Tagged: progress

Bright spots // 11th November 2016

Mr Bates (Music) – Year 8 students were busy practicing a scene from a common nursery rhyme. Students were challenged to think about their placing on the stage using technical language and in small groups were developing a scene. After a period of practice (during which Mr Bates gave students feedback and further challenge) students were then asked to perform their scene. This is something students often find difficult or are reluctant to do but Mr Bates had built a safe environment in which students could perform. Strict rules were enforced so that the audience respected the performers.  Mr Bates questioned the audience following the performance to elicit feedback to the performers based on the success criteria discussed earlier in the lesson. The questions often probed deeper and challenged students to elaborate on their answers giving reasons.

Mrs Horrill (Business) – Year 10 students were working on a piece of coursework as a result of a series of lessons leading up to some extended writing. Students were able to work independently and made good use of the course textbook. Students worked in silence which in this particular situation appeared to enable students to work to depth. If they needed help they were able to consult the textbook first before asking the teacher. Whilst this was going on Mrs Horrill was giving 1-to-1 verbal feedback to each student to ensure they understood how to improve. The set up for this lesson showed clear planning that focused on students practicing the skills and knowledge they had built up over a series of lessons.

Mr Ferguson (Technology) – Mr Ferguson began this lesson with some retrieval practice in the shape of an exam question. Students were given time to complete the question before going through possible answers. Mr Ferguson questioned students to depth asking them to offer answers and give reasons for their answers. He also modeled the thinking behind the approach and asked students to explain how they approached the question and came to an answer. Mr Ferguson had really high expectations of student responses and encouraged them to always a give a reason for their answer. In the lesson students had also been making use of a knowledge organiser to start assessing what they knew and what they needed to revise.

Ms Campbell (History) – Year 8 students were acting on feedback from their most recent assessment –  an extended piece of writing. Before students got started Ms Campbell spent some time recapping the PEE (Point Evidence Explain) method for tackling long answer questions. She did this really well by modelling a paragraph on the board and then asking students to pick out the different parts of the PEE method. Ms Campbell used questioning to challenge students to think about how this might help them with their own work. With a clear understanding of what was expected of students they were then given time to act on the feedback Ms Campbell had given them. She had used ‘code marking’ to reduce marking time and students were being trained in how to do this. Students then worked in silence to improve their work whilst Ms Campbell circulated the room to give more verbal feedback.

Ms Harry (Drama) – Year 9 students were being introduced to a new topic about ‘Developing empathy.’ Ms Harry started by questioning students of the word ’empathy.’ She then followed this up by giving students the example of young homeless people to discuss: “What are the common assumptions we make?” This led to a rich discussion partly due to the choice of example planned for this discussion – something all of the students were already aware of. The talk in small groups was really purposeful and when Ms Harry got the class back together to feedback some wonderful responses were shared. Student oracy was really strong in this lesson which was down to Ms Harry’s high expectations of student language.

Mrs Dixon (Maths) – Year 9 students were revisiting a topic from a previous topic and were given time to practice their skill in substituting numbers. This was great retrieval practice. Student voice suggested that students could remember the topic but were a bit ‘rusty’ when it came to application of the skill. Retrieval practice is absolutely vital for learning so it’s really encouraging so see this happening in many lessons across the academy. Whilst students were practicing Mrs Dixon was able to move around the room offering 1-to-1 feedback and further challenge. The task had been designed so that it gradually got harder as students moved from left to right.

photo-08-11-2016-09-18-13

Retrieval practice from Mrs Dixon in Maths.

Mrs Atkinson (Computing) – Year 8 students were engaging with some DIRT time following a recent written assessment. They had been given feedback on their assessment and were now practicing skills based on knowledge gaps identified through the assessment. The class was quietly working and being supported through additional resources and feedback from Mrs Atkinson. In order to dissolve some common misconceptions Mrs Atkinson spent time modelling the process of converting binary numbers on the board so that students could revisit the process. This then enabled a number of students to work independently through the practice materials.

photo-08-11-2016-09-12-26

Modeling from Mrs Atkinson in year 8 Computing.

