West Thames College
Assessment & the Art of Lazy Teaching
- A masterpiece!
- Assessment can be such a fun process. Often teachers may feel stuck or shy away from using strategies ‘outside the box’. Today proved assessment does not have to be a tedious process.
- I have grown.
- Like a whirling dervish of information.
- Loads of assessment strategies can be prepared in quick succession of time.
- Truly inspirational. Learning is navigating a river, with some parts smooth and others filled with rapids. You need to steer through rapids to keep moving forward.
- Focus on inspiring learners through developing curiosity and a love for my subject.
- Very useful and practical strategies for improving learning through assessment.
- Tony added more water to my teaching glass.
- I would change my teaching approach with learners who like to answer questions quickly. Also do more peer assessment.
- Great lesson and opportunity to develop my knowledge and experience.
- It was like building a wall, laying brick by brick with each brick placed strengthening the foundation.
- Summative vs formative assessment.
- Can you come back and give a session to SLAs, please?
- I feel like a bee buzzing with curiosity.
- I liked the designing learning experiences vs lesson plans idea. Very inspirational strategies to develop further in my practice.
- A lot of lovely assessment strategies. The session was brilliant, so nothing to change. The day was perfect. It was very interactive and knowledgeable.
- You are amazing, Tony. Really enjoyed the session and learnt a lot.
- Thank you so much for your session on assessments. It was an impressive session! Your work on assessment is immaculate!
English Skills: an easier life for teachers
- Always look towards outcomes, then build strategies towards that end.
- A journey of new understanding.
- I found it useful to see the assessment objectives for GCSE English and have the time to think about how drama can serve these objectives, and embed them in every class.
- Shamazing!!
- Changed my own mindset.
- I enjoyed the session – very motivated.
- It was delivered very professionally.
- Enlightening.
- Light at the end of the tunnel.
- I thought we’d be talking about [GCSE English] exams. We actually talked about how to develop learners’ skills. I found this much more useful and inspiring – building skills for the future – skills students can use. It needs to be longer.
- It was like being cocooned in a warm, pleasant sweatshirt.
- Moved perspective.
- Enjoyed the delivery style – matched my own.
- Very useful in generating ideas of how to embed.
- It was a great session.
- Really interesting session – active and thought provoking.
Independent learning
- It was an amazing, unforgettable experience and inspiring.
- It was like an out of body experience. I was able to look back at my teaching in a different way.
- I loved this session.
- As enlightened as Gandhi.
- A light bulb has gone on… and it’s shining brightly on independent learning skills.
- A wealth of knowledge and tips.
- Eye-opener. Mind jogger.
- Amritsari fish.
- A bountiful, strong, focused talk!
- The session helped me rethink the way I teach.
- Old dog being taught new tricks! Great.
- Breath of fresh air!
- A voyage of discovery. A smooth pathway to success.
- By adapting this approach to learning at a college level, a lot of the bureaucracy could be eliminated.
Support staff:
- This session has made me look at independent learning in a different light.
- Brilliant session!
- A tree growing very fast to bear its fruits.
- Keep up the good work, and keep up being a FREE THINKER.
- Made me reflect on how I’m modelling independent learning.
- Enlightening!
- Surprised at how engaging and enjoyable I found the session.
- Learned so much about what learners need to succeed.
- Make it longer!
- Reflective, eye opening.
- I particularly found the topic of stimulating learners’ curiosity interesting, and will definitely use this technique in my classes.
- Inspirational.
Initial Assessment & Differentiation Controversy
- The penny has dropped.
- The imagery of the scaffold was clear and I had never thought about support in this way.
- Rather than reinventing the wheel, I have tools to make my practice more aerodynamic.
- Label, verb, outcome – very useful.
- Astounding.
- [I need to] Create lesson plans differently!
- Colour coding of learning outcomes. I will use this approach to write my LOs in future.
- Use of materials to develop a lesson plan. Fantastic resources.
- Like the refresh on differentiation and how we were made to think of something we don’t already do.
- Change is required.
- The visualisation you gave about the walking across the carpet made me think about my learners walking out of the studio – how I would like them to walk out.
- Supporting students and reducing support as the course and students’ progress.
- LOs = not an activity list!
- Regenerative.
- Like a warm, comforting blanket – wool and cashmere mix.
- A bud opening to a flower.
- Reassessing how to differentiate.
- Lots of ideas and completely new perspective on support in class.
- Has made me stand back and take a look at how I am assessing.
- ‘Walking the carpet.’
- [I need to] Use correct verbs and outcomes to create lesson objectives which are specific and meaningful.
- Lesson plan sandbox – will reword lesson plans to include brain, body and mind.
- Redefining differentiation and what it means.
Supercharged Evaluation Skills
- It made me think outside the box.
- Tony was very knowledgeable and it was extremely enlightening to revisit differentiation and stretch & challenge. I now feel more equipped to ask higher-order questions.
- I thoroughly enjoyed all the input and the professional approach.
Tricked out tutorials
- Target setting on its head.
- Engaging and motivating and creative.
- I love the way Tony always turns things upside down and inside out and makes me think outside the box.
- Innovation. Aspirational.
- Thought provoking, motivating.
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