1. How can I find out what's going in in my students' heads?
In 1847, Ignaz Semmelweis was the first doctor to suggest a link between washing hands and the spread of infection.
What do you think happened next?

2. Thank God we live in more enlightened times:

3. To what extent do you do the following things?
- Share your learning intentions with students
- Find out what all students have understood in the lesson
- Adapt lessons/learning according to student progress

4. Today, let's... Look at what AfL is. Look at how and why it works.
Look at the strategies involved.
(Possibly) Look at how you spread the good news.
Why?

5. What is Assessment for Learning?5
What is Assessment for Learning?
Where the learner is going
Where the learner is
How to get there
Engineering effective discussions, tasks, and activities that elicit evidence of learning
Providing feedback that moves learners forward
Teacher
Clarifying, sharing and understanding learning intentions
Peer
Activating students as learning
resources for one another
Activating students as owners of their own learning
Learner

6. What is Assessment for Learning?6
What is Assessment for Learning?
Where the learner is going
Where the learner is
How to get there
Using evidence of achievement to adapt what happens in classrooms to meet learner needs
Teacher
Peer
Learner

7. Significant impacts on learning:7
Significant impacts on learning:
Intervention
Extra months of learning per year
Cost/year
/classroom
Class-size reduction by 30% (i.e., from 30 to 20) 4
£20k
Increase teacher content knowledge from weak to strong. 2 ?
Formative assessment/
Assessment for learning 8
£2k

8. How do I do this? Have a look at the strategies.
Think about which ones you would use, how it would work for you technically, what problems you would face.
Think of the questions which will help you understand them better.

9. Strategies No hands up (with lollipop sticks)/cards
Red/amber/green cards or cups
Wait longer!
“Closing the gap” - easy marking
Sharing learning intentions
Mini-whiteboards
Exit slips
Hinge questions
Peer assessment, self assessment

10. The important thing...
Spirit of AfL vs strategies of AfL

11. Leadership element
How do I get other people to do this too?

12. What is assessment for learning?
Mark out of ten for the answer.

13. Your questions

14. What are you going to do about it?
What was useful/good about the session?
What would have made it better?
improvingteaching.weebly.com
Google 'formative assessment' or 'assessment for learning'
count-close-the-gap/

15. Questioning in maths: Diagnosis15
Questioning in maths: Diagnosis
In which of these right-angled triangles is a2 + b2 = c2 ? A a c b C E B D F

16. Questioning in science: Diagnosis16
Questioning in science: Diagnosis
The ball sitting on the table is not moving. It is not moving because:
no forces are pushing or pulling on the ball
gravity is pulling down, but the table is in the way
the table pushes up with the same force that gravity pulls down
gravity is holding it onto the table
there is a force inside the ball keeping it from rolling off the table
Wilson and Draney (2004)

17. Questioning in English: Diagnosis (3)17
Questioning in English: Diagnosis (3)
Identify the adverbs in these sentences:
The boy ran across the street quickly (A) (B) (C) (D) (E)
Jayne usually crossed the street in a leisurely fashion (A) (B) (C) (D) (E)
Fred ran the race well but unsuccessfully (A) (B) (C) (D) (E)

18. Wait time
Engineering effective discussions, tasks, and activities that elicit evidence of learning
Wait three seconds (must be) before and after response
Advantages
Improved, developed responses, especially from weaker students
Better listening
Better discussions
Better understanding on my part
Technicalities
Some students don’t know when to stop

19. Hinge question
Clarifying, sharing and understanding learning intentions
Providing feedback that moves learners forward
A question at the ‘hinge-point’ of the lesson – hinge in two senses:
One part of the lesson to the next
One concept to the next
Have they understood?
If not, on what grounds have they misunderstood (what do I need to reteach)?

20. Review and link with previous lessons: Which of these cause floods?20
Why do floods happen?
Review and link with previous lessons:
Which of these cause floods?
Global warming
Wind
Too much water
Overflowing rivers
High tides and wind
Rain on saturated ground
The moon
Landslips
How does today’s topic link with what we learned last time?

21. 21
Marking
The effect…

22. 22
Does it work?