Transcript Progress for all: differentiation, marking and assessment to promote progress Can you make something geographical using the tin foil? - How would it.

Progress for all: differentiation, marking and
assessment to promote progress
Can you make something geographical using the tin foil?
- How would it be used at KS1 through to KS5?
- Start filling in your sheet on “how progress looks” from
different perspectives
Ideas, feedback or any further
correspondence.
[email protected]
@arthurterrygeog
Mike Simmons BSc. MEd.
Jon Simmmons BSc. MSc.
This session will explore the idea of progression within lessons and across students’ time
at school. There will be a focus on everyday teaching tools and ideas that will display
effective differentiation, marking and assessment in promoting progression for all.
Defining Progression
Progress noun ˈprəʊɡrɛs
The development towards an
improved or more advanced
condition.
• What does it look like through the eyes of the student?
• What does it look like through the eyes of a
parent/guardian?
• What does it look like to you as the class teacher?
• What does it look like to those observing you?
(PGCE/SLT/OFSTED etc)
Progression
What does progression look like through the eyes of the
student?
What does it look like through the eyes of a parent/guardian?
What does it look like to you as the class teacher?
What does it look like to those observing you?
(PGCE/SLT/OFSTED etc)
Progress
Acquired
Knowledge
Further
Knowledge
Progress is the learning journey students make, on a daily, monthly and yearly path on
improving, deepening and furthering their knowledge and application of it.
Curriculum Transition
What is most
important about the
learning at each
stage of
development?
Please have a go at filling in the table on
your desk.
What are the biggest
challenges we face at
each age stage!?
Stage of
Development
What are students expected to learn?
What do we hope/want
students to learn?
What are the challenges
this age group present?
Early Years
Primary Years 1
and 2
Primary Years 3 –
6
Secondary Years
7–9
Secondary GCSE
Years 10 and 11
Secondary Post
16 Options
AS Level
Secondary Post
16 Options
A2 Level
How clear are the elements of progression in each column?
Progression For All
Who?
Students
Assessments
that work
EAL
LA/MA
Attendance
G&T
SEN
KS3,4&5
PP
HI/VI
Literacy
Concerns
National Data
• 14.4% of all students are classified EAL.
• 17.7% of students classified as SEN.
• Attendance – 5.8% of students nationally have an
attendance rate lower than 85%
• (1 ½ days absent per fortnight)
• Attainment Band (2014)
• LA = 13.5%
MA = 48.7%
HA = 37.8%
• FSM – 36% of all FSM students achieved 5A*-C w Eng and
MA compared to 62% national average. 11.5% of all FSM
students also have an attendance lower than 85%.
• LAC – 15% of all LAC students achieved 5A*-C w Eng and MA
compared to 62% national average.
Your individual schools will attain better or worse than the national averages in many
areas currently. But many of these can change year on year and therefore class by class.
So why are we all here?
‘Too much teaching is only satisfactory: 37% across all
schools. ... Weaker teaching is often associated with a
limited range of teaching approaches and mundane tasks
which fail to engage pupils. Where the teaching is no better
than satisfactory, not enough is expected of the pupils. ...
Tailored support and challenge that might enable individual
pupils to achieve their best are not precise enough in these
lessons, and teaching is too often aimed mainly at the
average.’
The Annual Report of Her Majesty’s Chief Inspector … 2009/10 (Ofsted 2010)
‘It was surprising to find that in a large number of cases
mixed ability classes were taught as though they were
homogeneous groups. The work was usually pitched at a
level thought appropriate for the majority of the class, and
inevitably this was unsuitable for pupils at each end of the
spectrum. Sometimes, the level aimed at was below what
the average pupil could attain, and the result was a slow
pace, undemanding work and general underachievement.’
HMI Matters for Discussion 6 (DES 1978) cited in Hart, S. Differentiation and the
Secondary Curriculum: Debates and Dilemmas (Taylor & Francis 1996)
What OFSTED says now…
“Differentiation is the matching of work to the differing
capabilities of individuals or groups of learners in order to extend
their learning.” (OFSTED, 2014)
Personal Audit
5
4
3
2
I do this well
Secret and
anonymous!
1
I’m not great
Areas for
improvement?
1) Differentiating for SEN students
Score:
6) Differentiating by behaviour
Score:
2) Differentiating for G&T students
Score:
7) Differentiating for observations
Score:
3) Differentiating for PP students
Score:
8) Differentiating for key stage 3
Score:
4) Differentiating for EAL students
Score:
9) Differentiating for key stage 4
Score:
5) Differentiating by gender
Score:
10) Differentiating for post-16
Score:
So why are we all here?
