Demonstrating progressto an observer/inspector Kris Bridgeman and Julia Hinchliffe
On a post-it note... because... Complete the following phrase: An inspector might not recognise the progress my students have made because... Swap post-its until you don’t know whose you have. If asked, read out what is on the post-it note in your hand.
Additional Slide – responses from delegates at CLF conference • Inspectors don’t know our students’ starting points • Students are not able to articulate where they started and where they have reached • Not clearly defined what progress should look like • Objectives are not clear/Students may not realise the purpose of a task • Students don’t get the chance to show their work in a half lesson (it’s a practical lesson / they are doing course work, etc.) • Inspectors only observe a snippet of the learning journey • Students don’t have books that record progression • Assessment criteria is not available • It’s a skills-based lesson with individual targets • Inspector isn’t aware of class issues • Progress in practical work may take a long time • Not all children are focused – behaviour difficulties • Run out of time in a lesson • There is no progress!
Aims for the session • Focus on demonstrating progress • Kris: Tips to demonstrate progress over time • Julia: Tips to demonstrate progress in the lesson
Outstanding Criteria Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress. It is highly effective in inspiring pupils and ensuring that they learn extremely well. Excellent subject knowledge is applied consistently to challenge and inspire pupils. Resources, including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults. Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these. Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. Pupils understand in detail how to improve their work and are consistently supported in doing so. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.
Ofsted Report – May 2012 ……..An outstanding product design lesson demonstrated the impact that such an approach was having over time as a result of precisely focused and individually planned learning. All students were comfortably exceeding their challenging targets and able to talk explicitly about how regular dialogue with the teacher through their ‘learning logs’ had helped to develop their skills, extend their thinking and build their confidence in relation to the forthcoming examination.
Ofsted Inspection Report However, where students are not expected to respond routinely to written feedback and/or engage in a dialogue of learning the impact on progress is diminished.
Show them that you and your students are good all the time Show Ofsted samples from across in each year group Show how students have made progress over time
Quality of learning dialogue Provide students with writing/speaking frames Use information from learning dialogue to inform planning Different types of learning dialogue
Students know their levels Students know how to move their learning on Students are able to talk to the inspector about their learning and progress How their learning links to previous work/learning
Students know what they need to learn without asking the teacher Grow independent learners
Stop! • Work in groups to recall the points Kris made. Use the pictures on the sentence strips to help. • Share with the others on your table.
Additional slide - example of a completed sentence strip from CLF conference
Wake-up call • New Ofsted framework • Books and folders • Tracking • Learning Dialogue
Ofsted report – May 2012 …In a Year 12 English for Speakers of other Languages (ESOL) lesson, the teacher’s excellent subject knowledge and understanding of each individual were used deftly to adjust and structure learning opportunities so that all students made excellent progress. An analysis of students’ work showed the outstanding progress they had made since beginning the course. The students took great pride in describing the impact that the teaching was having in developing their confidence in applying their newly found skills in written and spoken English to ‘real life’ situations.
Four tips • Pre-empt inspectors’ questions • Plan opportunities to demonstrate progress • Take the temperature throughout the class • Be confident to adjust the lesson
Inspector’s questions • Have you made any progress this year? How do you know? • What is the impact on you? (So what?) • Is this better progress than last year? Why? • Show me your best piece of work. What makes this good? • What do you need to do to improve? How do you know this? • Is this lesson typical?
Planning: show the working • Cohort profile • Rationale of responses to predicted behaviours • Must, Should, Could objectives • Plan opportunities for students to demonstrate they now understand: class / small group / individual • Flexible plan • Tricks up your sleeve
Take the Temperature • Energy levels • Interaction • Pace • Challenge • Weather • Progress / AfL • Reflection in action
Be confident to adjust • Tackle misconceptions/ wrong answers • Go in a different direction if it’s important • Take twice the time if it’s needed • Repeat, rephrase, redo, recheck • Ditch the activities if necessary As long as... • You take the temperature • Keep with the familiar / typicality • You have a start and end point for progress
Volunteering in Victim Aid -5 Warmer Rationale for activity + 10 Vocabulary/Grammar check Pair dictation – clearly levelled/differentiated +10 Misconceptions Individual target Group work – sentence strip + 8 Quiz - 15 Review of complex sentences Complete new example of a form
Discussion • Would any of these ideas work for you? • What’s your best tip? • Do you have any ideas/’wins’ that others could use before or during their lesson? • Share these at your table
Post-it note • One idea I’m taking away is... • I’m going to think more about... • I’d like to know... • Any other feedback?
Additional slide – feedback from CLF conference delegates 1 I’m going to… • use learning logs to allow for pupil review • produce levels on laminates in kidspeak so it’s easy for them to pick up and identify own target for improvement • Be more systematic about showing progress over time • develop continuity in strategies across my classes to show progress • Use questioning skills “So what have you learned today? Tell me about your progress” • Plan more time for dialogue between students and teachers • Display progress ladders on my wall • Use separate books for assessment • Use a table to demonstrate progress • Think more about learning dialogues; use WWW/EBI or 2 stars and a wish • Prepare students to answer progression questions • Take the temperature more regularly • Use quizzes more • Develop my own writing/speaking frames
Additional slide - feedback from CLF conference delegates 2 I’m going to • Think about my typical lesson • Be myself and be confident • Think about pace – activities to increase pace and to clam down a group • Add behaviours into my cohort profile • Think about “Reflection in action” • Use “3 before me” – to promote independent learning • Use sentence strips – I love them! • Use highlighters to show progress/next steps • Set individual targets for students during the lesson on cards/paper • Use stickers! • Get children to respond to comments in a special pen (“red/green pen time”) • Always have additional tasks available • Be more confident if I need to change my plan part way through to show progress • Be more confident in my own abilities
Contact details • KBridgeman@bristolmet.net • Assistant Principal / DT teacher • Jhinchliffe@bristolmet.net • Assistant Principal: Inclusion / EAL teacher