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VISIBLE PROGRESS

VISIBLE PROGRESS. Progress scale. Used during starter and plenary usually using whiteboards Can be used to assess prior knowledge or to simply show pupils what skills they are going to develop Links to, and emphasises, the success criteria for the lesson

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VISIBLE PROGRESS

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  1. VISIBLE PROGRESS

  2. Progress scale • Used during starter and plenary usually using whiteboards • Can be used to assess prior knowledge or to simply show pupils what skills they are going to develop • Links to, and emphasises, the success criteria for the lesson • It is important to have an extension question for those pupils who go straight for the most difficult question in the starter!

  3. Starter …Choose the question below which best displays your understanding of this area of adding and subtracting fractions … A B C D E • Can you add and subtract fractions, showing working clearly?

  4. Plenary …Choose the question below which now best displays your understanding of this area of adding and subtracting fractions … A B C D E F Sian feeds one of her cats an eighth of a tin of cat food a day. She feeds her other cat one and a third of a tin of cat food a day. How many tins of cat food would Sian need for the week? • Can you add and subtract fractions, showing working clearly?

  5. What have I done wrong? • Pupils to mark answers, therefore displaying their understanding and ability to identify errors and misconceptions • Can be used in relation to new marking policy! Discuss: How could this be differentiated?

  6. Mark my answers... 1. 2. 3. 4. 5. Learning Intention: To be able touse the rules of indices with integer and fractional powers.

  7. What have I done wrong? • Can be differentiated with lower ability pupils simply marking answers, middle ability correcting answers, higher ability explaining why incorrect

  8. Pick a question • Generally used as a plenary using whiteboards • Assesses whether pupils have made progress • Also assesses how confident pupils are • Is differentiated per question by colours but next set of questions could show progression as well • Provides opportunity for pupils to stretch themselves

  9. Rules a³ x a² a³ a² • Do you know and can you apply indices rules?

  10. Pick a question ... a³ x a² a-³ x a² a-2 x a4 • Do you know and can you apply indices rules?

  11. Pick a question ... a5 ÷ a3 a-³ ÷ a6 a6 ÷ a-4 • Do you know and can you apply indices rules?

  12. Pick a question ... a5 x a3 x a2 a-³ x a6 x a a6 x a-4 x a-2 • Do you know and can you apply indices rules?

  13. Pick a question ... a5 x a3 ÷ a2 a4 ÷ a6 x a a6 ÷ a-4 x a-2 • Do you know and can you apply indices rules?

  14. Pick a question ... 2a3 x 4a5 4a-³ x 6a5 6a-1 x 2a-7 • Do you know and can you apply indices rules?

  15. Pick a question ... 15a5 ÷ 3a3 21a-2 ÷ 7a6 49a-5 ÷ 7a-3 • Do you know and can you apply indices rules?

  16. Pick a question ... 15a0.5 ÷ 3a3 21a0.7 ÷ 7a-0.2 49a-0.5 ÷ 7a-0.75 • Do you know and can you apply indices rules?

  17. An example of ‘pick a question’ being used in a more difficult context … Must Should For what value of n would Could For what value of n does first exceed 2000?

  18. Write down everything you know • Can be applied during the starter and in the plenary so as to make progress really visible • Could be used in the first lesson on a particular topic which pupils will have some prior knowledge of or could be used in a follow-up lesson where new skills are going to be developed • Can be differentiated by getting higher ability pupils to explain their understanding, rather than just being based on knowledge Discuss: How could you use this in your subject?

  19. Starter...Write down everything you know about the quadratic equations... • y = x² - 2x -24 • y = 2x² - 11x - 21 In the previous lesson pupils would have plotted quadratic graphs and noticed properties e.g. y-intercept and the effect of a coefficient of x² Learning Intention To be able to solve quadratic equations by factorisation.

  20. Review of learning ...You have 5minutes to discover everything you can about these quadratic equations ... • The lesson would have been based on factorising to find where quadratic graphs cross the x axis. Pupils should now be able to • sketch the graph fully labelling all intersections • be able to describe their graphs • be able to justify their answers • y = x² - 2x -24 • y = 2x² - 11x - 21 Learning Intention To be able to solve quadratic equations by factorisation.

  21. An example of how this can be applied with scaffolding, having assessed the needs of the class and their understanding throughout the lesson Which graph could match to which equation? You must justify your answers ... Learning Intention To be able to solve quadratic equations by factorisation.

  22. Prior knowledge / new knowledge • Used in a plenary to make progress visible • Could collect results in table on the board or ask pupils who are giving answers whether they have used prior knowledge or new knowledge • Can decide whether it is appropriate to use or not, depending on progress pupils have made Discuss: Do you think pupils would be able to identify what they already knew and what is new knowledge?

  23. Pie charts … What comparisons can we make between the two pie charts? Prior knowledge New knowledge • Can you analyse data from pie charts?

  24. VISIBLE PROGRESS

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