Strategy
Key features
Differentiation • Different tasks for different class members.
by task
• Suitable material for each pupil.
• Less structure for ‘more able’.
• More planning time for teacher.
Differentiation • ‘More able’ working with ‘less able’.
by grouping
• Pupils learn from those just ahead in their own learning.
• Pupils demonstrate mastery when they can teach others.
Differentiation • Common task, sufficiently ‘open’ so that learners can achieve
by outcome
different outcomes.
(naming of this • Teacher can ‘fine tune’ – see what pupils can do and identify
style of task is
support needs.
disputed!)
• Pupil choice, but danger that they go for simplest outcome.
Differentiation • Varying levels of support for individuals or groups.
by support
• Support from others ‘closes learning gaps’.
• Peer-to-peer marking benefits both learners.
• Criteria before grades – assessment for learning.
Which is better?
High Achieving
Effective
Differentiation
Is it better to push
the G&T further and
support the more
able and less able to
strive to that level?
Or
Middle Achievement
Low Achieving
High Ability
Middle Achievement
Or to set out 3 tasks
one for high, more
or less able
students?
Who decides… the
teacher of the
student?
Where can the
support be targeted?
Low Achieving
Increasing
attainment for
all?
Differentiation by Task
Scaffold for
differentiation?
Figure One http://educationaljargonschs.wikispaces.co
m/Bloom's+Taxonomy+(revised)
“When young people are encouraged to think
creatively and independently about their
geographical work, their self esteem increases,
as does their motivation and their sense of
achievement. These are convincing reasons for
teachers to develop this work further”.
(Rawling and Westaway, 2003, pp.6–8)
An excellent
resource to guide
differentiation.
http://www.educatorstechnology.com/2013/04/dont-miss-this-awesome-blooms-taxonomy.html
A differentiated
version?
http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/
The structured overview of learning outcomes is a
five stage hierarchy that allows students to
understand their learning journey: where they are
at, where they need to be and what to do to get
there.
Created by John Biggs and Kevin Collis, it is a model
of learning outcomes that develops a common
language of learning to help students understand
the learning process.
Pam Hook has also contributed a wide range of
SOLO resources.
Biggs, J & Collis, K (1982) in Hook, P and Mills, J: SOLO Taxonomy: A guide for schools.
Coles, T (2012) in Learning & Teaching update Issue 60. Dec 2012/Jan 2013.
Prestructual: I am not sure about…
Unistructual: I have one relevant idea about…
Multistructual: I have several ideas about…
Relational: I can link several ideas to the
bigger picture.
Extended abstract: I can link several ideas to the
bigger picture and look at them
in a new and interesting way
I know the ground shakes
I know where an
Earthquake occurs
How would this look if we
tried to break down
understanding the process
on an earthquake
I know that it is to do with
movement of plates
I begin to understand the
mechanics of plate
movement
Where does Penny
appear to be and
where is she
actually?
I understand the mechanics
of plate movement and can
apply it to unseen stimuli.
(Exam Questions!)
https://taitcoles.wordpress.com/2011/10/07/solo-taxonomy/
Increasing
difficulty with
Solo Taxonomy.
The task get
progressively
harder.
Students can
use this as a
scaffold to
improve
their own
descriptions
Source:
Durbin. C:
http://www.sln.org.uk
/geography/AfL.htm
Differentiation by Task
Effective
Differentiation
Ideas for differentiation
What ideas may you take
away?
What do you already do?
What ideas will you
throw away or discard?
Where is Egypt?
We are going to
draw a sketch
map of Egypt.
Draw a box 8cm X
8cm
On your sketch map
include:
- The key towns
- The countries you can see
- The bodies of water
Think … Are all the cities
located in a particular way?
Task… Write an accompanying description that
explains where Egypt is.
Directions
Cities
Continent
Countries
Distances
Capital
Seas
Desert
River
You will need
to use your
sketch map to
help!!
Egypt is a country that is
situated in the North of
the African continent…
The amount of clouds
can disappear!
Can annotate what they
have done either side and
explain within the clouds
what they have found out.
Karate Time
- Really easy, time efficient way to
differentiate.
-
Can try to get students to try
for more difficult belts as
they progress over SoW.
-
Can be used as an
assessment tool too.
