Podcasts or soundbites
Catch them being clever! Keep this evidence safe using a dictaphone
or iPad (for example, “Who would like to have a go at summing up
what we have learned so far, in one sentence, that we can record it?”
(We love this idea!) This sort of classroom culture actively encourages
students to develop their vocabulary and speaking skills.
Improving Teaching and Learning
Strategies for
Progress Checking
For further information:
25 Top Tips For Using Learning Objectives by Karen Taylor
The Power of Six by Bodmin College
Both are available in the stafftroom area in Moodle
Contact:
Karen Taylor
School Improvement and Partnership Adviser
tk@bodmincollege.co.uk
Michelle Nineham
Senior Vice Principal
nm@bodmincollege.co.uk
A teaching and learning resource by staff at Bodmin College
Outstanding Teaching and Learning
(Ofsted, 2013)
Much of the teaching in all key stages and
most subjects is outstanding and never less than
consistently good. As a result, almost all pupils
currently on roll in the school, including disabled
pupils, those who have special educational needs,
those for whom the pupil premium provides support
and the most able, are making rapid and sustained
progress.
Research has shown that students made significant progress when:
• Objectives were limited in number and focussed
• The success criteria for intended outcomes were shared and
understood by all students towards the beginning of the lesson
• There was high quality interactive teaching involving effective
teacher questioning and quality dialogue
• Students were given opportunities to improve their work, either
against success criteria or in response to feedback
• Underpinning the above factors, teachers had a clear
understanding of progression.
Learning is a journey over time. As teachers we use target setting,
formative assessment, marking and intervention to ensure that
students make progress over time. Students benefit from regular
progress checks (PCs) which enable them to clarify misconceptions
and embed knowledge as understanding. Teachers benefit from
PCs as they enable us to reshape and adapt learning activities to
personalise it to suit individuals and groups more accurately, without
capping the learning of others.
These PCs (referred to as ‘checking the temperature of learning’)
should be utilised in conjunction with well-crafted learning objectives
that provide a framework for assessment. Checking the temperature
of learning against these learning objectives enables a learning
thread to weave the bigger picture together.
Fill In The Gaps
Consider presenting students with an overview of the lesson or unit
in the form of a cloze activity (fill the gaps or cover over). This could
take the form of individual students’ versions or a giant display, which
students independently fill in when they are confident that the know
the answers.
Progress Points In Classrooms
Staff felt that these can be very helpful in signposting students’
progress by making it very visible to all. Strategies such as KWL (What
do we Know? What do we need to find out? What has been Learned
confidently?) QUADS (QUestions, Answers, Details, Source). Graffiti
walls, post-it park-it walls, can also be used interactively in the lesson
itself.
steps they need
Students plan the
the objectives
to take to achieve
sson. These
at the start of a le
ecked by the
are modified and ch
t to ensure
teacher and studen
rticularly
progress. This is pa
k based
useful in coursewor
lessons.
Transposition Or Transformation Of Learning
By asking students to present their learning
in a new way, we can begin to see shades
of understanding. For example, ask students
for a metaphor, ‘If the topic idea was an
object it would be a... because...”. Students
can also represent their learning in the form
of models or movement which can be
captured in photographs or films.
Photograph
group/individu
al
work and
Bluetooth it to a
laptop. Present
it to the class
and discuss the
progress.
Portable Plenaries
These can be popped into a lesson at any point to allow you to gauge
student progress. Interactive strategies such as ‘last man standing’
and ‘2 for true’ are particularly effective.
g two
Try usin
da
ticks an
.
wish
Students, in pairs come
up with two things they
have learned and one
question. The teacher
collects questions and
the class try to answer
them.
Ask A Big Question
This would be an over arching question, maybe spanning several
lessons which could be displayed in the classroom. At any point you
could ask students what do you feel that we know now that would
help us to answer this question?
ing
manent learn
Create a per
uum
n
sed as a conti
u
is
tes
h
ic
h
w
e
lin
use post-it no
ts
en
d
tu
S
.
g
’s learnin
ints in
of the lesson
anding at po
st
er
d
n
u
r
ei
dence
to identify th
ows less confi
sh
e
n
li
e
th
ws
elow
e the line sho
v
the lesson. B
o
b
A
.
g
in
d
erstan
e line shows
in their und
ing along th
v
o
M
.
ce
en
strong confid
progress.
