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Dear all,
I am planning to share weekly some tips and relevant information I will have discovered during my OPEN adventure.

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Competence - believe you can succeed

Autonomy - you can make choices

Relatedness - you matter in your community

Promote a growth mindset: praise effort & results, welcome mistakes, encourage risk taking in class, never give up.
YES, WE CAN!

Keller's ARCS model (2010) - sustaining MOTIVATION by:

Attention

Relevance

Confidence

Satisfaction

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Intrinsic - I enjoy learning
Extrinsic - I get a reward, I make my parents proud
Ryan & Deci (2000)

Instrumental - I want to become a teacher so I need the language
Integrative - I want to be able to speak to tourists when I go abroad
Gardner and Lambert (1972)

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Warm-ups can create connections to previous knowledge ->> supporting motivation by by scaffolding for success + helping relate (see why the topic is relevant)

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When? At the end of the lesson (production stage)

Designate roles in the team:

1. Moderator/ time keeper

2. Recorder/ supply manager

3. Summarizer

4. Reporter

Tasks examples:

create a poster about the lesson/ unit

write a composition (dialogue, poem, paragraph)

prepare a skit

reflection on lesson (answer 5 questions)

dictogloss

projects (ad, commercial, grammar booklet, booklet, poem, song, diorama, etc.)

Assessment:

teacher assessment

teams/ whole class - rubric/ checklist

DICTOGLOSS
Have students listen to a text twice, taking notes on the second listening. In pairs, they try to recreate the text. When a pair thinks they have it right, they write the text on the board. The class works together to make it as close to the original as possible before teacher’s feed-back.

Variation 1

Have students listen to a text twice, taking notes on the second listening. Write a list of selected vocabulary on the board. Ss repeat them. In groups, ss recreate the text. Groups compare texts/ improve & report.

Variation - Football Gap

Divide the class in groups and give students key words from the text on cards. Discuss the unknown words, if any. Read the text with gaps but do not allow students to touch their cards yet. On the second reading, they work together to arrange the key words in the gaps. On the third reading, students shout out the words.

Variation - Phrasal verbs

Before lesson make large cards with phrasal verbs on one side and their meanings on the other side.
1. First reading -T reads a short story containing the phrasal verbs. Students relax and listen.
2. Second reading - T places cards on the board as he/she reads. Ss watch and listen.
3. Third reading, T turns cards over while reading story, with meanings facing the students.
4. Fourth reading, T points to the meaning and elicits the phrasal verb. At the end of the 4th reading, all phrasal verbs face the students. Using the cards as clues, students re-tell the story.
5. Take away the cards progressively - first two or three, then two more until no card is left on board. Ss keep practicing re-telling the story.
6. Finally, Ss work in groups to write down the story from memory.
Award a prize to the most accurate story.

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Have students create something that represents themselves out of home-made Play-Doh (e.g. a book). Group them according to the color used (i.e. if you had more colors) and have group mates guess why that objects represents each student (e.g. I like reading). Then work out a story to include all objects. Encourage them to write a positive story. Vote for the best story rating creativity, dramatic presentation, and aesthetics.
Follow-up
Combine all Play-Doh creations into a piece that symbolizes what your group has in common (e.g. books, animals and PC might become a „PS4 Adventure”).

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Introduction: How to Make Playdough (Play-doh)

Playdough (aka Play-doh) is easy to make at home, and fun for kids of all ages. Here's how to make your own non-toxic toy with custom colors and fragrances.

This is the classic method that involves a bit of cooking on the stovetop - I prefer it because cooked playdough has a better texture than uncooked varieties. If you want the kids to be able to do it all themselves, try this uncooked playdough recipe.

Warning: Keep away from dogs and other pets. Playdough smells like people food but contains lots of salt, and a hungry dog can eat enough to cause a dangerous salt imbalance.

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Step 1: Ingredients

Playdough is a classic childhood toy everyone can have fun with, and it's so easy to make at home you'll never buy that stinky store variety again.

Basic ingredient ratios:
2 cups flour
2 cups warm water
1 cup salt
2 Tablespoons vegetable oil
1 Tablespoon cream of tartar (optional for improved elasticity)

food coloring (liquid, powder, or unsweetened Kool-Aid or similar drink mix)
scented oils

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Step 2: Mix and Heat

Mix all of the ingredients together, and stir over low heat. The dough will begin to thicken until it resembles mashed potatoes.

When the dough pulls away from the sides and clumps in the center, as shown below, remove the pan from heat and allow the dough to cool enough to handle.

