by Jess Thomas
As many of us working in the context of an International Foundation Programme (IFP) experience, the challenges we face within our classrooms can vary in contrast to other teaching contexts. After joining the University of Bristol from teaching Mathematics on an International Baccalaureate (IB) programme at an international school in France, I started to think about how I could adapt my teaching to better suit the context I am now working in here at the Centre for Academic Language and Development (CALD). I began by reflecting on some of the key differences and challenges within the classroom, then looked at viewing them in light of some literature on formative assessment. Finally, I turned my thoughts to planning and delivering my lessons.