Practical AFL Strategies in Class room-
Academic year-2016/17
1. Traffic light cards: To show understanding of a concept so far, green = I got it,
Yellow = still unsure and red = haven’t got a clue!
2. Discs: Red and green to indicate pace or I’m stuck.
3. No hands Up: Rule for everything in the classroom.
4. 2 Stars and a Wish: 2 stars – what I really liked about your work and the wish,
I wish that you had done…..
5. Thumbs up, thumbs down: For quick voting and to indicate progress so far in
a lesson.
6. Student review: Students lead the review of the lesson, by summarising or
asking questions.
7. Success Criteria: Teacher or student created to ensure that all learners know
what they need to do to achieve/progress during the lessons/activity etc.
8. Model answers: Having 3-4 model answers to show the learner so they can
compare and improve their own work either on their own or in a group.
9. Summative testing ¾ of the way through the topic and not at the end so that
teaching can then be altered to reflect the learners needs.
10. Closed Q and Open Q: Both valid depending on what you are doing and
whether you wish for discussion or a quick review.
11. Discussion Q: Posting a question to stimulate higher thinking, can have
multiple choice answers for students to choose or discuss from.
12. Diagnostic questions: To show whether students have learnt to transfer their
knowledge or highlight any misconceptions.
13. Blooms Tax: Can use, key point is to ensure that you have good learning
outcomes and NOT activities stated.
14. Students design their own revision questions with correct answers to test each
other.
15. Groups devising their own questions during a lesson to challenge/ask the
teacher which then inform the next lessons planning
16. Exit cards/passes: Students answer a question about the lesson or write down
what they are unsure of and these can used to inform planning, create groups
for the next lesson, etc
17. Models on the wall of levelled answers for students to look at and compare
their work to.
18. Lolly pop sticks: Random generation of asking students questions.
19. Wait time: Allow the student to think – pace here is not needed!
20. Mini whiteboards: A Quick way for quizzes, recall and reviews to see who
understands and who does not
21. 4 corners: ABCD move to a corner for a multiple choice question and in the
group discuss why you have chosen that answer
22. Voting pads
23. Comments NOT grades: IGCSE once a term max, think about how to improve
to the next grade not focussing on the grade it’s self
24. Telling the students they CAN: Positive reinforcement, but MUST be sincere
for students to react and want to improve
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25. Hot seating: One student is in the hot seat and the others ask questions, if they
can not answer, the student who asked the question then moves into the hot
seat.
26. Class poll: Asking the students for their opinion or vote on an issue
27. Planning in GOOD questions: Thinking about what questions can promote
extended thinking and promote good learning in advance
28. Oral feedback: Student makes a note into their book of what the teacher has
said
29. Feedback:
a. Comments, not grades
b. Give the student TIME to read and improve upon their work in the
following lesson
c. Make feedback important and NOT a punishment, the amount of
feedback MUST be the same regardless of effort or ability.
d. Cognitive and not emotional, keep the ego out of the classroom
e. Try not to give the grade while learning, just comments.
30. Hinge Questions; a question which can change how the lesson might progress.
31. Exam Papers: Answer on your own, following lesson in groups with a blank
paper discuss everyone’s answer to each question and come up with an ideal
group answer.
32. Planning: Plan for learning NOT knowledge.
33. Mistakes/errors: Are NOT random, look for why, have the students learnt/got a
misconception?
34. Peer/self assessment: Peer assessment should be first, followed by self
reflection on the peer assessment
35. Summative assessment: – IGCSE are the Olympics, you train and practise
your skills over and over, but you DO NOT need to give a level to every single
piece of work
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