Leadership Programme - Teaching and Learning Teaching & Learning HWGA Publishing L. Observation Beyond Expected Progress Marking & Feedback A. Teachers Workload W. Scrutiny IS IT TYPICAL? L. Walk A GUIDE TO Engagement through Questioning LEARNERS Progress & Learn PUBLISHING O. Inspector How many are on board? How do you know? Leadership Programme - Teaching and Learning 9th December 2015

What is AfL (Assessment for Learning)? On your tables come up with a definition and 3-5 strategies that can be used as AfL.

Assessment of Learning is the measurement of what pupils can do Assessment for Learning is the process of using classroom assessment to improve learning Assessment of Learning is the measurement of what pupils can do To check progress in the middle of the lesson Show me how much time you need? Red – stuck not sure Amber – few minutes Green – finished To see how confident you are with the questions on the board or the task you have been set. Show me how confident you are to get on independently Red – need 1 to 1 help straight away Amber – will have a go Green – fine to carry on independently To measure whether you have met the lesson objectives Show me who has met objective 1 successfully Red – no Amber – nearly there Green – yes

In a pair discuss how you do the above 3?

AfL – Assessment for learning (Formative) strategies to enable students to reflect and improve. Session Objectives: To understanding the 5 key strategies of AfL. To gain further knowledge of how to structure the 5 key strategies in lessons. To consider the impact of AfL strategies on learning and progress.

10 Principals to afl AfL should be part of effective planning for teaching and learning AfL should focus on how student’s learn AfL should recognised as central to classroom practice AfL should be regarded as a key professional skill for teachers AfL should be sensitive and constructive as any assessment has an emotional impact AfL should take account of the importance of learner motivation AfL should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed AfL helps learners understand how to improve AfL develops learners’ capacity for self-assessment so that they can become reflective and self-managing AfL should recognise the full range of achievements of all learners

1. Sharing Learning Expectations Building Knowledge Consolidating Understanding Embedding Skill Every lesson is centered around the KUS. A learning journey has AfL weaved through it to ensure we can answer the following questions: What have they learnt? How do you know? How do they know? How many were on board?

AfL linked to Learning & Progress Which best describes your classroom? The focus is on teaching. Students are expected to learn in the way I teach. I strive to create an atmosphere conducive to teaching. We talk about work. Students are often required to work in silence. Students usually learn alone. Students answer questions. I seek compliance. I focus on behaviour. The focus is on learning I teach in the way students learn. I strive to create an atmosphere conducive to learning. We talk about learning. Students are actively encouraged to talk about their learning. Students learn collaboratively. Students ask questions. I seek commitment. I focus on motivation. Connect the dots – who are your students? What are their starting points? Where do they need to get to? How are you going to help them on the journey?

What visible outcomes do we have to provide evidence of learning? Learning = Progress How do you know learning is taking place and what indicators do we look for? What visible outcomes do we have to provide evidence of learning? Key indicators during a lesson: Engagement and level of interest of learners in the material. Answering and asking questions. Collaborating with each other and asking their peers questions. Active involvement in shaping the next steps of learning. Motivated to move on if stuck. Interested in finding out more. Learners wanting feedback on how well they are doing and what to do next. Healthy competition and buzz in the room to succeed. Visible outcomes during and at the end of a lesson: Questioning and reflection. Meeting appropriately set learning objectives. Assessment shows a shift towards target levels/grades. Evidence whether it written, verbal or physical, of what they now know and understand as the result of learning. Use of correct subject specific vocabulary when discussing, evaluating and reflecting on content.

2. Eliciting Evidence Assessing whether they know Assessing whether they understand Assessing their application of skill Planning for progress A lesson structure enables learning to be built and checked. Task – Sample lesson with AfL strategies within it.

3. Feedback Building Knowledge Consolidating Understanding Embedding Skill Every lesson is centered around the KUS. A learning journey has AfL weaved through it to ensure we can answer the following questions: What have they learnt? How do you know? How do they know? How many were on board?

Everyone likes feedback even when it is hard to hear Everyone likes feedback even when it is hard to hear. Structuring feedback that is purposeful and target driven aids AfL.

