which mistake is worst and why - drawing attention to bigger language issues and encouraging self-reflection
-encourage students to use Menti - short texts / sentence - discuss the strengths of the work and what areas need further dev. - anonymous, safe and helps all but also the teacher in knowing what the class's difficulties are...
- maybe using a visualiser to model
- Grammar Gang - draws attention to areas for improvement (including the teacher's!!)

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Room 12: Discuss approaches that can move student learning forward.

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Room 12: Discuss approaches that can move student learning forward.

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- Drama sessions/role-plays focusing on the target language
- To be aware of learning objectives all throughout the lesson
- Peer Assessment / group assessment
- Tool kits
- google images in order to teach vocab (clipart la maison)
- quizlet recording pronunciation drills and games
- wordle

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Room 13: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 13: Discuss how you encourage students to make judgements on their work and each other's and what you do with the information gathered.

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Room 14: Discuss approaches that can move student learning forward.

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Room 14: Discuss approaches that can move student learning forward.

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Room 15: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 15: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 16: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.

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Room 16: Discuss what strategies you use to foster formative assessment in your planning and in your classroom.