Gingerbread RETURNS…
Resources:
Use the blank template of a gingerbread man to assess your student’s learning during the lesson or at the end of the lesson.
How it works:
Three key pieces of information are written on different areas of the gingerbread man template to identify progress/next steps.
1) Head – what’s the key piece of information I now know?
2) Heart – how do I feel about today’s lesson? This links to student feelings about their progress today, it can also provoke them to assess the emotive impact of the lesson topic – e.g. happy, sad, frustrated.
3) Feet – what are your next steps from here? How will you achieve this? This requires the students to think ahead and beyond just their current lesson, students develop explanations/examples through the use of ‘how’.
The information to be written by students on the gingerbread man can be linked to lesson objectives and command words to demonstrate clearly the progress made. E.g. I can evaluate the impact of climate change on developing countries.
This can be used as an interactive plenary for practical subjects – students assess themselves with class discussion/feedback at the end of the lesson. Plenary can inform the starter of the next lesson. It’s great to keep the gingerbread men in a little booklet for the students to review their progress over time.
Variations:
It is easy to change the wording of the questions to suit the topic of your lesson or nature of your subject; you can add further actions to the hands if you’d like to.
Guest Post by https://twitter.com/franloxley
#TMOxford
Resources
Download the template from here
For group work: blown-up gingerbread man
Individual work: copies of the sheet
Peer assessment: gingerbread man-shaped biscuits
How it works
The gingerbread man is a structure for exam questions – students can plan their answers on the sheet, which can be peer assessed, and then write up their answer. This can be adapted easily for any mark allocation and any level.
Variations:
For group work, take a blown-up gingerbread man, and each pair on a table has responsibility for a section of the structure which they complete. The gingerbread man is then talked through as a class, with students suggesting any improvements for an excellent exam answer.
Peer assessment:
This is the way to get students peer assessing! Their partner tells them which parts of the gingerbread man they have completed well and why, and students can then eat that section of the gingerbread man biscuit. What is left over, students have to improve before beginning the write-up of their answer!
Post by Head of RE
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Tag:plenary
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