AUT23-112 Formative Assessment Masterclass Series

Date : Monday, 11th September, 18th September, 25th September & 2nd October
Time : 7-8pm
Venue : Online via Zoom

Target Audience: Primary and Secondary teachers, applicable to all subject specialisms

The sessions will cover a range of evidence-informed formative assessment strategies and techniques. There will be a combination of theory and practical classroom based ideas and resources.

Session 1:  Curriculum planning with learning intentions. Kate will explore how learning intentions can be effectively designed and communicated with learners to ensure the learning process begins with clarity. Lesson objectives and outcomes are important but do students know why? Do students recognise their value? Do students understand the learning intentions? Learning intentions have the potential to be lethally mutated, misunderstood and waste precious time in a lesson. Kate will share top tips to ensure learning intentions support teachers and students.

Session 2:  Questioning in the classroom. Every teacher asks questions, every lesson. It is vital teachers have training about the evidence base and range of questioning techniques. This session will focus on question design with multiple choice questions, 'cold calling', 'Think, pair and share', plus more.

Session 3:  Feedback to move learners forward. The research about feedback has at times been contradictory. It is vital that feedback has a positive impact on student learning but does not add to teacher workload. Evidence informed feedback strategies and techniques will be shared that can be used with students of all ages and across all subjects to ensure students make progress.

Session 4:  Peer collaboration. Communication is at the heart of every classroom but getting pair and group work right isn't always easy. This session will focus on effective peer collaboration so that learners can support one another and develop a wide range of skills including listening, working with others, leadership and much more. Students can become activated as learning resources for one another and this can lead to student independence and resilience.

Bio :

Kate Jones is an experienced teacher and leader. Kate has spent over a decade in the classroom, teaching in the UK and internationally in the United Arab Emirates. Currently, Kate is Senior Associate for Teaching and Learning with Evidence Based Education. In addition to this role Kate has authored nine books, including the Retrieval Practice collection. She is a regular contributor to various educational magazines including the TES. Kate is very active on social media, you can find her on Instagram and Twitter @KateJones_Teach.