Promoting Progress: Differentiation, Marking, and Assessment for All

1. Progress for all: differentiation, marking and assessment to promote progress Can you make something geographical using the tin foil? - How would it be used at KS1 through to KS5?- Start filling in your sheet on “how progress looks” from different perspectives Ideas, feedback or any further correspondence. msimmons@arthurterry.bham.sch.uk Mike Simmons BSc. MEd. Jon Simmmons BSc. MSc. @arthurterrygeog This session will explore the idea of progression within lessons and across students’ time at school. There will be a focus on everyday teaching tools and ideas that will display effective differentiation, marking and assessment in promoting progression for all.

2. Defining Progression Progress noun ˈprəʊɡrɛs The development towards an improved or more advanced condition. • What does it look like through the eyes of the student? • What does it look like through the eyes of a parent/guardian? • What does it look like to you as the class teacher? • What does it look like to those observing you? (PGCE/SLT/OFSTED etc)

3. Progression What does progression look like through the eyes of the student? What does it look like through the eyes of a parent/guardian? What does it look like to you as the class teacher? What does it look like to those observing you? (PGCE/SLT/OFSTED etc)

4. Progress Further Knowledge Acquired Knowledge Progress is the learning journey students make, on a daily, monthly and yearly path on improving, deepening and furthering their knowledge and application of it.

5. Curriculum Transition What is most important about the learning at each stage of development? Please have a go at filling in the table on your desk. What are the biggest challenges we face at each age stage!?

6. How clear are the elements of progression in each column?

7. Progression For All Who? Students Assessments that work Observers Parents EAL G&T PP Effective Differentiation Marking for Progress LA/MA SEN HI/VI Attendance Literacy Concerns KS3,4&5

8. National Data • 14.4% of all students are classified EAL. • 17.7% of students classified as SEN. • Attendance – 5.8% of students nationally have an attendance rate lower than 85% • (1 ½ days absent per fortnight) • Attainment Band (2014) • LA = 13.5% MA = 48.7% HA = 37.8% • FSM – 36% of all FSM students achieved 5A*-C w Eng and MA compared to 62% national average. 11.5% of all FSM students also have an attendance lower than 85%. • LAC – 15% of all LAC students achieved 5A*-C w Eng and MA compared to 62% national average. Progression for all? Your individual schools will attain better or worse than the national averages in many areas currently. But many of these can change year on year and therefore class by class.

10. So why are we all here? ‘Too much teaching is only satisfactory: 37% across all schools. ... Weaker teaching is often associated with a limited range of teaching approaches and mundane tasks which fail to engage pupils. Where the teaching is no better than satisfactory, not enough is expected of the pupils. ... Tailored support and challenge that might enable individual pupils to achieve their best are not precise enough in these lessons, and teaching is too often aimed mainly at the average.’ The Annual Report of Her Majesty’s Chief Inspector … 2009/10 (Ofsted 2010) Lack of differentiation!

11. ‘It was surprising to find that in a large number of cases mixed ability classes were taught as though they were homogeneous groups. The work was usually pitched at a level thought appropriate for the majority of the class, and inevitably this was unsuitable for pupils at each end of the spectrum. Sometimes, the level aimed at was below what the average pupil could attain, and the result was a slow pace, undemanding work and general underachievement.’ HMI Matters for Discussion 6 (DES 1978) cited in Hart, S. Differentiation and the Secondary Curriculum: Debates and Dilemmas (Taylor & Francis 1996) What OFSTED says now…“Differentiation is the matching of work to the differing capabilities of individuals or groups of learners in order to extend their learning.” (OFSTED, 2014)

12. Secret and anonymous! Effective Differentiation Personal Audit 5 4 3 2 1 I do this well I’m not great Areas for improvement? 1) Differentiating for SEN students 6) Differentiating by behaviour Score: Score: 7) Differentiating for observations 2) Differentiating for G&T students Score: Score: 3) Differentiating for PP students 8) Differentiating for key stage 3 Score: Score: 4) Differentiating for EAL students 9) Differentiating for key stage 4 Score: Score: 10) Differentiating for post-16 5) Differentiating by gender Score: Score:

13. So why are we all here? Effective Differentiation

14. High Ability Low Achieving Effective Differentiation Which is better? Middle Achievement High Achieving Low Achieving Is it better to push the G&T further and support the more able and less able to strive to that level? Middle Achievement Or Or to set out 3 tasks one for high, more or less able students? Who decides… the teacher of the student? Where can the support be targeted? Increasing attainment for all?

