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.

@arthurterrygeogIdeas, feedback or any further

correspondence. msimmons@arthurterry.bham.sch.uk

Mike Simmons BSc. MEd. Jon Simmmons BSc. MSc.

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

Defining Progression

• 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)

Progress noun ˈprəʊɡrɛsThe development towards an improved or more advanced condition.

What does it look like to those observing you? (PGCE/SLT/OFSTED etc)

What does it look like to you as the class teacher?

What does it look like through the eyes of a parent/guardian?

What does progression look like through the eyes of the student?

Progression

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

Please have a go at filling in the table on your desk.

What is most important about the

learning at each stage of development?

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?

Students

Progression For All

Who?

ObserversParents

EAL G&T PP

LA/MA HI/VISEN

Attendance Literacy ConcernsKS3,4&5

Effective

Differentiation

Marking for Progress

Assessments that work

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.

Progression for all?

‘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)

Lack of differentiation!

So why are we all here?

‘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 Secret and anonymous!

I do this well I’m not great

5 4 3 2 1

1) Differentiating for SEN students Score:

2) Differentiating for G&T students

3) Differentiating for PP students

4) Differentiating for EAL students

5) Differentiating by gender

Areas for improvement?

6) Differentiating by behaviour

Score:

Score:

Score:

Score:

Score:

7) Differentiating for observations

8) Differentiating for key stage 3

9) Differentiating for key stage 4

10) Differentiating for post-16

Score:

Score:

Score:

Score:

Effective

Differentiation

Strategy Key features

Differentiation by task

• Different tasks for different class members.• Suitable material for each pupil.• Less structure for ‘more able’.• More planning time for teacher.

Differentiation by grouping

• ‘More able’ working with ‘less able’.• Pupils learn from those just ahead in their own learning.• Pupils demonstrate mastery when they can teach others.

Differentiation by outcome

(naming of this style of task is

disputed!)

• Common task, sufficiently ‘open’ so that learners can achieve different outcomes.

• Teacher can ‘fine tune’ – see what pupils can do and identify support needs.

• Pupil choice, but danger that they go for simplest outcome.

Differentiation by support

• Varying levels of support for individuals or groups.• Support from others ‘closes learning gaps’.• Peer-to-peer marking benefits both learners.• Criteria before grades – assessment for learning.

So why are we all here?Effective

Differentiation

Which is better?

High Achieving

Low Achieving

Middle Achievement

High Ability

Low Achieving

Middle Achievement

Is it better to push the G&T further and

support the more able and less able to strive to that level?

Or to set out 3 tasks one for high, more

or less able students?

Who decides… the teacher of the

student?

Or

Where can the support be targeted?

Increasing attainment for

all?

Effective Differentiation

“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)

Figure One -

http://educationaljargonschs.wikispaces.com/Bloom's+Taxonomy+(revised)

Differentiation by Task

Scaffold for differentiation?

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

How would this look if we tried to break down

understanding the process on an earthquake

https://taitcoles.wordpress.com/2011/10/07/solo-taxonomy/

I know where an Earthquake occurs

I know the ground shakes

I know that it is to do with movement of plates

I begin to understand the mechanics of plate

movement

I understand the mechanics of plate movement and can apply it to unseen stimuli.

(Exam Questions!)

Where does Penny appear to be and

where is she actually?

Increasing difficulty with Solo

Taxonomy.

Source:

Durbin. C: http://www.sln.org.uk/geography/AfL.htm

The task get

progressively

harder.

Students can use this as a

scaffold to improve their own descriptio

ns

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.

You will need to use your

sketch map to help!!

Directions

Countries

Cities

Seas

Distances

Desert

Continent

Capital

River Egypt is a country that is situated in the North of the African continent…

Can annotate what they have done either side and explain within the clouds

what they have found out.

The amount of clouds can disappear!

Karate Time

- Really easy, time efficient way to differentiate.

- Give students a range of tasks on different coloured card.

- Removes the “why has he got a different sheet to me” question!

- Can try to get students to try for more difficult belts as they progress over SoW.

- Can be used as an assessment tool too.

Reach 16 credits

• 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]

Driving Question How are population pyramids a useful tool for monitoring past,

current and future populations for a country.

Bank those credits….

Also can be used as an

assessment tool

Can annotate what they have done either side and tick off along the central scale 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 10Task 9Task 8

Task 5Task 6 Task 4

Task 3

Task 7

Describe unemployment in Birmingham. To include:•Highest•Lowest•General trends•Anomalies•Figures•Directions

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

Each boat has a difficultly based question for students to answer. Missed shots can be utilised or ignored.

2 spot boat = hardest questions

5 spot boat = easiest questions

Bit of Diving Fun

1m Springboard

5m Platform

10m Platform

3m Platform

7.5m Platform

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?

Different View PointsLisa’s View

Bart’s View

SLH’s View Snowball’s View

Homer’s ViewMarge’s View

Maggies’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

Low ability were 9’s and 10’s.

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

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.

Marking for Progress

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 feedbackWhat does my marking mean?

Dictionaries, pencils, rulers and glue sticks are available at the back of the room!

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.

Marking and feedback on assessments…

Yr7 Yr7

Yr11

Yr11

Dialogue marking…

Peer vs teacher targets…

Using exam mark schemes and breaking the marking down…

Yr13

Yr12

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.

Use of Assessments

Utilising the Free Information!

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!

Would we want all students to access all the free information

that is available?

Use of Assessments

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.

Why is the date important?

A debate to be had?

Critically evaluate the consequences of groupings of nations.

(10 marks)

Are consequences just good or bad?What does critically evaluate mean?

In student speak:

What are the positive and negative impacts of nations that

work together!

Critically evaluate the outcomes of globalisation. (10 marks)

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.

Students can master the mark

scheme and begin to

write more eloquently.

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.

Pull Factors

Increasing the nutrition of the diets of people in cities helps them to increase

their life expectancy.

Reliable food supply

Development vs double developments

Develop:

Double Develop:

Develop:

Double Develop:

Develop:

Double Develop:

Develop:

Double Develop:

Develop:

Double Develop:

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

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.

Spooky Questions… (15marks)

Students

Progression For All

Who?

ObserversParents

EAL G&T PP

LA/MA HI/VISEN

Attendance Literacy ConcernsKS3,4&5

Effective

Differentiation

Marking for Progress

Assessments that work

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.

@arthurterrygeogIdeas, feedback or any further

correspondence. msimmons@arthurterry.bham.sch.uk

Mike Simmons BSc. MEd. Jon Simmmons BSc. MA.

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.