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The toolkit• This is a work in progress so slide numbers may change.

Hyperlinks will therefore be added later.• Please feel free to add any ideas of your own. If you do this

then please cover the ‘WIN’ footer with your own teacher code. That way, if anyone has any questions they will know who to ask.

• There are resources available for assessing individual pupils, small groups and whole class activities. The last few slides give hints and tips to support peer assessment activities.

• For each activity there is a teacher slide with the instructions on. The following student slide(s) contain the visual prompts which will be needed in the lesson.

• Please trial the activities and let me have feedback regarding how things go.

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Small Groups

Whole class

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• Information hunt.• The mantle of an expert.• Memory board.• Spotlight.• Stepping stones.• Beachball.• Splat.• Small child approach. • The grilling.• Question frame.• The blob tree.

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Information hunt (teacher)

• Each student is supplied with a fact finder sheet. This could be a list of questions which need to be answered.

• They could also be supplied with a ‘hunter map’ of the classroom / school to show where to find the information.

• Different sources should be offered to answer a series of small questions on the fact finder sheet (cd roms, practical activities, books, posters, photographs etc).

• A ‘big question’ should bring together everything learned at the end of the lesson / activity.

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Information hunt (student)

• Your small questions are:

• The big question is:

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Mantle of an expert (teacher)

• At the start of a new topic, share the learning objective along with the ‘big picture’ of what will be tackled.

• Think, pair, share what they already know.• Ask a volunteer to come out to the front and

share what they already know. The volunteer needs to wear a garment to show their expertise. This could be a wizard’s cloak for younger pupils.

• The class asks the volunteer question (they have the right to say ‘pass’ if they wish).

• Another volunteer add anything new.

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PairPairThinkThink

ShareShare

PairPair

• You have 1 minute individual thinking time.• Now you have 2 minutes to discuss ideas in

pairs.• Now you have 3 minutes to work in larger

groups.

Mantle of an expert (student)

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Who feels like an expert?

• In one minute you will be asked to question X.• X has the right to say pass if they wish.

Mantle of an expert (student) cont…

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Memory board (teacher)

• Present a dozen or more technical terms on the IWB.

• Give the students one minute to remember the terms.

• After 2 minutes remove the words and ask the student to write down as many words as they can remember. Ask them to define the words if they can.

• Award one point for each word remembered and another two for every good definition written. This could be marked or peer assessed.

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Memory board (student)

Key word

Key word

Key word

Key word

Key word

Key word

Key wordKey word

Key word

Key word

Key word

Key word

You have two minutes to try to remember as many words as you can.

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• You have one minute to write as many words as you can. Leave two lines in between each word.

• You now have three more minutes. I want you to write definitions for as many words as you can.

Memory board (student) cont….

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Spotlight (teacher)

• One volunteer comes to the front and sits in the teacher’s chair.

• The teacher asks the volunteer ten questions and they answer each out loud.

• The rest of the class listens and decides whether each answer was correct or not. They note down √ / X in the back of their books for each question number.

• The volunteer is applauded and returns to their seat. The teacher then runs through each question and what each class member thought.

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Spotlight (student)

• Who will come sit in my chair and answer 5 questions?

• For each answer given, I want the rest of you to write either √ / X in the back of your books for each question number.

• Now what did you all think for each question, thumbs up of down?

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Stepping stones (teacher)

• In the centre of the room place flash cards with various key terms on them. Try to lay them in a logical order so that they can be liked together.

• Ask a volunteer to stand on ‘stone’ number one.• They need to define word one to start.• Now they need to try to link word one and two

together so that they can move forward onto the next ‘stone’.

• Demonstrate this if necessary- they will find this hard.

• Another class member could come and help if necessary.

• The aim is to step on all of the ‘stones’.

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Stepping stones (student)

• The aim is to step on all of the stones in order.• To be able to step on the stone you need to use

its key word in a sentence.

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Beachball (teacher)

• You will need a beach ball with a different colour on each segment.

• Write the colour on each sticker to help those who are colour blind.

• The colours needed are:• Blue, green, orange, purple, red and yellow.• The ball is thrown to individuals.• The colour facing them when they catch the ball

determines their statement.• After catching, the student reads aloud the

statement and completes it.

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Beachball (student)

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Today I have learnt that…..

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The most important thing I learned today is…..

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One thing I need to remember from today’s lesson is that…..

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The thing I enjoyed most today was…….. because…..

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The new key word …….. Was used today. It means…

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Before this lesson I knew…..Now I also know…..

