Checklist- Collaborative Learning

Priority / Weak / adequate / Strong
Familiar with the key principles of collaborative learning
Provides learning experiences for pupils to develop collaborative skills
Sets group challenges with an end product for a specified audience and purpose
Provides appropriate contexts for pupils to work collaboratively
Ensures that classroom climate fosters collaboration and team work
Provides opportunities for learners to assess the work of the group
Ensures that assessment reflects the student’s contribution to the group
Encourages the development of skills associated with quality listening
Encourages the development of productive talk and discussion
Students assess the work of peers
Provides opportunities for learners to peer teach and mentor others
Enables students to participate in wider collaborative learning communities

Checklist- Assessment for learning

Priority / Weak / adequate / Strong
Familiar with key elements of Assessment for learning
Ensures a good balance between formal and informal assessment
Ensures a good balance between formative and summative assessment
Ensures that assessment are varied and appropriate to the needs of the students
Shares learning outcomes and success criteria with students systematically
Ensures that questioning techniques are varied and integral to assessment
Provides learners with think/wait time before responding to questions
Makes effective use of self and peer assessment strategies and procedures
Provides opportunities for students to reflect on how they learn
Uses feedback to plan the next steps in learning
Provides formative feedback for students in verbal and written format
Ensures that pupils set targets and goals as part of personal learning planning

Checklist –Thinking

Priority / Weak / Adequate / Strong
Familiar with underpinning theories associated with thinking skills
Explicitly teaches thinking skills and strategies
Uses questioning techniques that develop thinking and understanding
Makes use of techniques such as Thinking hats, brainstorming, graphic organisers
Ensures that assessment procedures reflect and reward thinking and understanding
Provides opportunities for students to reflect on and evaluate their thinking
Encourages thinking about thinking (metacognition)
Ensures that learning outcomes are sometimes explicitly about thinking at higher levels
Knowledge of thinking taxonomies (e.g Bloom’s)

Checklist-Accelerated learning

Priority / Weak / Adequate / Strong
Knowledge of the research and theories associated with the learning brain
Ensures that learning experiences reinforce the message that intelligence is not fixed
Promotes a classroom climate of high challenge/low threat
Provides opportunities for pupils to use and apply knowledge in different contexts
Ensures that students are actively engaged in their learning
Ensures that feedback to students is specific, positive and immediate
Encourages students to make links and to draw on what they already know (prior learning)
Provides a balance of visual, auditory and kinaesthetic learning
Explicitly teaches a variety of memory techniques

Checklist -ICT

Priority / weak / adequate / strong
Knowledge of the underpinning theories associated with digital literacy
Uses ICT in lessons to engage students (e.g. interactive whiteboard, video, scrolling powerpoint)
Provides opportunities for students to develop ICT skills progressively
Embeds the use of ICT within planning and schemes of work
Enables students to develop skills using the internet
Enables students to develop skills using a range of software applications
Enables pupils to develop skills using a range of communication and multimedia technologies (e.g. digital video)
Enables students to participate in digital collaborative learning communities
Provides opportunities for digital publication via the net (e.g. podcasting)