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This content is taken from the National STEM Learning Centre's online course, Differentiation for Learning. Join the course to learn more.

Skip to 0 minutes and 6 seconds As we have seen during the previous weeks, spending time eliciting evidence about where students are in their learning is a key aspect of being able to then differentiate effectively for learning. This week, we’re going to look at how we build on this and then focus in on how we can, in particular, plan tasks to allow appropriate access to the learning for the range of students that we teach. We will look in detail at some ideas of how we can increase student ownership and how we can draw on our expert teacher knowledge to plan tasks that will test student understanding in order to move them forward from where they are at in their learning.

Skip to 0 minutes and 42 seconds We will also get the opportunity to see and discuss ideas exemplified in real classrooms.

The week ahead

Dylan discusses the week ahead where you will explore ideas of how you can build on the evidence elicited about where students are in their learning.

You will encounter a range of ideas of how you can increase student ownership and see our teachers exemplify a number of approaches in their classrooms.

The key thing is ensuring all students achieve the learning through the effective use of formative practices. In the next activity you will begin to think about different ways you can enable each individual student to make progress in their learning.

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This video is from the free online course:

Differentiation for Learning

National STEM Learning Centre