Ms Jenkins (Science) – Year 8 students were investigating how mass effects the speed of an object falling. Ms Jenkins had used the example of aid agencies dropping food parcels into hard reach areas of the world. This example gave students a concrete starting point for understanding the concept they were learning about. Next, students built mini paper helicopters for an experiment that involved dropping the helicopters from a set height multiple times, adding more weight after each drop. Before carrying out the experiment students were asked to make a prediction as to what would happen as more weight was added. They then went out into the academy to test their predictions by dropping paper helicopters from the first floor to the ground floor. Students had been put into groups and assigned roles to carry out this experiment. As students conducted the experiment Ms Jenkins visited each group to question their method and challenge them further about their results and what the results meant. Students appeared to enjoy this practical but at the same time felt challenged by the science!

picture1

Year 8 Scientists making predictions and then testing them.

A collection of posts for NQTs.

Dylan Wiliam

Dylan Wiliam

I wanted to write a definitive post for NQTs but was struck by how many useful posts already exist. Instead of repeating what others have already written, this post will serve to index some great advice from some remarkable people. The is predominately for new teachers but will also serve as a timely reminder to all teachers at any stage in their careers.

#neverstoplearning

 

#TMNSL 20/03/2014 – Workshop resources: Stop doing I.T. wrong!

Stop doing I.T. wrong! by David Morgan (@lessonhacker)


Stop getting I.T. wrong by David Morgan.

Stop doing I.T. wrong by David Morgan.

Workshop summary.

Digital learning is not something to be scared of or to be worried about.

It’s just learning.

No one called it ‘Pen based learning’ when we moved away from slate tablets, but I’m sure there were a few people reluctant to change their ways, or that didn’t quite ‘get’ the point of pens. In any case, digital learning is here to stay and should be a part of every lesson in some form, if only because it saves you time!

What not to do.

 

We’ve all seen the classic ‘do a PowerPoint’ lesson. *Sigh*. Yes, you know what I’m talking about; it’s the end of term, you’ve got a section of work on something researched based so you say the immortal lines, “Do a PowerPoint on it”… and four weeks later these digital natives have done two slides that make the content appear one letter at a time.
If students *are* digitial natives then should a PowerPoint take four weeks?
@lessonhacker

@lessonhacker

 

There is life after death by PowerPoint, and it’s all about the amazing things you can do with digital learning. In this workshop we covered my top-tips for getting started:

 

1. Get over yourself – you will never be as much of an expert in the technology as a student can be because they’ve got unlimited time to learn it. You have to just plan around that and have strategies for finding out: Classroom Genius: find someone in the class who’s the ‘genius’ at the tech you’re using and get them to be the first port of call for non subject specific questions.

 

2. The connected student – they’re being pinged all the time by Facebook, Twitter and Instagram. Why not leverage the fact they’ve trained themselves to respond quickly to notifications by doing that yourself? Using a tool like edmodo to push out work and ask questions turns simple things into pings that use the same action-reward mechanism that replying to a tweet does; and most importantly, it gets things done!

 

3. Print on Demand – I’ve covered this in my blog [http://www.lessonhacker.com/print-on-demand-for-better-learning/] but essentially it boils down to getting custom printed exercise books so you can force student to improve skills you want them to focus on.

 

4. Blur your classroom – Use a VLE of some kind for taking in work (I wrote about this in the most recent Teach Secondary magazine) and then mark using your mobile device whenever you’ve got some down time. Stood outside Next waiting for your other half? Whip out that phone and mark one or two. Waiting in the car for the football crowds to let out? Your mobile is your friend for quick marking. This means that your work life balance gets much better because whilst you might be marking more often, you’re doing it in ‘dead’ time and suddenly you don’t need to sit down and mark in an evening anymore.

 

5. Record a learning dialogue – using many online tools it’s easy to record the feedback and conversations your having about work and display the progress over time to that tricky Ofsted lot. One piece of kit I’m enjoying at the moment is Kaizena [https://kaizena.com] which allows you to record audio annotation over a Google doc. This is the quickest marking ever because you can highlight a section, click record, then just speak your feedback. Wowzers.

 

6. Record everything – use the video camera in your phone (or something fancier if you have it) to record anything you think is useful, even yourself. This gives more flexibility in the type of lesson you can teach because if you spend five minutes recording yourself work through a particular exam problem then you can reshow that video almost indefinitely. Take a look at my youTube channel for some more examples of where you can take a lot of the repition out of your teaching. [http://www.youtube.com/lessonhacker]

 

7. X-Factor your lessons – Why not use instant poll software like PollEverywhere [http://www.polleverywhere.com] to allow X-Factor style text voting in your lessons. AFL has never been so much fun. It means students can reply anonymously so closed questions work better, but it does have a free text response option which all updates live as a student texts in. Pure magic.

