what is progress? #tlt15

What is Progress?

Debbie and Mel @TeacherTweaksDebbie and Mel @TeacherTweaks

What is progress? TLT15 by Debbie and Mel is

licensed under a Creative Commons Attribution-

NonCommercial 4.0 International License.

http://creativecommons.org/licenses/by-nc/4.0/



What we will talk about:

1. How do you plan for optimal progress?2. How do you decide what you want your students to know/do?

3. How do you know if they know it?

4. How does your assessment design support or hinder progress?5. How do you distinguish performance from learning?

6. How do you identify and break down barriers to progress?


1. How do you plan for optimal progress?

• Consider what you believe to be the knowledge/skills that your students require

• Know all your students and their different needs/barriers

• Reflect on students’ previous learning and assessment performance

• Decide how and when you will assess progress throughout the unit to link to the last ‘big’ assessment

• Prioritise learning over tasks (even if that means throwing out some of your favourite activities that you and the students enjoy)


2. How do you decide what you want your students to know/do?

• Breaking down the assessment objectives/topic into chunks of learning

• Consider the areas you know students find harder and other they might find easier, to create a balance

• Be wary of the generic scheme of work, ask a specialist how they teach it and consider the students you will be teaching and their needs

• Linking the knowledge and skills together in the best order and revisiting them

• Are all components equal, or do some need to be taught more/for longer than others?


Planning for progress: breaking down a topic

• An Inspector Calls: year 11 45 minute exam essay

• Assessed on:

– AO1 respond critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations

– AO2 explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings

Debbie and Mel @TeacherTweaks

AO1 respond critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations

• My students need to:

– Identify ideas about characters and themes

– Understand that audiences can respond in different ways to the play

– Know the play well enough to select the most appropriate and interesting quotations not just the most obvious ones


AO2 explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings

• My students need to:

– Look at quotations and select interesting words/phrases and consider what it makes them think or feel about characters and themes

– Think about how the play is constructed and specific dramatic devices the playwright uses for effect

– Consider why the playwright uses specific language and structure to generate a response from the audience.


Putting it all together: easy, medium or difficult skill

• Identify ideas about characters and themes

• Understand that audiences can respond in different ways to the play

• Know the play well enough to select the most appropriate and interesting quotations not just the most obvious ones

• Look at quotations and select interesting words/phrases and consider what it makes them think or feel about characters and themes

• Think about how the play is constructed and specific dramatic devices the playwright uses for effect

• Consider why the playwright uses specific language and structure to generate a response from the audience


Students need to… They will find this…

I will need to plan…

Identify ideas about characters and themes Easy How to chunk the play into reading segments, summaries, spider diagrams

Understand that audiences can respond in different ways to the play

Easy Info on 1945 and attitudes different to now, research, YouTube clips

Know the play well enough to select the most appropriate and interesting quotations not just the most obvious ones

Medium Regular quotation quizzes, quotations banks, plan time to go over key sections

Look at quotations and select interesting words/phrases and consider what it makes them think or feel about characters and themes

Hard Close analysis of passages, tasks based on difference between explaining and analysing

Think about how the play is constructed and specific dramatic devices the playwright uses for effect

Hard Info on dramatic devices, where are they used in the play, watch parts of the BBC adaptation

Consider why the playwright uses specific language and structure to generate a response from the audience

Hard Analysing key extracts focusing on the link between the playwright and the inspector


1. Opening stage directions and Mr Birling

2. Arrival of the Inspector and theme of political conflict

3. Comparing Mr Birling and the Inspector

4. Knowledge Quiz: Mr Birling and the Inspector in Act 1

5. Context of the play: politics of 1912 and 1945

6. Timed Essay: character

7. Sheila and how she is different to her father

8. Inspector’s style and the photograph 9. Knowledge Quiz: whole of Act 1

10. Context: attitudes to marriage and sex in 1912

11. Gerald, privilege and theme of social class

12. Sheila and her relationship with Gerald

13. Timed Essay: theme 14. Mrs Birling, social class and position of responsibility

15. Context: Priestley and the welfare state

16. Knowledge Quiz: Act 2 17. Eric and structure of the Inspector's interrogation

18. The inspector, Sheila and generational divide

19. The Inspector’s final speech and exit 20. The theme of responsibility 21. Knowledge Quiz: Act 2 and Act 3

22. Timed Essay: choice of character or theme

23. Quote banks: Mr Birling; Mrs Birling; Gerald

24. Quote banks: Inspector; Sheila; Eric

25. Knowledge Quiz on the whole play 26. Key scene analysis: Comparing speeches

27. Key scene analysis: comparing Gerald and Eric

28. Knowledge Quiz on quotation retrieval

29. Mindmapping dramatic devices in the play

30. RAG the unit and setting HW tasks based on reflection



*The suggested timings relate to the learning outcomes rather than to the activities.

