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Eliciting Evidence of Learning

Questions, effective discussions, tasks and activities


Now what?

  • Do I allow students sufficient time to think and respond?
  • How do I support students to develop their thoughts before they answer?
  • How do I develop a culture of collaboration in order to support learning and to develop understanding?
  • To what extent do I exploit students’ answers to develop learning?
  • How might I develop students’ ability to use target language questions to support their learning?

  • When a question is asked, the teacher requests that students think before they respond.
  • Students are then offered adequate thinking time.
  • This fosters inclusion and increases student confidence.

Wait Time

  • Students are asked to write questions they have using Post-its, mini-whiteboards or digital tools (e.g. jamboard, MS whiteboard).
  • A discussion is had and questions are themed accordingly.
  • Students are invited to respond to questions where possible.
  • These questions inform the teacher's next steps.

Gathering Questions

  • Students are assigned roles for spoken interaction (e.g. an interaction about their holiday plans).
  • They are encouraged to ask and answer questions.
  • Gaps in their learning may emerge which inform the teacher's next steps.

Using Role-Plays

So what does this look like in the MFL classroom?

In the MFL classroom, questions, conversation, activities and tasks offer us the opportunity to identify gaps, or misconceptions, in learning that inform our next steps for planning teaching and learning.

Here are some examples that may prompt your thinking:

Are there other approaches that you use?