Reviewing the Learning

Following our December Workshop, take a look at the below to continue your learning on the topic. If you want to develop your teaching practice even further then take our Planning Lessons to Reach All Learners course.

Activity 1

In the workshop, we considered how the teacher can review learning at the start, in the middle, and at the end of the lesson. Click here to download a useful worksheet for your portfolio that reminds you of the strategies that can be used. 

Activity 2

Read the following classroom scenario. Consider carefully: 

1. What strategy Mr Mulenga uses to ensure that his students understand the task? 

2. What strategy Mr Mulenga uses halfway through the task to check the learning and ensure his students are completing the task successfully? 

3. What Mr Mulenga does when he realises that one pair is not completing the task successfully? 

What Mr Mulenga does at the end of the lesson to assess the learning? 

Mr Mulenga is teaching Year 8 Spanish to his students. They are second language learners. He wants them to have a conversation, in pairs, based in a food market. One must buy the food and the other must be a market stall holder. 

Mr Mulenga starts the lesson by explaining the task. Afterwards, he asks Patrice to explain what the class needs to do. Patrice correctly repeats the instructions back to Mr Mulenga, so Mr Mulenga allows the students to begin the exercise.  

During the task, Mr Mulenga circulates the classroom, identifying students who are struggling. At one point, he notices that Emmanuel and Leonardo are not successfully pronouncing the Spanish word for bananas. 

Mr Mulenga pauses the class and says the word. He asks the class to repeat after him. He is concerned that they are mispronouncing other fruits, so he uses no-hands-up and asks the class to say other vocabulary. He is satisfied with the pronunciation, so he allows the class to continue the task. 

At the end, Mr Mulenga uses the four-finger assessment to ask the learners how they found the lesson. Most students put up 4 fingers, so Mr Mulenga uses no-hands-up again, this time to ask the students why they felt they understood and could teach a friend. Letti responds by telling him that she knew the vocabulary before the lesson but felt much more confident using it in conversation and pronouncing it correctly. 

Want to understand the importance of formative assessment further? Watch this video below.

If you want to develop your teaching practice even further then take our Planning Lessons to Reach All Learners course.