Formative assessment – planning to maximise learning RX049 / BC02
Summary
This course combines the benefits of two modes of learning:
- Direct support and interaction with the course leader and other teachers across four remotely delivered sessions, where you will have the opportunity to discuss and reflect on key concepts.
- Self-paced online learning, including real classroom footage, and guided by experts in assessment for learning: Dylan William, Emeritus Professor of Educational Assessment at the UCL Institute of Education; Christine Harrison, Professor in Science Education, Kings College London; and Dr Andrea Mapplebeck.
The course adopts a reflective approach and will encourage changes in classroom practice that will have a direct impact on pupils' learning.
You’ll plan to identify your learners’ thinking, develop the way you use evidence of pupil understanding to inform your teaching, clarify learning goals and fine-tune your teaching to progress your pupils’ understanding, both in and between lessons.
You will explore how you can identify learners’ starting points, use success criteria, and develop your classroom questioning to adjust your teaching approach and respond to pupil learning.
Who is it for?
This course is for teachers, curriculum leaders, trainees, early career teachers and others involved in teaching Science, Engineering, Technology, Computing or Maths. It’s suitable for educators working at primary, secondary or further education. Teachers of other disciplines may find this course useful in applying assessment for learning approaches
What topics are covered?
- planning to gather evidence about your students' learning
- planning to address misconceptions
- collecting evidence to inform your teaching
- planning to respond to student understanding during lessons
How will you learn?
This is a blended learning course, delivered through a combination of live, remote sessions and self-paced online learning. You can complete online sessions at any time between the remote sessions, and at your own pace. Each self-paced session includes a classroom task which will be reviewed in the following live, remote session.
How long is this course?
This course takes around 13 hours to complete and consists for four remote sessions, combined with 6 hours of self-paced online learning. There are also some tasks for you to complete in the classroom. The remote sessions are three weeks apart to allow you time to complete the self-paced, online sessions
Who is the course leader?
Outcomes
By the end of this course you will be able to:
- Identify pupils' starting points and how to plan to move them forward successfully.
- Demonstrate how to make evidence-informed judgements about your pupils.
- 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.
Sessions
| Date | Time | Location | |
|---|---|---|---|
| 1. What is planning for learning and why is it important? | 07 March 2024 | 15:30-16:30 | Virtual |
| 2. Collecting evidence | 08 March 2024 | 00:00-00:00 | Virtual |
| 3. Misconceptions as a starting point for planning teaching | 20 March 2024 | 16:00-17:00 | Virtual |
| 4. Clarifying learning upfront | 21 March 2024 | 00:00-01:00 | Virtual |
| 5. Inference & Tuning your Teaching | 16 April 2024 | 16:30-17:30 | Virtual |
| 6. Responding to the evidence | 17 April 2024 | 01:00-01:00 | Virtual |
| 7. Reviewing and Celebrating Learning | 02 May 2024 | 16:30-17:30 | Virtual |
Actions
Cost
| State-funded school or college | Activity fee£480.00 +VAT |
|---|---|
| Fee-paying school or college (independent) | Activity fee£720.00 +VAT |
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