Promethean_ActiveExpression_Pilot
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This document discusses feedback and assessment strategies for a school. It suggests checking student understanding at the end of lessons by comparing responses to similar questions. Exporting assessment results could help with revision sessions. Peer assessing text responses rather than grades may provide better feedback. Asking students the best changes they made to re-drafts and using group work are also proposed. The document also notes ways to inform planning both during and after lessons.
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![Feedback on new topics [to check understanding] Flexibility : no need to create special flipcharts](https://image.slidesharecdn.com/clcjune3rd-1212479206096246-9/85/Promethean_ActiveExpression_Pilot-4-320.jpg)
![Check understanding at the end of a topic / lesson. Compare responses to [similar or same] questions](https://image.slidesharecdn.com/clcjune3rd-1212479206096246-9/85/Promethean_ActiveExpression_Pilot-5-320.jpg)
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Promethean_ActiveExpression_Pilot
- 1. Jayne Ashton Pete Lee Queensbridge School
- 2. What have we done?
- 4. Feedback on new topics [to check understanding] Flexibility : no need to create special flipcharts
- 5. Check understanding at the end of a topic / lesson. Compare responses to [similar or same] questions
- 6. Export results to Revision sessions : SAT / GCSE
- 7. Peer Assessing: text based responses as opposed to....”L5” Plenary : “What’s the best thing you’ve done to your re-draft today....” Group work
- 8. WILF / WALT Informing planning : during the lesson, post lesson planning Decision making : no hiding place!
- 9. PLTS skill surgery Customer satisfaction survey Engagement factor: txt language
- 10. Lower sets : competition Waiting for weaker pupils to answer : time out not always helpful More character space
- 11. Use on top of existing lessons : ad hoc questioning Everyday part of our classroom