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Below are some strategies that may prompt your thinking.
Are there other approaches that you use?
So what does this look like in the MFL classroom?
Choice Board
- Students are presented with a board of items from which to choose.
- The board might contain a series of texts or activities (audio, written and visual) around a common theme.
- Students choose texts based on their preference, and by doing so, are able to build on their skills and talents.
Digital Space for Work
- Students regularly upload items to an online space (e.g. MS OneNote, Google Classroom) to support their own learning.
- Items can be shared with others for feedback and review purposes.
- Students can select their best work for assessment.
Increased voice and choice in the MFL classroom increases student engagement and motivation. Self-regulated feedback fosters the willingness and capability to self-assess, develop confidence and independence.
Traffic Lights
- Using a simple lights system, students indicate whether they understand:
- well (green)
- partially (amber)
- or little (red).
- Through further discussion, students explain what is (and is not) understood and why.
- This, in turn, informs their next actions for learning.
- When planning for learning, how do I consider student interests to support ownership of their learning?
- How do I encourage students to reflect on their learning?
- What strategies do I use to encourage students to reflect upon their learning?
- What structures are in place within my MFL department for how students might reflect on their learning?
Now what?
What?
Activating students to self-regulate their learning
Students as Owners of Learning
4 - Self-assessment
jct
Created on November 17, 2021
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Transcript
Students as Owners of Learning
Activating students to self-regulate their learning
What?
Now what?
- When planning for learning, how do I consider student interests to support ownership of their learning?
- How do I encourage students to reflect on their learning?
- What strategies do I use to encourage students to reflect upon their learning?
- What structures are in place within my MFL department for how students might reflect on their learning?
- Using a simple lights system, students indicate whether they understand:
- well (green)
- partially (amber)
- or little (red).
- Through further discussion, students explain what is (and is not) understood and why.
- This, in turn, informs their next actions for learning.
Traffic Lights
Increased voice and choice in the MFL classroom increases student engagement and motivation. Self-regulated feedback fosters the willingness and capability to self-assess, develop confidence and independence.
- Students regularly upload items to an online space (e.g. MS OneNote, Google Classroom) to support their own learning.
- Items can be shared with others for feedback and review purposes.
- Students can select their best work for assessment.
Digital Space for Work
- Students are presented with a board of items from which to choose.
- The board might contain a series of texts or activities (audio, written and visual) around a common theme.
- Students choose texts based on their preference, and by doing so, are able to build on their skills and talents.
Choice Board
So what does this look like in the MFL classroom?
Are there other approaches that you use?
Below are some strategies that may prompt your thinking.