Competences

a. Formulate a variety of questions by using open-ended and closed questions in each and every lesson using Bloom’s taxonomy to encourage the learners to come up with their own questions;
b. Carry out classroom techniques to encourage more participation, engagement and thinking;
c. Formulate and write clear success criteria according to ability of learners and by considering the steps needed to show learners what they are meant to be doing and what they have achieved;
d. Provide feedback that contains: evidence on where the pupil is now, a definition of the desired goal; and practical strategies to close the gap;
e. Create a learning environment that incorporates peer learning and collaboration, and embraces conferencing and reporting;
f. Identify methods to enable the coaching and support of learners in the development of self and peer assessment abilities such as the modelling on how to give constructive feedback both verbally and through marking;
g. Ensure that the learner is involved in the assessment process by collecting their own evidence of learning;
h. Evaluate the potential impact of conferencing and reporting on learners’ ability to take responsibility for their own learning;
i. Ensure that proof of learning is shared between the teacher, parent and the learner.

Knowledge 

a. Ensure that proof of learning is shared between the teacher, parent and the learner;
b. Identify and describe different techniques that can assist the teacher and the learners in
creating and maximising opportunities to think;
c. Identify ways of how higher order thinking can be implemented in the classroom;
d. Identify the benefits of sharing success criteria with learners so that learners know what they are meant to be doing and what they have achieved, by evaluating the impact on learning;
e. Define how self and peer assessment can enhance higher order learning;
f. Identify how self and peer assessment can enable learners to be more focused and motivated in their work, improve their self-esteem and create a positive learning culture;
g. Identify the difference between oral and written feedback;
h. Describe how high quality formative feedback can impact on pupils’ learning;
i. Identify the different ways how to offer and receive feedback;
j. Identify the different ways through which portfolios can impact on pupils’ learning;
k. Define the active role of conferencing and reporting in the learning process, and how it can bring parents, teachers and learners together;
l. Identify the different ways through which conferencing and reporting may be used.

Skills

a. Prepare and pose questions that enable the teacher to collect evidence of the students’ learning gaps;
b. Co-construct success criteria together with learners;
c. Use success criteria to enable quality feedback and self and peer-assessment;
d. Demonstrate the steps needed to implement high quality formative feedback and self and peer-assessment;
e. List the various ways of how records in the portfolio can be kept;
f. Design a plan of action of how portfolios can be implemented in the classroom;
g. Distinguish between different forms of conferencing and how these may be used by the learners to collect their own evidence of the learning;
h. Discuss the purpose of utilising conferencing and reporting and outline a plan of action of how these can be implemented in the classroom.