How do you deliver the curriculum without killing a student’s natural love of learning? Roamer and AfL will help you do this: Here we explain AfL’s basics using videos from leading experts on the subject. Other people use variations on AfL and while they’re interesting to look at the selection we’ve made here reflects the approach we’ve built into Roamer.
Over the last few years we’ve become aware of a few teachers reacting badly to the mention of AfL. We see AfL as a set of rules-of-thumb which reflect good teaching practice. Some teachers and administrators have taken these rules too strictly and insist teachers rigidly follow them.
For example some school managers demand you make children write learning intentions in their books at the start of a lesson. We know Ofsted inspectors who’ve marked teachers down for not doing this. Such incidents have affected the opinion of some teachers towards AfL. These examples show how good research loses itself on its way to the classroom.
AfL aims to help you: if it doesn’t it’s valueless. It’s a guide, which if understood and used well can help you create better lessons and as you’ll see AfL and Roamer make good partners. AfL aims to help you organise a lesson, but it’s flexible and adjustable to suit your student’s needs.
You view a Black Box for what you put into it and what you get out of it. What’s inside it doesn’t concern you and is often unknown. The way governments collect and publish data on schools takes little to no-account of what goes on inside them. It’s all testing for learning.
You may find several AfL ideas familiar. This shouldn’t surprise you because AfL isn’t something new: it’s a collection of good teaching practice used for years. AfL creates the ideal learning child-centred and constructionist learning environment mixed with concerns about knowledge, curriculum and testing.
AfL consists of several matters you might want to consider when planning lessons.
Not surprisingly good teachers have invented good ways to work with students. We share these in detailed topics.
A selection of videos from the key researchers in field of AfL.
Dylan Wiliam unpacks formative assessment, discussing the five strategies that make up a smart formative assessment strategy: setting learning intentions, questioning, feedback, activating self, and activating peers.
Professor Paul Black and Dr Christine Harrison from Kings College, London talk about the practicalities of Assessment for Learning. The video includes examples of teachers implementing the ideas in classrooms.
Dylan Wiliam stresses the importance of formative assessment as a key process for increasing teacher quality whilst having the biggest impact on student outcomes. He looks at some of the popular initiatives that aim to increase student achievement, such as learning styles, and presents research that shows formative assessment practices have a much greater impact on educational achievement than most other reforms.Embedded Formative Assessment by Dylan Wiliam.
Presentation by Professor Dylan Wiliam to Utdanningsdirektaratet, Norway In this presentation Professor Wiliam provides a critical review of past policies aimed at raising standards. He points out the quality of teacher’s is the key. He goes on to discuss how Assessment for Learning methods can improve practice.