 

8. Plan for epic fails – so what’s going to happen if the computers don’t work? Make sure you’ve got a second strategy, an offline ‘go-to’ just incase because the very worst thing you can do in a lesson is wait for the IT guys to come along to fix things, you’ll lose your class’ attention almost instantly if they have any downtime, have something to do that requires dead-tree-tech so you can jump to it in an emergency. This doesn’t have to be well planned, just planned.

 

9. If you use new tech, use it more than once – because let’s face it. You’re probably not a Computing teacher, so if you do us a favour and teach a bit of software use then why not get a good return on your investment? Use the same tech three of four times, at least, which means that students stop asking you how to use it, and ask you what to use it *for*.

 

10. Sometimes you can do too much – I once had a year 13 student ask me, exasperated, if they could “just do things on paper today sir?”; so please don’t imaging that I expect every lesson to be an all singing, all dancing digital learning machine. No. What I’d like to see is more teachers using tech day-to-day and not worrying about it.

At some point we’ll forget we ever called it digital learning and find the very idea that we differentiated between eLearning and Learning as a bizzare artifact of a bygone era. When even the most old fashioned teacher in the class thinks nothing of slapping on a pair of video-recording glasses and rocking out an epic lesson.

If you’re interested in finding out more then head to my blog [http://www.lessonhacker.com/] or read my book, which coincidentally has the same title as my workshop [http://www.stopgettingitwrong.com/] .


Blog.

Buy David’s book – Stop doing I.T. wrong!

@LessonHacker on Twitter.

#neverstoplearning


#NeverStopLearning by @DavidJesus

#NeverStopLearning by @DavidJesus

‘Quick wins’ #15 – Getting students to articulate their learning.

Getting students to articulate their learning by Steve Gill.

Getting students to articulate their learning by Steve Gill.

Why? I guess I was never really convinced by the idea of getting students to articulate their learning; I thought it was one of those tokenistic additions to lessons, something that would please the observer rather than having an impact on students’ learning. So, when students were clearly making progress through their written work, I was little concerned if they couldn’t express precisely what they were learning, verbatim, like they had regurgitated every word of the specification. I was also very cautious of time that this took; I feared it would slow down the pace of the lesson, that I would lose the students before I had a chance to engage them.  I was wrong…

Possible solution. I now think that getting students to precisely articulate their learning is integral to their engagement and to their progress. So, what changed? Persistence and developing habits. Just like Einstein said,

We are what we repeatedly do. Excellence, then, is not an act, but a habit.

Although I had always shared the lesson outcomes with students, their interaction with them was something that I tried to build on, every lesson; before, I had just assumed that reading the objectives to students was enough. However, David Didau’s book, The Perfect English Lesson, was something which helped me to question this process. He talks about getting students to interact with the lesson objective in creative ways – getting them to guess missing words; to write the lesson objective as a facebook status and then allowing students to comment on this. Therefore, I took inspiration from this.

Firstly, I started with the language in the outcomes of the objective. I stripped the specification down, picking out the key words. For a reading lesson in English this usually translates to getting students to explain, explore, analyse language or ideas. Through questioning, I then got students to define – precisely – what these words meant. To help with this I added pictures beneath my outcomes and I asked students to match up the correct pictures to the outcomes. This led to an increased sense of clarity. For example, students were able to link the picture of an explorer surveying a landscape to the need to look everywhere in a text; to find more than one quotation to support a point; to look at more than one interpretation when looking at a quotation. Discussion evolved further to looking at sentence starters which would help students to demonstrate that they were explaining or exploring an idea.

Resources.

Example learning objectives (editable).

Outcome. This strategy has worked successfully. Students are now clearly able to say what they are learning in a lesson and they can also precisely say what level they are working at, as well as being able to articulate how to move to the next level. This has motivated students: their next learning milestones have shrunk, becoming tangible, and within their reach. Also, with a new emphasis on lesson grades being linked to ‘progress over time’, students’ ability to articulate what they have learnt and how they have progressed is more paramount than ever. In a recent observation it was great to see students explaining to the observer what they had learnt and how they could progress further. However, I don’t think this has solely been achieved by getting students to interact with the lesson objectives and outcomes alone; the language used in the objectives has permeated all aspects of learning. I have used it repeatedly through questioning and book marking, too. In this respect, it has also sped up the latter as, in some cases, I am able to write ‘explain your point’ or ‘analyse these words.’ In short, having high expectations around students being able to articulate their learning has led to significant improvements in my classroom. So, if you are worried about this absorbing too much lesson time, fear not: just persist. And slowly, students will possess a clear understanding of what they need to learn, and know exactly how to get there.

