Session Title: Progress: How to make it happen and demonstrate it effectively?
Date: Thursday 20th December 2012
Well, I always knew it would perhaps be a tough gig, moderating a #ukedchat discussion on what was, for most, either the last or penultimate day of term. However, once it got started, the discussion flowed and people shared some great ideas.
Demonstrating progress, preferably ‘better than expected’ progress is the new Ofsted mantra. Whilst I think we would all agree we want our pupils to make good or better progress, being able to demonstrate this to observers is quite a high-stakes game.
The discussion varied from practical ways to demonstrate progress (confidence lines, solo taxonomy activities, videos, completing independent tasks at start and end of topic, mind maps etc) to whether progress can be demonstrated in a short time or observed lesson.
There were a few hecklers – have a look at the archive for the amusement value – as people clearly wound down after what has been a long term.
I’ve tried to collate a variety of ideas and opinions in the selected tweets below. It may have been a slower week than some, but there was no shortage of great ideas to choose from.
What came across loud and clear was the determination teachers have to ensure that our pupils make good progress. We might disagree about the best way to demonstrate that progress, but we all want our pupils to make it!
Have a great Christmas and I look forward to more engaging #ukedchat discussions in 2013! Notable Tweets
@MrIanHickman: Progress happens through effective ongoing assessment and well-matched teaching and learning and demonstration through application. #ukedchat @bekblayton: I think challenging marking can be used to show progress… Question the pupils, push what they are doing. #ukedchat @rlj1981: Progress looks like students moving toward their target grade using feedback from assessment. This is recorded and measured. #ukedchat @eslweb: #ukedchat be careful of the difference between pupils actually making progress (learning) and the evidence it has happened. @mikeatedji: #ukedchat how do you measure progress in attitudes and values… if you think they are worthy of being taught… which I do. @MrG_ICT: Children spent this week making videos about their learning this term. Great for assessment. #ukedchat @Debsgf: It is important to acknowledge that progression should be variable. As a teacher we must allow for reflective learning. #ukedchat @C_Farrow: Anyone use homework to assess progress? I think it can be useful. If they all do it that is… #ukedchat @WonderAcademy: Ofsted don’t measure progress in 20 minutes, they take an educated guess it might be happening over time, or before they arrived. #ukedchat @C_Farrow: Our dept use electronic mark books w/ target and current levels including ‘moving on’ comments for pupils. They have access to this #ukedchat @Love2teach2012: in maths or lit, asking them to complete a task independently at beginning and end of unit is a nice way of showing progress #ukedchat @mikallaane: at upper KS2 Y6 ours is driven by SATS results, ALL parents want to know is ‘what level is my child?’ ‘Will they reach level 5?’ #ukedchat @kohlmand: using lesson structures like upwardly mobile (teacher toolkit by @paulginnis) students must evidence learning before moving up #ukedchat @GeographyCarrie: use a confidence line at the start and end of activity/topic/lesson… shows clear progression and can be done actively or in book #ukedchat @AlNajjjarA: I use differentiated instructions on all my exercises and keep raising the level up when I see progress #ukedchat @urban_teacher: Progress is seeing a student grow in confidence or learn a skill. The way it is showcased is very important. #ukedchat @GeographyCarrie: Share the mark scheme and examiners’ feedback KS4 so students really begin to understand what they need to do #ukedchat @kohlmand: constant formative assessment, traffic lights, reflect on objectives, self assessment of confidence, exit slips #ukedchat @KristianStill: RAG, hinge questions, use Triptico name lists – students move names to understanding section, roman thumbs, ABC #ukedchat @WonderAcademy: Demonstrating progress and ensuring progress are different. If my classes achieve excellent results, what do I have to demonstrate? #ukedchat @C_Farrow: at KS4 I chunk my coursework feedback. Often prioritise the 3/4 most important moving on comments. Then more when improvements made. #ukedchat @travelgeordie: #ukedchat Ofsted last week want to see pupils extended and confident talking about their learning. One way to be outstanding. @kohlmand: #ukedchat snowball learning until can tweet or record a concise summary of learning. We write on windows with chalk pens for added incentive! @ICTwitz: I think proving progress helps if you implement the ideas behind APP #ukedchat @Sarah_Wright1: #ukedchat children need to understand the concept of progress to achieve it. The way we measure it should be pupil-centric. @Seelouis: #ukedchat chn make progress when they sit back and say ‘phew, that was hard!’ It matters not one jot *how* that happens. @ICTwitz: #ukedchat for me getting pupils to complete mindmaps at the start and end of units of learning shows progress for each. Tweet of the Week
And for getting to the point with the minimum of edu-jargon, my first tweet of the week goes to @oldandrewuk: I find the best way to get pupils to make progress is to teach them stuff #ukedchat After all, this is what we all do – and hopefully do well – when we’re left to get on with our jobs… and this leads me on to my second nomination for tweet of the week from @WonderAcademy: Demonstrating progress and ensuring progress are different. If my classes achieve excellent results, what do I have to demonstrate? #ukedchat About Your Host
I’m acting Head of English at a comprehensive school in South Liverpool. I have been involved in the #ukedchat community for a couple of years now and enjoy actively sharing ideas and inspiration with colleagues. Look out for TeachMeet Liverpool coming soon in 2013!