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April 29, 2024

Insights from a faculty session to Integrate AI in teaching practice

This blog is in two parts and was written by Dr. Neha Gupta and Dr. Susanne Beck, Assistant Professors, ISMA Group, Warwick Business School.

Part 1: Planning to deliver a faculty session to integrate AI into teaching practice (Date: 19th April 2024)

This blog share ideas under consideration in preparation to lead a faculty session about integrating AI in Teaching and Learning practices in various forms in a Higher Education setting. The session will be one of the parallel breakout sessions during the annual event at Warwick Business School, the Teaching and Learning Symposium 2023-24, where faculty from all groups (i.e. various disciplines) engage in peer dialogues, discussions, and activities around how the learning and teaching needs in the higher education landscape are evolving. The broad aims of the session are to inspire discussions and ideas about how to use Generative AI (GenAI) and emerging technologies to foster relevant skills enhancing students' employability.

The leading faculty (co-authors of this blog) plan to use a pool of resources from the WIHEA AI Learning Circle, JISC and a Harvard AI pedagogy project to stimulate discussion on the use of AI practices across higher education. A demo of hands-on examples and of AI Tools and prompts used by colleagues from WBS and beyond, such as Ethan Mollick, will help the attendees see how practically they can engage with AI, for example in setting up assessment tasks with the use of ChatGPT. A notable aspect of the session will be the demonstration of AI tools. For example, CODY AI, a web-based AI tool capable of generating bots to address student queries efficiently by using LLM will be demonstrated using the existing knowledge base from the student handbook to answer dissertation related queries. This demonstration will exemplify how AI can streamline administrative tasks, such as responding to common student inquiries, thereby optimising staff resources and minimising response times.

As the job market evolves, students must be equipped with both domain-specific knowledge and technological proficiency. Integrating AI into teaching not only prepares students for future careers but also empowers them to engage with and leverage technology responsibly. The AI technology is out there and students are going to be using AI tools in their future work places. During their job interviews they will be asked about these tools and about their opinion on these tools. As educators, it is our responsibility to provide students with opportunities to experiment with these tools during their learning journey and allow them to form their own experiences and opinions. Perhaps, educators should recognise that they should have an open mind to experiment with emerging AI tools that offer immense potential in enhancing teaching and assessment practices. Yet, its implementation must be guided by ethical considerations and a commitment to fostering critical thinking skills among students.

Part 2: Insights from faculty session to Integrate AI in teaching practice (Date: 25th April 2024)

This blog share insights from the delivery of faculty session at WBS teaching and learning symposium (an account of which is mentioned in the blog above). The potential of AI tools revolutionising the student supporting task with the use of Cody AI for answering queries sparked discussions amongst colleagues and on its implementation across various educational contexts. For example colleagues were concerned about:

  1. Copyrighted information shared on public domains unless such tools are contractually brought into the university ecosystem where such challenges can be managed through a more formal implementation of such AI tools in a university setting.
  2. Hallucinations or information made-up by AI tools given the underlying LLM layers. In the demonstrated case of Cody AI bot, however, the answers the Bot gives is primarily based on the knowledge base provided by the user.

Though colleagues had a consensus that committing to innovation and the integration of such AI tools into teaching practices holds the promise of both, creating more efficient handling of student queries as well as enhancing their learning experiences in higher education.

The break out session further delved into using AI for assessments. Hands-on examples of prompts and outcomes where shared within the session, exploring benefits for both educators and students. For educators, GenAI tools can be used to develop creative assignments more efficiently, that require students to critically engage with AI generated content. For instance, instead of preparing a recap-exercise at the beginning of a class, asking students what they remember, teachers can ask students to critically review a text about a given topic and identify (purposefully included) false claims, and share their thoughts with their neighbours. Besides subject knowledge, this exercise sensitises students that even text that might sound good, may be factually wrong. Both the text as well as the instructions can be generated by ChatGPT in an instant, making it easily replicable and customisable for educators (see another example, asking students to write a critical essay, here).

For students, such assignments can help them develop skills such as critical thinking. But through the use of GenAI they may also be empowered to leverage individualised learning opportunities and stimulate their curiosity. For example, in his recent book, Ethan Mollick showcases a potential methodology to encourage students to experiment with tasks they have no experience in. For his entrepreneurship class, he asks students to take the development of a business idea a step further and come up with a website or even develop an app for their business – especially when they have no experience with coding. This opens a new space for students to experiment and become creative, another skill enhancing their future employability.

