Skip to 0 minutes and 1 secondHello, colleagues. My name is Yeasmin Mortuza, and I'm a mentor for the Introducing Assessment for Learning course. I'm here with my colleague, Jane Winter, and this is where we get to comment on your comments throughout the course. So I'm going to hand over to Jane for our first comment from Jamila. Over to you, Jane.
Skip to 0 minutes and 22 secondsJANE WINTER: Yes, yes. Thank you, Jamila. We're both really enjoying reading everybody's comments, and I thank you very much. Jamila makes a great point that assessment gives you information not only about your students, but about yourself. It tells you about individual learners, but it also tells you about the learning of your whole class. And you might say, oh, you can quickly move on from a subject because they got it really quickly. Or you're going to have to go over it again. But the question you ask yourself is why can you move on so quickly? Is it because they're a particularly a quick cohort? Or is it something that you've done?
Skip to 1 minute and 2 secondsIs it something really good about your teaching that's helped them pick it up quickly? Conversely, if things are not going so well, is it because they're not so good? Or do you have to look at yourself and think, well, what have I missed out? What could I have done differently? And this helps you become a better teacher for that class in front of you, because as teachers we know that every year is different, every cohort's different. So it's helping you refine your teaching for those learners in front of you, but it's also helping you in the long term become a better and more confident teacher.
Skip to 1 minute and 35 secondsSo that is a really, really valuable point to make and actually reminds me-- Actually, no, I'll go on to Christopher and his comment. It is very closely linked, and I'll tell you what it reminds me of in a minute. But Christopher says, very similarly, for the students who got the same thing wrong, why? Is it because they need a more detailed explanation from him? Did he not word it correctly? But what I like about what Christopher tells us is that he addresses this with his class. He says, could I have done something better?
Skip to 2 minutes and 11 secondsAnd he makes it very explicit that it's not just the children or the learners that are learning, but he's learning too, and it is a mutual and collaborative exercise working out, how can we do this thing? How can we make it better? And that's really powerful for creating a great classroom atmosphere because you are all collaborating together. And the story that was going to tell you that links to both these slides is actually when I went to a parents' evening when my children were at secondary school and I was really impressed with the maths teacher. And what she did, she had a bit of paper. So I couldn't see all the other children's names, so confidentiality was assured.
Skip to 2 minutes and 52 secondsAnd I could just see all of Ruth's marks. She's obviously done all right with this subject. She's OK with this subject. And she said, however, you can see this you know these couple of topics here that she struggled with. And then she moved the paper so I could see everybody else's top marks. She says, but as you can see. The whole class has struggled here, so I'm thinking what could I do differently? And this will be, oh, 15 years ago. My daughter's grown up now. And I still remember that teacher with a lot of admiration. The reflection that she was confident enough to share not only with the children but with parents so really powerful.
Skip to 3 minutes and 31 secondsSo thank you for that Jamila and Christopher. And then we're going on to Joel's comment. He's talking about intentional dialogue, and the importance of not just thinking about whether an answer is right or wrong. I know in my own teaching I've found this so powerful. Once you stop hunting for correct answers, and I should think most teachers if not all teachers have been there, where you're just listening for that answer that you think you want. Everything changes once you're really listening to your learners, not just listening out for the correct answer. They become much more confident to speak to you and share their learning and understanding with you. The whole classroom environment changes.
Skip to 4 minutes and 20 secondsAnd I think as human beings we need to be listened to. And if you've ever been speaking to somebody and they kind of second-guess what you're about to say, or you don't quite say what they want so they jump in, it's really frustrating. And if we are hunting for the answers, because that's what we're doing with our children, if somebody really listens to you, you feel more confident to say more. It's a great role model. So once you start teaching in that way, you you're teaching your children to listen to each other and create a really great collaborative classroom. So thank you so much for that comment, Joel.
Skip to 4 minutes and 57 secondsReally, really important, and I think you've got somebody now, haven't you, Yeasmin, comment you want to talk about.
Skip to 5 minutes and 4 secondsYEASMIN MORTUZA: Yes. Clive's comment actually links really nicely with Joel's comment. And Clive actually raises a concern. So Clive uses Think-Pair-Share as a strategy, a really simple but effective way of getting the students to quickly share an idea which then promotes that being able to share their thinking externally, but in a relatively closed environment all perhaps going on to share with a wider class. So his concern, it's a common concern, is that maybe just the dominant kids who put their views forward and the teacher's only measuring a subsection of the students, and so obviously there's a fairness issue there as well. So first of all, Clive, thank you for your honesty.
