Many of the posts on this Ning have dealt with how to communicate with students and parents about AFL practices. Let's face it, just like AFL concepts are new to many educators, they are definitely new to many students and parents. It's important to properly communicate with students and parents so that they understand what we we're doing and why we're doing it. This increases the likelihood that they will benefit from your AFL methods.
As additional resources for communicating AFL are added to the Ning, they will also be added to this blog.
- 3 Perspectives on AFL - how a parent and a student view a teacher's use of AFL strategies
- It's About Students Taking Ownership of Learning - practical examples of ways to train students to use AFL
- Getting and Giving Student Feedback - thoughts on giving students opportunities to use feedback
- AFL Principles Can Guide Many Different Types of Classroom Practices - training students to track their progress
- AFL Email to Parents and Students - let parents and students know about your AFL expectations
- A Great Reminder for Students - train your students to think in AFL terms
- A Student AFL Conversation Overheard in the Library - when students start putting AFL ideas into practice
- What we WANT students to do v. What we TRAIN students to do - let's get kids to think properly about grading
- Students Understanding the Value of Assessment - you want your students to appreciate the power of assessment
- Don't Forget the Power of SPIN - Explaining AFL to guide student perceptions
- AFL Communication and a Self-Assessment Rubric for Math - an example of communicating the purpose of AFL practices to students and parents
- The Power of Asking "Can You" - an example of training students to assess their own progress
- Which parent do you most hope to please?
- Response to a Parent (from Rick Wormeli)
- AFL Teachers Reporting Progress in an SBL Method (using PowerSchool)
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