Skip to 0 minutes and 4 seconds So far, we explored how different types of questions elicit evidence that helps drive learning in science classrooms. Sometimes, we need questions and activities that encourage dialogue. It’s through this interchange of ideas that both the teacher and the learners begin to hone in on what is understood and what isn’t. At other times, the teacher needs to check on how well new ideas have been taken on. And it’s at these junctures that hinge point questions are most useful. The immediate feedback that a teacher gets from using hinge point questions is an extremely useful tool in deciding on those next steps. Getting the balance between those two approaches is, of course, important.
Skip to 0 minutes and 45 seconds In this final week, you will consider the questionnaire evidence from your own students and revisit the recordings of Martha Worthington, Jonathan Lye, and Emma Rowe working with learners of different ages. These two sources of evidence will help you reflect on how formative assessment could work in practise and on how you can help your students develop their knowledge and understanding of STEM subjects in an active and effective way.
The week ahead
In this video Dylan introduces the final week of the course during which you will:
- consider the questionnaire evidence from your own students;
- review in detail recordings of Martha Worthington, Jonathan Lye and Emma Rowe working with learners of different ages;
- gain access, if you have have already contributed, to the crowd-sourced repository of hinge-point questions generated by learners on this course.
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