ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book articulates a range of practices that present fundamental elements needed for successful pedagogy across streams, paradigms and subject matters. It suggests that targeted and meaningful professional learning is another needed approach for a successful classroom. The book argues that as part of learning and teaching, teachers need to document how formative assessment (as/for) can transform learning and also guide teaching. It discusses the cycles of action research in a secondary classroom setting and a tertiary setting, respectively, in order to explore how to not only better support students' learning but to improve their approaches to teaching. The book suggests that teachers require more awareness of the diverse nature of student needs which requires collaboration between teachers and other professionals.
