VISIBLE PROGRESS
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Transcript of 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
• It is important to have an extension question for those pupils who go straight for the most difficult question in the starter!
Starter …Choose the question below which best displays your understanding of this area of adding and
subtracting fractions …
73
72
92
31
72
54
611
58
823
712
A B C
D E
• Can you add and subtract fractions, showing working clearly?
Plenary …Choose the question below which now best displays
your understanding of this area of adding and subtracting fractions …
73
72
92
31
72
54
611
58
823
712
A B C
D E
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?
F
• Can you add and subtract fractions, showing working clearly?
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?
Mark my answers...1.
2.
3.
4.
5.
Learning Intention:To be able to use the rules of indices with integer and fractional powers.
641
414 3
3
214 2
1
81616344
3
61
313 2
2
21
8183
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What have I done wrong?• Can be differentiated with lower ability pupils simply marking answers, middle ability correcting answers, higher ability explaining why incorrect
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
Rules
a³ x a²
a³ a²
• Do you know and can you apply indices rules?
Pick a question ...
a³ x a²
a-³ x a²
a-2 x a4
• Do you know and can you apply indices rules?
Pick a question ...
a5 ÷ a3
a-³ ÷ a6
a6 ÷ a-4
• Do you know and can you apply indices rules?
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?
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?
Pick a question ...
2a3 x 4a5
4a-³ x 6a5
6a-1 x 2a-7
• Do you know and can you apply indices rules?
Pick a question ...
15a5 ÷ 3a3
21a-2 ÷ 7a6
49a-5 ÷ 7a-3
• Do you know and can you apply indices rules?
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?
Must
An example of ‘pick a question’ being used in a more difficult context …
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1
2n
n
ShouldFor what value of n would
n
r
r1
0250
CouldFor what value of n does
first exceed 2000?
n
r
r1
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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?
• y = x² - 2x -24
• y = 2x² - 11x - 21
Starter...Write down everything you know about the
quadratic equations...
Learning IntentionTo be able to solve quadratic equations by factorisation.
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
• y = x² - 2x -24
• y = 2x² - 11x - 21
Review of learning ...You have 5 minutes to discover everything you
can about these quadratic equations ...
Learning IntentionTo be able to solve quadratic equations by factorisation.
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
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 ...
232 xx
22 xx
252 2 xx
Learning IntentionTo be able to solve quadratic equations by factorisation.
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?
Pie charts …What comparisons can we make between the two pie charts?
Prior knowledge New knowledge
• Can you analyse data from pie charts?
VISIBLE PROGRESS