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When I saw the equipment I expected……..

But in fact…..

If I did the experiment again I would improve it by….

A new piece of equipment I used today was called a .……

My results showed me ….

The new key word …….. Was used today. It means…

Plenary placemat

Before this lesson I knew…..Now I also know…..

The thing I enjoyed most today was…….. because…..

One thing I need to remember from today’s lesson is that…..

I can now explain to somebody else about ….

The most important thing I learned today is…..

Today I have learnt that…..

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If I did the experiment again I would improve it by….

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A new piece of equipment I used today was called a .……

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My results showed me ….

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I worked safely today by ……

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I made sure my experiment was fair by…

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I made sure that my readings were

accurate by…

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Splat (teacher)

• Write key words all over the board in different positions.

• Freeze the IWB• Ask two volunteers to stand on either side of

the board.• Read statements aloud which link with each

word. The first student to splat their hand over the correct word scores one point.

• Continue until all of the words have been used.

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Splat (student)

Key word

Key word

Key word

Key word

Key word

Key word

Key wordKey word

Key word

Key word

Key word

Key word

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Small child approach (teacher)

• Try to choose someone who often loses marks because their answers lack detail.

• Ask a starter question to an individual.• Advance the slide show. Why? Will appear

several times.• This will encourage the volunteer to add

more detail to their answers.

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Starter Question:

Why? Why? Why? Why? Why?

Small child approach (student)

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The grilling (teacher)

• This is the same approach as the ‘small child’ and should target the same type of children.

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Starter Question:

Why?What?Who?

When?How?

Which?

Why?What?Who?When?How?Which?

Why?What?Who?When?How?Which?

Why?What?Who?When?How?Which?

Why?What?Who?When?How?Which?

The grilling (student)

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Question frame

• Use a visual / auditory prompt.• Students fill in as much of the question

frame as they can.• Ideas are then shared and misconceptions

tackled.

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What?  

When?  

Where?  

Which?  

Who?  

Why?  

How?  

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The blob tree (teacher)

• The blob tree is useful as a part 4 tool.• Ask volunteers to come to the front and

point to the blob man which best represents themselves.

• Make it clear that they choose based on their learning in that particular lesson. ‘The closer to the top, the more successful you think you are’.

• Also make it clear that you want a reason for their choice.

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e b

lob

tre

e (

teach

er) Which blob

man best represents your learning in today’s lesson. The closer to the top you are, the more confident you feel.

If you are him then you know everything!

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Whilst completing group work, the teacher has a perfect opportunity to listen in. Note down groups with misconceptions and also good ideas. Cognitive conflict can then be initiated and those misconceptions can be addressed.

Children who are usually quiet can be grouped together so that you can ear wig!

Whole class

Individuals

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• Beat the teacher• Conversion• Jigsaw• Circus time• Filtering• Market place• On tour• Question time

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Beat the teacher (teacher)

• Show / demonstrate something. Make deliberate mistakes.

• Give the students 3 minutes to work in a group and write down as many mistakes as they can.

• The group with the biggest list can then demonstrate the activity without any mistakes.

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Beat the teacher (student)

• Watch carefully…

• I just made lots of mistakes!• Work together and write down as many mistakes

as you can (you have 3 minutes)

• Who has the most?

• Now come to the front and demonstrate the correct way to do things.

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Conversion (teacher)

• The class is given material (eg a page from a revsion guide, a web site, a piece of writing, a video clip etc).

• Each group is then asks to convert the information into another form.

• Forms include:• Mind maps, flow diagrams, a storyboard,

graphs, venn diagrams, bullet points.• This process can also wotk in reverse.

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Conversion (student)

• Each group is going to receive information.• I want you to convert this information into

another form.• Form which you can use include:

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Mind maps

Main idea

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Flow diagrams

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Storyboards

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Graphs

0

20

40

60

80

100

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

East

West

North

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Venn diagrams

Oneidea

Anotheridea

Any links

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Jigsaw (teacher)• Split the class into five groups and give each member

a piece of the same coloured card.• You need a black, green, pink, blue and yellow group.• Give each group different information (photocopies, cd

roms, posters, photographs etc)• Give the group 4 mins to study and discuss the

information.• Now split the groups and send them to join new ones.• The new groups need to contain ‘one member of each

colour’ so the group gets a full set of information.• Give the groups 10 mins to share all of their info.• Each group could then complete a big question to

judge their understanding.

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Jigsaw (student)

• Each of you has a different colour card.• You need to collect the correct information

from the front and sit with other people who have the same colour card as you.

