1.1 Getting the most out of the course
As with anything, the more you explore the materials, the more you are likely to get out of this course however it is up to each individual how much depth they go into.
This course can be taken in a number of formats. Choose the one that is most suited to your circumstances. A suggested timeline for completing the course is outlined towards the bottom of this page.
Self-paced independent learning:
If you are just taking this course as an individual you can start at any time and work your way through the online module at a time and pace that suits you.
This option may suit individuals who:
- Have just started in schools that have already received professional development in this area or have already taken this course. This will allow you to access the same quality of information that your colleagues have.
- Are interested in using the diagnostic assessments but are not in a school that currently uses them.
School, Associated School Group (ASG) or group learning:
A group of individuals, a school or an ASG may choose to use collegiate time to work through the online materials together. It is recommended that you factor in additional time to allow for more in-depth discussions and sharing/moderating assessments that you have completed. This will hopefully provide a more valuable learning experience than just using the materials alone.
If you are using staff meetings, for example, it is anticipated that this module (Part 1) will take approximately 2 staff meetings with some in between to carry out some independent follow up tasks. This exact timing will obviously vary depending on the length of each schools staff meetings and the level of detail that you go into.
The table below outlines a suggested timeline for completing the course. The total duration is longer than the set course duration because it takes into account additional discussion time.
|1||1 and 2||1 hour||Complete the Pre-Course Questionnaire.
Work through the sections 1 and 2.
Download/print documents if possible.
Familiarise with documents.
|2||3||1 hour||Watch the video and reflect/discuss.
Refer to Response and Level Guidance.
|3||4||30 - 60 minutes||Watch at least 2 supplementary videos and practice using the recording sheets including recording pupil thinking/strategies, scoring and overall level.
Reflect/discuss where possible.
|4||Optional Session||1 hour||Review
Watch the pre-recorded 'Review and Q & A Part 1' Session. This provides a review of the training and explores some common errors at each level and hot to support this through teaching.
|5||5 and 6||45 - 60 minutes||Complete the MODERATION TASK.
Send photo/scan of completed assessment recording sheet for the moderation task to firstname.lastname@example.org
|7 and 8||10 - 20 minutes||Complete the Post-Course Questionnaire Part 1.|
If you are a school leader and are planning on using this for staff training, it may be useful to prepare the following things in advance:
- Ensure you have taken the course yourself so you are familiar with the content and activities and can decide how you are going to pace the content for your staff.
- Ensure you have either printed all the relevant documents for staff members or they have a computer during the training so they can view them easily.
Documents that staff will need to write on during the training have an asterisk so if you choose to view the documents digitally, you will still need to print these (click on each document to be taken to the digital version of it):
- Counting and part-whole strategies: Stages of Thinking
- Coding sheet for diagnostic assessment
- Guidance Document: Addition and Subtraction
- Response and Level Guidance: Addition and Subtraction
- *Addition and Subtraction Assessment - You will need several copies of these per person depending on how many videos you watch.
- Problem Cards: Addition and Subtraction
- Ensure you have access to a projector/interactive whiteboard and have checked the sound is working and is audible.
- Decide whether each individual will access this course on their own device during the training. If they are, staff will need to be reminded to bring a device with them.
- Decide whether you are going to complete all content during the staff meetings or whether some aspects will form part of a 'gap task' between sessions.