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By giving an opportunity to assess their own learning and reflect on the progress they are making.

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By giving an opportunity to assess their own learning and reflect on the progress they are making.

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Enquiry Based Learning or KWL Charts. These are similar to the progress clocks in that they check what the students already know,  they have learnt during the lesson. They need to be used in conjunction with the lesson objectives so that the right questions can be asked

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Enquiry Based Learning or KWL Charts. These are similar to the progress clocks in that they check what the students already know,  they have learnt during the lesson. They need to be used in conjunction with the lesson objectives so that the right questions can be asked

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Students can demonstrate learning through showing the products: research papers, journals, reports, essays, and letters.

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Sharing challenging learning intentions and success criteria.

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Sharing challenging learning intentions and success criteria.

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Assess students in the beginning of the lesson ,having hook questions ,mini plenaries during the lesson and plenaries at the end.

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Students moving from one task to another task.

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Tactical Titles. Students complete the relevant information under each title. ‘What I know now’,   ‘Pre-assessment’, ‘Draft 1’, ‘First attempt’? The more they are used throughout their books, it becomes very easy to see that progress over time has been demonstrated.

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Tactical Titles. Students complete the relevant information under each title. ‘What I know now’,   ‘Pre-assessment’, ‘Draft 1’, ‘First attempt’? The more they are used throughout their books, it becomes very easy to see that progress over time has been demonstrated.

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Measure the progress from the pre assessment and post assessment data.

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A brief plenary during the lesson. quiz/poll afl at the end of lesson.

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A brief plenary during the lesson. quiz/poll afl at the end of lesson.

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Students are given paragraphs that contain deliberate mistakes. This task is used to check understanding of knowledge or for spotting literacy errors.

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Poll
Neatpod quiz

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Tactical titles -students complete the relevant information under each title.

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Students can identify their own gaps in skills or knowledge, revise their work, and can set next realistic goals for them.

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Students can identify their own gaps in skills or knowledge, revise their work, and can set next realistic goals for them.

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Short assessments
All
Quiz
Exit ticket

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explicitly establish a starting point from which new learning and understanding can be measured.

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explicitly establish a starting point from which new learning and understanding can be measured.

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Student confidently able to look at task and success criteria and then talk about their learning.   Assessment data also contribute to progression. 

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Student confidently able to look at task and success criteria and then talk about their learning.   Assessment data also contribute to progression. 

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Enquiry base learning.

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Knowing pupils' prior attainment and knowledge of a subject

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Planery Questions,

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Enquiry Based Learning or KWL Charts. These are similar to the progress clocks in that they check what the students already know, what they would like to know by the end of the lesson and what they have learnt during the lesson. They need to be used in conjunction with the lesson objectives so that the right questions can be asked.

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Three tiers of progress

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To give students an opportunity to assess their own learning and reflect on the progress they are making by using plenary and exit ticket.

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Students movement from one level to the next.
Using plenary, Exit tickets.

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Displaying the documentation of student's  progress to motivate others.

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Displaying the documentation of student's  progress to motivate others.

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Group discussions

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By explicitly establish a starting point from which new learning and understanding can be measured. 

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By explicitly establish a starting point from which new learning and understanding can be measured. 

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Questioning
Quiz-lesaon end quiz

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We should begin with a starting point and learning should be measured, by using assessments
Mini mysteries can be included when we want shoulds to learn independently
Three tire progress can also be included.

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through panel discussions and debates, creating audio tapes, delivering lectures, and by role playing.

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through panel discussions and debates, creating audio tapes, delivering lectures, and by role playing.

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Mini mysteries-students learn independently and demonstrate learning

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A lesson is good when 50% of students make better than expected progress related to lesson objective. When internal and external assessments reflects that 50% of students make better than expected progress from their starting point.

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Asking questions like interview by peers

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Asking questions like interview by peers

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Starting point with a question
Understand where they are

At the end of the lesson conduct another quiz and guage where they have reached and what they have accomplished in the given task

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Progress Clocks :  Students are provided with a template of a blank clock. The clock face is divided into four, each quarter represents twenty minutes of the lesson. The first part is to find out what the students know about a topic. This could be a completely new topic or one that you taught last lesson and are going to expand upon. The clock is revisited throughout the lesson and used a mini-plenary check.

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Progress Clocks :  Students are provided with a template of a blank clock. The clock face is divided into four, each quarter represents twenty minutes of the lesson. The first part is to find out what the students know about a topic. This could be a completely new topic or one that you taught last lesson and are going to expand upon. The clock is revisited throughout the lesson and used a mini-plenary check.

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Asking students to create their own challenge.

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Asking students to create their own challenge.

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progress in a lesson is to explicitly establish a starting point from which new learning and understanding can be measured.

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Asssessment for learning based on target assigned

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Asssessment for learning based on target assigned

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Comparison between starting point and the level of understanding of students at the end of lesson will give a clear idea about the progress that students make during the lesson.

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Comparison between starting point and the level of understanding of students at the end of lesson will give a clear idea about the progress that students make during the lesson.

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KWL charts

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 Learning from differentiated task. Moving from different level of learning by reflecting upon learning. 

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 Learning from differentiated task. Moving from different level of learning by reflecting upon learning. 

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Using the AFL

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Establish a starting point from which new learning and understanding can be measured. 

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Establish a starting point from which new learning and understanding can be measured. 

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Exit tickets

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Assessment in each solo level.

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Plenary session

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We can measure the progress by taking pre assessment before the lesson. having mini plenaries during the lesson. And Afl in the end to check their understanding

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A great teacher makes pupil progress visible to him or herself by actively seeking feedback from pupils about what they have understood and what they need to know next. Also, by constantly assessing and reviewing the impact of their own teaching and devising and adapting subsequent learning accordingly.

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Through completing Differentiated tasks and moving to next level. Showing engagement and self assessing.

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Through completing Differentiated tasks and moving to next level. Showing engagement and self assessing.

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Effective Assessment to check progress

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At the end we can ask the students to give a lesson wrap up

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At the end we can ask the students to give a lesson wrap up

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Learning check- AFL
Student reflection
Plenary- questioning

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Differentiated learning

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Differentiated learning /Extending task

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Students moving from 1 level to the next.

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One of the easiest ways to highlight progress in a lesson is to explicitly establish a starting point from which new learning and understanding can be measured.