Adult Education Wolverhampton
Assessment & the Art of Lazy Teaching
- A wild and stormy sea of ideas!
- A melting pot of strategies to try.
- A brain reset.
- Assessing learners and making them feel comfortable about it.
- The games were great.
- A lot of good ideas. Great opportunity to share ideas with colleagues. Better understanding of what formative assessments consist of.
- I remembered how important playtime is in the school day.
- I’m taking away new strategies I’ve learned. How they can be modified to suit the level of learners.
- I enjoyed the events. It was well designed and I learned a lot of new things I will use in the future.
- Re-thinking and re-writing differentiation statements in my schemes of work.
- Relating assessment to aspirations.
- Using the fifty shades of assessment prompts to support the planning of activities.
- Love the fifty shades cards to improve assessment strategies.
- Developing learning strategies for more engaging sessions.
- Use more varied formative assessment. Will adapt and change content to be more focused on learners doing process.
- Assessment methods are fun.
- Incorporating strategies that meet the needs of all learners through a combination of strategies/assessment methods.
- Blue skies ahead.
- A great and needed reminder that what I do in the classroom and my approach to teaching and assessment is valid. Also refreshed and gave me creative ideas.
Initial Assessment & Differentiation Controversy
- A breath of fresh air (despite the heat!)
- An Oasis.
- I’d like to look again at the whole IA process and impact on the learner.
- Differentiating support. Loved it, thank you.
- Not a metaphor but just “wow”. Thank you.
- The definition of differentiation and the support needed to achieve outstanding learning outcomes.
- Looking at learning outcomes and differentiation differently.
- A rollercoaster ride of old and new concepts! It was appreciated however!
- Understanding the need to scaffold and then removing scaffolding as regards the role of support staff.
- Flash of light.
- A great session that really made you think and consider first impressions by the learner.
- Eye opener. Fast and furious.
- How emotional state of being is or can be of paramount importance when setting a tone for a certain language course (skills course, may I say) especially when it comes to initial assessment at the beginning…
- Thank you very much for sharing and teaching us how to be better at differentiating our lessons and helps us to meet out learners’ needs.
Perfecting Progress Reviews
- Eye opening.
- Give our students the wings to fly themselves.
- I will stop leading the discussion and ask open questions – the pause – wait for a response. Will also check at website.
- Refreshing and inspirational.
- I have new ways and resources available to me how to help me get the most out of my learners.
- Cat that’s got the cream.
- Use the … to encourage student contributions. Get the student to summarise the talk. Develop expert independent learning skills.
- This session has encouraged me to use prompts instead of leading questions to create independence in my learners and encourage self-reflection.
- I’ll never look at sandcastles in the same way again!
- Identify early opportunities to intentionally develop expert learner skills. Thank you for coming.
- Food for thought. The idea of providing a scenario, giving the student the opportunity to talk most.
- Time travel…
- Look forward to the next training session.
- Great session – thank you.
- Insightful.
- Use prompts instead of direct questioning.
- Prompt and wait.
- Need to create more time to do what we already do (at the start/end of class etc…) in a more structured manner. Allow students to speak more.
- Collecting seashells along the beach of learning!!!
- I will use different technologies in tutorials with learners – allowing them to speak with given prompt…
- It was actually rather good! Interesting and informative. I found today’s CPD useful.
- Food for thought. Hard to find time to do them properly so will think about planning this into curriculum.
- Teacher to provide an evidence-based focus on development of student reflection.
- Reflective. Think about 1-1 sessions, including placement reviews. To feed into target reviews and personal goals. Using prompts within Q&A.
- Learning/knowledge is a vast ocean.
- I will use key aspects and develop them in my progress reviews (and consider questions and learner response prompts).
- Was useful – enjoyed collaborating with colleagues. Preferred 1-1 session. Good opportunities to share opinions/good practices.
- Have conversations with my line manager, colleagues and quality team about how AEW can work collaboratively to allow a more creative approach to conducting reviews, to suit individual needs of students and achieve objectives to ‘make a difference’.
The Art of Using Target Setting
- I need to change the way I have been setting targets.
- Inspirational.
- Feel my knowledge have been expanded.
- A well trodden journey with new horizons discovered.
- Positive, Enlightened.
- Building blocks to change.
- Thought provoking
- I would like to set motivational targets .
- Creating aspirational and motivational targets.
- I am relieved that we won’t be focussed on SMART targets as they have felt more like an accountability tool than a motivational tool to many of us in teaching and therefore an imposition on learners.
- Use more aspirational targets in ILPs and use professional judgement to measure targets as well as the sight measurable.
- We are going to meet as a team to discuss how we are going to approach target setting for our students.
- I would like to set targets differently, so that they motivate learners and so that learners take ownership of their learning progress.
- Review our current templates, and approach to target setting.
- Review the way we set targets to develop learners’ skills in setting their own targets.
- Be aware of students’ aspirations and how students can use it in their lives so it’s motivational.
- Empathy log, good idea for offering confidence.
- Aspirational, be confident in knowing that this is valid and not just the skills/knowledge.
- Not to focus strictly on SMART targets but also consider aspirations of leaners and student feedback.
- Consider how to rephrase skills levels to experience levels.
- The team really liked the concept of changing the word skills to experience
and planning experiences rather than lesson. - Review organisational processes to ensure the focus for target setting moves away from SMART.
- Set differing activities/support in class to enable all students to reach the same learning outcomes.
- Set aspirational targets that motivate students and are meaningful to them in their journey.
- Planning learning experiences not lesson planning.
Comments
No comments yet
The comments are closed.