• You will be given 4 minutes to read and discuss the information in your group.

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Jigsaw cont…

• Now sit in groups so that you have at least one person of each card colour

• 1 black• 1 green• 1 pink• 1 yellow• 1 blue• You now have ten minutes to discuss each piece

of information. The contributor should explain their piece and highlight important facts.

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Circus time (teacher)• Design a number of tasks pertinent to the topic. They could

include watching a video, listening to a cd, an internet exercise, reading, writing, completing a practical etc.

• Set the activities out in different areas of the room. Try to have enough activities to avoid overcrowding.

• Split the class into small groups. Show the students the location of the activities. Tell them that they can move on whenever they are ready to any empty station.

• Groups begin. They can record their learning on a pre-prepared record sheet. There could be matching questions for each station.

• Each station can be discussed in turn to sum up what should have been learned.

• A ‘big question’ can then be introduced for part 4.

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Circus time (student)

• There are several stations around the room. They include…

• In your groups, visit each stations and try to answer the matching questions. As soon as you have finished you can move on to any station.

• What have we all found out?

• The big question is…

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Filtering (teacher)

• Students work in small groups or pairs. They are given a piece of information and asked to draw out the ten most important words.

• When a group is ready, they come to the front and use the IWB pens to write one of their words above the filter funnel.

• Other groups then add to the words.• No duplication is allowed.• Teacher discussion elicits which words the class

feels are the most important and these are then defined.

•

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Filtering (student)

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Market place (teacher)• Students work in groups of 3. Each group is given

different information. The group also has display materials.

• Each group converts the resource material into a visual display. The poster can contain no more than 10 words so students need to present information in a range of ways. Allocate 15 mins to do this.

• One member of each group has to stay with the poster and be the ‘stall holder’ This person explains the poster to any visitors. Allocate 10 mins to roaming for information.

• Original groups now come back together and the ‘roamers’ now disseminate to the ‘stall holder’

• Some sort of assessment activity now follows.

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Market place (student)

• You are working in groups of three.• Each group has different information.• You have 15 minutes to summarise your

information as a poster. The poster cannot contain more than 10 words

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Market place cont…

• One group member needs to stay with the poster (the stall holder)

• The other two are going to visit other posters.

• The stall holders must explain their posters and answer any questions.

• ‘Roamers’ must pay attention and take in as much information as possible.

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Market place cont…

• Now return to your original groups.• ‘Roamers,’ it is your job now to feedback

to the ‘stall holder’.

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On tour (teacher)• Print out (on separate sheets) a number of open questions

which require long answers. These could be past exam questions. Have more questions available than groups to avoid congestion. You will need a markscheme for each question later.

• Students work in pairs. They answer the question on sugar paper and should aim to get full marks. Once finished, they move on to another question.

• Each group then moves to another question. They add to other groups contributions to make them better.

• This process is repeated several times.• When the time is up, groups return to their original question

and mark it using a mark scheme.• Part four could be to collect responses in and mark them

together

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On tour (student)

• Each group has a question in front of them. Written near the question is how many mark it is worth. Take the number of marks into account and write the best answer that you can on sugar paper.

• As soon as you have finished you can move onto another vacant question and start that one. If someone has already attempted the question then I want you to try to improve their answer.

• We will continue to do this for 20 mins.

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Question time (teacher)

• This is a good activity to use at the beginning of a new topic.

• Have a number of prompts around the room. They should all be low / no text. Items could include photos, artefacts, diagrams, posters, maps etc.

• Students work in pairs and move from one prompt to the next. For each prompt, they think of a question which they would like answered.

• After seeing all of the prompts and writing their questions, group all gather to form a large circle.

• The teacher elicits questions for each prompt and anyone can respond with an answer.

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Question time (student)

• There are X objects around the room.• I want you to look at each one.• Whilst there I want you to write down any

questions which you have about the object. Write these questions down.

• Once you have finished writing you can move on to any object which is vacant.

• You have 15mins to do this.

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Question time cont…

• Time is up

• Now everyone move to stand in a large circle.

• Who has a question about this item?• Can anyone answer?

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Individuals

Small Groups

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Contents• Traffic light cards• Thumbometer• Agreement circles• Verbal football• Know, knew, would like to know.• Mini white boards• Post its• A&D statements• Annotated drawings• Commit and toss• Concept mapping• Headless chickens?• Human Scatterplot• RERUN• KWIP

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Traffic light cards (teacher)

• Each child has a card with a green, red and orange (amber) area.