15. Differentiation by Task Scaffold for differentiation? “When young people are encouraged to think creatively and independently about their geographical work, their self esteem increases, as does their motivation and their sense of achievement. These are convincing reasons for teachers to develop this work further”. (Rawling and Westaway, 2003, pp.6–8) Figure One - http://educationaljargonschs.wikispaces.com/Bloom's+Taxonomy+(revised)

16. An excellent resource to guide differentiation. http://www.educatorstechnology.com/2013/04/dont-miss-this-awesome-blooms-taxonomy.html

17. A differentiated version? http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/

18. Making progress explicit The structured overview of learning outcomes is a five stage hierarchy that allows students to understand their learning journey: where they are at, where they need to be and what to do to get there. Created by John Biggs and Kevin Collis, it is a model of learning outcomes that develops a common language of learning to help students understand the learning process. Pam Hook has also contributed a wide range of SOLO resources. Biggs, J & Collis, K (1982) in Hook, P and Mills, J: SOLO Taxonomy: A guide for schools. Coles, T (2012) in Learning & Teaching update Issue 60. Dec 2012/Jan 2013.

19. SOLO: levels of learning Prestructual:I am not sure about… Unistructual:I have one relevant idea about… Multistructual:I have several ideas about… Relational:I can link several ideas to the bigger picture. Extended abstract:I can link several ideas to the bigger picture and look at them in a new and interesting way

20. How would this look if we tried to break down understanding the process on an earthquake I know the ground shakes I know where an Earthquake occurs I know that it is to do with movement of plates Where does Penny appear to be and where is she actually? I begin to understand the mechanics of plate movement I understand the mechanics of plate movement and can apply it to unseen stimuli. (Exam Questions!) https://taitcoles.wordpress.com/2011/10/07/solo-taxonomy/

21. Increasing difficulty with Solo Taxonomy. Source: Durbin. C: http://www.sln.org.uk/geography/AfL.htm The task get progressively harder. Students can use this as a scaffold to improve their own descriptions

22. Differentiation by Task

23. Effective Differentiation

24. Ideas for differentiation What ideas may you take away? What do you already do? What ideas will you throw away or discard?

25. We are going to draw a sketch map of Egypt. Draw a box 8cm X 8cm Where is Egypt? • On your sketch map include: • The key towns • The countries you can see • The bodies of water Think … Are all the cities located in a particular way?

26. Task…Write an accompanying description that explains where Egypt is. You will need to use your sketch map to help!! Directions Cities Continent Countries Distances Capital Egypt is a country that is situated in the North of the African continent… Seas Desert River

27. The amount of clouds can disappear! Can annotate what they have done either side and explain within the clouds what they have found out.

28. Karate Time • Really easy, time efficient way to differentiate. • Give students a range of tasks on different coloured card. • Removes the “why has he got a different sheet to me” question! • Can try to get students to try for more difficult belts as they progress over SoW. • Can be used as an assessment tool too.

29. Driving Question How are population pyramids a useful tool for monitoring past, current and future populations for a country. Reach 16 credits • Describe the population pyramid for Niger for 2010. [2 Marks] • Describe the population pyramid for Australia for 2010. [2 Marks] • Compare the population structure shown in the year 2010 demographic pyramids. [4 Marks] • Demographic structure can be used to demonstrate stages of development.  Explain how the population pyramids show that Australia is more developed than Niger. [6Marks] • With reference to the population change shown between Niger 2010 and Niger 2050, what considerations will need to be made in the provision of services and employment between 2010 and 2050? [10 Marks] • With reference to the population change shown between Australia 2010 and Australia 2050, what considerations will need to be made in the provision of services and employment between 2010 and 2050? [12 Marks]

30. Also can be used as an assessment tool Bank those credits…. 25 20 15 10 Can annotate what they have done either side and tick off along the central scale 5 The line of expectation can move!

