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Making Good Progress? is a research-informed examination of formative assessment practices outlining practical recommendations for teachers at every level and phase. Written by Daisy Christodoulou, Making Good Progress?' offers clear, up-to-date advice to develop best practice for teachers assessing pupils in the wake of life beyond levels.
How can we teach better quicker? In Powerful Pedagogy, Ruth Powley, Love Learning Ideas blogger and experienced teacher and school leader, debunks teaching and learning myths and shows how the more we know about pedagogy, the more able we are to make informed and efficient choices about our practice, saving ourselves valuable time. Focusing on building sequences of learning rather than one-off lessons, it is an antidote to ‘quick fix’ books, empowering teachers as professionals in possession of ‘powerful’ pedagogical knowledge that can be used to improve teaching in a sustainable way. Powerful Pedagogy draws extensively from a wide range of educational writers and research, offering an accessible synthesis of what really works in the classroom. Together with strategies to put theories and research into practice, each chapter contains a handy list of questions for the reflective practitioner. It explores reasons for the confusion over what constitutes effective pedagogy in recent years and presents practical research-based solutions, outlining successful and efficient: Modelling of excellence Explaining for understanding Practising to fluency Questioning as assessment Testing to permanency Marking for improvement Effective planning of lessons and curriculum sequences. Powerful Pedagogy allows teachers to understand how to make the best choices about what works in the classroom, improving the quality of teaching. It is an essential companion for trainee and experienced teachers in all sectors, and for school leaders and educational trainers.
بفرض أني كنت سأجلس ذات مرة وأقول في نفسي إني أحتاج إلى فكرة جديدة هنا [أدخل مجال حاجة حقيقية] ماذا كنت سأفعل؟ كنت سأجري بحثا وأحاول الخروج بفكرة منطقية جديدة. كنت سأجلس وأعبث بأصابعي أملا بأن يأتيني الإلهام. كنت سأطلب من شخص مبدع أن يقدم لي فكرة. كنت سأدعو مجموعة من الناس للقيام بعملية عصف فكري على وجه السرعة.
Testing and Assessment : Third report of session 2007-08, Vol. 2: Oral and written Evidence
Incorporating HC 651-i to -viii, session 2007-08

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