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Visible Progress/ Demonstrating Progress in Lessons for Secondary Staff
- Why should we be concerned with making progress visible?
- The answer is simple: pupils need to see and be able to celebrate the progress they are making.
- The day will provide practical strategies for - pre-assessment, planning, gaps challenge and others
Why should we be concerned with making progress visible? The answer is simple: pupils need to see and be able to celebrate the progress they are making. Forget about the observers, the inspectors, the learning-walkers; it is the pupils to whom we need to make the progress evident. It is they who need to clearly see and understand the value that our lesson adds; the success and achievement that results from their hard work each session.
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. In other words they are constantly assessing and reviewing the impact of their own teaching and devising and adapting subsequent learning accordingly. If a teacher does this as a matter of course, then any professional who happens to visit their lesson, or scrutinize pupils’ books shouldn’t have any trouble getting clear insight into progress being made.
The day will provide practical strategies for:
- Effective pre-assessment to establish starting points from which progress can be measured
- Precision planning in order to ensure that learners make progress.
- Identifying and closing “gaps”.
- Ensuring that even the highest attainers are appropriately challenged, despite having a very different starting point to their classmates.
- Eliminating “passengers” in the classroom.
- Skilfully monitoring pupils’ understanding in order to target “gaps”.
- Making progress highly visible, in order that it can be celebrated by teacher, pupils and other stakeholders
- Ensuring that marking enhances and highlights progress.?
- Facilitating the acquisition of new knowledge
- Ensuring that learners have opportunities to master topics
- Making sure learners ask the questions they need to in order to make progress
Strategies will be realistic and useable by delegates the very next day in subjects across the curriculum and in the different Key Stages.
- Facilitator
- Venue & Travel Information
Isabella Wallace, External Consultant, Isabella Wallace Ltd
Isabella is co-author of the best-selling teaching guides, Pimp Your Lesson!: Prepare, Innovate, Motivate and Perfect”, and “Talk-Less Teaching: Practice, Participation and Progress”. She is an award-winning teacher and AST, consultant and contributor for the Oxford Dictionary of Education and she presents nationally and internationally on outstanding learning and teaching. She has worked at Senior Curriculum and School Governance levels, and having experienced both sides of the lesson observation process, she knows exactly what’s needed to make a lesson outstanding.
Described as one of the most charismatic trainers working in the UK today, Isabella’s training sessions are both practical in nature and cutting edge in content. As a widely-experienced teacher and leader, she can relate to teachers in a variety of contexts, and she produces and shares materials that enhance practice in subjects across the curriculum.
Isabella has also published Academic Research Papers on Practical Strategies for Motivating Disaffected Learners, and in her work as a consultant, is happy to model parts of lessons to demonstrate excellent practice. She has produced practical guidance to schools on incorporating a Social, Moral, Cultural and Spiritual element into lessons across the curriculum, and has helped schools to set up, manage and monitor Staff Coaching Systems.
Isabella has worked with Education Authorities to develop training on The Teaching of Literacy and its impact on all subjects, as well as working as a visiting lecturer at Lincoln University.