Progression

10th September 2013

• Lesson observations are now more focused on evidence of progress

• 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 ‘needs improvement’

Why?

Progress ‘egg’

• Students colour in their progress ‘chart’ as the lesson proceeds and when they feel they have met the criteria.

• They can be questioned on their chart throughout the lesson.

Confidence levels

• Alternatively at the start of the lesson students can assess their understanding by lining themselves up against a confidence line on the wall.

• This can then be repeated at the end of the lesson to highlight progression.

• Or throughout the lesson as progress is being made.

Not at all sure

Very confident

Scaling• 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)

• Regularly refer back during the lesson, adding new score - with time the score is recorded.

• When necessary, ask student to explain how and why they have changed their score

Showing 5, 4, 3, 2, 1 fingers to demonstrate success in learning progress. 5 fingers means ‘I really got it’, 4 means ‘mostly got it’ 3 ‘got some ot it’ etc

Scaling

Confidence levels

• At start of the lesson, students write their name on a post-it note

• 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)

• During the lesson, students are encouraged to get up and move their post-it when progress is made during the lesson

RAG rating 1

Students to hold up the coloured cards inplanners to show the progress they havemade against the objectives

• Red – no progress• Yellow – some progress• Green – good progress

RAG rating 2

Students to place planners on desk with colouredcard facing upwards to show level of knowledge andUnderstanding as the lesson progresses

•Red – Do not understand•Yellow – Not sure•Green – Fully understand

Individual student needs can then be addressed asthe lesson unfolds – students are encouraged to change the colour as the level of understanding changes.

Faces• 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

• At regular intervals, students draw a face in the margin to show how they now feel against the lesson objective

• This could be also be done on mini whiteboards, divided into 3 columns – to show change at three stages in the lesson

Entry/ Exit tickets

In order to exit the lesson, students need tocomplete an exit ticket:

Headings on ticket:• What I have learnt• What I already knew• What I might need extra help with• How I feel I have progressed in the lesson

(tick face)

The examiner says…

• Tell students to take on the role of an examiner assessing their work or the work of a partner

• Ask them to write a response from the examiner about the work:

What you did wellWhat you need to do to improve

Questioning

Ask students (no hands up):

• What do you know now, that you didn’t know 5, 10, 15 minutes ago?

• When you go home this evening and are asked for one thing you have learnt today in *************, what will you say?

Plenary pyramid

Complete the plenary pyramid and stick it in your books.

Progression, progression, progression!

Although these strategies will not guarantee that the lesson observed is

rated ‘good’ or ‘outstanding’ it will make the progress made by students much

more explicit