IMPORTANT NOTE: if your playdough is still sticky, you simply need to cook it longer!
Keep stirring and cooking until the dough is dry and feels like playdough.
I've gotten many comments asking about sticky dough, so please just keep cooking a bit longer and it will work!

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Step 3: Knead & Color

Turn the dough out onto a clean counter or silicone mat, and knead vigorously until it becomes silky-smooth. Divide the dough into balls for coloring.

Make a divot in the center of the ball, and drop some food coloring ¹ in. Fold the dough over, working the food color through the body of the playdough, trying to keep the raw dye away from your hands and the counter. You could use gloves, a big ziplock bag, or plastic wrap at this stage to keep your hands clean- only the concentrated dye will color your skin, so as soon as it's worked in bare hands are fine.

Work the dye through, adding more as necessary to achieve your chosen color.

¹ If you use Kool-Aid or similar unsweetened drink mix for color, test on a small ball first- it won't go as far as the "real" food coloring.

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Step 4: Play and Store

Play with your playdough- I really don't need to help you there. It's entirely edible, if a bit salty, so it's kid-safe.

When you're done, store your playdough in an air-tight container.
- If it begins to dry out, you can knead a bit of water in again to soften the dough back to useability. Once it's dried past a certain point, however, you'll just have to start over; thankfully it's not terribly difficult.
- If it gets soggy, you can re-heat it to drive off the extra water the dough absorbed overnight. This is usually the result of high humidity, but is fixable!

You can also bake it in the oven to make hard dough figures and ornaments, then paint or otherwise decorate the surface. One of the comments below even suggests using baked play-dough as a salt lick for your pet rabbit! (thanks, redcore4!)

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How to Make Playdough (Play-doh): Playdough (aka Play-doh) is easy to make at home, and fun for kids of all ages. Here's how to make your own non-toxic toy with custom colors and fragrances. This is the classic method that involves a bit of cooking on the stovetop - I prefer ...

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Have Ss work in groups. Give each group one personal item that represents you (e.g. rocks - I like travelling/ I have been to Greece.) Make sure you select objects that are uncommon, so that students must use critical thinking in order to find out how it represents the teacher, what it tells about him/her.
I am planning to give them objects I purchased during my travelling so it will be a good opportunity to practice countries & nationalities (desert rose from Tunis, a post-box piggybank from UK, a scarf from Egypt, a mask from Venice, Italy, etc.)
Have each group identify what the object is, what is used for, how it represents the teacher. After 5 minutes, pass the object to another group and so on until all objects have been observed.
Have a class discussion - have they guessed correctly? Prompt the answers if not. What have they found out about their teacher?
Finish with a quiz.

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Write a „Would you rather...?” question on the board (the sillier, the better). Have students stand up and mingle. When you clap hands, everybody stops and finds a pair on their right (the person closest to them). If there is an odd number of student, include yourself in the game.
Have SS ask-answer the generic question. Encourage them to justify their answers and continue the conversation.
At a signal (clapping hands), have them mingle again and repeat the procedure, but this time not only ask/answer the same question with different partners but also report what their first partners said.

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Activate Games for Learning American English: Board Games

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The board games are part of the Activate - Games for Learning American English collection. Each game shows the path that the players must follow and the English phrases that the players must produce orally. Each board game has a theme that requires the students to produce certain types of expressions, so they practice a variety of vocabulary, grammatical patterns, and functional meanings.

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1.  Develop class norms
2.  Find opportunities for kindness
3.  Know each other
4.  Collaborate to reach shared goals
5.  Create rituals

Needs-Analysis - what do my students want?

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1. Classroom Kindness Challenge: report on acts of kindness to complete a chart with 100 kind acts (shared goal). Cheer after each act (creates rituals) and celebrate with a class party.
2. “Bucket fillers” vs. “Bucket dippers”
AIM: The aim of this activity is to increase students’ compassion towards one other and build a healthy classroom culture.

