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Responding between lessons
Dylan Wiliams discusses the importance of planning for decision-driven-data-collection
DYLAN: As well as planning for responsiveness during lessons we can also plan for decision-driven-data-collection at the end of lesson. It may be that we are developing some key skills over time, such as representing data, and we need to take note of how well our students are progressing, or there maybe concepts which build across topics and we need to note where further scaffolding would support students when this idea is returned to in the future. Some ways of managing this collection of evidence
at the end of a lesson could be by asking students to: indicate their ‘gots and needs’; their level of understanding of key concepts using ‘traffic lights/rating’; complete a learning log at the end of the lesson, responding to prompts e.g. Today I learned… One thing I am not sure about…. This feedback from the students to the teacher affords more time to reflect and consider what students have learnt, where there may be difficulties, ideas of how to develop the learning in the next lesson, and also encourages students to become responsible for thinking about their learning and how they may need further support with particular concepts.
Dylan discusses the importance of planning for decision-driven-data-collection across lessons to help inform us of how well our students are doing in developing key skills and concepts in our subjects. These approaches can be useful for us as teachers to note how students are progressing, and also beneficial for students in helping them be better placed to know how they are learning.
Reflect
You may already have methods for capturing evidence of student learning to use across lessons. Take a moment now to note down what these are. Now, critically appraise these methods in light of what we have discussed so far in the course. How do these methods support, or not, your ability to respond to student learning?
This article is from the online course:
Planning for Learning: Formative Assessment
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Planning for Learning: Formative Assessment
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