Skip to 0 minutes and 1 second DYLAN: So this first week has involved us exploring the importance of practice based evidence and how we can plan to open up the classroom so that learning is made visible to our students. In particular we have considered how teachers can plan for when they will purposefully collect evidence from their students at specific points during the learning to inform their teaching, and we have seen examples from our teachers of how they have implemented this in their classrooms. Next week we’ll help you reflect on this further and start to explore in more detail how we can identify students’ starting points, especially linked to troublesome knowledge, and consider how we can then plan to develop their understanding.
Skip to 0 minutes and 48 seconds Again we will see several ideas exemplified in the classrooms of our teachers, to enable you to take forward ideas for how you can plan for learning for your students.
Summary: planning for formative opportunities
This week has been about how you go about collecting evidence, and more importantly setting yourself up so that you can use that evidence to inform decisions about how you will teach.
Reflecting on what you are learning
Trying to take in new ideas and embed them into your practice is not easy. However, we stress the importance of critical reflection if you want to translate these ideas into practice, and also if you want to be effective in making changes in what you do. We recommend that you keep a personal record of all your work on the course, as a resource for refreshing your memory and continuing to refine your practice in the future. You can use a weekly reflection grid to help you.
Using the Reflection Grid
Take a look at our example (PDF) of how you might complete the grid. We hope you find it a useful tool to help you in your learning journey, so that when you go online and you start to talk with others, you’ve got ideas to share.
Reflecting on this week
Use your reflection grid to capture your contributions and thoughts this week. You may like to refer back to:
- What limits your planning for learning?
- Learning evidence collection is not the beginning or the end
- Your decision-driven evidence collection practice
Share what you’ve learnt this week
In the comments below, share:
- One thing that you have learnt this week.
- One question you are still to address.
Course Q&A opportunities
As the course progresses, you may find answers to your questions. However, on all courses for teachers from the National STEM Learning Centre, we provide you the opportunity to ask the educators more detailed questions about the course. Share your outstanding questions from your reflection grids or an issue specific to your teaching context.
Post these in the Q&A session:
- Step 5.12 - post questions before 10 August 2020.
Join us in Week 2 for planning to address misconceptions and to help students know what quality learning looks like. Remember to Mark as complete each step.
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