Assessing for learning needn’t be signposted by explicit formative tasks. Formative assessment can be implicitly woven into your teaching, and this can be achieved by
Month: February 2020
START STRONG, FINISH STRONG – strategy 1
In the previous post, I introduced the rationale for implementing a range of strategies to help students start strong in their University courses. The implications
START STRONG, FINISH STRONG
A STRATEGY FOR PRE-CENSUS LEARNING DESIGN RATIONALE the data suggest that students who start strong finish strong Enabling students to make educated decisions about whether
SCHEMA
When we attend to information or stimuli in our environment, our brain goes through a process of assimilation, accommodation or cognitive dissonance. Whether the encoding
DUAL CODING and ART – is there a connection?
I recently tweeted an imploration to primary teachers to teach more art in order to help secondary students become better at utilising the method of
SHOWING and telling your CURRICULUM’S STORY
Last year I posted how I approached my GCSE Literature course design; it was one of my most read blogs (thank you to all). I
LEARNING DESIGN by Paul G Moss 