Post submitted by:

Steve Gill

Blog.

@MrGillEnglish

#neverstoplearning

Feedback. Please let us know how ‘Getting students to articulate their learning’ worked for you. Leave a comment on this post or tweet us at @nslhub.

#TMNSL 20/03/2014 – Workshop resources: ‘Differentiated homework’

Differentiated homework by Sharon Porter (@sporteredu) & Tom Leahy (@MrTLeahy)


Differentiated homework by @sporteredu

Differentiated homework by @sporteredu

Differentiated homework by @MrTLeahy

Differentiated homework by @MrTLeahy

Workshop Summary.

The workshop on Differentiated Homework came about due to us considering the differentiated lesson.  “We differentiate in lessons so we should differentiate homework…right?” Right!

How can we as teachers insist upon differentiating our classwork but then feel justified in giving the entire class the same piece of homework?  It can become boring for the more able, consistently annoying for those who are finding the work challenging and it can be boring for the teacher too!  To an outsider, it may seem strange that we are not differentiating homework, so what’s happening?  Why are we all giving our students the same homework?  Let’s consider the “Why? How? & What?” of this homework scenario

Why do you want students to complete homework?

o    Practice? 10000 hrs makes perfect (Malcolm Gladwell)

o    To cover more content? The flipped classroom (Bergmann & Sams)

How do you want them do it?

o    Paper based or On-line?

o    Weekly, Bi-Weekly?

What are the next steps?

o    How can you maintain this level of homework?

o    How much effort are you putting in when setting and marking the homework?

o    How can you ensure that your students learn from the homework and not end up with lots of pretty displays? What level of feedback/marking is the most effective (#Takeawayhmk – how can you fairly assess the homework…  S. Porter is currently researching this.)

Knowing the current approaches that are taken with homework and the completion rates, the following is a list of different homework that can be tried with classes – Differentiated Homework

  •          Two sided worksheet / laminated card

o    Basic questions on one side and an extension of the concept or a problem solving task on the other side.

  •          On line homework (SAM Learning, MyMaths, ShowMyHomework, etc)
  •          Concept Cards – some staff made their own in the workshop
Concept cards.

Concept cards.

  •          Choice Boards

Alternatives to Traditional HW

  • Suggestions by the students of Kathleen Cushman “Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery
  • Takeaway HW (from “100 teaching ideas for Secondary  Teachers” Ross Morrison McGill aka @TeacherToolkit)

Related blog post.

Presentation slides.

@sporteredu & @MrTLeahy on Twitter.

#neverstoplearning


#NeverStopLearning by @DavidJesus

#NeverStopLearning by @DavidJesus

#TMNSL 20/03/2014 – Workshop resources: ‘Solo taxonomy’

Solo Taxonomy by Mat Pullen – @Mat6453


Mat Pullen delivered a workshop at #TMNSL on 'Solo Taxonomy.'

‘Solo Taxonomy’ by Mat Pullen.

Workshop Summary.

I have been thinking about SOLO taxonomy for a while and the impact it can have on student learning in PE. I have also looked at ways to make it easier for students to access.

Guide to Solo Taxonomy

Guide to Solo Taxonomy

I have previously blogged about Project Based Learning here and the feedback has been really positive. both staff and teachers are engaged in this approach to co construction of the curriculum and lots of teachers are telling me about their plans for embedding it in their schemes.

To move things on a bit I wanted to look at ways of supporting students to create their own learning models. To help facilitate the process of finding out what they need to improve on and where to find out how to do that.

That is where the link with SOLO comes in. I have used SOLO to great effect in practical sessions and students are really showing great progress in lessons and more importantly they kbow what they need to do to keep progressing.

In order to support this further I have created posters that I can use in sessions that allow the students to acces some visual cues to support them in their construction of lessons. The posters trigger augmented reality links to images and videos to help students check on technique and to assist in giving detailed feedback to each other.

The process is fairly simple, I created a poster on my iPad using Comic Life. Add this image to Layar.com in their creator section, add in video and images to the relevent sections and voila, augmented reality posters. The students can now access these with any device with the Layar app installed.

So now in a session, we start with students looking at a problem that they need to solve, they look at the skills they will need to develop to support them in overcoming the problem.  Around the hall are posters with links to images and videos to help support their learning.  They integrate numeracy to support their understanding of success, they use literacy to improve communication and feedback and they can see how they can progress using the SOLO stages.

