Do you know what progress each of your students is making? Do they?
Here are some ideas to demonstrate and measure progress in your classroom.
Look very closely at your learning outcomes and make sure they are bite-sized and achievable. You want to try to make sure the students can start making progress from the beginning of the lesson - not wait until the end!
This diagram from Sarah Findlater expresses quite well the areas you should consider:
The progress 'egg' can be used at the start and end of the lesson:
The Plenary Pyramid is a good way to finish the lesson and requires some thought from the students. This is only useful if you read their answers and respond to their needs!
There are plenty of these to try... here is an example (more ideas can be found online - just search 'Exit tickets for teaching')
Another idea for lolly sticks is for the students to work in pairs discussing a certain topic or question. You can draw a name from the pot and then ask them what their partner's opinion was. This is also good for those who are more wary of joining in in-case their answer is wrong.
There are many ways you can use these. Here are two:
1. Put three statements on the board regarding understanding or confidence -
2. Place large posters around the room, with different attainment levels defined -
Students put their post-it note with their name on at the point where they are at the beginning of the lesson or topic. At strategic points throughout the lesson (or unit) they move their post-it note according to the progress they have made.
Both of these allow the teacher to see at a glance the progress individuals have made. Don’t forget to challenge them occasionally to ensure progress is genuine!
Ask students to do a mind map for the unit. Each lesson they add information about what they have just learnt – writing the lesson number next to the information they have added. This shows immediate coverage of topics for each lesson as well as a plan for each lesson of the course.
If you want it to show progress, devise a manner in which students can express their confidence level, which they can write or draw against each topic. Here are a couple you might find useful.
Try to make this process a regular part of your teaching.
Tasks for you to try, to provide evidence for the standards
Dr Sharon Williams