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Pam - I use the Analyzing Student Work method where information can be learned from students’ exercises, tests and quizzes. So when they are stuck and have questions I check their work and their understanding about the subject matter. Work out their strengths, weaknesses, and learning styles and modify the instructions to be more effective for the learner by explaining the question in another way that will relate to their way of learning and understanding.

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Pam - I use the Analyzing Student Work method where information can be learned from students’ exercises, tests and quizzes. So when they are stuck and have questions I check their work and their understanding about the subject matter. Work out their strengths, weaknesses, and learning styles and modify the instructions to be more effective for the learner by explaining the question in another way that will relate to their way of learning and understanding.

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There are some great ideas throughout these readings, and on here.  I think I have been assessing formatively but not seeing it as a way of assessment, but collaborative learning.  I like to get students doing very practical activities (15-18 yrs) as it is hard for them to work for 6 hours on one topic, in a lecture type setting.  We do a lot of discussion, art, and movement.  Next time we make posters on a topic I am going to use the round robin technique.

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There are some great ideas throughout these readings, and on here.  I think I have been assessing formatively but not seeing it as a way of assessment, but collaborative learning.  I like to get students doing very practical activities (15-18 yrs) as it is hard for them to work for 6 hours on one topic, in a lecture type setting.  We do a lot of discussion, art, and movement.  Next time we make posters on a topic I am going to use the round robin technique.

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In the make up of our course I prefer to extract any previous knowledge in an Automotive environment . After we have discussed the topic, e.g. welding I then demonstrate how to set up ,light up to use then shutting down procedure for the plant.
Students then demonstrate to me the procedures. The 'muddy waters' are then discussed individually as some uptake or display skill levels in different ways.
After the sessions students have to upload evidence of this by uploading to their portfolios.

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This would be a great formative assessment. Goes straight to the issue. Could also help with reflecting on teaching session. Could group discussion then to fill in gaps.

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We use Background probes, Application cards and 1 or 2 minute papers alot to help us understand where the students are in relation what they have understood, great formative exercises to use.

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I have used a similar method where students can feedback what they have learnt to the rest of the class using what ever method they prefer. The idea of them saying what has helped and what has hindered could be really interesting, as it provides instant and meaningful feedback on your teaching practice

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I like the 3-way summaries as a way to extract the students thoughts and their attention to detail on a sentence or a specific topic. A great way to evaluate their learning.

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I like the 3 way summary to gain an understanding of what they received in the session.  This gives the auditory and kinestic learner equal chances to participate. 


I like this for evaluating for my study skills class -
Punctuated Lectures
After your students listen to your lecture or demonstration, stop and ask them to reflect on what they were doing during your presentation and how it helped or hindered their understanding. Have them write it anonymously and turn it in. Read and offer suggestions on how they can improve listening and self-monitoring skills. 

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I like the 3 way summary to gain an understanding of what they received in the session.  This gives the auditory and kinestic learner equal chances to participate. 


I like this for evaluating for my study skills class -
Punctuated Lectures
After your students listen to your lecture or demonstration, stop and ask them to reflect on what they were doing during your presentation and how it helped or hindered their understanding. Have them write it anonymously and turn it in. Read and offer suggestions on how they can improve listening and self-monitoring skills. 

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I have seen the think-pair-share in action, and I like it as its easy, involves discussion, and then present back to class. this can be used to periodically to break up a long lecture into segments and as a type of in lecture check for me. am i getting the message across. I will also be trying the 3-2-1 countdown, to guage how effective I have been in the lecture. I also like the idea of the 3- way summaries: the learner has to condense what they learnt into a 'slogan', a 'sound byte' and an explanation

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I have seen the think-pair-share in action, and I like it as its easy, involves discussion, and then present back to class. this can be used to periodically to break up a long lecture into segments and as a type of in lecture check for me. am i getting the message across. I will also be trying the 3-2-1 countdown, to guage how effective I have been in the lecture. I also like the idea of the 3- way summaries: the learner has to condense what they learnt into a 'slogan', a 'sound byte' and an explanation

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Really love everyone else's ideas! I have had great sucess with the Back to the Board activity. I am going to create a bingo card with culinary words as I think this would work very well with my chef students. Thank you!  


I use weekly quizes that are put together by a different student each week. This is rostered, so each student has a turn at putting together a quiz of some sort for the whole class. Questions are linked to the previous week's learning. Because a lot of theory is taught in the practical kitchen, I find this to be a great way of clarifying information and seeing what information is getting in. I check the quiz before the class begins. There is a prize for students who get all questions correct, and then group discussion  as we go through the correct answers at the end.  

