Planning to maximise learning NE710 / A23
As a teacher who wants to promote the learning of your pupils, you'll want to make evidence-informed judgements and apply a range of approaches to respond and adapt teaching during and in between lessons. Experts in assessment for learning, Emeritus Professor Dylan Wiliam, Dr Chris Harrison and Andrea Mapplebeck, will guide you through how to plan for learning.
We've designed this online self-paced course to be flexible and included a range of activities demonstrated in a number of real classrooms to exemplify responsive teaching during and in between lessons, as well as challenging your thinking of how best to plan with learning in mind.
“Watching the teachers in the videos using the different strategies was really helpful and gave an insight into how easily they worked.” Participant, UK.
Who is it for?
What topics are covered?
- Compare classroom examples of collecting evidence of learning, rather than evidence of performance
- Creating a classroom environment to counter misconceptions.
- De-contextualised learning intentions.
- Watch how teachers in three different classrooms share learning intentions with pupils.
- Observe eight real classroom examples of helping students understand what success looks like.
- How to improve your questioning.
- Purposeful re-grouping of pupils.
How will you learn?
How long is this course?
Who is the course leader?
This is a self-paced Online Course
The course leader will be introduced in the course.
- explain how evidence-based practices suggest teachers should use formative assessment in a purposeful way
- identify students' starting points and how to plan to move them forward successfully
- demonstrate how to make evidence informed judgements about your students
- apply a range of approaches to respond and adapt teaching during and in between lessons
- develop your planning for flexibility and evidence collecting opportunities (including addressing difficult areas and misconceptions)
- evaluate when and how students will consolidate or move forward their understanding across a sequence of lessons
|Planning for learning: formative assessment in science and mathematics
|01 September 2023