It is very important to wrap up a lesson in a right and effective way. I should admit, many moons ago I was a teacher who in the end of the lesson just waved good-bye and was happy to end up a lesson with it. I had never been thinking about anything special and much more interesting for my students¸ though I’d always understood its importance and value.
Metacognitive feedback stage is a stage when the lesson is actually finished and a teacher asks his students about the results of the lesson. Was it interesting for them to participate? Was the material interesting or boring? Was there something they would like to change or improve? There are lots of questions, and my very first post on this blog was about using post-it ® notes for Metacognitive Feedback. It happened because my experience allowed me to write and to share with others, and that means that I’d been trying many ways of doing it before. Today I’m going to collect all thoughts and ideas on this topic in one post. I hope it will be useful somehow. All tips are supposed to be used at the end of the lesson. All the information the teacher takes from students he can use to reflect on his practice and a lesson itself, also he can plan his future lessons and have a better understanding of strengths and weaknesses of his students.
The following ideas reflect my own practice and also practical ideas of my Spanish colleagues and authors of Spanish textbooks where self-evaluation is an important part of the lesson and should never be underestimated.
- Teacher asks students to write down 5-10 new words and combinations they learnt at the lesson.
- Teacher asks students to complete a small questionnaire with only one question:
This lesson was:
a) very rapid
- Teacher asks students to classify different types of exercises they did at the lesson and say which of them they found interesting / boring / favourite / difficult / thought-provoking. Exercises could be classified, for instance, as filling the gaps, answering questions, talking in pairs, looking out for some specific information in the text, listening, reading, etc. Teacher helps students to classify them.
- After classifying all exercises students can label them with one-two descriptions: the most interesting, the most confusing, the most productive, the most boring.
- Also as one of the alternatives of revision, students are asked to write 3-5 new words (verbs, collocations) from previous unit, or units.
- T asks students to analyze their further English practice. They can answer the question: what sort of things are you going to use for better learning? Students are offered some answers, like in a questionnaire, for instance: I have to write much more; I have to do much more grammar; I have to listen to TV programs, podcasts, radio, etc.; I have to read more and others.
- A nice idea for revision. Students are given worksheets with a table and complete it:
|I’ve revised…||I’ve understood….||I have to pay much more attention to….||Other comments|
- Also there are several ways of self-evaluation for students. They are given a questionnaire and tick answers closer to them:
|I have to improve…||a) My speech
b) My written speech
c) My listening comprehension
d) My reading comprehension
|I’m evaluating my process of studying…||a) I’m satisfied
b) I’m content
c) I have to improve my skills
d) There are lots of things that I don’t understand
- Teacher asks students to write answers to these questions: a) What have we done at the lesson? ; b) I’ve had difficulties with___________; c) I’ve improved my skills ____________.
- Teacher asks students to answer the questions: which difficulties have you faced whereas studying this unit? (the answers possible are: difficulties with grammar, with reading, with listening and others.
- Teacher asks students to answer about new words or word combinations. What was the most difficult word to memorize? The easiest?
- In modern coursebooks there are a great amount of really informative texts. Teacher is supposed to ask his students about the text: what interesting information have you found out? What surprised you most? Which facts do you find most interesting?
- It is a nice idea for students to reflect, what kind of tasks they did on their own and which in groups of with a partner. Teacher can ask students about it. After that students can answer the question: was in easier for you to work on your own or in a group? Also as an alternative, Teacher can ask students to categorize exercises that are easier to do with a partner and that are easier to do alone.
- Teacher asks students to track the difference between two languages when they study grammar. Students try to find similarities and differences in two tenses, in ways of forming new words and in other grammar phenomena.
- When a class encounters with a text, after reading Teacher can ask his students: what kind of text do you like read most? The answers possible are: literary, newspaper article, letters, official documents, scientific texts and others. By gathering feedback from students Teacher can prepare more interesting texts for them.
Personally I’ve tried only quite a few of these activities with my students. The point is that there are lots of ways and while lesson planning I look at my notes and try to pick something that possibly will be helpful for my students after the lesson. And try it. My personal tip for teachers is to pick one every new lesson. Firstly, it’ll help you to have more feedback from your students, and secondly, it’ll help to reflect, to analyze your lesson, to prepare for the new one.
A teacher is free in his choice of conducting this stage both with using notes or just letting students discuss lesson outcome in pairs. The thing is that after that stage students become more aware of why they attend lessons and more confident as well, they learn to analyze and the teacher is a person who helps them.
Thanks for stopping by!