Progression, progression, progression


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Presentation giving teachers ideas about how to demonstrate student progress in lessons

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Progression, progression, progression

  1. 1. Progression, progression, progression! A collection of strategies to enable teachers to demonstrate student progression during a lesson David Drake 2011 Advanced Skills Teacher
  2. 2. Introduction <ul><li>Lesson observations are now more focused on evidence of progress </li></ul><ul><li>The following slides are designed to give teaching staff ideas for use in lessons to enable progress to be demonstrated </li></ul><ul><li>The strategies are designed to be used throughout the lesson as mini plenaries and not just at the end </li></ul><ul><li>If you are being observed for 5, 10, 20 minutes, the judgement descriptors state that the observer must be confident that students have made good or exceptional progress during that time in order to rate the lesson above ‘satisfactory’ </li></ul>
  3. 3. Questioning <ul><li>Ask students (no hands up): </li></ul><ul><li>What do you know now, that you didn’t know 5, 10, 15 minutes ago? </li></ul><ul><li>When you go home this evening and are asked for one thing you have learnt today in *************, what will you say? </li></ul>
  4. 4. Scaling <ul><li>Use mini whiteboards or scoring sheets for students to score their understanding against the lesson aim or objective at the beginning of the lesson (0 – 10) </li></ul><ul><li>Regularly refer back during the lesson, adding new score - with time the score is recorded. </li></ul><ul><li>When necessary, ask student to explain how and why they have changed their score </li></ul>
  5. 5. Confidence levels <ul><li>At start of the lesson, students write their name on a post-it note </li></ul><ul><li>Students place their note on a wall thermometer showing confidence levels or in a three column table – Very, Quite, Not (related to a skill or knowledge) </li></ul><ul><li>During the lesson, students are encouraged to get up and move their post-it when progress is made during the lesson </li></ul>
  6. 6. Tweet it <ul><li>Students to communicate what they have learnt as a post for twitter – no more than 35 words </li></ul><ul><li>Mini whiteboard or exercise book can be used </li></ul>
  7. 7. RAG rating 1 <ul><li>Students to hold up the coloured cards in </li></ul><ul><li>planners to show the progress they have </li></ul><ul><li>made against the objectives </li></ul><ul><li>Red – no progress </li></ul><ul><li>Yellow – some progress </li></ul><ul><li>Green – good progress </li></ul>
  8. 8. RAG rating 2 <ul><li>Students to place planners on desk with coloured </li></ul><ul><li>card facing upwards to show level of knowledge and </li></ul><ul><li>Understanding as the lesson progresses </li></ul><ul><li>Red – Do not understand </li></ul><ul><li>Yellow – Not sure </li></ul><ul><li>Green – Fully understand </li></ul><ul><li>Individual student needs can then be addressed as </li></ul><ul><li>the lesson unfolds – when situation changes, card </li></ul><ul><li>is changed by the student </li></ul>
  9. 9. Faces <ul><li>Students to draw face next to lesson objective/aim in their book at the beginning of the lesson – to show their confidence/ability in relation to the aim or objective </li></ul><ul><li>At regular intervals, students draw a face in the margin to show how they now feel against the lesson objective </li></ul><ul><li>This could be also be done on mini whiteboards, divided into 3 columns – to show change at three stages in the lesson </li></ul>
  10. 10. Exit tickets <ul><li>In order to exit the lesson, students need to </li></ul><ul><li>complete an exit ticket: </li></ul><ul><li>Headings on ticket: </li></ul><ul><li>What I have learnt </li></ul><ul><li>What I already knew </li></ul><ul><li>What I might need extra help with </li></ul><ul><li>How I feel I have progressed in the lesson (tick face) </li></ul>
  11. 11. The examiner says… <ul><li>Tell students to take on the role of an examiner assessing their work or the work of a partner </li></ul><ul><li>Ask them to write a response from the examiner about the work: </li></ul><ul><li>What you did well </li></ul><ul><li>What you need to do to improve </li></ul>
  12. 12. Progression, progression, progression! <ul><li>Although these strategies will not guarantee that the lesson observed is rated ‘good’ or ‘outstanding’ it will make the progress made by students more explicit </li></ul>David Drake 2011 Advanced Skills Teacher