PLAYDOUGH

In our fish lesson, I use playdough as a way of demonstrating the different cuts of fish. Playing with real fish fillets is expensive and not really possible for the 16-20 different cuts that need to be learned.  

 We go through the different fish cuts in the lesson. We can see  how they look in real life on powerpoint . They also have pictures  in their text books. I demonstrate the first one with the play- dough and from there, they have to make all of them. As they do this, I go around watching, demonstrating again if necessary. Once I can see they all have it, I get them to shut their books, and squish up the playdough. I then shout out the name of one of the fish cuts and they then make it. In the past, some students have sniggered at the idea of playdough being used for adults. In my experience, after the dough  dished out, 95% of the class love it. 

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Really love everyone else's ideas! I have had great sucess with the Back to the Board activity. I am going to create a bingo card with culinary words as I think this would work very well with my chef students. Thank you!  


I use weekly quizes that are put together by a different student each week. This is rostered, so each student has a turn at putting together a quiz of some sort for the whole class. Questions are linked to the previous week's learning. Because a lot of theory is taught in the practical kitchen, I find this to be a great way of clarifying information and seeing what information is getting in. I check the quiz before the class begins. There is a prize for students who get all questions correct, and then group discussion  as we go through the correct answers at the end.  

PLAYDOUGH

In our fish lesson, I use playdough as a way of demonstrating the different cuts of fish. Playing with real fish fillets is expensive and not really possible for the 16-20 different cuts that need to be learned.  

 We go through the different fish cuts in the lesson. We can see  how they look in real life on powerpoint . They also have pictures  in their text books. I demonstrate the first one with the play- dough and from there, they have to make all of them. As they do this, I go around watching, demonstrating again if necessary. Once I can see they all have it, I get them to shut their books, and squish up the playdough. I then shout out the name of one of the fish cuts and they then make it. In the past, some students have sniggered at the idea of playdough being used for adults. In my experience, after the dough  dished out, 95% of the class love it. 

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so I use everyday lessons as formative, which will then be used as summative at a later date. I am a cookery tutor, so we are all about repetition, and similarities in recipes and techniques. when there is a summative assessment, there is always a pre-assessment agreement between learners and tutor to make sure they understand what is expected, also a post assessment report to acknowledge and potential issues that arose throughout the assessment, from my teaching practices and the assessment itself. if any issues arise then they are talked about and dealt with the best way possible to fit each learner. 

the formative assessments happen on a daily basis, where they will learn something through written and oral lessons, then will be put into practice in the kitchen, so when it comes to the summative assessment they should be fine as we have covered that dish/topic several times already.

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so I use everyday lessons as formative, which will then be used as summative at a later date. I am a cookery tutor, so we are all about repetition, and similarities in recipes and techniques. when there is a summative assessment, there is always a pre-assessment agreement between learners and tutor to make sure they understand what is expected, also a post assessment report to acknowledge and potential issues that arose throughout the assessment, from my teaching practices and the assessment itself. if any issues arise then they are talked about and dealt with the best way possible to fit each learner. 

the formative assessments happen on a daily basis, where they will learn something through written and oral lessons, then will be put into practice in the kitchen, so when it comes to the summative assessment they should be fine as we have covered that dish/topic several times already.

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have used a few methods in class and have had general good feedback. The one I find works really well is having the students create posters. I divide them into groups making sure to mix the groups up and then ask them to do a poster on what they understand about a certain concept. I allow them to use their notes, but also ask them to use their phones and laptops to search for extra information. Once the groups are done with their posters, I ask them to present them to class. This helps me to see what they have understood, but also allows the students to interact with the concepts and knowledge.

I have also used a game called "Back to the board," where I divide the class into two teams. Each team elects a captain who comes up to the board and faces the class. I then write a word above his/her head and the rest of the team has 40 seconds to explain that concept without using the actual word. The captain has to try and guess within the 40 seconds. the teams take turns and it can get quite competitive. By doing this, all members of the team need to understand the concept.

I would like to try think-pair-share in my classes as I think this is a good way to get students talking to each other. The exit tickets seem like a good idea to me too and I would like to give those a try too.

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I do a lot of strategic questioning (as I have just learned it's called), and particularly starting with an easy question that everybody can answer and getting more involved e.g. we have been doing animal demeanour, if I show a picture of a scared dog and ask them to assess demeanour most can say "scared". then I ask how you can tell, and they have to think again and fewer people will answer with things like "tail down, ears back", then we can go one step further with "what is the appropriate way to approach this animal". 
I like the 3 way summaries, think pair share and muddiest point activities I will use these 

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I do a lot of strategic questioning (as I have just learned it's called), and particularly starting with an easy question that everybody can answer and getting more involved e.g. we have been doing animal demeanour, if I show a picture of a scared dog and ask them to assess demeanour most can say "scared". then I ask how you can tell, and they have to think again and fewer people will answer with things like "tail down, ears back", then we can go one step further with "what is the appropriate way to approach this animal". 
I like the 3 way summaries, think pair share and muddiest point activities I will use these 

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The group had a workshop on handwashing. I demonstrated with two students on either side of me also following me. Then another three students took over to practice. I encouraged them to practice in sync, to learn together and also give feedback to one another. Think, peer, share.

