Skip to 0 minutes and 5 seconds Throughout the five weeks of this course, we hope that you’ve developed and deepened your understanding of how you can use assessment to differentiate and support the learning of all your students. Changing your practice in this way allows you to be responsive to learning and more aware of your learner’s needs. This day-to-day use of assessment can be used to tailor teaching to develop approaches that different students’ knowledge and understanding. Research shows that it’s high-quality, formative assessment like this that goes the very heart of good teaching. We would like to encourage you to keep on implementing, adapting, and developing ideas that we’ve introduced in this course.
Skip to 0 minutes and 44 seconds None of this is easy to do, and all of it takes practice, resilience, and a growth mindset from us as educators. However, it is worth persevering with. So from myself and from Chris and Andrea, thank you for taking part in the course.
Reflecting on your learning and capturing your professional development
In this short video Chris and Dylan bid farewell and encourage you to persist in developing your use of assessment in order to differentiate and support all learners.
As Dylan concludes:
None of this is easy to do, and all of it takes practice, resilience, and a growth mindset from us as educators. However, it is worth persevering with.
To support you further, Dylan, Chris, and Andrea’s ‘top picks’ of additional readings are provided to deepen your understanding of Differentiation for Learning.
Reflecting on your professional development
Now that we approach the end of this course we re-visit the self-audit task from the start of the course. The post-course self-audit will help you consider how your practice and thinking about differentiating for learning has changed. You will use the self-audit to inform your next professional development, which we direct you to in the next step.
The statements from the self-audit task are reproduced below:
- I use formative assessment to design effective differentiating for learning.
- I believe and tell my class that all students can develop STEM conceptual understanding and skills.
- I plan for increased levels of cognitive challenge as my lesson progresses to deepen students learning.
- I plan and use a range of diagnostic activities to elicit evidence of students’ thinking and levels of understanding.
- I act on the range of evidences elicited from diagnostic activities to move forward all students in their learning.
- I use a variety of different grouping approaches for my students depending on where they are at in their learning.
- I employ a range of activities that increase student ownership and motivation.
- I allow students to choose appropriately challenging activities which enable them to move forward in their learning.
- I scaffold the learning so that all students can achieve the learning intention.
- I can explain the importance of mindset for myself and my students.
- Access the self-audit task and complete it.
- At the end of the survey, click My responses.
- Click Download as PDF.
- Save the PDF where you will be able to retrieve it to review over the next few steps.
Share any notable observations about how your responses have changed from the start of the course.
© National STEM Learning Centre