Full course description
Date and Time
Friday 31 July (Day One), Monday 31 August (Day Two) 2020, both 9.30 am to 3.30 pm
This learning event is right for you if you are seeking to maximise visible learning and student feedback by re-framing classroom practices
This is a two-day, hands-on learning series that will help you explicitly put students in the centre of the frame.
On the first day, you will:
• analyse and develop key components of a truly student-focused assessment as learning experience
• explore the impact on learning stemming from brain research, differing perspectives and intentions of assessment and the motivational importance of return on investment
• utilise student-friendly generic rubrics for rapid peer assessment, feedback and guidance
• be active in step-by-step, hands-on experience, reflection and coaching of daily classroom strategies in a tiered developmentally appropriate sequence.
During the second day, you will:
• share and deconstruct your school-based trials
• examine the challenges as the communicator of learning
• refine and extend skills introduced in Day One
• explore TOFU error analysis and error response strategies
• connect learning behaviours to academic growth with student-focused rubrics.
Previous participant comment: ‘I just completed Student-Focused Assessment, Feedback and Guidance with Craig Becker. A life-changing experience that every teacher should attend. His depth of experience and knowledge is extraordinary, and every statement is backed with empirical evidence gathered during his long teaching career. Highly recommended!’
• rapid assessment, feedback and guidance strategies
• learning behaviour and error analysis/response strategies
• a development in pedagogy that will embed ongoing strategies to engage and support students in assessment
• a modification to classroom practice that will provide more feedback without adding to teacher workload
• confidence and understanding after actively experiencing each strategy as a student.
With more than 20 years’ experience as a classroom teacher, educational leader and professional learning consultant, Craig Becker is passionate and skilled in the areas of collaborative capacity, student engagement, visible learning and student-focussed assessment, feedback and guidance strategies. Believing learning structures should always be visible and well-communicated, he has devoted years to embedded action-research that has helped to identify and develop clear connections between learning behaviours and academic growth. Craig has successfully led teams and curriculum initiatives in five different schools across four countries.