31. Heavy weight champion of the world? - Very similar context to the previous slide but again can be nice to frame the progress for students. - They can all start by accessing “fly weight” questions but only the geography geniuses will be able to call themselves heavy weights. - Similar to “Karate Time” the students can peer asses in groups dictated by the weight group they are in. If you want you can call these boxing matches/fights etc.

32. Geography Genius This is the standard sort of extension tasks that we see very evident in lessons. However, once students complete 10 Geography Genius tasks to an acceptable level over the year they become: The Geography Gurus then have special extension questions and resource boxes for them to answer.

33. Task 1 Task 2 Task 3 Task 6 Task 4 Task 5 Task 7 Task 8 Task 9 Task 10

34. Describe unemployment in Birmingham. To include: • Highest • Lowest • General trends • Anomalies • Figures • Directions Suggest reasons why unemployment varies throughout Birmingham. Find the urban sector models worksheet in the guru box. Does any model fit the data for Birmingham?

35. Battleships Grid 2 spot boat = hardest questions 5 spot boat = easiest questions Each boat has a difficultly based question for students to answer. Missed shots can be utilised or ignored.

36. Bit of Diving Fun Students can begin by diving off the 1m springboard and work their way up. Or can they try and jump off the top first. 10m Platform 7.5m Platform 5m Platform 3m Platform 1m Springboard

37. Differentiate fish bones What solutions can you suggest to reduce or overcome problems?

38. Can leave the tasks open but also advise students to take on particular tasks.

39. Or likewise can direct roles to individual students Similar to the idea of thinking hats

40. Maggies’s View Question Topic- Trade of Aid, how should the LDC strive for greater economic development? Different View Points Snowball’s View Lisa’s View SLH’s View Bart’s View Homer’s View Marge’s View

42. You can make different stops harder randomly or on a set route. Each stop has it’s own question and students need to go from one place to another, successfully and efficiently.

43. Differentiation by Grouping I gave each individual student a playing card that they stuck on the front of their books. I knew the groupings but there was no obvious pattern. So my G&T were actually 6’s and 7s. Middle ability ranged throughout the numbers Low ability were 9’s and 10’s. Really easy way of getting into groups. 3’s all together 4s,5s and 6s together All odds/evens together In the different card suits

44. Marking for Progress

45. What have Ofsted identified as ‘ineffective’ marking? • When marking varies too much in between different teachers. • When teachers tell pupils where they went wrong…but do not tell them how to better it next time. • When schools do not have a clear policy on correcting errors in pupils work. • Pupils were weaker in schools visited when they are not involved in assessment on their own work. • When teachers ignore scruffy work. Marking for Progress

46. What myths Ofsted have expelled! • Ofsted does not expect to see a particular frequency or quantity of work in pupils’ books or folders. Ofsted recognises that the amount of work in books and folders will depend on the subject being studied and the age and ability of the pupils. • Ofsted recognises that marking and feedback to pupils, both written and oral, are important aspects of assessment. However, Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning. • While inspectors will consider how written and oral feedback are used to promote learning, Ofsted does not expect to see any written record of oral feedback provided to pupils by teachers. • If it is necessary for inspectors to identify marking as an area for improvement for a school, they will pay careful attention to the way recommendations are written to ensure that these do not drive unnecessary workload for teachers.

47. Use the green pens on your table to: • Correct spellings • Answer my questions • Respond to my feedback What does my marking mean? T This means target. You should work towards this. This is drawn to show I have asked you a question, and that you must respond. ? A highlighted box is used when you have completed an extended piece of writing, and you must reflect on my feedback in here. Dictionaries, pencils, rulers and glue sticks are available at the back of the room!

48. Yr7 Yr7 Marking and feedback on assessments…

49. Peer vs teacher targets… Yr11 Yr11 Dialogue marking…

50. Yr12 Yr13 Using exam mark schemes and breaking the marking down…