Skip main navigation

Inferring errors

Inference is about noticing both formal and informal learning interactions in your classroom, and then assessing what student responses are telling you about how their ideas may limit or progress …

Knowing what success looks like

Andrea discusses that it is important for students to know before they begin what success looks like in terms of quality learning. She shared some ideas related to how a …

Teacher perspectives: learning intentions

In this video we hear from some of our teachers about the intended learning they plan for. As you watch the video, consider why you think the teachers have talked …

Classroom examples: learning intentions

We’ve established that you need to show the purpose and likely outcomes of the learning when planning teaching in order to support students’ learning. In this video you will see …

Formative planning leading to formative action

Planning for formative opportunities and supporting learning can be considered in terms of a continual process of gathering and responding to evidence. This involves identifying the learning goals, assessing progress …

Misconceptions identified from research

In the previous step you shared ideas from your personal experiences of teaching, the common misconceptions and areas of difficulty you have encountered with your students. Now, you’ll take a …

Planning with an awareness of misconceptions

Chris discusses how misconceptions are often not wrong thinking but may be a ‘concept in embryo’ or a ‘local generalisation’ that the pupil has made. These ‘alternative ideas’ may in …

Starting points for planning

This week we are going to examine why it is important to start planning to teach from students’ misconceptions or areas they find difficult. We will support you by providing …