For students to thrive through the use of GenAI in the classroom, however, the discussions in the session emphasised two important boundary conditions: First, students need to be given the space to experiment with using AI, as well as other emerging technologies. Providing them with space includes aspects such as rewarding ambitious ideas rather than penalising if they fail in persuasion. Second, a responsible usage of AI needs to find its place in the students’ curriculum. Teachers cannot expect students to be fully knowledgeable about the most recent capabilities and risks related to such a dynamic technology. Schools and educators need to provide them with the necessary training.

At the end of the breakout session, the attending faculty were invited to join a discussion, imagining themselves a) in the student’s role and share What could be students concerns when receiving an assignment that asks you to use AI? What steps an educator takes to address these concerns?; or b) in the teacher’s role, thinking about What could be your concerns when designing an assignment that asks students to use AI? What would they (teachers) need to address their concerns? The discussion generated below key takeaways that underscored the importance of ethical AI integration, ongoing teacher professional development in AI literacy, and the need for a balance between technological advancement and human-centric pedagogy:

  1. Invest time to train ourselves first then further share AI related knowledge with our students.
  2. Avoid falling into the AI trap – i.e. students still need step by step guidance in terms of what is expected from them in their assessment task with minimum ambiguity in the instructions.
  3. Incorporate AI as a step towards innovation by evolving our teaching practices by going beyond the AI tool and being valuable as a knowledge expert (both in setting up assessments and teaching content) (see also Mollick & Mollick, 2024).
  4. Teaching and learning tasks should be aligned to learning outcomes and not incorporate AI just for the sake of it or for perceived pressure. AI and emerging technologies should be considered powerful means to achieve learning outcomes more effectively.

Feel free to reach out to Dr. Neha Gupta for more details about the session.

April 22, 2024

Green Space 2024

Today is the CTE annual Green Space conference. The conference page link has the schedule and bios about the presenters. Once the conference is over, any recordings of the keynote and parallel sessions will be available from the same link.

December 04, 2023

QAA Membership Podcast

Have a look at the latest episode of the QAA Membership Podcast which discusses inclusivity for neurodivergent students.

November 29, 2023

L&T Chat Show podcasts

This podcast looks at new ideas for teaching and learning in HE. There are a series of interviews with a variety of individuals from different roles in HE talking about practical ideas for enhancing academic activities and student engagement.

October 16, 2023

Past reflections, future outlook

Past reflections, future outlook: Update from the Warwick Learning Circle on diverse and inclusive assessment practices

by Kerry Dobbins, Isabel Fischer, Sam Grierson and Leda Mirbahai

Warwick’s International Higher Education Academy (WIHEA) has many features - one of them is that members only remain active members for three years before becoming alumni. The imminent handover of the co-leadership of the open learning circle on diverse and inclusive assessment practices made us, outgoing and new co-leaders, reflect on past initiatives and future directions.

Let’s start with an exciting future - what is new?

As we continue to move forwards with this work, we will become the ‘Inclusive Assessment Learning Circle’. This name change recognises our intention to embed the work on diverse assessments into a broader outlook which sees assessment in HE as a vehicle to promote equity and social justice. The wellbeing of students and staff will feature strongly in our ongoing discussions.

In line with our focus, the learning circle will be inclusive of:

  1. Assessment strategies and methods that are diverse, authentic, applied and decolonised - this broad understanding and acknowledgement of relevant issues in teaching, learning and the designing of assessments reflects the current landscape in HE and indicates the interest of our members. We hope to support the university reimagining the assessment design narrative, taking a view from programme level through to single assessment and placing assessment at the heart of curriculum design.
  2. Our members - we want members to be and feel actively engaged and involved in the learning circle.
  3. Students’ experiences – the work of the learning circle will be firmly focused on working with students so that collectively we can work to understand and support students’ needs and their personal and professional ambitions through assessment.