Targeted Questioning
This has a key role to play. The
random generation of students’
names to answer questions helps
to ensure that all learners are fully
engaged.
Mind-maps or
post-it notes are
used as a starter
in one colour. At
portable plenary points,
add to the mind-map
or post-it in a different
colour. Review the
progression of learning.
It can be challenging to demonstrate that students are making
progress within an individual lesson. The following ideas have been
generated in collaboration as a consequence of staff training in
Autumn 2013.
Set Appropriate Learning Objectives
Consider checking that these are skills based and sufficiently
challenging and engaging. Try to explore them in an interactive way.
Ensure they are returned to throughout the lessons, thus keeping them
‘live’ for learners. Students will then have a reference point for thinking
or talking about their progress, at any given moment.
me
their na
t
u
p
s
t
n
Stude
stick
t-it and
on a pos
ning
the lear
o
t
t
x
e
n
have
it
en they
h
w
e
v
i
t
g.
objec
e learnin
h
t
d
o
o
t
s
able
under
otes are
Post-it n
g the
ed durin s
v
o
m
e
b
i
to
progress
lesson as
made.
Ask students to identify
the grades/levels attached
to each learning objective
and which one relates to
their target. They then
identify how to progress if
they want to achieve it.
A Recipe For Success
Think about checking that students have access to success criteria
within each lesson. These function as a recipe or map showing
students precisely how to progress in their learning.
Stick criteria...
In their book
on the wall
in front of them.
The Power Of Peer And Self Assessment
This is well documented. Students’ own responses to their work can
be supported by grids containing success criteria, which they can link
to their own work. Crucially this allows them to talk in specific detail
about their targets rather than superficial comments such as “I need
to get to level 5”.
of a
aching
Peer te
skill
n
cher ca
The tea
h
c
u
ow m
assess h cher has
r tea
w
the pee
and ho
learned y have
he
much t
r
The pee
missed. an also
c
as
learner
much h
w
o
h
s
s
e
s
as
d.
derstoo
been un
Give one student
the responsibility of
assessing the learning of
a small group. Scaffold
this through learning
objectives and success
criteria. The student then
feeds back to the teacher.
Progress Bites
In other words, quick implementation/application tasks to demonstrate
that students have grasped the main learning point. This could be a
timed paragraph, equation, demonstration or question which again,
can be dropped into a lesson at any point and serve to provide a
portable plenary.
Students produce a
short response and
swap. The second
student has to
improve it.
Use a wir
eless keyb
oard
that can
be passed
a
r
ound
the class.
One stude
nt
produces
a respons
e. On
the teach
er’s comm
and, the
keyboard
is passed
to the
next stud
ent who c
o
ntinues
the impro
vement.
The Killer Question
Why not make a point of asking students “What do you know now
that you didn’t know an hour/week/month ago?” “What can you
do now that you couldn’t do an hour/week/month ago?”? Then
ask students to respond to this in a variety of ways: verbal, written,
diagrammatic or physical.
orget
Don’t f
plan,
pose,
pause,
,
pounce
E!
BOUNC
Quiz and trade questions:
each student writes a
question based on the
learning objective and then
takes it to another student.
If the question can’t be
answered, they continue to
ask others in the class. After
a time limit, check which
questions are unanswered in
the classroom.
e class
ave
Beat th
know/h
s
t
n
e
d
u
at st
at the
Use wh to try to defe
.
learned ith a question
w
class
Explain It To A Five Year Old
Staff suggested that we
ask students to simplify and
synthesise their learning in order
to explain it to a much younger
pupil. This really exposes any
gaps in their learning.
So
softw crative
a
you re allow
to cr
s
eate
quiz
z
es
prov
ide f and
eedb
wi
imp th area ack
st
rove
prog o
ress
.