• The teachers reads statements aloud.• The children show green for true, red for

false and amber if they don’t know.• Write the colour on each card for students

who are colour blind.

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Traffic light cards (students)

True FalseI don’t know

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Thumbometer (teacher)

• Same principle as the traffic light cards but:

• Thumbs up = true• Thumbs down = false• Thumb side ways = I don’t know.

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Thumbometer (student)

It’s true It’s falseI don’t know

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Agreement circles (teacher)

• Ask the class to form a circle (or a line if a circle will not fit)

• The teacher reads statements aloud and the class moves to show their opinion.

• In the circle = true• Out of the circle = false• Sat down = I don’t know• Most children will be too lazy to sit down-

they will therefore be encouraged to have an opinion.

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Agreement circles (student)

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Verbal football (teacher)• This is not the best assessment tool- I just thought it was

fun!• The class is split into two teams• The ‘training’ session involves each team trying to learn

specific information (10 mins, use the timer)• Toss a coin to decide which team goes first.• The team with kick off receives the first question from the

teacher. They have 5 seconds to respond and any team member can answer.

• A correct answer results in maintained possession and progress up the pitch (use the IWB pens)

• An incorrect answer results in loss of possession and the other team gets a question.

• 3 passes forward = a goal.

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Verbal football (student)

• You are going to be split into two teams.• I will toss a coin to see who goes first.• I will ask a question and any team member

can answer.• Correct answers move you up the pitch.• The pitch centre is 3 correct answers

(passes) from the goal.• The team with the most goals will win a

prize.

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The pitch

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Know, Knew… (teacher)

• This is good as a plenary activity.• Children write their responses in their

exercise book.• You can ask them to share their responses

after writing time.• Marking their books will show their

understanding.

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Know, Knew… (student)

At the beginning of the lesson

Now

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Mini white boards (teacher)

• Each child has a mini white board, pen and a wiper.

• The teacher asks mainly closed / short answer questions. Visual prompts can be put on the IWB

• Students write their responses on their board (allow 5 seconds to do this).

• Students hold up their responses.• You can ask them to keep a record of their own

score in the bottom right corner of the board.

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Mini white boards (student).

Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Writing timeHold up your

board now

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Post it (teacher)• Use a prompt at the start of a lesson / topic (this could be a

picture, short video clip, radio clip or just a key word)• Give each student a post it note and ask them to write as

much as they can about the subject.• Ask them to also put their initials in the bottom right corner

of the note.• After 3 minutes, ask the class to bring their post it to the

front and stick it in the appropriate area of the next slide. REMEMBER TO FREEZE THE BOARD.

• Quickly run through the responses and tackle misconceptions now if possible.

• At the end of the lesson / topic ask the students to draw the idea bubbles in their books.

• The post its can be stuck into the ‘what I knew’ section. They can then summarise ‘what they now know’ and this can be marked.

• The arrows encourage reflection on how they learned. Photographing activities and showing this as a slide show with music will help them to remember how they learned.

• They can then share ‘how I learned’ with the rest of the class.

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How I learned new things

How I learned new things

How I learned new things

How I learned new things

How I learned new things

How I learned new things

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A&D statements (teacher)

• Supply the students with a number of statements. Ask them to respond with either A / D for agree / disagree.

• Students should then be encouraged to think about how they could get more information to back up their decision.

• This is a good method to use at the beginning of a topic to elicit what they already know.

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A&D statements (student)

Statement How can you find out?

1) e.g. ‘All magnets have two poles’. AGREE DISAGREE

2)

AGREE DISAGREE

3)

AGREE DISAGREE

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Annotated drawings (teacher)

• Choose an idea which is central to the topic which you are teaching.

• Ask the students to draw, label and briefly describe each part. Give time limits for this or some children will not annotate their pictures.

• You can use the acronym MTV- ‘make thinking visible’.

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Annotated drawings (student)

• Make thinking visible!

• I want you to draw me a picture to represent• __________________________________• To include as much information as possible I want

you to draw, label and briefly describe the parts of your picture.

• You will only have 10 minutes for the drawing part.

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Commit and toss (teacher)

• This is a good way to highlight class misconceptions. It will not tell you who has the misconceptions. It does however encourage the children to make their ideas known without the possibility of looking stupid.

• The teacher starts with a question.• Each of the students writes their answer on a

small piece of paper. • When prompted they scrumple up their note and

throw it at the target.• Each student then picks someone else’s

scrumpled ball.• The teacher selects individuals to read out their

answers.

