PPLI 20 Ways to Reflect (NEW) - Flipbook - Page 4
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Feed-forward
Students write feedback that you have given them at the top of their new piece of
work. This will help them focus on what they need to improve in the next piece of
work and avoid the repetition of errors.
Think-Pair-Share
Pose a question to students that requires them to reüect. They reüect for 30
seconds. They then share their reüections with the partner for 30 seconds and
then with a wider group. By sharing reüection ideas, this can help students to reüect
more widely or analytically about their own progress. Print Out (see Page 7).
Sprint Retrospective
Every few weeks (or perhaps during a longer assessment period) students take a
page in their copy book and write at the top of the page their goal e.g. to deliver
my oral CBA. At the bottom of the page, students write their current stage of
completion. Students then write the next steps to reach the goal across the
middle of the page using arrows to indicate the steps. Students should also write
questions to the sides of the steps where information is required to move forward.
Print Out (see Page 8).
During assessment periods where students are preparing for a major assessment,
go around the room asking students the following questions:
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Ongoing oral
feedback
1. What9s your goal?
2. What have you achieved so far?
3. What do you still need to do?
4. What are your questions?
Sometimes formative feedback will not be necessary because the reüection
process is enough but sometimes you might be able to ofer advice.
Thinking out loud
If students are tasked with completing a piece of writing, model the writing
process out loud on the board. As you begin the writing process, vocalise
everything that is going through your head to plan or complete the task as you
complete it on the board. When you have ûnished, students write 3-5 things that
they must do when undertaking this task based on their reüections of what they
have seen and heard.
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A Flick Back
Students at the beginning or end of a lesson üick back through their copy book or
portfolio looking at what they have achieved. They then write a target at the top of
their page for the next lesson explaining what they want to achieve over the
coming lessons based on their rapid review of their own work.
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Sentence-stem
response
Write a phrase on the board that directs students to reüect on something
speciûcally e.g. 8When I refer to events in the past tense, I must…9 Students then
complete the sentence. This could also be collected in by the teacher to gather
feedback about the extent of their learning more abstract, complex topics.
Print Out (see Page 9).
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PPLI delivering
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