What does good differentiation look like? As Tamsin Page and Sue Gelder recently explored with our Teaching and Learning Group, the best differentiation isn’t bolted on. Rather, good differentiation is at the heart of the planning process and should be considered at the start of our thinking, not the end. What is that we want pupils to learn and think about? How can this be deconstructed in ways that give everyone in the room access to the challenge? The attached pdf offers a range of creative strategies – which is the right strategy for what you want pupils to learn?
Interesting model of how to fine tune pupils’ writing to add style and precision, informed by knowledge of the context in which the text being analysed was produced…
Attached is a PowerPoint from a recent professional learning twilight session, led by Caroline Venn, Head of RE, and drawing up her work with Sam Armsby (Science), exploring how to ensure that marking is both effective and efficient. What works for pupils? What is feasible in the finite amount of time available to teachers? How can teachers keep on top of marking when faced with huge numbers of books to mark each week? Caroline explores key principles – being selective about what you mark, thinking carefully about why you are marking that piece, and exploring how you mark to provide meaningful written feedback quickly and clearly.
Effective & Efficient Marking – Teaching and Learning Group Twilight – 2015 (Caroline Venn)
Higher expectations. A bigger curriculum. A greater emphasis on terminal tests and exams. The end of coursework and controlled assessment in most subjects. A common implication of many of the curriculum and assessment changes that schools have been faced with in recent years is that pupils are going to be required to remember more. This creates new challenges for teachers: we might be very good at teaching for understanding, but how good are we at teaching for recall? What can we do to help pupils to remember what they studied months, or, perhaps, years ago? On 7th October, at Sawston Village College, we hosted a conference on behalf of CASSA, exploring exactly these questions. With contributions from an academic researcher, a designer working in the biotech industry, and practising teachers, this conference explored how pupils’ memory actually works and introduced approaches that could help us to provide unforgettable lessons. This blog shares the materials from that conference. (more…)