TIME: The minimum amount of time needed is two classes 7 days apart. The activity is presented in class 1. Students need at least 7 days to interact with one another before class 2 - when a conclusion is drawn. I guess it could be extended over a larger period of time, in which case you need larger buckets.
MATERIALS: two plastic buckets, colored paper cube (only 2 colors), labels
PROCEDURE: I found this idea on Pinterest and used it with one troubled class. I used sour cream buckets and decorated them before labeling them “Bucket Fillers” (pink) and “Bucket Dippers” (blue). In the first class, I asked students to think about their words / action in the last week. I gave them pink and blue papers notes. On the blue ones, they had to write words or actions that disrespected / hurt their classmates. On the pink paper notes, they had to write words / actions that built others up. When they were done, I asked them to fold the papers in four and put them in the corresponding buckets. We compared the buckets to observe the fuller one. We read some of the notes and discussed how they felt. Then for each blue note we removed a pink one. In the end, there were only a few blue papers left and no pink papers. We realized there were more negative words/actions in the class than positive one. Therefore, we agreed that by the following week the pink bucket should the fullest. I left the paper cube on a shelf, so students could write their notes and place them in the buckets. In a week’s time, we compared the buckets again. The pink one was indeed fuller. I read some of the notes again and discussed with the class how they felt better – to be “bucket fillers” or ‘bucket dippers” and which was more difficult / challenging. I am planning to use this idea again as I liked how it engaged the entire class.

3. “Egg Drop Parachute Challenge”
AIM: This is a team building activity which increases cooperation among students and develops critical thinking.
TIME: 20-50 minutes.
MATERIALS: plastic cups, plastic straws, lightweight string, masking tape, tissue, plastic bag (small garbage bag), hole punch, raw eggs
PROCEDURE: In groups, students have 30 minutes to design an egg cradle that will protect the egg when dropped from a height. Each group gets one egg, one plastic cup, 3 straws and 3 pieces of string, a few tissues, a plastic bag and some masking tape. No other material can be used. During the activity, they need to respect one another, all opinions must be discussed and none is to be dismissed before being discussed and agreed on. Students must use only positive words in communicating with one another. One student in each group will be elected leader and their role is to make sure rules are applied.

The parachutes get tested by dropping them from approx. 10 feet 9which is advisable to be done outside, because of the mess). If the eggs survive the landing, the groups win. If not, they can take the test again and work on the design to improve it. The larger the parachute, the slower it falls.
DEBRIEFING – this stage is important as makes students reflect on behaviors and attitudes: how did you feel, was it difficult, why?
VARIATION: I remember another similar activity I learned during a course. It was called “The Solid House”. Students were to design a “solid house” using 2 paper sheets (A4), masking tape (30 cm) and 1 plastic cup. When they were done, the other groups would stand 1 meter away, and at a signal, would try to blow the house down. The project was a success if the house did not fall of the desk.

4. “Paper Backpack”

AIM: It helps build a healthy classroom environment and boosts self-esteem.
TIME: 15 minutes.
MATERIALS: paper sheets, markers, sewing pins
PROCEDURE: This activity works well at the end of a class/ session. I learned it at a course I took some time ago. One blank piece of paper is pinned on each students’ back, becoming the so-called “backpack”. All students have markers and walk around, writing positive thoughts / messages literally on their classmates’ backs. They are encouraged to write how they see their classmates, what they appreciate /like about them. After 10 minutes, everyone removes their “backpacks” and reads the messages. A small discussion is initiated: Were you surprised to read any message? Why?

VARIATIONS: A similar activity is the “Diploma Awarding”. Students are asked to create/ design a diploma for a classmate using a sheet of paper, stickers and markers. I used a template which students had to color and fill in the name of the student and the outstanding results / facts for which the diploma was to be awarded. To make sure all students receive a diploma, I asked them to draw a name card from a hat. If they drew their own name, they put it back and drew another card. After the time was up, I asked students to stand up and go to their classmates to give them the diplomas.

Another similar activity is the “Heart outline”. I don’t remember reading about it anywhere specific. I might have, though. As a principal, I kept getting complaints about some 7th graders. There was a lot of drama among those teens. I was not teaching them but I paired up with the Social Studies teacher, who was also determined to make this group work. We gave each student a heart-shaped note and asked them to think of a negative situation they experienced / witnessed in class in the last month and make a fold on the heart. Then think about words that offended them/ others and make another fold.  The more they thought the more folds they had to make. After a while, we asked them to unfold the hearts. Were they the same? The shape was still a heart, but the folds were visible. We discussed how people feel when they are hurt and how the mark remain there deep down. Then we gave each student a handout with a very fine outline of a heart the size of the page. We asked them to think of the people they hurt most in their group and write their apology on the outline - so as to make calligrammes. When they were done, they gave the calligrammes to their classmates. Some students didn’t get any but some got up to 8. There was a girl who burst out crying when she read them. She got so emotional. We ended the class with a group hug.

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LEARNING GOAL - What do I want my students to know, do, and care about?
Design for those in the margin - outcome is better for everyone!

