This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need - and can do so sustainably.
Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains:
A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students.
Effective practical strategies to address each of these problems across a range of subjects.
Useful examples of each strategy in practice and accounts from teachers already using these approaches.
Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities.
This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes.
Harry Fletcher-Wood is Associate Dean at the Institute for Teaching. He has spent a decade in schools as a classroom teacher, head of professional development and as a researcher. He blogs regularly at improvingteaching.co.uk and tweets as @HFletcherWood.
List of figures Acknowledgements Foreword by Dylan Wiliam Introduction: Getting responsive teaching wrong Problem 1: How can we plan a unit, when we want students to learn so much, and have so little time? Problem 2: How can we plan a lesson, when we want students to learn so much, and have so little time? Problem 3: How can we show students what success looks like? Problem 4: How can we tell what students learned in the lesson? Problem 5: How can we tell what students are thinking? Problem 6: How can we help every students improve? Problem 7: How can we make this work in reality? Conclusion Bibliography Index