The Power Of Peer And Self Assessment
This is well documented. Students’ own responses to their work can
be supported by grids containing success criteria, which they can link
to their own work. Crucially this allows them to talk in specific detail
about their targets rather than superficial comments such as “I need
to get to level 5”.
of a
aching
Peer te
skill
n
cher ca
The tea
h
c
u
ow m
assess h cher has
r tea
w
the pee
and ho
learned y have
he
much t
r
The pee
missed. an also
c
as
learner
much h
w
o
h
s
s
e
s
as
d.
derstoo
been un
Give one student
the responsibility of
assessing the learning of
a small group. Scaffold
this through learning
objectives and success
criteria. The student then
feeds back to the teacher.
Progress Bites
In other words, quick implementation/application tasks to demonstrate
that students have grasped the main learning point. This could be a
timed paragraph, equation, demonstration or question which again,
can be dropped into a lesson at any point and serve to provide a
portable plenary.
Students produce a
short response and
swap. The second
student has to
improve it.
Use a wir
eless keyb
oard
that can
be passed
a
r
ound
the class.
One stude
nt
produces
a respons
e. On
the teach
er’s comm
and, the
keyboard
is passed
to the
next stud
ent who c
o
ntinues
the impro
vement.
The Killer Question
Why not make a point of asking students “What do you know now
that you didn’t know an hour/week/month ago?” “What can you
do now that you couldn’t do an hour/week/month ago?”? Then
ask students to respond to this in a variety of ways: verbal, written,
diagrammatic or physical.
orget
Don’t f
plan,
pose,
pause,
,
pounce
E!
BOUNC
Quiz and trade questions:
each student writes a
question based on the
learning objective and then
takes it to another student.
If the question can’t be
answered, they continue to
ask others in the class. After
a time limit, check which
questions are unanswered in
the classroom.
e class
ave
Beat th
know/h
s
t
n
e
d
u
at st
at the
Use wh to try to defe
.
learned ith a question
w
class
Explain It To A Five Year Old
Staff suggested that we
ask students to simplify and
synthesise their learning in order
to explain it to a much younger
pupil. This really exposes any
gaps in their learning.
So
softw crative
a
you re allow
to cr
s
eate
quiz
z
es
prov
ide f and
eedb
wi
imp th area ack
st
rove
prog o
ress
.
Portable Plenaries
These can be popped into a lesson at any point to allow you to gauge
student progress. Interactive strategies such as ‘last man standing’
and ‘2 for true’ are particularly effective.
g two
Try usin
da
ticks an
.
wish
Students, in pairs come
up with two things they
have learned and one
question. The teacher
collects questions and
the class try to answer
them.
Ask A Big Question
This would be an over arching question, maybe spanning several
lessons which could be displayed in the classroom. At any point you
could ask students what do you feel that we know now that would
help us to answer this question?
ing
manent learn
Create a per
uum
n
sed as a conti
u
is
tes
h
ic
h
w
e
lin
use post-it no
ts
en
d
tu
S
.
g
’s learnin
ints in
of the lesson
anding at po
st
er
d
n
u
r
ei
dence
to identify th
ows less confi
sh
e
n
li
e
th
ws
elow
e the line sho
v
the lesson. B
o
b
A
.
g
in
d
erstan
e line shows
in their und
ing along th
v
o
M
.
ce
en
strong confid
progress.
Targeted Questioning
This has a key role to play. The
random generation of students’
names to answer questions helps
to ensure that all learners are fully
engaged.
Mind-maps or
post-it notes are
used as a starter
in one colour. At
portable plenary points,
add to the mind-map
or post-it in a different
colour. Review the
progression of learning.
It can be challenging to demonstrate that students are making
progress within an individual lesson. The following ideas have been
generated in collaboration as a consequence of staff training in
Autumn 2013.
Set Appropriate Learning Objectives
Consider checking that these are skills based and sufficiently
challenging and engaging. Try to explore them in an interactive way.