Sp

ec R

efe

ren

ce

Summary of the

Specification

Content

Learning Outcomes

What most candidates should

be able to do

Su

gg

este

d tim

ing

(ho

urs

)

Opportunities to develop Scientific

Communication skills

Possible activities

Opportunities to apply

Practical and Enquiry

skills

Self/Peer

assessment

Opportunities &

resources

reference to past

questions that

indicate success

Candidates

should:

C1.1 Fundamental Ideas in Chemistry

C1.1.1 Atoms

a

b

c

d

All substances are made of atoms. Atoms are represented by symbols. Atoms have a small central nucleus, of protons and neutrons, surrounded by electrons. The relative electrical charges are as shown: Proton – charge of +1 Neutron – no charge Electron – charge of -1

Recognise that elements are made from only one type of particle known as an atom Describe how symbols represent atoms of different elements and the conventions for writing these symbols Describe the structure of an atom in terms of protons, neutrons and electrons State the charges on sub-atomic particles.

1 Developing explanations using ideas and

models

Use of scientific conventions to identify

elements by chemical symbols.

Calculate how many protons, electrons

and neutrons are therein an atom of a

specified element?. Use examples with

atomic numbers from 1-20

Developing explanations using

ideas and models

Modelling of atoms ( using

physical models or computer

simulations)

Developing explanation using

ideas and models

Describe a model for the

structure of an atom.

Describe what scientists used to

think atoms were like and

explain what evidence changed

people’s thinking?

Resources: Periodic

table can be found

on the BBC website

at

www.bbc.co.uk/lear

ningzone/clips by

searching for clip

’4406’.

PPT C1 1.1 F & H


C1 – Chemistry 1 (AQA, CH1FP or CH1HP)

(GCSE Core Science Cert code: 4405 (route 1)) (GCSE Chemistry cert code: 4402)

Total of 52 lessons, of which

- 37 teaching

- 9 ISA

- 5 AFL + 1 for Mock

Pure Chemistry 1:

Atoms, Structures and

Bonding (FIRST)

Pure Chemistry 2:

Chemical Reactions

(SECOND)

Materials Science 1:

Limestone

Materials Science 2:

Metallurgy Organic Chemistry

**Materials Science 3:

Using Crude Oil

Describing Materials /

Properties

Physical vs chemical

reactions, types of

chemical reactions, word

equations, symbol equations

Using Limestone

*Uses of Calcium carbonate Extraction techniques Hydrocarbons, alkanes

Fractional distillation and

cracking

Atoms, elements, Atomic

structure, atomic and mass

numbers

Thermal decomposition,

conservation of mass

Concrete ISA or

Neutralisation ISA

Properties and uses of

transition metals, alloys Properties of alkanes

Complete and incomplete

combustions

Properties and the periodic

table *Neutralisation reactions

Concrete ISA or

Neutralisation ISA Iron extraction and uses Viscosity of Oils ISA Problems of burning FFs

*Electron configuration AFL Concrete ISA or

Neutralisation ISA

Copper extraction 1:

smelting / electrolysis /

drawbacks

Viscosity of Oils ISA Evaluating alternative fuels

(hydrogen, ethanol,

biodiesel)

