Responding to the evidence
- The teacher could provide students with the correct answer or explanation.
- The teacher could move students onto the next activity in the teaching sequence. The teacher may make a note of the variety of responses and return to the key idea in the next or a later lesson.
- The teacher could decide to collect further evidence before deciding how to respond and either:
a. Ask students to talk to the person whom they are sitting next to and discuss their thinking; or
b. Facilitate a whole-class discussion to identify the reasoning and different thinking in the room,
- Re-group the students as a consequence of their responses and either move students so that they:
a. Discuss their thinking with others who have different ideas; or
b. Discuss their thinking with others who have similar ideas; or
c. Move on to different activities in the lesson that are the most appropriate for their level of understanding.
- a range of responses,
- vague ideas,
- incorrect thinking from their students.
CommentWhat are your initial thoughts about how you might plan to respond to evidence of student learning in your lessons? Can you expand upon the possible options above?
Planning for Learning: Formative Assessment
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