Ensure they are returned to throughout the lessons, thus keeping them
‘live’ for learners. Students will then have a reference point for thinking
or talking about their progress, at any given moment.
me
their na
t
u
p
s
t
n
Stude
stick
t-it and
on a pos
ning
the lear
o
t
t
x
e
n
have
it
en they
h
w
e
v
i
t
g.
objec
e learnin
h
t
d
o
o
t
s
able
under
otes are
Post-it n
g the
ed durin s
v
o
m
e
b
i
to
progress
lesson as
made.
Ask students to identify
the grades/levels attached
to each learning objective
and which one relates to
their target. They then
identify how to progress if
they want to achieve it.
A Recipe For Success
Think about checking that students have access to success criteria
within each lesson. These function as a recipe or map showing
students precisely how to progress in their learning.
Stick criteria...
In their book
on the wall
in front of them.
Outstanding Teaching and Learning
(Ofsted, 2013)
Much of the teaching in all key stages and
most subjects is outstanding and never less than
consistently good. As a result, almost all pupils
currently on roll in the school, including disabled
pupils, those who have special educational needs,
those for whom the pupil premium provides support
and the most able, are making rapid and sustained
progress.
Research has shown that students made significant progress when:
• Objectives were limited in number and focussed
• The success criteria for intended outcomes were shared and
understood by all students towards the beginning of the lesson
• There was high quality interactive teaching involving effective
teacher questioning and quality dialogue
• Students were given opportunities to improve their work, either
against success criteria or in response to feedback
• Underpinning the above factors, teachers had a clear
understanding of progression.
Learning is a journey over time. As teachers we use target setting,
formative assessment, marking and intervention to ensure that
students make progress over time. Students benefit from regular
progress checks (PCs) which enable them to clarify misconceptions
and embed knowledge as understanding. Teachers benefit from
PCs as they enable us to reshape and adapt learning activities to
personalise it to suit individuals and groups more accurately, without
capping the learning of others.
These PCs (referred to as ‘checking the temperature of learning’)
should be utilised in conjunction with well-crafted learning objectives
that provide a framework for assessment. Checking the temperature
of learning against these learning objectives enables a learning
thread to weave the bigger picture together.
Fill In The Gaps
Consider presenting students with an overview of the lesson or unit
in the form of a cloze activity (fill the gaps or cover over). This could
take the form of individual students’ versions or a giant display, which
students independently fill in when they are confident that the know
the answers.
Progress Points In Classrooms
Staff felt that these can be very helpful in signposting students’
progress by making it very visible to all. Strategies such as KWL (What
do we Know? What do we need to find out? What has been Learned
confidently?) QUADS (QUestions, Answers, Details, Source). Graffiti
walls, post-it park-it walls, can also be used interactively in the lesson
itself.
steps they need
Students plan the
the objectives
to take to achieve
sson. These
at the start of a le
ecked by the
are modified and ch
t to ensure
teacher and studen
rticularly
progress. This is pa
k based
useful in coursewor
lessons.
Transposition Or Transformation Of Learning
By asking students to present their learning
in a new way, we can begin to see shades
of understanding. For example, ask students
for a metaphor, ‘If the topic idea was an
object it would be a... because...”. Students
can also represent their learning in the form
of models or movement which can be
captured in photographs or films.
Photograph
group/individu
al
work and
Bluetooth it to a
laptop. Present
it to the class
and discuss the
progress.
Podcasts or soundbites
Catch them being clever! Keep this evidence safe using a dictaphone
or iPad (for example, “Who would like to have a go at summing up
what we have learned so far, in one sentence, that we can record it?”
(We love this idea!) This sort of classroom culture actively encourages
students to develop their vocabulary and speaking skills.
Improving Teaching and Learning
Strategies for
Progress Checking
For further information:
25 Top Tips For Using Learning Objectives by Karen Taylor
The Power of Six by Bodmin College
Both are available in the stafftroom area in Moodle
Contact:
Karen Taylor
School Improvement and Partnership Adviser
tk@bodmincollege.co.uk
Michelle Nineham
Senior Vice Principal
nm@bodmincollege.co.uk
A teaching and learning resource by staff at Bodmin College