Setting SMART targets S – Specific M – Measurable A – Achievable When setting any type of target they need to be attainable otherwise we are setting the other person up for failure. The target should follow the SMART procedure in order to make it clear how to reach the objective. As for all objectives there must be a success criteria. S – Specific M – Measurable A – Achievable R –Relevant T – Time Related “I want more money.” Have I succeeded if I find 1p in the street? What if I find 50p? How would I know? “I want to be able to run 800 metres in 2.5 minutes by August 5th, this year” is a timed target. Now I can arrange a training routine.

S – Specific M – Measurable A – Achievable R –Relevant T – Time Related What targets can we set for student A and B? How will they be worded to make sure they are SMART? To always use font size 16+ when using powerpoint. To use my own words and present in bullet point form with images to break up the text. Success Criteria – To gain a Grade 3 in the next Student A did a presentation on powerpoint for their geography homework. It was difficult to read as the font was too small and a lot of the information had been cut and paste from the internet. The highest level was a Grade 3 (Mastering) 6a and they achieved a Grade 2 (Securing). What targets will you set them? To revise the topic using my AQA revision booklet and redo the questions for remarking to bring my revised mock grade to a C. Success Criteria : To gain a C grade once remarked and understand the topic missed out through revision. Student B completed their mock examination and missed a large proportion of answers out for one topic. This resulted in them getting an E grade overall when their target is a C. They said they hadn’t revised this topic and had forgotten a lot of it. Student B could get at least a D grade if they attempted the 16 mark question on this topic. What targets do you set them?

4. Self Assessment 5. Peer Assessment

On your table is the Ofsted guidance for ‘The Craft of Teaching’ On your table is the Ofsted guidance for ‘The Craft of Teaching’. In pairs create a self assessment grid to evidence with statements a good to outstanding lesson. For example: I demonstrate subject knowledge by extending student’s thinking through questioning. Success Criteria is key to enabling students to self assess.

Yes T The team nominated a Leader   The team took it in turns to discuss and share ideas The team decided together how they would start building The team cooperated with each other and all had a part to play The team were aware of the time limit The team listened to each others’ ideas The team all took responsibility for the task as a group The team supported each other if someone got stuck The team used the technique taking it in turns effectively The team used each other’s’ strengths to be successful

Assessment for Learning is the process of using classroom assessment to improve learning Assessment of Learning is the measurement of what pupils can do Assessment for learning is the journey from A to B and how we know that they are on track. Assessment for learning is differentiating planning for all the different routes to B.

No gimmicks – What can we do all of the time? Create thought provoking starter activities – have it ready as soon as they arrive on the desk/whiteboard – this could be a simple question to promote thought. (Engagement) Use tiered learning objectives for progression: (Knowledge, Understanding, Skill) You could colour code them to help students realise progression from green to orange to red means difficulty increases. (Competition and level of challenge) Use learning objectives not task based objectives or a list of what they are doing.  define/recall/describe/summarise (green L/O) explain/compare/discuss/compose (orange L/O) analyse/evaluate/investigate (red L/O) Refer to learning objectives consistently throughout the lesson – not just the beginning and the end. (Purposeful shared journey) Mini Reviews - Use hinge point questions (questions to test understanding before allowing students to move on to the next learning objective and adapt the pace if necessary) Avoid getting students to copy out definitions/key information- get them to work for this information themselves. Re-model tasks verbally to help differentiate – you can verbally scaffold tasks for individual students without having to have lots of different worksheets. Use the projector to vary instructions and cut down on paper.

If students simply aren't getting the content of your lesson-don't soldier on in fear of deviating from your lesson plan. Instead re-model and re-shape your learning objectives and lesson. Ask probing, open-ended questions – ask direct questions, ask students to pose questions. Use think pair share to generate more discussion and use of think time. Be consistent with behaviour/discipline/expectations/praise with every student in the class Ensure you know where the learners are with their progression Ensure that you complete a review or mini-reviews to find out where students have reached and what learning objectives have been met. Making a tweak a habit Questioning is the key to assessing progress and learning throughout a lesson. Timely interventions for support and challenge help students progress. Marking and assessments will contribute to progress overtime. Homework will contribute to progress as an independent learner. All of the above inform our planning and ensure all learners progress. This is what AfL is.