- Give students a range of tasks on
different coloured card.
-
Removes the “why has he got a different
sheet to me” question!
Reach 16 credits
Driving Question
How are population pyramids a useful
tool for monitoring past, current and
future populations for a country.
• Describe the population pyramid for Niger for 2010. [2 Marks]
• Describe the population pyramid for Australia for 2010. [2 Marks]
• Compare the population structure shown in the year 2010 demographic pyramids.
[4 Marks]
• Demographic structure can be used to demonstrate stages of development. Explain
how the population pyramids show that Australia is more developed than Niger.
[6
Marks]
• With reference to the population change shown between Niger 2010 and Niger 2050,
what considerations will need to be made in the provision of services and employment
between 2010 and 2050? [10 Marks]
• With reference to the population change shown between Australia 2010 and Australia
2050, what considerations will need to be made in the provision of services and
employment between 2010 and 2050? [12 Marks]
Also can be used
as an
assessment tool
Can annotate what
they have done either
side and tick off along
the central scale
Bank those credits….
The line of expectation
can move!
Heavy weight champion of the world?
- Very similar context to the previous slide but again can be nice
to frame the progress for students.
- They can all start by accessing “fly weight” questions but only
the geography geniuses will be able to call themselves heavy
weights.
- Similar to “Karate Time” the students can peer asses in groups
dictated by the weight group they are in. If you want you can
call these boxing matches/fights etc.
Geography Genius
This is the standard sort of extension tasks that we
see very evident in lessons.
However, once students complete 10 Geography
Genius tasks to an acceptable level over the year
they become:
The Geography Gurus then
have special extension
questions and resource boxes
for them to answer.
Task 1
Task 2
Task 6
Task 5
Task 7
Task 8
Task 9
Task 3
Task 10
Task 4
Describe unemployment in
Birmingham. To include:
• Highest
• Lowest
• General trends
• Anomalies
• Figures
• Directions
Suggest reasons why
unemployment varies
throughout Birmingham.
Find the urban sector
models worksheet in the
guru box.
Does any model fit the
data for Birmingham?
Battleships Grid
2 spot boat = hardest
questions
5 spot boat = easiest
questions
Each boat has a difficultly based question for students to answer.
Missed shots can be utilised or ignored.
Bit of Diving Fun
10m Platform
7.5m Platform
5m Platform
3m Platform
1m Springboard
Students can begin by diving off the 1m springboard and work
their way up. Or can they try and jump off the top first.
What
solutions
can you
suggest to
reduce or
overcome
problems?
Can leave the tasks open but
also advise students to take on
particular tasks.
Similar to the idea of thinking hats
Or likewise can direct roles to
individual students
Question Topic
- Trade of Aid, how should the LDC strive for greater
economic development?
Maggies’s View
Different View Points
Lisa’s View
SLH’s View
Snowball’s View
Bart’s View
Marge’s View
Homer’s View
Each stop has it’s own question and students need to go
from one place to another, successfully and efficiently.
You can make different
stops harder randomly or
on a set route.
Differentiation
by Grouping
I gave each individual student a
playing card that they stuck on the
front of their books.
I knew the groupings but there
was no obvious pattern.
So my G&T were actually 6’s and
7s.
Middle ability ranged throughout
the numbers
Really easy way of getting into groups.
- 3’s all together
- 4s,5s and 6s together
- All odds/evens together
- In the different card suits
Low ability were 9’s and 10’s.
Marking for
Progress
What have Ofsted identified as ‘ineffective’
marking?
When marking varies too much in
between different teachers.
When teachers tell pupils where they
went wrong…but do not tell them how to
better it next time.
When schools do not have a clear policy
on correcting errors in pupils work.
Pupils were weaker in schools visited
when they are not involved in
assessment on their own work.
When teachers ignore scruffy work.
What myths Ofsted have
expelled!
 Ofsted does not expect to see a particular frequency or quantity of work in pupils’
books or folders. Ofsted recognises that the amount of work in books and folders
will depend on the subject being studied and the age and ability of the pupils.
 Ofsted recognises that marking and feedback to pupils, both written and oral, are
important aspects of assessment. However, Ofsted does not expect to see any
specific frequency, type or volume of marking and feedback; these are for the
school to decide through its assessment policy. Marking and feedback should be
consistent with that policy, which may cater for different subjects and different age
groups of pupils in different ways, in order to be effective and efficient in
promoting learning.
