learn creative

Exit Pass!

(Or … “I’m a learner, get me out of here!”)

WHAT IS IT?

Exit Pass allows AFL to be used at the end of a lesson in a creative way. It uses the age old desire of pupils to get out for break or lunch as part of the learning.

HOW DOES IT WORK?

• At the end of the session, learners are asked to consider one thing they have learned during that lesson.
• Learners are each given a post-it note
• On the post-it, learners are asked to write down their name and one thing they have learned during that session. This is now their EXIT PASS.
• Learners are then invited to queue-up by the door.
• The teacher stands at the door and learners each present their Exit Pass for scrutiny.
• If the feedback is appropriate and focused on learning, the teacher takes the pass and allows the learned to exit the room.
• If the comment is superficial or if the note is empty, the learner has to join the back of the queue and add to their comments.

WHY USE IT?

Exit Pass allows the teacher to use AFL to gauge the level of understanding from that session. The activity itself adds a degree of fun to the feedback and supports kinaesthetic learners by allowing them to move around and learn through doing.

VARYING THE TASK

You could call the pass a Learning Passport and stamp them as they leave with an ink pad and stamp

You could exchange the Exit Pass for a sticker.

WHAT IS IT?

Going Up! is a fun and active way of encouraging learners to discuss, speculate or recap on the learning. It encourages learning conversation in an informal way. It supports kinaesthetic learners.

HOW DOES IT WORK?

• The learners are asked to stand together in a compressed group; like a group of people travelling in a busy lift.
• Explain that we are now standing in the Learning Lift.
• The Lift takes 1 minute to travel between floors. Whilst we travel, we will be discussing an aspect of our learning.
• A question is posed that relates to the learning.
• A bell is rung and the lift sets off. Learners jostle together to show the motion of the lift and turn to the person next to them to discuss the posed question.
• At the end of the minute, a bell rings, the lift stops, learners get out and are asked to feedback what they have discussed or considered.

WHY USE IT?

Going Up! promotes active learning. It supports kinaesthetic learning as it allows learners to engage and respond in a real, physical situation.

MAKING IT REAL

You might play a recorded message detailing a lift journey: “on the fifth floor we have handbags and accessories” etc

You might mark out a square on the floor using gaffer tape to show the boundaries of the lift

Varying the task

The activity can be adapted so that learners are in a variety of situations: a busy tube train holding on to hand rails; on a ship tossed about on high seas etc

Word Scramble!

WHAT IS IT?

Word Scramble is a very simple way of encouraging learners to engage with key words or learning concepts.

HOW DOES IT WORK?

• A list of key words or learning vocabulary is displayed on the white board, or given to learners on a worksheet.
• All words have been scrambled up.
• Learners must work out what each scrambled word is.
• You may wish to make the task easier by showing the letter the word begins with as a capital
• For example, in Dance the word ‘choreography’ might appear as phhygrareCoyo
• Pupils have a certain time in which to work out the list of words
• Ask pupils to work in pairs to support less able learners

WHY USE IT?

Word Scramble is a fun and interactive way of introducing or recapping on key words or learning vocabulary. This might be used best as CONNECT activity.

Extension task

Once words have been unscrambled, ask learners to write a definition for each word (or use definitions as clues to help less able learners to work out each scrambled word)

WHAT IS IT?

3-2-1 is a really simple way of encouraging learners to consider what and how they have learnt at the end of every teaching session. It allows the teacher to gauge the level of learning that has taken place and address any questions or misunderstandings. It is therefore a useful AFL tool.

HOW DOES IT WORK?

• The learners are asked to divide into pairs. Each pair must together consider, discuss and formulate a response to the following:

3 – Name three things you have learnt this session

            2- Identify two ways in which this learning has happened

1 – What one thing are you now interested to know? (What question do you have about the learning?)

• Pairs then share their responses with the class. The final section (the questions) can inform a class discussion; with other learners speculating or answering the questions of their peers.

WHY USE IT?

3-2-1 provides a quick and simple model for promoting AFL and allows learners to consider what and how they have learned. It works best as a CONSOLIDATE activity at the end of a session, though might also be used as a CONNECT activity at the start of a session to encourage learners to think back to what has gone before.

