Blue line so its not visible
Blue line visible
Blue no line
New flip cards - Note the height of the card can only be set by the size of the text on the front.
Review students’ understanding of learning intentions. Ask students to explain the purpose of their learning and to relate this to their prior learning. Use formative assessment to survey a wide range of students and gauge understanding of this across a class, for example, through questioning and the use of mini whiteboards.
Review students’ understanding of learning intentions. Ask students to explain the purpose of their learning and to relate this to their prior learning. Use formative assessment to survey a wide range of students and gauge understanding of this across a class, for example, through questioning and the use of mini whiteboards.
Review students’ understanding of learning intentions. Ask students to explain the purpose of their learning and to relate this to their prior learning. Use formative assessment to survey a wide range of students and gauge understanding of this across a class, for example, through questioning and the use of mini whiteboards.
Provide a panoramic perspective on learning by situating current learning in relation to ongoing, overarching learning goals. Map these out and provide students with a visual representation of learning objectives across a unit or course, ideally in terms of those big ideas and big questions studied.
Purposefully align learning intentions and success criteria. Where appropriate, involve students in the co-construction of success criteria linked to the purpose of learning.
Teach students how to develop their own visual organisers to represent key aspects of their learning, including, but not limited to, those steps that can be taken to advance their learning and deepen their understanding of subject matter.