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Commit and toss (student)

• Your question is:

• Write your answer on your small piece of paper. Don’t worry about writing something wrong- nobody will know!

• Now scrumple your paper up.• After three, throw your paper at this target.

Jhgvablkcjsh;oivhaw;ofhliawuhfliugwlfguklwgefl

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Commit and toss (student) cont…

• Now pick up any scrumpled ball and return to your seats.

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Concept mapping (teacher)

• Concept mapping is similar to mind mapping. It is however harder for the children but gives you more information.

• A concept map has 4 rules:• 1) The main idea goes in the centre of the paper.• 2) The less important an idea, the closer it goes

to the edge of the paper.• 3) Every arrow has the reason for the link written

beside it.• 4) Links between ideas should be promoted as

they show more understanding.• Use the Simpsons slide as an example of a

concept map and then introduce the rules and your main title.

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The SimpsonsDad is

Mum is

Son is

Eldest daughter is

Bab

y is

likes

Makes f

un of

His dog is

Her cat is

Has hair

like

Is an

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Concept mapping (student)

• The 4 rules are:• 1) The main idea goes in the centre of the

paper.• 2) The less important an idea, the closer it

goes to the edge of the paper.• 3) Every arrow has the reason for the link

written beside it.• 4) Links between ideas should be present

if you can find any.

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Headless chickens (teacher)

• Create a list of ten closed questions for your topic.

• Write / print the possible answers out onto A4 flash cards.

• Stick these answers around the room in various places.

• Students move to the answer which they think is correct.

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Headless chickens! (student)

• I am going to ask you 10 questions.• The answers to these questions have been

stuck on the wall around the room.• You have one minute to look at all of the

available answers- remember, there are ten!• Your time starts now!

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Headless chickens (student) cont…

• For each of my questions, I want you to move and stand under the answer which you think is correct.

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Human scatterplot (teacher)

• Stick the available labels on the wall of the classroom as shown.

ConfidentNot

Confident

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Human scartterplot (teacher) cont…

• Display questions on the board with a multiple choice of answers (A, B / C).

• For each question, the students need to stand opposite their choice (A, B / C) and on a spectrum of how confident.

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Human scatterplot (student)

• Around the room you can all see• A• B• C• I’m confident• I’m not confident• For each of the following questions I want you to

stand in line with A,B / C and whether you are confident or not.

• For instance, if I thought the A is the correct answer but I’m not very confident about this- I would stand here.

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RERUN (teacher)

• Recall• Explain• Results• Uncertainties• New Learnings

• Students complete a rerun after a practical activity. Use the students slide to explain what you want them to write about.

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RERUN (student)

• Recall: what you did in the lab.• Explain: why you did the experiment.• Results: describe your results and what

they might tell you.• Uncertainties: describe any results which

you are uncertain about.• New Learnings: write at least two new

things which you have learned from the experiment.

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KWIP (teacher)

• KWIP stands for ‘Key Words Inventory Probe’

• Think of 12 key words for your current topic.

• Display them on the student chart and ask the students to either tick their response with an IWB pen or stick a post – it in the correct place (remember to freeze the board).

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KWIP (student)

• I am going to display 12 key words. For each one I want you to show me how confident you are with the meaning of the word. You will show me by:

KEY WORD

A tally here shows that you don’t know hat the word means

A tally here shows that you do know what the word means

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KEY WORD KEY WORD KEY WORD

KEY WORD KEY WORD KEY WORD

KEY WORD KEY WORD KEY WORD

KEY WORD KEY WORD KEY WORD

KWIP (student)

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What materials will be needed?

The peer’s work

A hierarchicallist of pupil

speak success criteria

Ideas for targets for

improvement

Visual access to exemplar work

Each pupil will need access to:

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Thinking / Reading Time

• Thinking and reading time must be incorporated into the lesson.

• Any peer assessment of written content should begin with time to read the work. Pupils can then question the author if there are any issues.

21/04/23

WIN

Success Criteria

• Any written success criteria need to be in ‘pupil speak’

• Model success criteria through exemplar materials.

• Scan or photocopy previous work to model ‘what we are looking for.’

• Identify where the exemplar work has matched / failed to match the success criteria.

21/04/23

WIN

Setting targets for improvement.

• Most pupils can form targets using the pupil speak success criteria…

• However… they will find it difficult to focus on a skills based target.

• A list of examples which they can copy / edit will help.

21/04/23

WIN

• Follow up class work / homework needs to allow time to respond to the targets allocated.