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

Skip to 0 minutes and 6 seconds CHRIS: In this weeks’ activities, we have highlighted the importance of planning for formative opportunities in the classroom. Recognising how misconceptions and incorrect ideas can sometimes arise from children’s many experiences both in and out of school, helps teachers select and design activities that allows them to collect evidence of understanding rather than simply chasing correct answers. Deciding on probing questions or challenging activities at the planning stage allows teachers to find those parts of the learning where there might be some uncertainty or difficulty. This provides the starting point for planning for learning.

Summary: starting points for teaching

This week you have explore the importance of planning for formative opportunities. You’ve considered planning using misconceptions and sources of evidence of misconceptions. You’ve then explored the significance of sharing learning intentions and success criteria.

If you teach science, our Teaching Practical Science program includes further guidance about creating learning intentions and success criteria. In particular, the Biology course goes into some depth on this aspect which you may find transferable to your own subject.

Reflect on your learning this week

Now is the time to complete your reflection grid if you have not already done so. It’s useful to keep a note of your thoughts, ideas shared by other participants and new practices you’ve developed as a record of your professional development on this course.

Share below how the course has reaffirmed or progressed your thinking about either:

  • Using misconceptions for planning.
  • Sharing learning intentions and success criteria.

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This video is from the free online course:

Planning for Learning: Formative Assessment

National STEM Learning Centre