I’m attempting to put together a list of tips for demonstrating pupil progress in a lesson. In the drive to move from good to outstanding, our SLT are keen for us to sign up to the mantra that we need to be able to demonstrate that all students must make good progress in our lessons. Sadly they are less forthcoming about exactly how that might happen.
I’d be reluctant to boil down all the complex social and psychological interactions that make learning effective into this list but I’m hoping that a few simple tips possible
ways to measure pupil progress might make some staff feel a little bit more comfortable with this exceptionally tricky business of demonstrating progress in a one hour lesson.
Please add your thoughts for potential strategies to this thread and or this Google Doc http://bit.ly/359Ils
that we could all share within our networks.
1. Ask all students to respond to key question at the beginning of the lesson. “Flooding is always a problem for people in Bangladesh.” Return to key question at the end of learning activity and ask students to respond again or reflect on their new thoughts
“Before I thought X, now I think Y.”
2. Display image(s) at the start and ask all students to respond along the lines of “I do know X about this image, I don’t know Y”. Repeat at end of learning and debrief differences in response. Is the knowledge more sophisticated, are the questions of a better quality? Possibly collated on a web space like Voice thread.
3. Ask all students at the beginning of a lesson for the “5 fingers of confidence” in a skill due to take place in a lesson e.g. “How confident are you in using four figure grid references?” Repeat at end of learning activity and ask who feels more confident.
4. Use traffic light responses in the student planner during the lesson in relation to the tasks that contribute to the lesson objective. Use student responses to guide your questioning and support. Possibly set further learning activities for homework that are for the greens, ambers and reds (but of course, by the end there will be no reds
5. If you have them - use Activ Expression voting pads to gain diagnostic feedback on student learning to guide your interventions and get a feel for the progress students are making.
6. At the start of the lesson ask students to write down what they know about X topic. Complete your planned learning activities and as part of the plenary activities ask students to now add X number of new ideas to their original list. What has been most interesting/revealing and why?