Differentiating for learning in STEM teaching NE702
Online course. Flexible participation. Improve your practice of differentiating for learning, by diagnosing your students' current levels of understanding and differentiating for learning by task. Led by experts in assessment for learning Dylan Wiliam, Chris Harrison and Andrea Mapplebeck.
Join this course to examine the key principles of effective differentiated learning and get a range of practical ideas for how you can best respond to the assessment evidence elicited from your students. Designed for STEM teachers in primary and secondary schools, and in 6th form and FE colleges, improve your understanding and use of differentiating for learning within science, technology, engineering and maths.
This course takes around three hours per week to complete. You can choose when and where to participate, studying around your work and life commitments. You are supported and encouraged to discuss your ideas with fellow teachers, try out activities, apply concepts to your teaching context and reflect on your practice. You will have access to high-quality resources, including classroom footage and guidance from experts in STEM education and assessment.
Course availability and support
This course is supported by our experts and mentors for five weeks from the course start date. During the supported period you have the opportunity to ask the course educators directly and discuss your ideas with many other participants. Afterwards, the course is available to join for a further six weeks without mentor support.
If no scheduled date is shown here, you may still be able to access this course directly on FutureLearn.
This course is free to access for seven weeks from the point you join the course. Ongoing access to the course content and discussions is available by upgrading with FutureLearn after you start the course.
By the end of the course, you will be able to:
- assess some of the research literature about differentiating for learning,
- identify a number of approaches for differentiating by task using examples from the STEM subjects,
- explore the links between differentiating for learning and assessment for learning, engage with some key principles of effective differentiated learning,
- collaborate with peers, educators and mentors to try out activities and share thinking in order to help shift practice,
- evaluate a range of practical ideas that can be used to elicit evidence from students and differentiate for their learning,
- collect and analyse evidence from students on changes implemented in the classroom in order to critically reflect on own practice in order to prioritise next steps in own development.
This course has been developed by the National STEM Learning Centre in partnership with Formative Education Limited. It gives you the opportunity to learn with three leading experts in STEM education and assessment:
- Dylan Wiliam: Emeritus Professor of Educational Assessment at the Institute of Education and author of Embedded Formative Assessment.
- Christine Harrison: Senior Lecturer in Science Education at King’s College London, Chair of the Association for Science Education, and former secondary school teacher.
- Andrea Mapplebeck: Researcher and practitioner now supporting educators to improve STEM learning, and former head of science.
This course is hosted on FutureLearn
The email address you give when you apply will be used to send you joining instructions and information about your course. Please make sure you can be contacted directly with this email address.
This course is hosted on the FutureLearn social learning platform. By booking on this course you are consenting to your details being shared by the with FutureLearn under their Terms and Conditions for Invited Learners. By accepting the National STEM Learning Centre’s invitation to register on this course on FutureLearn, you agree that your information will be held by FutureLearn and National STEM Learning Centre as data controllers in common. The invitation to register on FutureLearn will be sent to you no later than the course start date.