What the teams are asked to do by Day 3
The following elements of formative assessment were the subject of teachers’ action research:
- Applying the principles of cognitive load theory to their teaching and children’s learning, easing the cognitive load.
- Focusing on in-lesson feedback and minimising post lesson feedback and marking. Integrating the ‘success and improvement’ feedback approach into lessons, modelling the marking of one child’s work mid lesson against the learning objective, before children carry out their own self and cooperative peer improvement and feedback, thus increasing children’s ability to carry out continual review processes. On the move in the classroom, pen in hand, giving and receiving feedback where possible during the lesson rather than after.
- The impact of the project and any new developments.