After

Students have assembled their knowledge ready to reshape, refine and share
= = = = =After: = Get students to reflect on what they have learnt and what they now know. What was the ‘big picture’ about? What did we learn? Why? ||  || If students have completed the **KWL** chart individually then this could be used as summative assessment This is a form of structured note making and could be used by the student for later revision || If the lesson is a stand alone lesson, students can complete an exit slip to show what they learned || [|exit slip] || Formative assessment, shows level of class understanding of a topic || beginning of the topic || Compare before and after **‘brainstorms’** to show new learning || [|Weebly] – create a website || Allowing students to complete work in different ways: In [|mathematics] see **Dan Meyer’s TED talk** where he shows how to get students to stop and think, supporting them in problem solving || Differentiation, personalising learning at work ||
 * || **How ** || **Using Technology ** || **<span style="font-family: 'Comic Sans MS',cursive;">Why? ** ||
 * **<span style="font-family: 'Comic Sans MS',cursive;">Enabling students to reflect on and show what they have learned ** || <span style="font-family: 'Comic Sans MS',cursive;">Complete the **L** section of the **KWL** chart
 * || <span style="font-family: 'Comic Sans MS',cursive;">Provide an **exit slip**
 * || <span style="font-family: 'Comic Sans MS',cursive;">Add to **‘brainstorming’** throughout topic || <span style="font-family: 'Comic Sans MS',cursive;">Students could add to the [|mindmeister] **‘brainstorm’** they developed at the
 * **<span style="font-family: 'Comic Sans MS',cursive;">Do all students have to do the same? ** || <span style="font-family: 'Comic Sans MS',cursive;">Allow students to showcase their learning in different ways. || <span style="font-family: 'Comic Sans MS',cursive;">[|Glogster] – make an online poster
 * <span style="font-family: 'Comic Sans MS',cursive;">caters for different learning styles,
 * <span style="font-family: 'Comic Sans MS',cursive;">allows for choice and
 * <span style="font-family: 'Comic Sans MS',cursive;">gives ownership to students ||
 * **<span style="font-family: 'Comic Sans MS',cursive;">Provide a structure for less able learners ** || <span style="font-family: 'Comic Sans MS',cursive;">For some students the assessment criteria will be enough to get them going, for others, scaffolding in the way of key headings may be necessary using a writing frame. || <span style="font-family: 'Comic Sans MS',cursive;">Use a ‘[|writing’] frame.
 * **<span style="font-family: 'Comic Sans MS',cursive;">Share and Display great student work ** || <span style="font-family: 'Comic Sans MS',cursive;">Allow for **gallery walks** where at a simple level students display their work for others in the class to see, as it is developing.

<span style="font-family: 'Comic Sans MS',cursive;">At a higher level students can discuss progress, critique and respond to what others are developing || ‘<span style="font-family: 'Comic Sans MS',cursive;">[|gallery walks’] || <span style="font-family: 'Comic Sans MS',cursive;">This provides ‘prompts’ for those students who may not be sure of what to do next <span style="font-family: 'Comic Sans MS',cursive;">Helps with the development of communication, language and higher order thinking <span style="font-family: 'Comic Sans MS',cursive;">This provides an opportunity for all students to see what excellence <span style="font-family: 'Comic Sans MS',cursive;">looks like ||
 * **<span style="font-family: 'Comic Sans MS',cursive;">Peer and self assessment ** || <span style="font-family: 'Comic Sans MS',cursive;">Having students critique their own and others work, helps them to develop language skills and reflect on what they did well, what they could improve and to identify next steps || <span style="font-family: 'Comic Sans MS',cursive;">[|Peer and self assessment] || media type="custom" key="8413442" width="70" height="70" ||