The process of asking questions as a means of informal and consistent assessment can prove exceedingly useful. Questioning can promote a student's participation, activate a student's thought process and they can be used to evaluate the classes' general level of understanding. They can be used in almost any situation and they are frequently used to allow students to recite information previously taught by the teacher.
     To relate this concept to my recent previous experience of teaching a 5th class group in the primary school 'Educate Together', which is situated in Cork City. One such example was when I questioned the students on their previous experience of the lesson topic which was Adventure Education. This allowed my group and I to acknowledge the students' prior knowledge and attitude.
     Another such example was when we as a group questioned the class on their knowledge of why the warm up component of the lesson was so crucial. Their response was positively surprising as they showed basic comprehension of the topic.
     The third example was when we as a group questioned the class on their familiarity of cool-downs. Their response was again positively surprising as they showed basic knowledge of the topic.
     The fourth example lies in the process of when we lightly interrogated the students on the main points of information that were highlighted throughout the lesson. This occurred at the commencement of lesson one and two whilst using the learning wall as a foundation. This was to test the retention level among the students of the delivered lesson.
     The final example is when I questioned the students on what muscles the specific stretches that they were executing was targeting. This was done in the hope of imparting further understanding of physical activity.
    The process of giving feedback is a vital component of pedagogy. However, feedback should be constructed in an accessible and understandable form by a proficient teacher in a positive and empathetic manner. The phrase 'constructive criticism' is the ideal example of feedback we tried to implement throughout our teaching period.
    The first example of when we delivered feedback is when we accessed the student's individual stretches and hence, gave vital instructions in order to complete the stretch effectively.
   Another example is when I noticed that the students were having difficulty aligning the map geographically during one activity. The feedback entailed constantly using the technique "thumbing" and checking if the markers set up on each wall corresponded to the map.
     The third example was when I gave feedback to my fellow peer which was blow the whistle more frequently and speak louder in order to attain the instrumental attention of the students.
     The fourth example was when I provided feedback to students that were not jumping when they should of been during the activity.
     The final example was when I provided feedback to a team of students who were getting frustrated with a difficult co-operation task. I told them to think critically and communicate effectively among other points.
 The use of learning walls can prove exponentially useful for lessons due to it being an ideal foundation to the lesson. It can incorporate literacy skills and deliver pivotal pieces of information easily. It can put the lesson into perspective for students and the use of pictures with every little writing proves most effective. There is an example of a learning wall to the right of this section.