Classroom examples: ranking
Diamond 90m10s – Science, Year 10 (age 14-15) – Students work in pairs to rank a set of 9 statements. They start by placing the statement which they think is the most important, or they agree with the most, at the top. Then the next two most important statements underneath, and so on to create a diamond shape. The order must be mutually agreed, allowing students to argue their case, or challenge each other’s point of view. During the activity, you can listen to the discussion and probe children’s understanding.
Continuum lines3m00s – Ranking continuum. Science, Year 2 (age 6-7).
4m35s – Continuum line (probability). Maths, Year 7 (age 11-12).
Place two statements at either side of the classroom so that there is an imaginary line between them. Students choose where they will stand on the continuum line to indicate their response to a question or which of the two statements they most agree with. If students are working in groups, you can ask each group to send a representative to indicate their agreed answer.
DiscussFrom the suggestions listed below identify which for you is the most important reason to use ranking activities, (you can add an idea of your own if you prefer).A. To collect evidence so you can regroup pupils into groups where they have similar ideas.
B. To collect evidence so you can regroup pupils into groups with differing ideas.
C. To collect evidence of pupil’s ideas, including alternative thinking.
D. To collect evidence of pupils’ understanding or misunderstandings.
E. To collect evidence to influence the next steps in your teaching.
F. To collect evidence to identify different activities for pupils to move onto next.
G. To collect evidence for you to consider at a later time.
H. To collect evidence to reinforce your judgements about pupils abilities.
I. To get pupils active and thinking during the lesson.
J. To help the lesson activities transition from one concept to the next.
K. To help the pupils make links to previous or future learning.In the comments below, say which reason you chose and describe why you ranked this as your number one reason. You could think about how would you plan for using a ranking activity for this purpose with your pupils? Draw upon each other for input and suggestions on these examples or some from your own teaching.
Planning for Learning: Formative Assessment
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