Teaching, learning and assessment in education and training
Feedback can be seen as a two-way process. The teacher needs to offer the student feedback following a learning experience and the teacher needs to offer the student the opportunity to give feedback following a learning experience. Offering students the opportunity to evaluate a learning experience is vitally important and can help to the teacher to improve future sessions. These next two readings give ideas on how effective evaluation of learning can be achieved.
Table of Contents
- Tutorial Video
- Reading Materials
- 'Teachers’ standards’ from the Department for Education.
- ‘Schools: statutory guidance’ from the Department for Education
- 'Legislation and guidance for inclusive education’ from the CSIE website
- 'Education, the law and you’ from the NUT.
- ‘HMCI's commentary: recent primary and secondary curriculum research’ from Ofsted Chief Inspector, Amanda Spielman
- ‘Example of a good lesson plan’ from Harrow College
- ‘Teaching and learning: Effective practice guide: Individual learning plans’ from the Learning and Skills Improvement Service
- Feedback can be seen as a two-way process. The teacher needs to offer the student feedback following a learning experience and the teacher needs to offer the student the opportunity to give feedback following a learning experience. Offering students the opportunity to evaluate a learning experience is vitally important and can help to the teacher to improve future sessions. These next two readings give ideas on how effective evaluation of learning can be achieved.
- ‘7 Key Characteristics Of Better Learning Feedback’ by Grant Wiggins
- ‘Closing the feedback loop’ from University College Dublin
- ‘7 Ways to Create an Inclusive Classroom Environment’ from ASCD In Service
- ‘Metacognition and self-regulated learning: Guidance report’ from the Education Endowment Foundation
- ‘Addressing literacy, language, numeracy and ICT needs in education and training: understanding and personal skills: A guide for initial teacher education programmes’ from LSIS
- Laser Reading Text: 'Quality teaching'.
- ‘AI Use in Assessments: Protecting the Integrity of Qualifications’ from the Joint Council for Qualifications
- Presentation
- Click to launch this lesson’s presentation on 'Initial and diagnostic assessment'.
- Click to launch this lesson’s presentation on 'Assessing learning in education and training'.
- The two documents below provide additional information on the content of these presentations.
- Click to read the section on ‘Strategies’ and designing self-assessment.
- Click to read 'Assessing learning: The effective use of questioning'.
- Good Practice Example
- Good Practice Example
- Evidence Opportunities
- Extended Learning
- When teaching others, it is important to know where to start. Understanding the curriculum will assist the teacher to know what the learner needs to know. All courses of education will have a curriculum. This extended reading looks at the curriculum from an American point of view, in a country that does not have a national curriculum.
- This article looks at Creativity, Culture and Education who are an international foundation using creativity to unlock the potential of disadvantaged children for achievement, attainment, and well-being by supporting the confidence and capability of the educators in their lives.
- Click to read ‘The Four Part Lesson (TEEP) – What’s that then?’ from the Teacher Technologies website.
- Click on the links below to read these three resources on Accelerated Learning from the TES website.
- Click to open this presentation on accelerated learning.
- Click to open the accelerated learning template.
- Click to read this poem on the accelerated learning cycle.
- Use the internet to research more about ‘accelerated learning lesson format’.
- Click on the right arrow to watch a further video on this topic.
- This research from Philip M. Newton and Mahhad Miah looks at the use of learning styles in education and how they improve learning.
- Extended Learning
- Think And Challenge
- Read the two attached documents and consider how you:
- Set your expectations (at the door initially)
- Be consistent
- Follow policy
- Personalise strategies where necessary (and involve the student in this process)
- 'The 7 most common mistakes in classroom management ‐ and how to avoid them!' By Andy Vass.
- 'Behaviour Toolkit'
- Evidence Opportunities
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