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         <title>Tænk</title>
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         <title>Sætningsstartere i matematik</title>
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         <title>Lene Heckmann</title>
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         <description><![CDATA[<div>Hvor og hvornår har du brugt skabelonerne? ( erfaring)</div><div><br></div><div>Hvad ønsker du at opnå med brugen af skabelonerne ? ( effekt)</div><div><br></div><div>Hvor i undervisningsforløbet tænker du de skabeloner giver bedst mening? ( timing)</div><div><br></div><div>Hvad kunne du forestille dig du kunne bruge skabelonerne til ? ( didaktisk fantasi)</div><div><br><br></div>]]></description>
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         <title>To stjerner og et ønske</title>
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         <description><![CDATA[<div>Feedback<br>Jeg kan have et dynamisk mindset </div>]]></description>
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         <author></author>
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         <description><![CDATA[<div>Læringsmakker de får nye pladser og nye læringsmakkere hver 14. dag.<br><br></div>]]></description>
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         <description><![CDATA[<div>- Læringsmakkere, med en "optimering" ift. hvad eleverne ønsker og hvad der fungerer i klassen.<br>- Ønske om indføring af exit-ticket.<br>- Snak om to stjerner og et ønske og brugbarhed.</div>]]></description>
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         <title>Erfaringer fra 1. årgang:</title>
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         <description><![CDATA[<div>- 2 stjerner og et ønske; brugt som feedback mellem eleverne; elev-elev feedback typisk efter samarbejdsøvelser.<br>- 3,2,1: brugt som synligt billede af, om eleverne har forstået emnet enten før eller efter undervisning.<br>- Responsark (egen skabelon); til at vurdere hinanden og give feedback til hinanden efter skriveøvelser.<br>- Tænkepapir (egen skabelon); ark m. kriterier inden opstart på en opgave; som hjælpemiddel undervejs i opgaven.. fx med "Hvad skal min historie indeholde?"<br>- Lyskrydsevaluering m. navneklemmer; Tjek af forståelse før et emne og efter emne.<br><br></div>]]></description>
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         <description><![CDATA[<div>Lidt sårbart med to læringsmakkere grundet hyppigt fravær, så vi kører med tre eller fire.<br>Gode erfaringer med formativ feedback i skriveforløb.<br>Eleverne buger faktisk responsen, når den gives undervejs.<br>Pigerne udtrykker behov for summativ respons fra læreren.<br><br></div>]]></description>
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         <description><![CDATA[<div>Forskellige gode erfaringer med læringsmakkere.<br>Feedback.<br>Differentieret proces.</div>]]></description>
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         <description><![CDATA[<div>blev opmærksom på min egen manglende fokus på området <br>jeg skal sætte mig ind i et par af feedback-metoderne og bruge dem aktivt og planlagt i UV<br>Vil gerne lære mere om hvordan man får elevernes fokus over på de ikke målbare mål</div>]]></description>
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