As for ‘past reflections’: What are the existing features of the learning circle worth keeping? There are in particular four features that worked really well in the past:

  1. Since its inception membership has grown steadily for three reasons: The membership of this particular LC is open to WIHEA as well as non-WIHEA members from across Warwick and other institutions, also internationally. The open membership has enriched the discussions and enabled establishment of networks nationally and internationally. Secondly, creating sub-groups not just raised interest, it also offered leadership opportunities to more members. The most popular sub-group was AI in education which in turn was split into six further strands / interest groups: Artificial Intelligence in Education ( Lastly, the topic of the learning circles (assessment in its broadest term) has significant implications not only for educators but also for our learners.
  2. Many of our invited keynote speakers at the start of the bi-monthly meetings and at our mini-conference on assessments, captured the essence of their talks in blogs. Most of the blogs were published within WJETT (see the end of this blog for some examples, others were in other outlets, such as SEDA and SCiLAB. Even if not captured in blogs, did the keynote speeches result in interesting discussions and network opportunities.
  3. Extensive student corporations, with students supported by two WIHEA grants. One of the student participants even drafted an academic article based on her learning about assessments during her membership.
  4. Hosting workshops enabled dissemination of our findings and new resources, including the outputs of our funded projects. It also provided a platform to encourage co-learning and sharing amongst participants and facilitators (including student facilitators). Overall we hosted three workshops with the details of the workshops available from our webpage.

Finally, this is blog 15 in our diverse assessment series, some of the more recent blogs can be found here (with further links to previous blogs shown within some of the blogs below):

July 31, 2023

"Don’t think they know it” – Neha Gupta

My reflections on being interviewed for Asst. Professor as an internal candidate

This blog discusses my personal reflections on the experience of interviewing for an Assistant Professor role which I recently applied for following a fixed term contract in a teaching capacity here at Warwick. I thought being an internal candidate would offer a unique advantage. I am well positioned and capable of showing my best side in an interview but despite my teaching accolades and accreditation which made me an eligible candidate for interview, I felt uncomfortable and partially disappointed with my performance. I know I could have done better. Therefore, I thought to pen this experience which might prepare fellow colleagues for any such future endeavours.

Pros: Being an internal candidate for the Assistant Professor interview at the University has its fair share of advantages. On the plus side, I was already familiar with the institution's culture, values, and expectations. This familiarity gave me a unique advantage to prepare myself for questions such as – 'Why would you like to work here?' To answer this, I leveraged my existing knowledge about school initiatives, academic programmes, teaching and research goals, and project synergies. This allowed me to seamlessly integrate my own knowledge and experience into the existing framework and to contribute to the institution's academic mission. Also, all the examples I shared in the interview, whether it was module feedback from students or course related statistics were already known by some of the faculty members present in the panel, and perhaps gave me the confidence to bring across the point I’m making in the interview.

Cons: Being an internal candidate also presents bigger challenges, which I never expected or rather got perplexed about when I faced them. One significant one is dealing with the confusion of knowing and not knowing the interview panel. I’ve given interviews in the past where the people sitting across the table are completely unknown to me thereby giving me an opportunity to showcase my greatest version, articulating skills and knowledge that I possess in the best possible way to win the job. In contrast, the interview panel I faced here had some people from senior faculty whom I was already working with for the last couple of years. Therefore, there was a tendency to resist sharing information which they might already know. I was repeatedly asking myself - am I doing too much in already telling them what some of them know? Simultaneously, my mind tells me that this interview should be treated in isolation to the positive performance I have evidenced through my work here in the University. I was constantly dealing with this confusion in my head during the interview process and as a result I didn’t share that I’m in possession of FHEA, or a WIHEA fellow, which are all very relevant points for the interview. These should have come across despite being present as information in my CV and application letter and I should have steered the answer to some of the academic questions in a manner that links my qualifications and accreditations to reveal that I’m a good fit for the job advertised.

I think, when it comes to interviews, it is important to approach the interview panel as unknown individuals, just like any other interview. Although it may be difficult, this mindset is crucial for one’s performance during the interviews. Since they are unaware of your capabilities, it is essential to have a prepared action plan to address any confusion that may arise in your mind during the interview. By doing so, you can excel in your performance regardless of whether the panel is familiar or unknown to you. Last, but not least it is also vital to be ready with the set of questions you can ask the panel (even though you are aware of the initiative your institution is taking). Perhaps, these could be related to the higher education sector as a whole and not just your own institution.

