Getting pupils to reflect on their learning and progress Proof of Progress activities

1. Getting pupils to reflect on their learning and progress Proof of Progress activities POP!

2. Linking phrases • Number each word, roll the dice to select the words that have to be linked. • Link as many words as possible together in one sentence • Lower ability give definitions of each word, increase the demand by linking more and more words together • Write the sentences in books, mini whiteboards, IWB, • Make as many sentences as you can linking on two of these words togther POP!

3. Concept cartoon John thinks.... Sarah thinks.... Amy thinks... POP! Abdi thinks... Into the speech bubbles put... True false phrases Common misconception phrases Varying degrees of accuracy phrases To use... Who is right/ wrong... True/false? Why are they right/wrong... True/false? Correct/underline/point out the mistakes Add the correct speech bubble in

4. Diamond 9 Participants are given a list of issues and asked to discuss and agree which are the most important items. Each item is placed on a large, diamond-shaped grid. The most important item is usually placed in the top of the diamond and the least important at the bottom of the diamond. Items in each row are of equal importance. (Some groups prefer to put the most important card in the centre - either approach is fine, as it's the discussion surrounding the group's decisions that is important.) The diamond shape enables the group to encompass a range of priorities and perspectives.

5. Fill in the blanks Blanks in text with no choices of words POP!

6. Red/ Yellow/ Green Cards POP! • A quick POP activity that allows you to check the whole classes progress • Use the traffic lights for... • Statements • True or false • Understanding of a particular topic or activity

7. Aide Memoire POP! Students have to come up with something to help them remember what has been studied. This could be a mnemonic, visual aids, a story, a song etc. Allows differentiation for learning styles. Develop by asking students to share their aide memoires and producing a pool of the most helpful ones.

8. Speed dating Sit with a partner - one of you must sit facing the whiteboard and the other facing the opposite way. The first person has only 30 seconds to describe the key word(s) featured below before moving onto their next partner - your teacher will keep writing down the keyword to be explained Your keyword is: POP!

9. A, B, C, D Cards A B C D • A quick POP activity that allows you to check the whole classes progress • Use the ABCD cards for... • Multiple choice questions POP!

10. Idea bouncing When you have received an answer to a question, open up the thinking behind it by asking what others think about the idea. e.g. “What do others think about _________’s idea?” “Who can point out why…?” POP!

11. POP! Same…Different? Give group of shapes/expressions/graphs and students identify what is the same and what is different about them.

12. Adding detailed ideas In teams you are going to be extending sentences to show off your newfound knowledge. The team with the best sentence, ie accurate and detailed, wins the prize! POP! Example Original Sentence: The Second World War started in 1939. Example Extended Sentence: The Second World War, which occurred between 1939 and 1945, started when the Germans invade Poland and Britain declared war on Germany

13. How, where, when, why, what e.g. …does democracy work? …is the economy? …do human rights affect people? POP!

14. Writing questions • HOW (higher order) • WHY (higher order) • WHAT POP!

15. Here are the answers, what is the question? Question?

16. Kindred relationships • In this exercise, think of a word that is related to the preceding words. (Compound and hyphenated words or commonly used expressions are allowed.) • Sleeping, contest, spot, shopAnswer: Beauty (sleeping beauty, beauty contest, beauty spot, beauty shop) Relating word?

17. POP! Missing Sequence Students receive a process (or the lesson itself) cut up or distributed between cards which they must then put into the right sequence. However, one (or more) of the bits is missing and they must work out what should go there.

18. POP! Ten words... 1 word! • Summary activity (second level of Bloom’s taxonomy) • Literacy activity • Encourages reluctant readers to pick out key words/ key bits of information • Can be changed to more or less words, and therefore can be differentiated

19. Pictionary Alternative – short list of concepts/ideas and students have to draw in books or on mini-whiteboard and then feedback their thinking/explanation. Can divide group into teams to make it competitive e.g. Give students concepts/ideas/things to draw whilst others have to guess what they are

20. Logical/Mathematical Verbal/Linguistic Interpersonal Intrapersonal Naturalistic Body/Physical Musical Visual/Spatial 8 way thinking POP! Students can ask questions on each of the 8 ways- then research them or use the 8 ways as prompts to jot down information Can be used at the start of a lesson or topic And/or at the end of a lesson/ topic

21. Hangman POP! You know what it is!

22. Continuum Use continuum to allow students to identify themselves with a position or stance related to the issue or topic looked at. Particularly appropriate if the lesson has centred around making an informed judgement. Develop by questioning students on their position on the continuum; only allowing reasons based on evidence from the lesson; asking students to decide the continuum question or statement POP!

23. Pupil as Teacher POP! e.g. One (or more?) pupil is the teacher. They have to summarise the lesson (unit) and question the class on what was studied.

