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Progress in Lesson

Planning for Progress
by

Dan Dean

on 29 September 2015

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Transcript of Progress in Lesson

Sharing good practice
Progress in lessons
Exam Questions
TWEET IT
SOCRATIVE
Ask students to tweet their understanding

Done in white board or in books

About 35 words

Various Stages through the lesson or activity
Free web based service can be accessed on on device which has a web browser
teachers use website t.socrative.com (or app)
students use m.socrative.com (or app)

staff can create lots of different quizzes, exit tickets etc.
questions can be open, multiple or T/F
teacher starts quiz then gives student room number can be accessed in 10 seconds

http://www.socrative.com/#
what OFSTED say
OUTSTANDING
Pupils make rapid progress and learn exceptionally well.
• Pupils acquire knowledge quickly and develop their understanding rapidly during the lesson.
• The learning, quality of work and progress shows that pupils achieve exceptionally well.
GOOD
Progress is consistently strong and evidence in pupils’ work indicates that they achieve well.
•The learning and progress of pupils is good. •Pupils acquire knowledge and develop understanding quickly and securely.
REQUIRES IMPROVEMENT
Learning, progress or work in the lesson is satisfactory with a few students making less than expected progress.
INADEQUATE
There are wide gaps in the attainment and/or the learning and progress of different groups.
Our Own Practice
Consistently planning & delivering lessons where progress is made- good & outstanding lessons
AfL
THE CHALLENGE
Planned
Open
No hands
Answers are explored & challenged
Think, pair, share
Pose, Pause, Pounce & Bounce
Hinge questions
whole class
groups
pairs
Use answers as stimulus for questions & exploration
Mini Whiteboards
Attempt at the start of the lesson
Improve towards the end of the lesson

Self/ Peer assess - compare against a model answer: +,=,- How can it be improved?

You are the examiner- what feedback would you give

Beat the clock - limited time
completion, then peer assessment
or improved by peers
POST ITS
ask students to write things they have learned on one post it & things they are unsure of on another

stick on board use statements to in form plenary &/or reshape lesson
Use wallwisher as an electronic version of this. Students could do this after the lesson too
QUESTIONING
EXIT CARDS
The progress triangle
1 of 4?
To use
Type your q and answers into slide
Insert duplicate slide
Delete the wrong answers

repeat
students Use coloured cards to show answers
Example Q's
Give 3 things you learned to today
what do you still need to improve/don't understand/unsure about
list 3...
what is an example of....
Only effective if staff use them to reflect & plan next steps
starters & plenaries
use the same starter & plenary to show student progress
The Journey
Hinge Questions
A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on
- The question should fall about midway through.
- Every student must respond to the question
- You must be able to collect and interpret the responses from all students in 30 seconds
- You need to be clear on how many students you need to get the right answer in advance depending on how important the question is
if class don't meet the threshold you've set your self you need to try a diiferent tack/explanation/model etc
http://learningspy.co.uk/2012/02/04/how-effective-learning-hinges-on-good-questioning/
http://padlet.com/wall/1mofro05gj/wish/6282719
https://getkahoot.com/
https://kahoot.it/#/
http://bit.ly/1Wveh47
Full transcript