June 19, 2023

Assessments: Capturing Lived Experience and Shaping the Future

Reflection on Project Outputs by Molly Fowler

Molly Fowler photo

This WIHEA funded co-creation project aimed to capture and explore student and staff perspectives on diverse assessment. Neither group were clearly able to define a diverse assessment strategy, but interestingly their feelings about assessment and ideas of how they can be improved were very similar. Students expressed a desire for greater choice, flexibility and equitable access to assessments. Equitable access encompasses a wide range of complex personal needs including language requirements, disability, neurodiversity, caring responsibilities, and the need to work alongside studies. Staff iterated many of the same concepts but framed their ideas around pedagogical models. There was a strong emphasis on learning from assessments on both sides and a widespread longing for a culture shift to design assessments that model a fair and fulfilling education. Student co-creation was seen as a necessary tool to expedite the shift towards embedding assessments as part of the learning journey.

I am a final year student on the Health and Medical Sciences BSc programme. My role as a student cocreator in this research project was to collect and analyse data from students and staff pertaining to their beliefs around assessment. In the analysis stage of the project, I mainly focused on collating and summarising the student data. I am new to conducting primary research and I have thoroughly appreciated this experience. I enjoyed the challenge of leading interviews and focus groups and deciding when to explore a statement further or manoeuvre back to the set questions. Gaining first-hand insight into the research process has augmented my ability to understand and extract key information from research papers which will be a life-long skill – and was particularly useful when I was conducting a systematic review for my dissertation. It has been very satisfying to observe my own personal development in this way.

This project has made me aware of my privilege in assessments as a neurotypical English speaker. I have been exposed to a range of different perspectives on assessment and I hope to be better equipped to identify problems and support those around me. For example, I was surprised to learn that international students feel more disadvantaged by multiple choice exams than essays, as MCQs often require a nuanced understanding of language and grammar. Similarly, I have always taken a pragmatic approach to assessments and centred my learning around them. I had not previously considered assessments as part of the learning journey or as a learning exercise. As I move into the next phase of my own education, I will try to extend my learning beyond assessments to gain knowledge that I can use in my profession. Undertaking this project has been an enriching experience as a student and as an individual. It has shaped my approach to my assessments, and I have become more aware of the complex needs of others who are completing the same assessment. Students and staff are calling for the same changes to assessment methodology, which can only be implemented if the University takes a holistic approach to restructuring assessments with students contributing to the process.

I look forward to bringing my knowledge from this assignment into my next research project. This is the 13th blog in our diverse assessment series. Previous blogs can be found here:

Blog 1: Launch of the learning circle (Isabel Fischer & Leda Mirbahai):

Blog 2: Creative projects and the ‘state of play’ in diverse assessments (Lewis Beer):

Blog 3: Student experience of assessments (Molly Fowler):

Blog 4: Assessment Strategy – one year after starting the learning circle (Isabel Fischer & Leda Mirbahai):

Blog 5: Learnings and suggestions based on implementing diverse assessments in the foundation year at Warwick (Lucy Ryland):

Blog 6: How inclusive is your assessment strategy? (Leda Mirbahai):

Blog 7: Democratising the feedback process (Linda Enow):

Blog 8: AI for Good: Evaluating and Shaping Opportunities of AI in Education (Isabel Fischer, Leda Mirbahai & David Buxton):

Blog 9: On ‘Opportunities of AI in Higher Education’ by DALL.E and ChatGPT (Isabel Fischer):

Blog 10: Pedagogic paradigm 4.0: bringing students, educators and AI together (Isabel Fischer):

Blog 11: Ethically deploying AI in education: An update from the University of Warwick’s open community of practice (Isabel Fischer, Leda Mirbahai, Lewis Beer, David Buxton, Sam Grierson, Lee Griffin, and Neha Gupta):

Blog 12: Building knowledge on the pedagogy of using generative AI in the classroom and in assessments (Isabel Fischer and Matt Lucas):

Join the Diverse Assessment Learning Circle: If you would like to join the learning circle please contact the co-leads: Leda Mirbahai, Warwick Medical School (WMS) ( and Isabel Fischer, Warwick Business School (WBS) ( This LC is open to non-WIHEA members.

May 15, 2023

Reflections on adaptive teaching – Asimina Georgakopoulou

My initial perception of “adaptive teaching” was that it was synonymous to differentiation—a term which is still used in teaching publications (DfE, 2021, T.S.5, p.11) and which the Times Educational Supplement used, to describe the practice of “putting the student first” (Amass, 2021). As the two terms are often used interchangeably, I began my practice unsure about which approach I was truly implementing. A broad understanding of both terms dictates that differentiation involves assigning certain needs to students while planning, assuming an objective can only be met a certain way. Adaptive teaching involves adjusting to address progress by providing scaffolding or challenge to support achievement of a unified objective in a flexible way (Deunk et al., 2018, p.31-54). After focused conversations with my placement colleagues, I was intrigued by the general consensus that the main difference between the two concepts in practice centres around the teacher’s understanding of “high expectations”.

