Assessment for Learning in Practice part 1

My Profile | LinkedIn

Your Profile | LinkedIn

ELSIN 2013: "Building Learning Capacity for Life"

Inspirational and fascinating conference on learning hosted by Billund, Capital of Children:

• the importance of self-regulation in learning
• learning for the 21st century
• the use of assessment for improving learning
• AfL: challenges for schools and educational institutions
• different learning styles

http://www.elsinnetwork.com/conference-theme-2013.html

Papers published in Conference Proceedings

Teaching and Learning Research Programme: Findings

TLRP: Findings

Information about the project and its findings, including resources and publications.

Effective Teaching: Independent Perspective: Why the need for change in schools working in greater isolation?

If businesses are to survive, and independent schools are businesses, they need to change as technological innovation, increasing global competition and the global economic, social and psychological trends demand constant evolution and flexibility to remain efficient (ibid.).  This is why certain practices, in what is perceived as ‘a successful school’, need to progress in line with the demands of the changing world as, clearly, education cannot stand in isolation from external socio-economic factors.  One practice in need of change could be the school’s old-fashioned and increasingly discredited didactic teaching methodology, which fails to provide open-ended challenges and fully involve the learner, often resulting in assessing lower-level thinking skills based on recall.  Mercer’s research (2003, pp.73-76) concluded that active engagement of pupils in classroom discussions and group-work, ‘dialogic teaching’, improved performance in comparison to pupils working within a classroom climate of talk-lecture-type teaching where children were expected to listen and learn.

Effective teaching is presently defined through learning outcomes as teachers now and “in the future will need to deal with a climate of continual change” within the area of media delivery (Hay McBer, 2000 online) and in the climate of “holding people accountable” (ibid.), which means that setting clear expectations and parameters for holding others accountable for their performance will become part of their everyday practice.  Therefore teachers will have to adjust their teaching skills to include providing increasing opportunities for pupils to take responsibility for their own learning, Hay McBer concludes.  This is why, I would argue, a results-driven culture within the independent school ethos needs to change in order to take into account these external changes for pupils to be adequately prepared for the demands of the modern world and challenges ahead.