Teacher Resource
Practical strategies for everyday teaching — based on Dylan Wiliam & Tom Sherrington
Not another checklist — a mindset shift for responsive teaching.
Surface misconceptions and gaps in real-time — before they compound. Every student, not just the ones who raise their hands.
Replace vague praise with specific, actionable next steps students can use immediately to improve their work.
Change course during the lesson, not after the test. Teaching becomes a conversation, not a broadcast.
The shift: Formative assessment isn't something you bolt onto a lesson. It's the difference between "I taught it" and "They learned it." When done well, both you and your students use evidence to decide what happens next.
Four strategies from Dylan Wiliam you can weave into any lesson. Tap to expand.
Show students what excellence looks like before they begin. When learners understand the target, they can self-assess and peer-assess meaningfully.
"Here are two opening paragraphs. Which one hooks the reader better? Why? Let's build our success criteria from that."
Design questions that reveal understanding, not just recall. Use "no hands up" and think-pair-share so every student is accountable.
"Why might the author have chosen that word instead of a simpler one? Talk to your partner for 30 seconds, then I'll pick someone."
Make every student's thinking visible simultaneously. Don't rely on volunteers — they're usually the ones who already understand.
"On your whiteboard, write the literary device used in this line. Hold it up on 3… 2… 1… show me."
Feedback is only useful if students do something with it. Build in time for students to respond, revise, and improve immediately.
"I've underlined one sentence in your essay. Rewrite it using a more precise verb. You have 3 minutes."
Tom Sherrington's framework — match your feedback response to what the student needs.
When work is close but needs polishing
When the skill needs more practice
When there are errors to correct
When there's a knowledge gap
When deeper understanding is needed
Pick a scenario to see a recommended response.
Careless errors suggest the student knows the material but wasn't careful enough. Asking them to find and correct their own errors builds metacognition.
If the underlying concept isn't there, more practice won't help. Guide them back to the source material first, then give fresh practice.
The foundations are there but the quality needs lifting. Targeted redrafting of a specific section is more effective than vague encouragement.
Repeated errors suggest a persistent misconception. They need to re-engage with the concept, then deliberately practice the correction.
Fast finishers who skim the surface need an extension that deepens rather than just adds volume. Research connects learning to the wider world.
Pick what fits your lesson. You don't need all of these — start with one.
Begin class by quizzing previous content to activate prior knowledge.
Lesson startAsk a question, wait 3-5 seconds, then randomly select a student.
During lessonAll students answer on whiteboards and reveal simultaneously. Scan the room.
During lessonPose a genuine dilemma. Silent think, partner discuss, class share.
During lessonDedicated Improvement and Reflection Time — students act on feedback in green pen.
After feedbackOne well-chosen question at the end. Scan responses before planning tomorrow.
Lesson endClick a slot and choose a strategy for each part of your lesson.
Start small. Choose just one strategy tomorrow. Once it becomes routine, add another. Consistency beats variety every time.