Now more than ever, the classroom is changing. GCSE exams are becoming progressively more challenging in terms of content and expectations, meaning that a more ambitious curriculum needs to be covered to ensure pupils are able to achieve their potential. As teachers, we are faced with the task of making sure that pupils are fully prepared for terminal assessments.
One thing we must be able to do is respond to the needs of our students in their learning. In a traditionally rigid lesson, being able to improvise tasks to cater for pupil misconceptions is difficult.
With topics and questions demanding more and more specific skills, we need to think about how we can respond more efficiently in the classroom as we are teaching in order to quickly address the misconceptions that may act as barriers to learning and, ultimately, success.
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