I struggled with this concept originally, as my understanding lacked practical depth. During English writing objectives, I was expected to scribe for certain children after probing them to articulate themselves. I found this problematic, as it assumed that these children could express themselves orally and only struggled with writing. I understood that this was a genuine effort to avoid differentiating by task and communicating to the children that they were capable of completing the same task. In reality, the children were not expressing any ideas, and this resulted in them copying a board. Upon questioning them, I discovered that they still perceived their task as different, because they were not doing it independently.

Discussing this with my teacher, we ascertained that high expectations could be more effectively communicated by expecting all children to work independently and regularly changing support groups (CCF, 5.20). Although it seems like the same few pupils require constant small group support, I now realise that adaptive teaching is an approach meant to broaden our understanding of how to provide support. When the children were given a word mat that indicated meaning with symbols, they were able to start expressing their understanding independently, with little guidance. While other children did not have this support, all children were working independently and were given equal attention. I observed the positive psychological impact on students who felt that we were raising prior expectations.

As Coe et al. (2020, p.6) highlight, feelings of competence and autonomy are pivotal in promoting “learner motivation”. Additionally, they point out that “progressing…from structured to more independent learning” aids pupils to activate “hard thinking”. Adaptive teaching has the potential to lift children from the cycle of constantly requiring support to superficially meet an outcome that will not progress their understanding and will only lead to them requiring more support in future.

Although I do regret not taking initiative sooner, as I will not be able to observe long-term outcome improvement, my developed understanding of high expectations and adaptive teaching will have strong implications in my next placement, as I have grown my confidence and resourcefulness in supporting children appropriately. This is a point in my teaching where the WTV of creativity will greatly support development. By finding creative ways to scaffold learning, it is possible to communicate high expectations and creating a supportive learning environment.


Amass, H. (2021) “Differentiation: the dos and don’ts,” Tes Global Ltd, 16 April.

Coe, R. et al. (2020) Great teaching toolkit: Evidence Review, Great Teaching Toolkit. Cambridge Assessment International Education. Available at: (Accessed: April 14, 2023).

DfE (2019) ITT Core Content Framework available online at:

Department for Education (2011) Teachers' Standards. Available at:

Deunk, M., Smale-Jacobse, A., de Boer, H., Doolaard, S. and Bosker, R. (2018) 'Effective differentiation Practices:A systematic review and metaanalysis of studies on the cognitive effects of differentiation practices in primary education.' Educational Research Review (24) pp.31-54.

May 09, 2023

Reflections on planning – Phoebe Thompson

My understanding of the principles of effective planning has developed because at the start of my placement I was extremely naïve as didn’t think planning would be hard. I assumed I could write a few notes on the lesson plan and the pupils would have a deep understanding of the learning. I believed because my classroom teacher didn’t have formal plans that I could do the same. I found that effective planning is a difficult skill and for a lesson to have purpose it must have certain aspects. Ashcraft (2014) made clear that to be an effective teacher you must have effective lesson plans. For example, my first lesson plan lacked substance and I found myself getting stressed when teaching. The stress from a lack of detailed planning didn’t make me an effective teacher as I started to panic that the learning wasn’t clear. However, it has been argued that detailed daily lesson planning is a ‘box-ticking’ activity and adds to the teacher’s workload (Teacher Workload Review Group, 2016). Yet, I would argue that this is regarding experienced teachers.

My planning has been a journey. At the beginning of the placement, I put more emphasis on the activity than the learning. This became evident at the end of the lesson when I asked the class questions about the learning, and they couldn’t answer. I swiftly changed this and put more effort in making sure my lesson objective was clear to the class and that the activities reflected the lesson objectives.

I was very fortunate to have a supportive class teacher who encouraged me to take risks when teaching. Hattie (2012) argues that the most effective planning is when teachers support each other and discuss what is the most important to teach and the impact of their teaching on their pupils. In our shared PPA time the class teacher would suggest ways that I could adapt my teaching for all needs in the class. However, I am aware that this might not be the case at every placement. For example, Mutton et al (2011) mentions that it can be a struggle for student teachers to teach other teachers classes. Yet, in the future, I would like to work with my class teacher or mentor to plan low threshold, high ceiling planning so all needs are met.

