What did we learn today?
Also known as: today I learned (TIL), 3-2-1 TIL, 3 things I learned today, what I learned today
At the end of the day, ask learners to take five minutes to record something useful or meaningful they learned during the day. Teachers pose this type of reflective question at the end of a class or whole day of learning. Students respond in writing, allowing the teacher to make quick, informal evaluations of students’ understanding of the material and gain some insight into each student’s learning journey.
ICT templates
Make sure you are logged into your Microsoft (new window) or Google (new window) account before accessing these templates. For more support refer to Getting started with technology (new window).
How to use with ICT
Develop teacher prompts as scaffolds within a shared document and students can enter their responses. Many technologies offer this functionality, allowing the teacher to make quick, informal evaluations of students’ levels of understanding.
Single computer
Project a suitable prompt to scaffold student reflection on their immediate and holistic learning goals.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| Seven best ways to end a lesson by Claudia Pesce | Seven best ways to end a lesson (new window) | This article details a range of effective ways to review what students have learned as a closure process for the day’s tasks. |
| Formative assessment 101: Guide and templates by Emma Cullen on the Mentimeter blog | Formative assessment 101: guide and templates (new window) | Scroll to the bottom of this blog post to discover links to five Mentimeter formative assessment templates, including ‘What did we do in today’s lesson’ and ‘Write down one thing you learned today’. |
Disclaimer
Links to third-party websites:
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The department accepts no responsibility for content on third-party websites.
Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.
Learn more about the strategy
Professional learning
| Provider | Course name | Link | Description |
|---|---|---|---|
| NSW Education Standards Authority (NESA) | Planning for effective learning and assessment | Read the article (new window) | Part of planning for effective learning and assessment is designing ways for students to demonstrate learning. This page discusses how to collect evidence of learning. |