Mini-Whiteboards: The “So What?” of it all
How to use mini-whiteboards as a mechanism of formative assessment, as a ‘means’ and not an ‘end’ within the classroom, and the importance of avoiding the corruption of ‘evidence of learning’ to ‘evidencing to a third party observer that learning has happened’.
We have an overview of literature and research and some practical classroom tips to help in your teaching.
DATA is NOT a dirty word: A proposal of 4 principles for sourcing and applying data to classroom instruction
We need to empower classroom teachers to recognise, analyse, interpret and infer from the data they have at their disposal to inform classroom instruction.
Proposing a VAPE/PAVE model for applying data as a classroom teacher to inform instruction.
The end of ‘it’: The restricted and elaborated code and developing the language of the classroom.
How do we encourage the ‘language of the classroom’? How do we develop academic and professional writing and verbalisation in young people? What are the barriers that are preventing students from doing this? An in-depth look at academic English – what’s old is new again.
Modelling: Who is the star of your examples?
You can’t treat novices like ‘little experts’, so when modelling examples it is counter intuitive to place yourself at the heart, modelling your expert thought processes – as the students will not be in a place to directly replicate.
This post explores effective modelling and the ‘main character’ you choose to exemplify during your instruction.
