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Checking progress amp 081211
1. Checking Progress Across Lesson
Our Aims:
• To develop the departments use of AFL.
• To use different learning strategies in our
classrooms.
• To inspire our students to take control of their
learning and help them become independent.
4. Levelled Learning Objectives
Challenge Objectives (levelled)
Today I will learn to expand and simplify
algebraic expressions.
GCSE Grade D to A*
Key Words
2(3 + m) and 3a(2b – 5a) are Grade D
• Expand
m(4 +p) + p(3 + m) are Grade C
• Simplify
(a + 3)(a – 4) and (a – 3)² are Grade C +
• Brackets (3a – 2)(2a + 4) and (4a – 5)² are Grade B
• Coefficient CHALLENGE OBJECTIVE – expand and
• Bracket simplify surds √3(2 - √3) is Grade A*
6. Checking progress
• Progress sheets for students to complete
during the lesson
Progress Evidence
2(3 + m)
Grade D
m(4 +p) + p(3 + m)
Grade C
(a + 3)(a – 4)
Grade C +
(4a – 5)²
Grade B
√3(2 - √3)
Grade A
12. Checking progress
• Multiple choice traffic lights
Expand (a + 6)(a + 3) Grade C,
show me the colour of the correct answer
a² + 9a - 18 a² + 9a + 18 a² + 18a + 9
13. Checking progress
• Post-it note challenge
Answer the hardest question that you
can.
Once done and put your answer on the
post-it note (on the sticky side)
Put your name on the front.
When you are ready go and stick it on
the wall with the appropriate grade.
14. Checking progress
• Post-it note challenge
Do the hardest question that you can.
Once done and put your answer on the post-it note (on the sticky side)
Put your name on the front.
When you are ready go and stick it on the wall with the appropriate grade.
Expand: 3a(2b – 5a) Grade D
3(4 + a) + a(3 + a) Grade C
(a + 5)(a – 7) Grade C+
(2a – 7)(3a + 2) Grade B
√2(7 - √2) is Grade A*
16. Checking progress
• Use of Success Criteria
Success criteria to multiply out a double bracket, such as (c + 2) (c – 4)
1. Draw a multiplication grid
2. Put the terms from the 1st bracket into the top of the multiplication grid
3. Put the terms from the 2nd bracket into the vertical columns of the grid
4. Multiply the terms together – be careful with the negatives
5. Write the multiplied terms out under the multiplication grid
6. Simplify where you can (remember you can’t add c² terms and c terms)
Step 1 Step 2 Step 3 Step 4
x c +2 x c +2 x c +2 x c +2
c c c² +2c c c² +2c c c² +2c
-4 -4 -4c -8 -4 -4c -8 -4 -4c -8
c² +2c -4c -8 c² +2c -4c -8
c² -2c -8
17. Checking progress
• Differentiated levelled work and graded activities
Grade D/C expand and simplify single brackets Grade C+ to B Expand and simplify double brackets
Grade D Grade C +
2(7 + d) (a + 2)(a + 6)
a(3 – 5a) (3 - c)(c + 9)
5b(9 – 4b + a) (a + 4)²
Grade C Grade B
a(2+p) + p(7 + a) (5a + 2)(2a + 3)
d(3 – ad) + 4a( 3 – ad) (3a – 6)(2a + 3)
7b(e – 2b) + 6(be – 2e) (4a – 5)²
18. Checking progress
• Self and peer assessment
Self assessment
Peer assessment
Grade D Grade D
2(7 + d) 2(7 + d)
Grade C Grade C
a(2+p) + p(7 + a) a(2+p) + p(7 + a)
Grade C + Grade C +
(a + 2)(a + 6) (a + 2)(a + 6)
Grade B Grade B
(5a + 2)(2a + 3) (5a + 2)(2a + 3)
I’ve done well with... You’ve done well with...
To improve I need to... To improve you need to...
20. Checking progress
• Formative written feedback/ marking grids
Self assessment
Mrs Phillips thinks...
Grade D 2(7 + d)
Grade C a(2+p) + p(7 + a)
Grade C + (a + 2)(a + 6)
Grade B (5a + 2)(2a + 3)
Your effort has been
Outstanding/Good/Satisfactory/Unsatisfactory
I’ve done well with... You’ve done well with...
To improve I need to... To improve you need to...
21. Checking progress a recap...
• Levelled Learning Objectives
• Use of mini whiteboards to illustrate progress
• Traffic light cards/ thumbs up thumbs down
• Multiple choice traffic lights
• 5 to 1
• Post-it note challenge
• Progress sheets for students to complete during the lesson
• Use of Success Criteria
• Differentiated levelled work and graded activities
• Formative written feedback/ marking grids
• Self and peer assessment
• Student response pads
22. Checking progress a recap...
• Levelled Learning Objectives
• Use of mini whiteboards to illustrate progress
• Traffic light cards/ thumbs up thumbs down
• Multiple choice traffic lights
• 5 to 1
• Post-it note challenge
• Progress sheets for students to complete during the lesson
• Use of Success Criteria
• Differentiated levelled work and graded activities
• Formative written feedback/ marking grids
• Self and peer assessment
• Student response pads
23. Checking Progress Across Lesson
Our Aims:
• To develop the departments use of AFL.
• To use different learning strategies in our
classrooms.
• To inspire our students to take control of their
learning and help them become independent.
Editor's Notes
All staff to write down how they already check progress in their lessons and share with the group
Discuss how important it is to have levelled/graded objectives that will help the students see the progress they are making.
Show an example of levelled objectives and how they can be used.
Give out progress sheet and explain how it is used (students to tick off what they can do as the lesson progresses, but also that they must have evidence).
Example of a progress sheet
Do an example as a class
Do an example as a class
Ask the group how they found the last activity traffic lights and thumbs up down.
To use 5 to 1 get the group to show you how they found the task, as above.
Explain how to use multiple choice RAG cards
All show the correct answer
Explain the idea of the post-it note challenge – then get the participants to try it
Example of post-it note challenge for the participants to try. Make sure that you have posters up saying Grade D, Grade C, Grade C+, Grade B and Grade A* for the post-it to go under/on.
Explain that success criteria is best given to students (in the 1st instance) and worked through as a class, this will ensure the students know how to use success criteria. Once the students are happy using success criteria, it is a great plenary/independence activity and a fantastic way to check progress, by getting the students
Two examples of success criteria – students to share with the class – this shows clear understanding of what they have been asked to do.
Give the students a choice of the level of work they can do, with a check section at the end.
Give the class a self and peer assessment sheet to complete
Show them the student response pads and get them to sign up for Robs training.
Give the attendee’s a feedback grid to complete and stick onto their work.
This slide is to be printed off and given to the people attending the training.
This slide is to be printed off and given to the people attending the training.
