Assessment Line (courtesy of Jess Brewer)
Write a statement that students have to judge how far they agree or disagree with for the starter. Mid-way through the lesson the teacher will go back to the slide and ask students if they have changed their opinion and why.
This supports the learning, allows students to probe through thinking/questioning and allows the teacher to correct misconceptions.
If this is too tame, Jess suggests:
“To inject more AFL and questioning into my lesson and make it more interactive, I get students (maybe 6 at a time) to imagine the front of my classroom is the line and they have to stand where they think they are. The students sat down have to question them on their view. “
