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Tuning your teaching

Making inferences from such evidence and addressing this within the lesson, provides the ideal opportunity to take learning forward.
DYLAN: Some teachers use exit tickets or review the answers that students have written in their books to inform the planning of their next lesson with that class. Clearly this can be useful and does give the teacher time to think about next steps. There are however, good opportunities within lessons where the right sort of question or specific activity can throw up evidence that indicates to the teacher that students either have or have not understood an idea. Making inferences from such evidence and addressing this within the lesson, while the ideas are being thought through by students, provides the ideal opportunity to take learning forward.
There are a variety of ways teachers can collect evidence at the end of lessons and Dylan mentions a few in this video, including exit tickets and reviewing students’ written work. These are useful and we will return in Week 4 to this idea and explore it further.
In this video Dylan raises the idea that teachers will be better placed to respond to their students’ learning needs and tune their teaching if they plan to take action during, rather than after the lesson.
To be better placed to tune your teaching you need to not only elicit rich evidence but to be able to make inferences about the answers your students’ are providing. We will explore in the next steps the power of inference.
In Week 1 we explored a range of activities for collecting evidence during the lesson. This week we will support you to pick up enough evidence to enable you to tune your teaching for the benefit of your students by using carefully planned questioning. In particular, in step 3.4, we’ll look at some common problems with questioning that has been not carefully planned, and as a result does not show evidence of student learning that can help you make decisions about what to do next.


What are the challenges to ‘tuning your teaching’ within lessons?
Think about a typical lesson, post your ideas below as we’ll reflect back on your responses at the end of the week. Take a look to see if other learners share your challenges.
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Planning for Learning: Formative Assessment

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