Elements, compounds and

mixtures 4 Lessons (1 AFL) Problems of quarrying

Copper extraction 2:

bioleaching / phytomining Viscosity of Oils ISA Polymerisation reaction

*Molecules, and showing

covalent bonding, LS cycle

Aluminium and titanium

extraction and use

Recycling

Alkenes + testing alkenes

and alkanes Using polymers and

problems of using them

Chemical formulae LS cycle AFL 6 Lessons (3 ISA) Polymers ISA

*Ions and ionic bonding

7 Lessons (3 ISA) 7 Lesson (1 AFL) **Food Science Polymers ISA

8 Lessons (0 AFL) Geology Extracting vegetable oils +

uses of vegetable oils Polymers ISA

** Must follow Organic

Chemistry

Structure of the earth and

atmosphere. Natural

disasters, fractional

distillation of air

Making margarine AFL

ISA –

1, Set Research homework a week before

2. Then do the first and second lessons,

3. Allow pupils a week at home to finish section 2

4. Use the third lesson for peer assessment and

target setting

Formation of the earth and

atmosphere

*Ethanol production

(hydration and

fermentation)

10 Lessons (1 AFL) (3

ISA)

Theories on the Formation *Emulsions

AFL AFL

4 Lessons (1 AFL) 5 Lesson (1 AFL)

‘Teachers have been exhorted to ensure their pupils make progress that is both rapid and sustained. Let’s just consider that for a moment. Progress should be both rapid and sustained. It should happen really quickly and should last for a really long time. Is it just me, or does this seem somewhat oxymoronic? Whenever I do something really quickly, it doesn’t tend to last very long at all.’

David Didau: What if everything you knew about education was wrong? (2015)


3. How do you know if they know it?


Students need to experience a new idea/concept at least three times to remember it and their experience of learning is influenced significantly by the peer culture.

• How could you design a learning sequence so that students will experience an idea/concept at least three times?

• How could you design your seating plan so that there is a positive learning culture in the classroom where students are a support to each other and not a hindrance?!


Progress tests

• Practising retrieving new learning from memory: Classes have a ‘recap test’ each week and their answers are monitored through written and verbal feedback. Students are given actions that they are responsible for carrying out before the next test.

• Spaced retrieval practice: Tests regularly revisit material we covered earlier in the course. There is an expectation that students can recall prior learning and connect it to the new things they are learning (students really struggle with this!)


Feedback

• Using your feedback to create a genuine dialogue with your students

• If you picked up one of your student’s books, what story would it tell you about the progress of that student?

• What language are you using in your feedback to encourage students to respond thoughtfully and make changes that stick?


4. How does your assessment design support or hinder progress?

‘An assessment is a process for making inferences. Once you know the assessment outcome, what do you know?’ Dylan Wiliam

• What do you want to test in the assessment?

• Is your assessment testing just that or other things as well?

• Is your test covering all the things you have taught?

• Are you testing what students actually understand or just what they’ve been told?

• Are you assessments encouraging long-term memory retention or short-term cramming?


5. How do you distinguish performance from learning?

‘Performance is measurable but learning can only be inferred from performance: It cannot be observed directly. That is to say, performance is easy to observe whereas learning is not.’

David Didau, What if everything you knew about education was wrong? (2015)


5. How do you distinguish performance from learning?

‘Fertile questions’ that don’t just test remembering but deeper understanding

Features:

Open- not one definitive answer

Undermining –calls into question or casts doubt on students’ assumptions

Rich – Requires breaking the question down into sub question

Connected – Relevant to students’ lives/what they are studying

Charged –Controversial or ethical

Practical – Enables research to be carried out

For example: Is beauty mathematical? Is it ever alright to break the law? (RE) Does change mean progress? (History) Can a text really capture an experience? (English)

Creating Outstanding Classrooms by Oliver Knight and David Benson


6. How do you identify and break down barriers to progress?

• Scared during tests – verbal rehearsal, meditation

• Scared of failure – scaffolding, chunk the assessment

• Lack of necessary vocabulary (command words or key terminology in questions) – pre-teach the vocab explicitly

• Poor memory – Three times rule and share with class, graphic organisers, ‘stepping stones’

• Poor prior knowledge (gaps in learning- absence) – platform for sharing materials with students when they are absent

• Absent for tests, so lack of data – Write students’ names on assessments so you remember to make them catch up!!!!!


Progress of students with SEN

• What does progress look like for a student with SEN?

• How do you adapt your progress tracking to take into account students who may not appear to make progress based on data?

• How do you communicate with the student without overwhelming them with lots of targets?

• How do you communicate with the student so they still feel a

sense of achievement?



What is progress? TLT15 by Debbie and Mel is licensed under a Creative Commons Attribution-

NonCommercial 4.0 International License.





what is progress? #tlt15

Education