1. Learning and Progress Objective
To know a series of techniques for measuring progress effectively in a lesson.
Questions
How do you know that pupils have made progress?
How do pupils know that they have made progress?
How do we check for learning throughout the lesson?

2. I know how to measure pupils’ progress.
I don’t know how to measure pupils’ progress.
Staff come up and place their name on a post it where they feel they are

3. As you watch the clip, write down all the ways she assesses pupils’ learning.
Give A3 paper to pairs – until happy that she has shown enough assessment.

4. What could she do to improve?
1 thing she can do to improve
3 things she could do to improve
individually, in pairs, then in fours
5 things she could do to improve.

5. Marketplace!
Each table has an idea for a plenary to use at the end of the lesson.
You have 2 minutes at your table to think of one way you could use this plenary in a lesson. You will create a market stall explaining this. (2 minutes)
One person from your pair will go to the market place to learn about another plenary idea. (1 minute)
The other person stays at the market stall and teaches the other groups their own idea. (1 minute)
When you return, you must teach your team member your new plenary idea. (2 minutes)
4 tables

6. Back to Plenaries 1.
Draw your brain
Either hand out outlines of a brain/head or pupils draw it themselves. Then, get them to fill it with everything they have learnt (knowledge and skills) during the lesson.
Could develop by having them draw the brain at the start of the lesson so as to signpost that they will be able to fill it up by the end in a different colour.

7. Use shapes and pictures to deluxe-ify 5-5-1
Back to Plenaries 2.
5-5-1!
Now reduce that to 5 key words…
Write 5 sentences summarising today’s topic…
And finally to one word….
Use shapes and pictures to deluxe-ify 5-5-1

8. 3.
Post it
What I have learnt?
What I have found easy??
What have I found difficult?
What do I want to know now?
Set an area of wall space for students to stick post it notes.
Groups, pairs, individual can answer.
Instant feedback to inform your planning.

9. 4.
Plenary triangle

10. 5 What skills do you have that could be useful this lesson?
To understand how to comment on the effect of language on the reader.
To be able to analyse the natural imagery in chapter 1 of OMAM. 5
I understand how to comment on the effect of language on the reader,
C grade
I can find examples of different kinds of natural imagery in chapter 1
B grade
I can comment on the effect on the reader of the natural imagery.
A grade
What skills do you have that could be useful this lesson?
What might hinder (get in the way of) your thinking?
When have you had to think like this before?
What have you learned that is similar?
What do you already know that might be useful?
What must you do in this lesson? What should you do? What could you do?
Connect the learning:

11. To understand how to comment on the effect of language on the reader.
To be able to analyse the natural imagery in chapter 1 of OMAM.
I understand how to comment on the effect of language on the reader,
C grade
I can find examples of different kinds of natural imagery in chapter 1,
B grade
I can comment on the effect on the reader of the natural imagery.
A grade
Connect the learning:

12. To understand how to comment on the effect of language on the reader.
To be able to analyse the natural imagery in chapter 1 of OMAM.
I understand how to comment on the effect of language on the reader,
C grade
I can find examples of different kinds of natural imagery in chapter 1
B grade
I can comment on the effect on the reader of the natural imagery.
A grade
Connect the learning:

13. 6
Mr. Goodrich wants year 9 to be able to use a series of steps that will help them answer the exam questions effectively, achieving above their target grades.

14. I know how to measure pupils’ progress.
I don’t know how to measure pupils’ progress.
Staff come up and place their name on a post it where they feel they are – give out the 130 plenaries and starters

15. 1 3 5

16. How does she assess pupils’ progress throughout the lesson?