FLEXIBILITY - ENGAGE, LEARN, ACT
Plan with an awareness of student differences & help all Ss succeed!

TIP = minimize barriers to learning:

1. REPRESENTATION - show info in different ways
multiple media, graphics, animations, highlight key features, activate background knowledge, support vocabulary so Ss acquire knowledge being taught

2. ACTION AND EXPRESSION - give plenty of options to express what they know (written essays, practical exams, charts/graphs, reenactments, oral presentations, illustrations). Let Ss use tools that work better for themselves.

3. ENGAGEMENT - give choices that engage them and keep students interested - some learn when things are new, some learn better when routines are involved, some are motivated when working alone, some when working in groups (e.g. prepare a 1 minute speech alone or a dialogue with a partner)

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P-CCS Assistive & Instructional Technology

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The image above captures many aspects of universal design for learning (Credit Giulia Fotsythe via Flickr)

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Address:

readiness - language proficiency

interests - what do you your Ss like

learning preferences - audio, visual, kinetic

1 Differentiating content
- variety of materials - audio, visual, etc. (e.g. teach comparative degree have high proficiency Ss do all forms, whereas low proficiency Ss can only learn the short adjectives and only when they master it, move to long/ irregular adjectives)
- scaffolding (activate prior knowledge, pre-teach words for reading, provide model, fill-in blanks with one word, confer with a peer before answering, adjust topic of language practice to match their interest)

2 Differentiating process
- same topic but different task for different Ss; different amount of time =>> LEARNING STATIONS
- work individually or in groups
- graphic organizers, jigsaw activities, interactive learning journals, the use of manipulatives

3.  Differentiating product
- Ss demonstrate skill in different ways (e.g. prepare 1 minute talk alone or a dialogue with a partner)
- move beyond  one-size-fits-all approaches / tests:

add blank space at the end of test and ask Ss to write what else they know about the topic

offer students a menu of options to demonstrate their knowledge (e.g.  demo you can use comparative adjectives by producing your choice of a video comparing two items (vlog), a poster comparing two places, a paragraph comparing favorite sports players, a letter explaining the grammar to a friend, a diagram, or an instructional web page)

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Divide students in groups. Give each group a set of "answer cards" (use different color / group for practical reasons). Place the students at the back of the class.
Read a gapped sentence (missing vocabulary, grammatical structure, expression, etc.). Groups consult and the  students who have the correct answer run to Teacher's desk to "hand it in".
T. keeps only the correct cards (or first 3 correct cards). Then, he/she reads another card.
Count the correct cards.

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Benefits of group work (collaboration):
- deep/ embedded learning (learning from peers)
-  high-order Thinking Skills (different perspectives >> create own maps of understanding)
-  real-world Skills (complete tasks, solve problems, create and complete projects, and communicate)
- inclusive/ social skills (new perspectives, tolerance)
- improved self-esteem (intimate contexts)
- improved connection (relatedness, belonging)
- authentic language practice

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Most important RULE - all students must contribute equally!

EXAMPLES
1. Brainstorming vocabulary
2. Surveys
3. Real-life problems (that are personal) - finding solutions as a group.

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Assessment from multiple people - teacher, peers (group mates / other groups), self-reflection

PBL - PRODUCT = wide audience!!

The wider the audience, the better the product!

e.g. live performances, campaigns, posters displayed outside classroom, digital product displayed on website

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EFFICIENT PROJECTS
1. Specific outcome clearly explained
2. Authentic and meaningful to your context
3. Clear project steps and timeline - feed-back/ conferences
4. Allow student input and choice
5. Align with curriculum
6. Scaffold and assess 21st-century skills (group behavior,  dividing and doing the work equitably, communicating clearly and respectfully, and meeting the agreed-upon deadlines;  members will rate themselves and each other according to how well they did on meeting their deadlines, contributing ideas, communicating clearly and carrying out assigned tasks)
7. Assessment - rubric (grading criteria), checklists, peer evaluation, conferences

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Use PIXTON to make amazing comic books!
https://share.pixton.com/q9ihxxc

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Krashen’s Affective Filter

negative feelings = block learning

positive feelings = enhance motivation >> learning happens

Improve affective factors by  humor, playfulness, kindness, and community-building!