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Stage Competition

I get my students to make a couple of different coffees ( Long Black, Flat White, Cappuccino, Hot Chocolate ).

As they are doing this I mark the process they use giving them a update as to where they are at and what their next goals will be. I inform them we will do a couple of these "staged Comps" giving them the pressure of a customer waiting. I explain before we do these that it is not a test to grade them it’s a learning guide to help them deal with pressure as a barista, as well as taking a look at how far they have come in the short few weeks they have been learning. We revise over these to track how far they have come. It’s a great way to keep track and keep them informed with their progress.

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Think, peer, share - within a small group has been a valuable tool that I have used regularly.  This provides the occasion for the learner to articulate their understandings as well as listen to and consider the understandings of others.  Learner demonstration/modelling  has been another tool that I used.  Often putting theory into practice can be quite daunting therefore, this strategy can provide a 'safe' option in terms of being in an environment where everyone is learning alongside one another.
I am keen to try '3-2-1 Countdown' within my adult teaching/learning role.  I like how this supports the learner to identify the shift in understandings during the session.  Identifies surprises and new discoveries as well as setting goals in terms of how this new learning can be applied to their mahi.  I also would like to try 'Classroom Polls' and 'One-minute papers'.  I use one minute papers as part of my inquiry and commitment to being a reflective kaiako although, I set my own questions to direct my learning.

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Formative assessments

I have been analysing students'' work through tests and quizzes especially using Kahoot and also asking strategic questions as approaches to formative assessments. 
Now that I have learnt about other approaches, I'm very keen to  start using  Round robin chats, think pair share and Admit/exit tickects

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Formative assessments

I have been analysing students'' work through tests and quizzes especially using Kahoot and also asking strategic questions as approaches to formative assessments. 
Now that I have learnt about other approaches, I'm very keen to  start using  Round robin chats, think pair share and Admit/exit tickects

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There are several things I do formatively as we move through the course.

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There are several things I do formatively as we move through the course.

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1 - I ask for a thumbs up or down to gauge group understanding on a concept.  If I see a few thumbs down or confused faces, we move into a peer teaching mode where students can clarify their understanding by teaching others.
2 - We complete a weekly 'quiz' (kept fun!) based off the week's topic.  Students write the questions, as the weeks progress, questions become less fact based to more in-depth thought required.  This way I am able to assess how thinking has developed.
2 - We do a lot of discussion, think/pair/share, peer teaching etc.  This enables students to check understandings with each other before summative assessments are due.
4 - We have an 'assessment time' each week, where students can bounce off each other for their assessments.  At times, this becomes a group discussion and can help alleviate stress for them.
5 - One of our assessments is a role play.  Students do their role play  in front of another group, who then uses the rubric to give them a grade.  This then informs the grade I give them.  It helps student clarify their role plays, to ensure that the message they are trying to show is explicit.

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Assessment
I am given theses little booklets to sue during the courses I teach. The participants are given one each to sue throughout the course. The students have at most 9 assessments to do, one at the need of each module we do, based on information in the module, a scenario and knowledge gained from the teacher. THe benefits are that the participants have the ability to fill out, assess each other and to sign off heir assessments ,by working together and with the teacher.The participants feel calm and confident, as they know how they are progressing both with the formative assessment and teacher input. This also helps participants to also reflect on their activity, what the scenario is saying and asking and their progress

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I design, develop and sell cold stores for potato storage. when teaching managers to run cold stores they have to understand how the store works, the physiology of the potato and how they manage the store from filling to the point product is removed from the store. I teach the managers to use the cropscan below. this allows then to set many different parameters including temperature of the crop, humidity, airmix temperatures. once i have gone through a couple of scenarios I then give the manager several different new scenarios, I ask him/her to set up the cropscan for different out comes for the product. They usually get the simple ones right, is set the crop temperature to 4 degrees, but the more complex settings or scenarios are more challenging. you are asking the manager to understand the logic of the cropscan and so this gives me opportunities to ask the manager to justify their setup. they may be right, or have made a mistake, but getting them to verbally confirm the setting lets me know they have 'got it; ....or not!