Progression, Progression, Progression - Updated 2012


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Presentation to help teachers demonstrate student progression in a lesson

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Progression, Progression, Progression - Updated 2012

  1. 1. Progression, progression, progression! A collection of strategies to enable teachers to demonstrate student progression during a lesson at Abbeyfield School
  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. Playing the game <ul><li>It’s not cheating but it’s about showing the inspector what you know they need to see </li></ul><ul><li>Things that have already happened need to be shown again in the time they are there (Aim, links to last lesson, targets, specific strategies, reasons, what the starter was) - all within reason! </li></ul><ul><li>Have some stock lines prepared which you’ll use in that 20 min slot which help them tick the boxes </li></ul>
  4. 4. Can you add to these? (Getting students to do them is better than you doing them.) <ul><li>“ Sum up what we are trying to do today..” </li></ul><ul><li>“ What’s the main mistake we’re trying to avoid in this?” </li></ul><ul><li>“ Can you go and work with…. to explain….” </li></ul><ul><li>“ Remind me what level this work is. What do you think would make it harder/move it to the next level?” </li></ul><ul><li>“ That shows me you’ve really understood that….” </li></ul><ul><li>“ That’s so much better than 10 minutes ago!” (even if it’s not?!) </li></ul><ul><li>“ I can see that you’re making progress because….” </li></ul><ul><li>“ I’ll know you’re making progress when I can see….” </li></ul><ul><li>Use visualiser/student at board to replicate something good </li></ul>
  5. 5. Make it easy for them to see… <ul><li>What your objectives are (WALT, LO, this may be agreed in your area as to what you call them) – on the board ALL lesson, built into the title? </li></ul><ul><li>That the students understand them (“WALT: multiplication” is rubbish, “WALT: be more confident at multiplying decimals” is better) </li></ul><ul><li>What level the work is, and if possible, what it is that makes it harder (hard to put this on the board, easier to say) </li></ul>
  6. 6. Show them you know your stuff.. <ul><li>Spot a common mistake, draw the class back together and get a student to go through how to improve </li></ul><ul><li>Spot someone doing it right, get them to show the class and get class to say why it meets the WALT </li></ul><ul><li>Get a confident child to move and work with someone struggling </li></ul><ul><li>If the activity does not support the WALT, ditch it. </li></ul>
  7. 7. 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>What’s the mistake we’re not going to make? </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>
  8. 8. 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>
  9. 9. 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>
  10. 10. 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>
  11. 11. 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>
  12. 12. 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>
  13. 13. Return to a challenge <ul><li>Set up a starter activity that you know will be challenging but will be addressed in the lesson </li></ul><ul><li>During the teaching of the lesson, refer students back to having a better go at the starter </li></ul><ul><li>Use the plenary to get a student to explain how they changed their approach as a result of the lesson. </li></ul>
  14. 14. My mistake! <ul><li>Provide students with a worked example that includes a common mistake or misconception </li></ul><ul><li>Challenge them to mark your work and to decide if it is correct, or, if wrong, to find and correct the mistake. </li></ul><ul><li>Get students to highlight this as a key point to you as they leave e.g. “remember your decimal point sir!” </li></ul>
  15. 15. 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>
  16. 16. 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>
  17. 17. 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>
  18. 18. Two in one <ul><li>Split your lesson into two 25 minute lessons </li></ul><ul><li>Forces you to do less at the board and get them started </li></ul><ul><li>Ensures any 20 min slot will see most of the elements of a lesson – intro, students working, summing up, moving on </li></ul><ul><li>Helps keep good pace </li></ul>
  19. 19. What to do in plenaries (at any time in the lesson) Write a short blurb for a new text book on.... Create a mnemonic Write 5 golden rules or tips for..... Wordsearch using key vocab/concepts True or false questions Quick fire quiz to check understanding Set targets for your neighbour Cloze activity to find missing key words Put the following events, processes etc into the correct order Design an odd one out for the next lesson based on today’s learning Pupil becomes teacher and teaches the class Identify 3 ways that they could use the learning from this lesson in other situations Devise a simple time line of events, order to do things in Graphic summary of the lesson - draw a flow diagram to sum up your learning Lucky dip - pick a word from the bag -define it, use it in a sentence etc.. Label a photo, drawing, illustration, cartoon etc.. using key words Set ‘Who Wants to be a Millionaire’ style questions Hot seat a pupil (or teacher) - in role E.G. historical character or as the teacher. Getting pupils to ask questions will give you an insight into their learning. Plenary people- warn 2 pupils at the beginning of the lesson that they will be required to lead the plenary. Other pupils can say whether they agree or disagree Write an epitaph for the character/person/thing you are studying Design a one page PowerPoint presentation/web page/text book page with the key aspects of the learning for the lesson (could be a homework activity) Who knows goes- Pupils have to answer a question correctly before they leave Pupils assess the effectiveness of various techniques, images, paragraphs by holding up the appropriate numbers e.g. 1 great etc.. Justifications are required Set yourself targets for next lesson In pairs put the following points in order of importance. Justify your order Give 3 examples of how you can apply learnt skills in another lesson Write dictionary definitions of new key vocab Create a short rap or poem to sum up today’s learning Put the plenary questions on the board at the start of the lesson Predict what will happen next lesson What have you learnt and how did you learn it? Create 5 tricky questions based on today’s learning for next lesson Draw a picture to sum up what you have learnt today How would you sum up the learning for a Y6 pupil? Write 10 quick quiz questions for the starter for next lesson Identify the key points of the lesson from this anagram Write 5 bullet points to sum up todays learning 60 second challenge - sum up all what you have learnt in 60 seconds Discuss and then list 3 things your neighbour has learnt Gimme 5 (5 things about..)
  20. 20. Take these back and .. <ul><li>Share </li></ul><ul><li>Add to </li></ul><ul><li>Adjust </li></ul><ul><li>Refine </li></ul><ul><li>Make more specific to your subject </li></ul><ul><li>Make more specific to a topic </li></ul><ul><li>Practise </li></ul>
  21. 21. 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>Compiled by David Drake – Advanced Skills Teacher, Humanities Matthew Rose – Advanced Skills Teacher, Maths Abbeyfield School 2011