Skip to 5 minutes and 52 secondsAnd we always love on these courses that colleagues engage with the material seriously and honestly and that they raise their concerns so that we can help all of us navigate our way through those challenges, and those concerns. Because teaching is a complex field to navigate, and it's important that we air those concerns to help ourselves navigate through them. So this particular issue of the dominant student taking over is a common one, and we do need to have strategies to combat that. So the only way is really going back to what Joel said and Jane commented on, is to actively nurture a supportive culture of participation, and linked to that, an expectation that everyone participates.
Skip to 6 minutes and 40 secondsSo we should expect each student to participate. But beyond that we can also expect each student to support one another in participating as well. So high expectations that are shared and perpetuated by each other so there's a feeling of mutuality, co-learning, co-listening to each other. And that can only happen if the learning place feels safe, so which is going back to the previous comments that Jane made. And all of those positive learning behaviours, it's up to us to model them and to explicitly teach them. It's not going to happen by accident. So coupling together high expectation, modelling it, and then allowing that to nurture that safe environment where all students become equally dominant, let's say.
Skip to 7 minutes and 37 secondsSo thanks very much, Clive, for that. Our next question comes from Humphrey. And Humphrey, so I'll just read what he says, "Wow! Encouraging students'. It's a lot of work. More often than not, order is an issue teachers deal with, but learning takes place in disorder, though." Learning takes place in disorder. Wow! I love that.
Skip to 8 minutes and 0 secondsIt really highlights the greater aim of what we trying to do in classroom. It's very easy to fall into routines and processes where we get through a lesson plan or we get through the activities that we're supposed to get through. But actually it's the learning the actual learning that's the grail that we're aiming to get. And learning takes place in disorder. And so we have to embrace that disorder and we have to kind of expect it and allow it. So as long as it's a learning disorder and not the wrong type of disorder. So thank you, Humphrey. And actually our next comment gives an example of how that chaos can be somewhat organised. So Petra uses discussion stems.
Skip to 8 minutes and 45 secondsSo she displays her discussion stems on the wall, and she's mentioned that that's a very organised way of introducing and perpetuating classroom talk. And she's mentioned that there's a wonderful thing that's happened is that it's become embedded in the classroom culture. The students use language in a sophisticated way to explain their ideas, and so that in-depth explanation is coming through. So what you've got there is working hand in hand. You've got the planning, the scaffolded planning that the teacher has put in place to allow that organised chaos to come through.
Skip to 9 minutes and 28 secondsSo it's organised, and it's really important that we are able to distinguish between working noise and off-task noise, because obviously it's only the first one we want and not the second one. So yes, let's embrace the chaos. So that brings us to the end of our comments. I'm just going to hand over to Jane for a wrap up. Over to you, Jane.
Skip to 9 minutes and 52 secondsJANE WINTER: Yes, thank you very much. Really, really enjoying working with you on this course. It's not over yet. We'll be around for a couple more weeks yet, so keep participating and posting your comments. If you've got any questions, they need to go into Step 3.8, and the closing date for that is the tenth of October. Currently we're running another course, Yeasmin and I, we're working on a course, Managing Behaviour for Learning. And in a couple of weeks a Planning for Learning starting, so lots of opportunities if you want to carry on. Just carry on enjoying the course and see you next time. Bye.
Skip to 10 minutes and 29 secondsYEASMIN MORTUZA: Bye.
Mentors' video diary and reflection grid
Your course mentors, Yeasmin and Jane, will record their highlights from the three weeks discussions and learning. The video will be upload by 28 February 2020 and a transcript made available.
We’d like to hear what ideas shared by other learners really stood out for you. Who inspired you to think differently? What have you changed in your teaching thanks to the input of others?
Final reflection grid
Now you’ve looked back over the whole course, and hopefully had a chance to try things out in your own classroom, complete your third and final reflection grid. Keep this, together with your self-audit task responses, to represent your CPD through this course.
If you’ve enjoyed this form of online CPD, we hope you’ll join us again on further courses from the National STEM Learning Centre.
To continue with your development of assessment for learning, join us on Planning for Learning: Formative assessment in science and maths.
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