Planning to maximise learning NE710

Improve your planning and tailor activities to create assessment and feedback opportunities for your students with this online course.

Summary

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?

This course is for teachers, curriculum leaders, newly qualified teachers, trainee teachers and others involved in teaching science, engineering, technology, computing or mathematics. It’s suitable for educators working in primary, secondary or further education (ages 5-19 years). 
To get the most out of this course, participants will need to be currently teaching a class of students. This course draws upon the key concepts from our Introducing assessment for learning course. However, this course can be taken as a standalone course and all learning will be supported within the content of the course.

What topics are covered?

This course covers:
  • 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?

This online, self-paced course can be completed flexibly. Participants can join and start this course at any time after the advertised date. 
This course is not facilitated. You can learn independently or with colleagues to directly address your individual needs.

How long is this course?

This course takes around 12 hours to complete and you do not need to be online at any specific time. You can take the course at your own pace.

Outcomes

By the end of this course, you will be able to:
  • 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

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Planning to maximise learning
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