I’ve been putting a QR code on the student’s desks, learning mats and homework tasks which links to a learning summary google form I’ve created. The last section on the sheet asks if there is anything that the students don’t quite get.
This allows me to either attend to the issue during the lesson or plan the support for the next lesson.
I would like to question how rapid progress is sustained and retained progress. Any form of skill acquisition needs a phase of practice in order to embed. This practice phase is likely to be seen as a plateau in terms of progress. My concern is that rapid progress like a quick fix diet, it is rarely permanent.
“it’s only progress if it sticks. From one lesson to another. From beyond the exam into the next stage of life. Anything else is smoke and mirrors”. @debrakidd
Notes based on INSET delivered on 3rd September 2013
Progress is the development of understanding between two points in time. It doesn’t have to be demonstrated through level it can be as simple as accumulating knowledge, demonstrating understanding and applying skill and technique.
what affects progress?
- Listening versus doing
- Repeating versus Applying
- Discussing versus Telling
Feedback is the most powerful learning and teaching strategy for progress. Think of creative ways you can vary its delivery but make sure you maintain its effectiveness.
Types of academic progress
Academic understanding (New topics)
Academic application (Higher end Blooms taxonomy)
Think how you are going to measure progress has taken place and how are you going to evidence it.
Quality Success criteria is paramount.
How teachers can show student progress during lesson observations by Roy Blatchford