 While inspectors will consider how written and oral feedback are used to promote
learning, Ofsted does not expect to see any written record of oral feedback
provided to pupils by teachers.
 If it is necessary for inspectors to identify marking as an area for improvement for
a school, they will pay careful attention to the way recommendations are written to
ensure that these do not drive unnecessary workload for teachers.
Use the green pens on
your table to:
- Correct spellings
- Answer my questions
- Respond to my feedback
What does my marking mean?
T
This means target. You
should work towards this.
?
This is drawn to show I have
asked you a question, and
that you must respond.
A highlighted box is used
when you have completed an
extended piece of writing,
and you must reflect on my
feedback in here.
Dictionaries, pencils, rulers
and glue sticks are available
at the back of the room!
Yr
7
Marking and
feedback on
assessments…
Yr
7
Peer vs
teacher
targets…
Yr11
Yr11
Dialogue
marking…
Yr1
2
Yr1
3
Using exam
mark schemes
and breaking
the marking
down…
Assessments
that work
Use of
Assessments
Assessment
for Learning
Differentiated exam papers
This is when we can use the material available
to start stretching our LA students.
Utilising the Free Information!
Use of
Assessments
Would we want all students to
access all the free information
that is available?
This is when we can use the free
information available to start
stretching our LA students.
All my students get full marks on
these type of questions!
Why is the date important?
A debate to be had?
So the question is referring to the MDGs and how they may have helped to decrease maternal health
issues and education rates may have increased.
Critically evaluate the consequences of groupings of nations.
(10 marks)
In student speak:
What are the positive and
negative impacts of nations that
work together!
What does critically evaluate mean?
Are consequences just good or bad?
Critically evaluate the outcomes of
globalisation. (10 marks)
Students
can master
the mark
scheme and
begin to
write more
eloquently.
Question 15
Less able candidates attempted to turn this question to one examining the role/outcomes/influence of
TNCs - thereby answering a previous question. Although not entirely irrelevant, examiners wanted
candidates to evaluate the positive and negative aspects of the process of globalisation - economic,
political, cultural etc. - and if possible support these points by referring to real world examples. Several
responses were either weak, generic, or in some cases one-sided, tending to focus on the negative
aspects where certain groups of people have been disadvantaged by the process. The word ‘critically’
appeared in the question, which many interpreted as being negative - it was there to encourage
reflection rather than criticism. A number of candidates did offer an introductory definition of
globalisation that included reference to economic, political and social interrelationships, but then
ignored this when it came to the main section of the response.
Why do I
get you to
use social,
economic
and enviro?
Development vs double developments
It is fine to “pitch”
students
responses inline
with exam board
specifications.
For me I want
everybody to be
striving between
Level 2 to Level 3.
However, still
supporting and
progressive for
those students at
Level 1.
Development vs double developments
Pull
Factors
Reliable food
supply
Increasing the nutrition of the diets of
people in cities helps them to increase
their life expectancy.
Develop:
Develop:
Develop:
Double Develop:
Double Develop:
Double Develop:
Develop:
Develop:
Develop:
Double Develop:
Double Develop:
Double Develop:
Investing in youth education
Providing fresh water
Non-government organisation (NGO)
Independent of government control, usually
charitable organisations such as WaterAid,
Oxfam and Save the Children.
Promoting gender equality
Providing food aid and clothes
Spooky Questions… (15marks)
Evaluate if population pyramids represent a way of
preparing for future population growth.
Sustainability is the only way to deal with an ever
expanding population… Discuss.
Critically evaluate the view that increasing natural
increase will only lead to ageing populations.
Why is it contested belief that the UK primary energy
mix does not need to change in the future.
Progression For All
Who?
Students
Assessments
that work
EAL
LA/MA
Attendance
G&T
SEN
KS3,4&5
PP
HI/VI
Literacy
Concerns
Progress
Acquired
Knowledge
Further
Knowledge
Progress is the learning journey students make, on a daily, monthly and yearly path on
improving, deepening and furthering their knowledge and application of it.
Progress for all: differentiation, marking and
assessment to promote progress
This session aimed to explore the idea of progression within
lessons and across students’ time at school.
There was a focus on everyday teaching tools and ideas that
will display effective differentiation, marking and assessment in
promoting progression for all.
Ideas, feedback or any further
correspondence.
[email protected]
Mike Simmons BSc. MEd.
Jon Simmmons BSc. MA.
@arthurterrygeog