Reflection. Additional information. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?. Learners’ Assessment – how are you planning to check learn learning?. Summary evaluation

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	Reflection. Additional information. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?. Learners’ Assessment – how are you planning to check learn learning?. Summary evaluation ⇐ ПредыдущаяСтр 4 из 4 Reflection Learners provide feedback on what they have learned at the lesson. “Taboo” game – describe a word/key idea from the lesson with/without using given words. Teacher could present or learners write their own	this activity can be done orally Reflective journals
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Learners’ Assessment – how are you planning to check learn learning?	Health and safety check
Differentiation by length of response - word limits or other length expectations - e.g. the number of exchanges in a reflection - can be different to indicate how much individual learners should write or prepare to speak.			Circulate about the room helping learners with vocabulary and expressions. Monitor learners to check they can pick up main points from the text when answering the questions. Monitor learners to check they can pick up main ideas while making a project within their groups	Teachers will keep a close eye on safe student activity
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

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