Starting points for planning
Planning with an awareness of misconceptionsIn this video we see how one of our teachers, George, uses his knowledge and understanding of where students may have difficulties to plan for learning in advance of the lesson. George will then monitor the evidence he is gathering throughout to check and help his students’ with their thinking. When we begin to plan with learning at the heart of all we do then the importance of diagnosing where the learning boundary lies for each of our students becomes important.The classroom record from George’s school has spaces for the following:
- What went well?
- Special mentions
- Areas for development
- Basic skills errors
- Key teaching points/actions
- Corrective activity
Continuum lineA. (0% of the line). Teachers should always identify pupils’ alternative ideas in advance of teaching any topic.
B. (100% of the line). Teachers should never identify pupils’ alternative ideas in advance of teaching any topic.If the two statements above represent the two extremes of a continuum line of how we as teachers can engage with using pupils’ alternative ideas; where would you place self on this continuum line?Share your thoughts about where you have positioned yourself. What are the advantages and disadvantages of identifying pupils’ ideas in the classroom
Planning for Learning: Formative Assessment
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