Explicit, autonomous learners Old Guildford 2021

PROBLEM OF PRACTICE: Is explicit teaching allowing our students to become autonomous learners?
- Are lessons worthwhile and delivered to cater for students at their point of need?
- Are students independently using strategies to self-assess and modify their performance?
- How are students using feedback to move learning forward?

What might a lesson trajectory look like? Below is an example from John Purchase PS

What is the essence of good feedback? Here's a summary from Brookhart and Moss from "Advancing Formative Assessment in Every Classroom"

Our sister network CCG EDU have conducted several rounds using the Worthwhile Lesson Framework. Click on the image below to go to the webpage

ROSENSHINE'S PRINCIPLES OF INSTRUCTION. Ten research based principles to enhance instruction.

And here are some practical ways to put it into practice. Thank you so much Mrs Pearce from Walton High School, Stafford, UK

For readings, presentations and a framework for self-regulated learning, go to our page that was developed for our Term 4 round at Burwood PS

At the end of the round there was a quick evaluation. Click the button below to see the responses