TRY IT AS:

In Science (when exploring Diet and Exercise) pupil responses might be:

• 3 – We have learned what the metabolic rate is; we have learned that food is fuel for the body; we have learned that muscle tissue burns more energy than fat
• 2 – We have learned through watching the video; we have learned through discussion during small group work
• 1 – We are now interested to know what factors influence a person’s metabolic rate

WHAT IS IT?

‘What am I?’ is a fun way of getting the pupils talking and thinking about key concepts and ideas explored.

HOW DOES IT WORK?

• A hot-seat is established at the front of the class or in a prominent position in a circle.
• A finite list of concepts or ideas relating to the learning is displayed up on the white board. Around 6-10 ideas work best.
• A pupil is requested to volunteer to come forward.
• The teacher must explain that the volunteer is now going to be given a post-it showing one of the displayed ideas or elements of learning.
• The volunteer must not look at what is written on the post-it but must instead stick it onto their forehead.
• The class should all be aware of what is written on the post-it.
• The volunteer must guess what idea or element they are.
• The volunteer is allowed to ask the class questions to which the class can only reply YES or NO.
• The volunteer must deduce which concept they are (i.e. what is written on their head)
• The game works best if volunteers are limited to a finite number of questions. E.g. after 5 questions they have to guess.
• The winner is the volunteer who can correctly guess what they are in the shortest number of questions.
• A tally of questions can be kept on the board to increase the competitive nature of the game.
• The class must always answer honestly and can only say YES or NO.
• The teacher can be appealed to if the class become stuck or unsure.

WHY USE IT?

‘What am I?’ is a fun way of consolidating & monitoring understanding. It allows the teacher to check what has been understood & what gaps remain in the learning (AFL)

TRY IT AS:

Drama/English – identify characters in a play or novel (Am I male? Am I a bad person? etc)

Art – identify different mediums of art work (Do you make me using a brush? Am I made in 3D? etc)

Science – identify different elements of the periodic table (Am I a gas? Was I discovered recently? etc)

WHAT IS IT?

Model It! is a fun and interactive way of allowing the learners to show they know. It is also a good way for teachers to check that knowledge is sound before moving on (AFL).

HOW DOES IT WORK?

• The learners are given information: this could be after an initial introduction or at the end of a prolonged period of study over the duration a scheme of work
• Learners are then divided into teams
• Teams are given a set of 3D materials. These might include balloons; plasticine; post-its; string; placards; old kitchen-roll tubes; laminated arrows; chairs; tin foil; boxes; straws; paper cups etc
• Pupils are then asked to consider the concept they have been learning about.
• Groups have 20 minutes to construct a 3D model that communicates the ideas and information they have been learning about
• The model is to be constructed by everyone in the group, and, when finished, will be put ‘on exhibition’ in the Model Gallery.
• Each group must also nominate as Curator(s) who will explain the model and what it represents. 
• For the record, take a photo of each model and ask pupils to then annotate these in their books

WHY USE IT?

‘Model It!’ is a really fun, hands-on, kinaesthetic way of encouraging the learners to think about and demonstrate what they have learnt so far. It allows the teacher to check that the learners have understood the information they have given (AFL).

TRY IT AS:

In Science – make a model of the water cycle

In English – make a model that encapsulates events in a novel, and use the string to demonstrate how the events are inter-related

In Maths – make a model that demonstrates perfect symmetry

WHAT IS IT?

It is a way to get learners engaged with extended text

HOW DOES IT WORK?

• The learners are given a piece of extended text
• The teacher asks them to find a word (e.g. find the 7th word on the 3rd line)
• To add the element of competition – first with hand up and gives the correct word gets some sort of reward
• You can build up a list of the keywords that you are going to use that lesson 

WHY USE IT?

It encourages the learners to engage with text, it reinforces keywords in a fun way

RECENT USE

I did this today with bottom set Y8 and they loved it.  I have also tried it with my top set Y11 and they really enjoyed it too.

SOME IDEAS FOR USE:

I have used this mainly as a CONNECT activity. It allows pupils to apply their current understanding to the given words. It might be used again at the end of a unit of work as a way of measuring new understanding gained from exploring the ideas in greater depth.

