Why? The class is quiet. Students are getting on with work. But how do they feel about the lesson? Are they learning? Are they enjoying their learning? School is an extremely busy place the opportunity to reflect on this sometimes passes us by. I needed a quick way to answer these questions as it’s not always obvious to see. Paper surveys collected the information but were to time consuming to analyse. I needed something that required almost no prior planning and yielded immediate results.
Possible solution. A simple scatter graph. Label the axis however you see fit and invite small groups of students to plot their response.
Resources. This can be easily adapted to measure almost anything.
Outcome. I was able to gage student responses quickly and use that as a basis to ask more probing questions. Obviously this is just a snap shot, but valuable none the less in future planning and empowering students through student voice.
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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.
GCSE Marking Progress Sheet (editable) – Easily adapted for any subject!
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.
Art Teacher / Artist / Leader
Feedback. Please let us know how ‘Tracking progress over time’ worked for you. Leave a comment on this post or tweet us at @nslhub.
Why? To ensure that students are aware of the key questions that need to be asked and answered in a learning topic, and that pre-planned questions are appropriately pitched to the right students in a very mixed ability class (grades A through to E at A-level). Also, when questions are chosen carefully to have an appropriate level of challenge for each ability, this resource makes it easy to demonstrate the progress students make within the lesson.
Possible solution. As they walk into the lesson, provide each student with a slip of brightly coloured card with their key question on it and some space to write their answer on the card later on. Questions which are more open to interpretation can be repeated with different students. Students should keep their question card on their desk in front of them throughout the lesson as a visible reminder of the key question that they are seeking an answer for. Either use these questions punctuated throughout the lesson to draw students attention to what they have learnt so far after each activity, or use as a plenary at the end of the lesson.
A set of pre-planned and differentiated questions, a couple of pieces of coloured card.
Outcome. The key questions keep students intently focused throughout the lesson seeking the answer to their question. Student responses to these questions, and further questioning that develops from their responses, enables the teacher to demonstrate the progress made within the lesson. Pre-planned questions which are more open to interpretation enable the teacher to ‘basketball’ the questioning to develop a depth of response from a range of students.
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Why?To raise achievement in my Year 12 and Year 13 classes, I knew that this year I needed to have an embedded exam focus in all my lessons and not just at the end of topics. At the same time, I also felt that the trend for differentiated learning objectives that are leveled or graded in every lesson was becoming meaningless for my students who knew full well that the learning that we were going to cover in a singular lesson would not mean that they were going to achieve a ‘C’ or ‘B’ grade by the end of that lesson. My objectives needed to become SMART: measurable and achievable steps to success with a focus on practicing exam skills and demonstrating exam knowledge in every lesson.
First in a series of posts about quick wins in the classroom. The aim of these posts is to provide teachers with ideas that can be tried in their classroom with minimal preparation time.
Why? I wanted students to become more independent and rely less on me for help. Quite often I see students giving up too easily and going to the teacher for help rather than persevering with a problem. I’ve also noticed that students ask a lot of lazy questions (when they can ask an unlimited amount of questions) without any real thought behind them.
Possible solution? Question tokens. I gave each student three question tokens and set 2 rules for the entirety of the lesson:
1. You can only ask the teacher 3 questions throughout today’s lesson.
2. You can ask each other as many questions as you like.
Question tokens (Download for free – please share with colleagues)
Outcome. I tried this with a year 11 GCSE Computing class who were working through some programming challenges. The question tokens encouraged students to seek advice from their peers and if this led to a dead end, they had to research a possible answer using the Internet or come up with a well thought out question to ask me. I witnessed the students demonstrating more GRIT then in previous lessons as they appeared to be quite precious of the question tokens – they would rather struggle through a problem and find a solution themselves then ask me for help. Quite remarkable!
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