GAMES = playful, scaffold learning, competition & rewards, short-term goals, mistakes are allowed as everyone is making them >> classroom community

GAMES
1. clear purpose >> language
2. fun games >> focus on game, not rules. If rules are to hard to learn, better choose another game with simple rules.
3. use technology

Successful games:
1. Ss know what to do (clear instructiuon, ss role >>repeat rule, keep score/ time)
2. Ss feel they can do it (T facilitator - adjust)
3. T is on their team (Ss should reflect on the game)

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Practice Present Simple vs. Present Continuous by observing the prompts and making sentences. It is played in 2 teams, each team starting from one end. Correct answers allow moving forward. when the two meet, they rock-paper-scissor to establish who stays in the game and who starts over, with another student from the losing team. Depending on luck, this game can go one for a long time. It is advisable to change the prompts from time to time.

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It is a good game to enforce the use of “-s” with present simple, 3rd person singular. The aim of the game is to make sentences by matching phrases from one side of the card with those on other cards. Each card is worth the number of points written in the middle. The cards are equally divided among students in a group. Anyone can start the game by laying a card. Going clockwise, the next student connects their card to the initial one, gaining a sum of both points. Cards can touch 2 or even 3 sides of other cards, but correct sentences must be formed on each side. Absurd sentences are allowed (e.g. Grandma’ wears miniskirts), as long as they’re grammatically correct. The winner is the student with most points. Depending on the number of cards/ group, this game could go on for 20-50 minutes.

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Find someone who... (likes / doesn't like; has got / hasn't got...; did/ has dome something, etc.)

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1. Choose a door. Describe it. Group guesses the door described.

2. Choose a door. What could be there behind the door? Explain what you see. Group guesses the door.

3. Choose a door. This door appears on a book cover. Choose a title for the book. Decide on the genre. Group guess the door.

4. In groups, decide which book they would like to read / see turned into a film.

5. The blurb that caught attention contest: write a blurb for the back cover.

6. What information is there on the covers of a book? Design the front / back cover of your book.

7. Gallery Walk.

8. Sell us your book! (presentation)

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Cooperative learning to facilitate alternative assessment

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Cooperative learning to facilitate alternative assessment

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Cooperative learning:

instructional strategy

utilizes group work to structure classroom interaction

positive interdependence

individual accountability

face-to-face interaction

interpersonal skills

group processing

EXAMPLES:

Correcting individual quizzes and homework

Observing students at work

Interviews

Peer composition

Oral presentations

Group projects

Group Processing ( checklist about their individual work habits )

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Practice body parts vocabulary by sticking "tattooes"

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TRADITIONAL - assesses product/  how much students KNOW about the language
PBL - assesses both process and the product/ how well students USE the language

STEPS:
1. establish the theme (T + SS)
2. decide on the outcome (T+SS; SS)
3. structure (deadline, timeline)
4. preparation for the  demands of information gathering (e.g. question forms if interviews are involved, letter writing, internet search)
5. gather info
6. compile and analyze data
7.  compile and analyze information
8. language demands of the final activity
9. presentation
10. evaluation of the project

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In this project, SS work in groups of 5-6 to create a website in order to promote their country’s culture. The website will be a virtual Cultural Fair and there will be 5 page: About, Landmarks, Traditional Music, Traditional Food, Personalities.

Each group has to deal with one section/ page. Group roles – team leader (moderator), supply manager, recorder, summarizer, digital coach (responsible with uploading the content of their group in the corresponding section on the website). They can choose which section they would like to tackle, according to their interests and competences. They must have 2 options in case there will be too many students for one group and none for the other.

GROUP 1 - Famous landmarks and their history will be made using Genially. Ss choose 5 landmarks representative for their country and write about their history and significance. They add 1 photo for each landmark and a description in 100-120 words/each.
Take inspiration from: Map of Russia, New Zealand, The Great Wall of China.

GROUP 2 - Traditional food will be presented as a recipe book made with storyjumper. Ss will have to include photos of 5 dishes and their recipes. For each dish, they should use two pages in the recipe book – one for the photo, one for the recipe. Ss design the covers; write an introduction and their Acknowledgement.

GROUP 3 - Traditional dances, clothes and music will be presented through a video made with Canva (video collage template). Ss will make a video collage to present one traditional folk music and one traditional dance specific to their country. They will have to include a description of the clothes and patterns, as well as a description of the dance. In Canva, they will have 5 pages: 1- the introduction, 2 - the description of the traditional folk music, 3 - the music video, 4 - the description of the traditional dance, 5 - the dance video. More pages can be added, if necessary.

GROUP 4 - Personalities will be introduced with a poster (photocollage and postermywall). Ss will have to select 5 personalities, past and present, make a collage using the online platforms suggested and write the biography of the people selected in about 100-120 words/each.

