Tag Archives: Reflection

Reading extension tasks

12 Jan

GIRL READING

Here’s a comprehensive list of activities that can be carried after students have read literature/books to test their reading skills and extend writing to provide information.

Thanks to http://education.illinois.edu/ for the resource, there’s lots to choose from and will ensure that students demonstrate their learning through a variety of tasks, just click on the link below.

Source:http://bit.ly/1ktpIcO

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Projects for assessing combined English skills

11 Jan

WWW MAGNIFYING GLASS

These two tasks are mini projects that test the students combined reading, writing, speaking and listening skills. Any subject material can be used, ours are from http://www.carelpress.com, but you could use newspaper or magazine articles instead as long as they are informative and relevant to the students.

Students are then asked to work independently to read the text, answer a set of questions then discuss the topic with others. There are short written tasks included such as creating informative posters or producing a piece of creative writing (just click on the links below).

I’ve found that the students like these tasks as they are linked and it allows them to learn new things without being taught in a didactic method. They can also research further when creating posters and new pieces of text.

HAPPINESS SURVEY POSTERS
ALRIGHT – HAPPINESS SURVEY TASK TM
ALRIGHT – HAPPINESS SURVEY ANSWERS TM
A WORRIED NATION POSTER
A WORRIED NATION TASK TM
A WORRIED NATION TASK ANSWERS TM

Reading for information – skimming & scanning

10 Jan

READING UNDER A BULB TREE

The purpose of these activities is to get the students to speed up their reading in preparation for final exams and the world of work where time is short.

To start with students are independently asked to look at an article – this can be any article (we used a newspaper article on bullying) and used the task sheet (link below – laminate for future use) to make notes on keywords and overall information in the text. The students then compare what they have found and see if they have come to the same conclusion through discussion in small groups.

After the students have done a few of these article reviews (I asked them to look at 4 different articles separately) they can then move onto reviewing several articles on the same theme and consolidate the information into a few paragraphs on flipchart paper as a group. Students then find it far easier to take notes and summarise texts after this session without feeling the need to write everything down – a good session for at the start of the year.

TEXT REVIEW SUPPORT HANDOUT

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Formats & features – poster task

9 Jan

MAN WITH MAGNIFYING GLASS

This is a good task to get students to understand the importance of layout and what information to include in a poster so that it provides information to the reader and is fit for purpose.

Split students into small groups (ideally 4) and provide each one with a different coloured pen so that you can see who is working and who needs support/prompting.

Provide the students with a variety of posters (at least 3) that they see daily around the school/college/university – these can have a theme or be random posters that are supposed to attract the students (we used equality and diversity posters for this task).

In their groups ask the students to analyse the posters using the prompts (link below) and get them to write their answers on flip chart paper then feedback their findings to the class at the end.

It’s surprising what students identify with and what mistakes designers make when trying to get the attention of the public. The student results are then used as a base for them to produce a poster on a chosen topic without making the same mistakes. I’ve found this method to be very effective as opposed to asking students to design a poster straight away as the quality and appropriateness is far superior after carrying out this activity.

POSTER EVALUATION PROMPTS

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Fun prompts for discussion

21 Sep

MULTI COLOURED CHATS

I’m not entirely sure of the source of this activity but it is a fun discussion or writing activity for individuals/small groups perhaps as a starter or for reluctant workers. It asks strange questions such as ‘what would happen if it always snows?’ and gets students into working through thought and interpretation of the questions.

The questions can be used as a Powerpoint or printed and given out to groups for feedback to the class. I’m definitely going to try this myself and I’ll feedback the results.

FUN PROMPTS FOR DISCUSSION

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Respect Questionnaire – Speaking and Listening activity

19 Sep

BOYS SPEAKING

This activity encourages reflection and evaluation of how others and students communicate both positively and negatively. I particularly like this activity because it poses a series of questions with no right or wrong answers about feeling valued during communication and offers insights into how students present themselves making them think a little deeper.

There are various ways to set the questions: you can display them on the board and ask students to discuss in small groups and then feedback, display them on the board and ask for any contribution or chop up the questions and give them out for discussion after they’ve been deliberated upon. The activity tests teamworking and communication skills and also supports appropriate communication in valid situations.

RESPECT QUESTIONNAIRE TM

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Feedback mark sheet

15 Sep

GIRL WITH PHONE

After research into Hattie’s literature on feedback and consultation with students and peers we devised a feedback form for use when students submit a piece of writing which states clearly what they’ve done well, what they need to improve on and how they can improve.

On the other side of the sheet are a generic set of criteria that should be aimed for in every written piece of work. If you print these off back to back and chop them in half then every time a student submits a piece of written work then you can mark effectively and rapidly. Also, the student is clear about how they can improve and the final section offers the opportunity for them to set a target.

As I’ve marked I’ve stapled the front sheet (copied in a bright colour for visibility) to the student’s work so they can see what they’ve done well immediately and so far it’s working well.

Please feel free to share and adapt and thanks to the working group who assisted in its development at Grimsby Institute.

GENERIC WRITING MARKING SCHEME

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