This is a real change in lesson structure but really engages students to be active whilst learning a whole wealth of key transferable skills.

Related blog post.

Presentation slides.

@Mat6453 on Twitter.

#neverstoplearning


#NeverStopLearning by @DavidJesus

#NeverStopLearning by @DavidJesus

 

#TMNSL 20/03/2014 – Workshop resources: ‘Great teachers’

Great teachers by Chris Hildrew – @chrishildrew


'Great teachers' by Chris Hildrew

‘Great teachers’ by Chris Hildrew

Workshop Summary.

What makes an outstanding lesson? And who decides? Ofsted set out their criteria for evaluating the quality of teaching and learning in an institution as a whole. In their School Inspection Handbook, footnote 42, it says:

“These grade descriptors describe the quality of teaching in the school as a whole, taking account of evidence over time. While they include some characteristics of individual lessons, they are not designed to be used to judge individual lessons.”

We know that plenty of schools ignore this and adapt the criteria to apply them to individual lessons – for some very understandable reasons. We also know that this leads to teachers teaching “observation specials” to try and jump through the hoops of the taken-out-of- context criteria. You can read about the impact of this in @cazzypot’s blog: Is Michael Gove lying to us all? and in @BarryNSmith79’s Lesson Objectives, Good Practice, and What Really Matters.

Let’s start again.

A typical teacher’s directed time is 760 hours in a year. How many of those will be formally observed by someone else – three? Five? Ten? Whatever the number, there’s a lot of hours in a year when it’s just you and your learners in the room. Forget outstanding. Think about a great lesson you’ve taught – not a lesson where someone else was watching, but one of those lessons where it all worked. Where you and the kids left the room bathed in the warm glow of achievement. Where teaching felt really, really good. What were the ingredients? What made it work? And which of those features can you replicate in your classroom on Monday? If you were to start with a blank sheet of paper, how would you define a great lesson?

Think about:

• Structure

• Activities

• Behaviour

• Outcomes

And, if that’s a great lesson, what are the qualities of a great teacher? And how can we live them in the classroom for all 760 hours of the year?

Chris Hildrew delivered a workshop at #TMNSL on 'Great teachers.'

Chris Hildrew delivered a workshop at #TMNSL on ‘Great teachers.’

Related blog post.

Presentation slides.

@chrishildrew on Twitter.

#neverstoplearning


#NeverStopLearning by @DavidJesus

#NeverStopLearning by @DavidJesus

 

Here’s to the crazy ones… You are AMAZING. #TMNSL

If we want are students to amaze us we must first amaze them with our relentless, endless pursuit of learning. The role of a teacher offers the greatest opportunity in the world coupled with a complex set of responsibilities. The moment we stop reflecting on our practice, the moment we settle, is the moment we veer dangerously close to mediocrity.  It’s the commitment we make as teachers to never stop learning that will build good habits, develop great teachers and ultimately move the lives of the young people in our care forward.

Every teacher needs to improve, not because they are not good enough, but because they can be even better.

The above quote from Dylan Wiliam was one of the reasons that led me to start Never Stop Learning. I wanted to encourage colleagues to reflect on what they were doing and offer some help in doing that. So I founded this idea upon the following principles (via Jamie Smart):

postcard ver 1

Last night at the first annual Never Stop Learning teach-meet #TMNSL over 150 teachers from around the south-west (and beyond) volunteered for the opportunity to exercise and experience the above three principles to deepen their understanding. When remarkable people congregate in one place with a shared vision for improvement, something magical happens that is difficult to measure but very much experienced.

The people who think they are crazy enough to change the world are the ones who do.

The evening began with a truly inspirational keynote from Hywel Roberts. I’ve seen Hywel speak at a few events and he never fails to send his audience away with lots to think about and a renewed vigour for teaching great lessons. He speaks at a very personal level which is engaging, heartfelt and also very funny – a perfect way to start any teach-meet! Hywel is perfectly summed up in his website address – Create | Learn | Inspire – please pay it a visit.

@HYWEL_ROBERTS

@HYWEL_ROBERTS

The keynote was followed by a series of 10 workshops offering a wide selection of opportunities from leading whole school change to differentiation to using video for CPD. All workshops were planned and delivered by teachers committed to making a positive change, spreading their influence beyond just the school in which they teach. The typicality of comments coming from people who attended followed this theme…

nsl tweet

 

Click here to read tweets from #TMNSL

The crazy ones responsible for delivering expert workshops at #TMNSL were:

Chris Hildrew – @chrishildrew – ‘Great teachers.’