Throughout my placement I struggled with my workload as mentioned previously I quickly understood the need to plan thought provoking lessons where all pupils learning flourished. I was encouraged to use the schemes that the school subscribed to and the class teacher’s previous resources. I found that the schemes were extremely helpful, but I had to use them as a guide because they were generic and I had to fit them to my class due to the different needs of the pupils. However, I did find some pressure to use the class teacher’s resources in certain lessons. In the future, I want to be confident enough to use my own creativity to make the resources and use the class teacher’s as a guide like I did with the scheme.


Ashcraft, N. (2014) Lesson Planning. Alexandria, VA: TESOL Press.

Hattie J (2012) Visible Learning for Teachers, Maximising Impact on Learning. Routledge, pages 67-74.

Mutton, T., Hagger, H. and Burn, K. (2011) “Learning to plan, planning to learn: The developing expertise of beginning teachers,” Teachers and Teaching, 17(4), pp. 399–416. Available at:

Teacher Workload Review Group (2016) Eliminating unnecessary workload around planning and teaching resources Report of the Independent. Available at: (Accessed: 20 December 2022).

April 24, 2023

Adaptive Teaching

by Robert Smith

During my five years of working in schools, I have seen national changes to the way in which teachers are expected to support pupils with additional needs. The geography department in my first school was praised for its extensive use of differentiated artefacts, such as simplified worksheets, and learning objectives: ‘all, most, some’. While some elements of this approach are certainly beneficial to the learning of those with additional needs, the national focus has shifted to one that applies high expectations to all groups (Department of Education, 2019). It is worth noting that while the Early Career Framework has stopped using the word ‘differentiation’ altogether (Department of Education, 2019), differentiated support to help all learners reach the same goal provides those who need support the help to achieve (Mould, 2021) and aligns with the new term ‘adaptive teaching’.

In my first placement of this course, two of the classes I taught were a top set year 8 and a bottom set year 7. I was surprised by the variation of ability in both classes. From my reading for my Subject Studies essay, I have recently learned about the detrimental effects of an internalised understanding of the class hierarchy, especially for those who recognise that they rank towards the bottom in comparison to their peers. I think the delivery of extension, or challenge, work is one area in which the teacher can reduce the conspicuousness of the hierarchy: ensuring extension work is clearly signposted for everyone may result in those moving onto the extension task being less noticeable and also intimates that everyone in the class is capable of reaching the extension task; I plan to incorporate this into my future teaching.

In order for all pupils to meet high expectations, it is necessary for those with needs to be given support in the most effective way. Considering work-load and effectiveness, Mould (2021) suggests teachers should provide focussed support rather than devoting time to creating myriad resources; during my first placement, I was introduced to many helpful resource websites that can prevent teachers reinventing the wheel. The focussed support Mould discusses is holistic, considering ‘pupils’ physical, social, and emotional well-being,’ including their relationships with peers, teachers and their families. Mould recommends regular communication between the individual, the school and the parents/guardians in order that everyone understands the barriers to learning and develop strategies to overcome them together. Alongside my mentor I spoke to parents at my first parents’ evening, and the benefits of building a relationship with parents was clear: the parents of one pupil, who is struggling with bullying, talked to us about their desire to have an open conversation with the school in order to support their child.

With the support of my mentor and expert colleagues, I believe I supported students well in my first placement, though this may be in part because I did not teach any classes with high levels of need. Moving forward, I would like to develop a practice of planning for adaptive teaching that supports all pupils without increasing the amount of time I spend on my lesson plans. As my understanding of the curriculum and the abilities of specific groups grows, I would like to better connect new knowledge to existing knowledge and recognise areas that require additional pre-teaching.


Department of Education (2019) Early Career Framework (online). Available at: [accessed 13.1.23].

Mould, K. (2021) EEF Blog: Assess, adjust, adapt – what does adaptive teaching mean to you? (online). Available at: [accessed 13.1.23].

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  • Very interesting, thank you for sharing. Great CPD reflection. by Joel Milburn on this entry
  • Hi Lucy, Thank you for sharing the highs and lows of diverse assessments. I hope you have inspired o… by Anna Tranter on this entry
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