Learners give feedback to each other. This might be done in oral form.
Learners reflect on their learning:
— What has been learned
— What remained unclear
— What is necessary to work on
H/T: to learn the words.
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Support for weaker students: working in pairs/groups, phrases
Challenges for more able students: Encouraged to do more writing; assist weaker students.
Assessment – how are you planning to check learners’ learning?
Checking the task
Feedback on the work
Health and safety check
ICT links Video, Ph.Training
Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).
Differentiation can be used at any stage of the lesson keeping time management in mind
Pair work, group work
Health promoting techniques
Breaks and physical activities used.
Points from Safety rules used at this lesson.
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.