GROUP 5 - Cultural Fair website  https://sites.google.com/view/culturalfair/home products will be uploaded here. Ss will have to prepare the site using the “project” template on Google sites, change the corresponding photos, write the description for Home/ About pages and also prepare the pages for the other groups ‘products. They will collaborate to make the site but also work with their original groups helping them with technology, apps and platforms needed to make their products.

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Learn more about Romania, Chile, Bahrain, Myanmar, and Costa Rica

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Digital natives = short attention spam, immediate feedback, gratification of their achievement

Gamification - including game elements in school such as  points, progress bars, and leaderboards

STEPS
1. set a long-term goal
2. divide goal in several steps = levels
3. standards of achievement for each milestone
4. measure progress = points, badges
5. display progress
6. "unlock" information gradually

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SUMMATIVE - at the end of a unit  >> calculates how well students mastered knowledge or skills >> result of performance = numerical grade

FORMATIVE - before a final task or a due product  >> comment/ points given by teacher/ peers/ students themselves  >> opportunity to change/ improve final task or product

FORMATIVE ASSESSMENT:

1. not a replacement of summative tests

2. low-stakes yet meaningful feedback

3. fosters motivation

competence - feedback on strengths, how they meet expectations, suggestions on improvement

autonomy - make positive changes, improve performance

relatedness - share wisdom, give everyone a voice, belong to the community

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Self-assessment instruments:

1. exit tickets

2. one-minute papers

3. checklists

4. surveys

5. open-ended questions

What do you feel you have done well on this assignment so far?
What has been challenging about this assignment and why?
What do you think needs improvement and why?
Do you have any questions or confusion about some aspect of this assignment, and if so, what?

SELF-ASSESSMENT = METACOGNITION

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Fostering Student Motivation and Engagement Module 7

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Student RESPONSES:
1. LEVEL 1 >>  personal-response (conferences, portfolios, self and peer assessment)
^
2.  LEVEL 2 >> constructed response (fill-in, short answer, performance)
^
3. LEVEL 3 >> selected-response (true-false, matching, multiple choice)

EXAMPLES

Nonverbal Responses

Oral Interview

Role-play

Written Narratives

Presentations

Student-Teacher Conferences

Self-Assessment (K-W-L charts, Learning logs = use of EN outside classroom)

Dialogue Journals (Q-A between students-teachers)

Peer and Group Assessment

Student Portfolios

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Your Boutique English Language School in the heart of St. Paul's BayEstablished in 1999, GV Malta operates within a beautiful authentic Maltese villa in the sea-side village of St. Paul's Bay. Located just 150 meters from the sea, GV Malta has a capacity of 100 students giving us the unique advantage of getting to know [...]

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Peer-assessment instruments:

1. 1 question, 1 compliment, 1 suggestion on peer's work

2. checklists

3. exchange written work

4. questionnaire

5. open-ended comment

6. listen to/watch a presentation/role-play

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Educating today for an unknown future!

>> Life-long learners >> self-regulate
(Zimmerman, 2000)
1.  Forethought =  self-assessment, planning, and goal setting
2.  Volitional control -  self-monitoring when working on task
3.  Self-reflection -  re-examine the learning process and the learning outcome

Regulation - from the teacher + from the student

1. Clarifying what good performance is ( exposing Ss to correct models of the target language)

2. Facilitating self-assessment ( assess the work of others,  indicate how sure they are of their answers before their work is corrected)

3. Delivering high quality feedback information ( s give specific and selected feedback about strengths and weaknesses)

4. Encouraging dialog with teacher and peers (discuss plans, strategies, to clarify ideas)

5. Encouraging positive motivation and self-efficacy - SS must believe they  are capable of achievement / cultivate a growth mindset (challenges are welcome, mistakes are valued - they help us learn)

INSTRUCTION on HOW to learn

Activities:
1. pre-assess
2. the muddiest point - what is less clear than other topics
3. strategy reflection - what worked well / didn't work well

Develop a CLASSROOM CULTURE of METACOGNITIONN
1. Welcome expressing confusion
2. Integrate a reflection question in each assignment
3. Model metacognition (how should I start, how can I check my work)

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1. Attention (draw attention on the product)

2. Need (make public realise their need of the product)

3. Satisfaction (tell public how the product will satisfy their need)

4. Visualization (challenge public to visualize how the product will benefit their lives)

5. Action (urge public to buy product)