Amjad Ali – @ASTSupportAAli – ‘Creativity in the classroom.’

David Morgan – @lessonhacker – ‘Stop doing IT wrong.’

David Bunker – @mr_bunker_edu – ‘Teach like a champion.’

Dr Dan Nicholls – @BristolBrunel – ‘Leading change in schools.’

Chris Moyse – @chrismoyse – ‘Differentiation.’

Mat Pullen – @mat6453 – ‘Solo Taxonomy.’

Kate Heath & R Escourt – @artedu_kheath – ‘Practical ways to show progress over time.’

Sharon Porter & Tom Leahy – @sporteredu & @MrTLeahy – ‘Differentiated homework.’

Steve Gill & Jason Dayment – @mrgillenglish & @mrdaymentmaths – ‘Whole school oracy & numeracy.’

@chrishildrew delivering his workshop on 'Great teachers.'

@chrishildrew delivering his workshop on ‘Great teachers.’

The workshops were followed by further opportunities to connect with others and share discoveries through a series of micro presentations, opened up by the powerfully motivating Action Jackson – @ActionJackson (leader of the FixUpTeam). This was a remarkable second half to the evening with lots of teachers still going strong at 19:30 on a rainy Thursday evening in the middle of March. What followed was a series of short presentations that included lots of tips, ideas to think about and consider coupled with motivation and encouragement to continue to explore the role and practice of teaching.

The crazy ones responsible for presenting were:

@ActionJackson – You are AMAZING!

@edubaker – The behaviour triangle.

@hrogerson – Confidence grids.

@theheadsoffice – Improving writing through blogging.

@ASTSupportAAli – Teaching tips & tricks.

@sporteredu – The ace of… spades, clubs, diamonds or hearts.

@leading_in_pe – Plenaries – voting with your feet.

@mrgmorrison – Robert Blakes best bits & learning lunches.

@lessonhacker – Mid-term lesson planning.

@cgould6 – Working with newly arrived EAL students.

5 minute micro-presentations.

5 minute micro-presentations.

There was a great buzz and atmosphere throughout the evening which was down to the excellent calibre of speakers / presenters and the amazing audience who supported and engaged throughout. The evening was captured brilliantly through the artwork of David Jesus Virnolli.

The artwork of David Jesus Virnolli.

The artwork of David Jesus Virnolli.

#NeverStopLearning by @DavidJesus

#NeverStopLearning by @DavidJesus

Next steps…

Thoughts have already entered my mind for the next #TMNSL. Over the coming weeks I will endeavour to share, in more depth the ideas from the workshops in a series of shorter posts. Whether you attended #TMNSL or not I implore you to take time to reflect on your practice, re-visit your moral purpose regularly and make a pledge to never stop learning.

#NeverStopLearning

#NeverStopLearning

Thank you to our sponsors for the evening!

Crown House Publishing

Crown House Publishing

Western Computers

Western Computers

 

‘Quick wins’ #11 – Tracking progress over time.

Multiple assessment sheets seemed like a good idea... Image by @gapingvoid

Multiple assessment sheets seemed like a good idea… Image by @gapingvoid

Why? In Art & Design we mark students coursework & exam projects numerous times before the final marks are submit at the end of the course. I found that students would occasionally lose the odd feedback sheet & sometimes even the assessment booklets I provided.

Possible solution. To make certain we have a clear record of progression in sketchbooks,  I adapted an assessment worksheet I saw at Redland Green Art Department for our GCSE & A-Level classes. It is just one A3 assessment sheet which clearly shows the progression students make over time in each of the assessment objectives. Every time work is marked, I do it in a different colour pen and pupils can see their work gaining more marks as they redraft & build up their projects.

 Resources.

GCSE Marking Progress Sheet (editable) – Easily adapted for any subject!

Shrinking the change - removing clutter and focusing on what's really important.

Shrinking the change – removing clutter and focusing on what’s really important.

Outcome. Pupils & teachers can see clearly see on one page (which is stuck into sketchbooks) where they are making progress and the areas in which they need to improve.

Kate Heath

Art Teacher / Artist / Leader

@ArtEdu_KHeath

#neverstoplearning

Feedback. Please let us know how ‘Tracking progress over time’ worked for you. Leave a comment on this post or tweet us at @nslhub.