24. Blooms bookmark • Ask students what the highest skill they have used was. • Encourage them to reflect why they think this. • Individually or in pairs, find evidence showing how they showed the skill.

25. Mime Students get into pairs and mime key learning/ideas/concepts whilst the other has to guess what it is. POP!

26. What if? POP! What if we hadn’t done today’s lesson? What if you weren’t allowed to know what we’ve learnt today? What if everything I’ve told you today was false?

27. 5 – 5 – 1 Summarise today’s topic in 5 sentences. Reduce to 5 words. Now to 1 word. (with as many variations as there are numbers!)

28. In the spotlight POP! A volunteer (or group) is asked five questions based around the lesson. The rest of the class mark down whether they agree or disagree with the answers so that the whole class is tested. Could use whiteboards or voting cards.

29. Concept Map Give students a list of words related to the lesson. This can either be on cards or on the board. They must then turn these into a ‘map’, where each connection can be explained and justified. e.g. Democracy Voting Safety Freedom

30. No to no and no to yes Students are not allowed to use the words ‘no’ or ‘yes’ when answering questions. Questions can be posed by the teacher, in pairs or groups. POP!

31. My Word! Students are given (or choose) a word related to the lesson. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word.

32. POP! As easy as 1 2 3 Place students in groups of 3 and number them 1-3. 3 statements on the board which the corresponding individual must explain to the rest of the group. Develop by ‘phone-a-friend’ where if one student can’t explain they find another student with their number in the group and learn from them.

33. Quick-fire Quick-fire questions on the topic to individuals in the class. Develop by getting students to write the questions and put them in a box which you then draw from. Use a visible timer to build the challenge.

34. Write your own objective Either at the end of the lesson or during the lesson ask pupils to write their own objectives, thinking about what skill(s) they have acquired / deepened. POP!

35. Evaluation Tree Ask students where they feel they are on the tree in relation to the lesson or topic. Can be used repeatedly to articulate progress/problems. Could print out on A3/A2 and get students to put post-it notes on with their name. Could then pair up strong and weaker students etc. http://www.evaluationsupportscotland.org.uk/article.asp?id=13 POP!

36. Draw your brain Either hand out outlines of a brain/head or pupils draw it themselves. Then, get them to fill it with everything they have learnt (knowledge and skills) during the lesson. Could develop by having them draw the brain at the start of the lesson so as to signpost that they will be able to fill it up by the end. POP!

37. 5-5-1 Deluxe! Now reduce that to 5 key words… Write 5 sentences summarising today’s topic… And finally to one word…. Use shapes and pictures to deluxe-ify 5-5-1 POP!

38. Beat the Teacher Your task is to try and beat the teacher! Come up with questions based around your learning today and see if the teacher can answer them. Develop by: - snowballing - writing questions on pieces of paper and placing in a box. One student (sensible - able to vet) then sits opposite the teacher at the front of the class and pulls out questions to ask a la Mastermind. POP!

39. Exam Question Write an exam question based on your learning today. Then, swap books and answer someone else’s question. Develop by writing a mark scheme for the question as well, using peer/self assessment or using different types of exam questions – multiple choice, short answer, essay etc.

40. Equation Write an equation showing your learning… For example – Humans + cars = carbon dioxide Carbon dioxide= melting ice caps + increasing temperature POP!

41. Txt Msg Write a txt msg explaining your learning POP!

42. Dingbats

43. Just a minute • Pupils talk for exactly one minute without hesitation on a topic to their peers • Choose someone else to be ready to take over if the person can’t (yet) reach one minute OR point at someone to take over.

44. POP! Connect game • Sort pupils into groups of 3 or 4 • choose a topic (perhaps revision) • Ask a student to suggest a word. • The next member of the group says a word that is related to that word e.g. if the word is ‘football’ they might say ‘goal’. • The next child then says a word connected with the previous word e.g. ‘goal’, ‘net’ and so on. • Players take turns. They are allowed thinking time, but can be challenged by any other player to explain the connection between their word and the previous word

45. 1 Q: Why do you exercise? A: Because it's healthy 2 Q: Why is it healthy? A: Because it’s good for me The 5 whys Ask ‘why’ questions in response to five consecutive answers. For example: Q: Why do you exercise? A: Because it's healthy. Q: Why is it healthy? A: Because it’s good for me. Q: Why is it good for me? And so on. 3 Q: Why is it good for me? A: POP! 5 Q: A: 4 Q: A:

46. POP! Question 3 5 good questions • Share questions with class, partner • See how many pupils came up with the same questions • Peers to answer each others questions Question 2 Question 4 Write down 5 questions you know the answer to Question 1 Question 5

47. KWL what we Know", what we Want to know, and "what we Learned 1 thing I already knew 2 questions about what I have learnt/ 2 things I didn’t understand 3 things I have learnt