WHAT IS IT?

Only Connect is a way of encouraging the learners to create a dialogue about themes and ideas explored.

HOW DOES IT WORK?

• The learners are divided into small discussion groups (3 group members is ideal)
• Groups are given a set of flashcards (4 maximum) showing key words. Groups must discuss and establish a definition for each word, and then must discuss how each word relates to the other words.
• Groups should appoint a spokesperson who then feeds back the group’s ideas.

WHY USE IT?

‘Only Connect’ encourages the learners to look for patterns or identify connections between words and ideas associated with the learning.

RECENT USE

I was recently exploring Blood Brothers with a BTEC group. I gave each group flashcards displaying the words: Class; Status; Power; Wealth. Groups defined each word and then identified the link between an individual’s wealth and their social status, and between someone’s social class and the authority they have.

SOME IDEAS FOR USE:

I have used this mainly as a CONNECT activity. It allows pupils to apply their current understanding to the given words. It might be used again at the end of a unit of work as a way of measuring new understanding gained from exploring the ideas in greater depth.

WHAT IS IT?

Learning Medal template

Learning Medals are an interesting way of affirming good practice and promoting AFL in the classroom. They help learners review their work and the work of others in relation to grading criteria and the established WILF. They promote peer assessment. They work very well with KS3 pupils.

HOW DOES IT WORK?

• A range of  pupil work is shown or displayed.
• Pupils work in pairs. Each pair are ‘Learning Judges’.
• In pairs, the pupils must consider the work in relation to the established WILF.
• All work to be assessed is seen/examined. Each pair is then given a Learning Medal to award to the piece of work that they feel has best fulfilled the WILF.
• On the Learning Medal the pair must write the name of the learner they intend to award the medal to, and they also must fill in the section entitled ‘awarded for’. 
• Their comments in the ‘awarded for’ section must say why the piece is worthy of the medal, and must use the WILF as part of their justification.   
• The Judges then present their medal to their chosen learner.
• Medals can be stuck into books, displayed on the white board or taken home to show parents.

WHY USE IT?

‘Learning Medals’ are a concrete way of encouraging the learners to consider work in relation to the established WILF. It allows them to judge what success looks like and it uses assessment to promote understanding and learning.

SOME IDEAS FOR USE:

This can be used as a CONNECT activity to review work completed last lesson, or more usually, it can be used as a CONSOLIDATE activity at the end of a session to cement learning and review achievement.

WHAT IS IT?

Matching Pairs is a fun way of recapping on key words, concepts or vocabulary.

HOW DOES IT WORK?

Setting it up

• The teacher should prepare envelopes, each containing a ‘pack’ of 12 cards. On 10 of the cards are 5 sets of matching pairs relating to the topic explored. (For example, in Drama when exploring Stanislavski’s system, the cards would show key elements of the system e.g. 2 x cards showing Emotion Memory;  2 x cards showing Communion; 2 x cards showing MOPA etc.) The cards should also show a picture that relates to the key words displayed (this helps your visual learners and links images with word association).
• On the 2 remaining cards in the pack, there should be 2 words with no pair in the ‘pack’. These might also be key words or they could be completely random e.g. “a flying duck”.
• Learners must work in groups of 3. Two of the group are ‘players’, one is an umpire. 
• Groups are each given an envelope. Each group spreads their cards, face downwards, on the desk. The umpire ‘shuffles’ the cards i.e. moves them around on the desk so their original position cannot be traced.
• Once all groups have their cards in front of them, the teacher explains the rules.

The rules:

• The teacher gives 30 seconds on the clock or creative countdown.
• The pair have to turn over one card and then another. If the cards displayed are a pair then they remain upturned, otherwise both cards have to be turned face downwards once more. The umpire should ensure there is no cheating.
• The winning group is the group who manage to turn and match most pairs in the allotted time.

WHY USE IT?

‘Matching Pairs’ is a really simple way of allowing key words or concepts to be recapped in a fun and active way. The element of competition will motivate learners to succeed.

SOME IDEAS FOR USE:

This can be used as a CONNECT activity to think back to concepts or vocabulary explored last lesson. It can also be used as a CONSOLIDATE activity at the end of a session to cement learning and understanding of key words.