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Classroom task and summary: students recognising their learning

Summary: responding to the evidence in lessons
DYLAN: The list of ideas you have for how you can plan to evidence and then respond to learning should be expanding, and hopefully having seen our teachers trying approaches out in the classroom will also be helping you build knowledge of how you may be able to implement these ideas into your own practice. One of the things we have learned from effective professional development is that it is not just the ideas that are helpful but understanding the underlying principles and how these can be adapted that are important. We hope that you are feeling more confident to be able to plan and become more responsive during the learning for your students.
We would like therefore to encourage you to not only share what you try out in your classroom, but more importantly what you have learnt from having a go at some of the ideas. For us to learn from each other it is really beneficial to discuss any adaptations that you needed to make or tips for how you would improve things next time you try them. We look forward to reading your posts and learning from your experiences. Next week we will look at how we can plan more effectively for learning over the medium term, and how your thinking has developed over the course.
This week we have looked at ways that we can plan to be responsive both during lessons and between them, and as Dylan discusses we have seen and learned more ideas of how you can implement these ideas with your students.
Earlier this week, Dylan suggested a number of different ways we can support students in considering how well they are learning. Ideas provided were asking students to:
  • Indicate their ‘gots and needs’ – students write something they understood (got) about the lesson and/or something they still do not understand or wish to know (need) on sticky notes or cards.
  • Indicate their level of understanding of key concepts using ‘traffic lights/rating’ to show whether they understood them well, need a little help, or need a lot of help.
  • 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…
The Schools, Students and Teachers network have produced a poster which includes these ideas along with other helpful guidance to support teachers in developing formative practices. Download the poster.

Classroom task

  • Consider a skill or concept you are developing with your students over time and to use one of the approaches suggested above.
  • How well did the approach go in practice when you tired it? Did you have to adapt it for your students?
We recognise you may not have sufficient time during the course to be able to implement these ideas. However, we encourage you to return and record your progress in the comments below and on your reflection grid.
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Planning for Learning: Formative Assessment

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