It’s all about being a Detective – bumbling around and getting sort-of-there, or nailing the lesson with hard evidence that shows all learners learning and making great progress. How do we know, and how can we get proof of learning for all?
Columbo did it ego-free. Solving the case, through finding the most robust and hardest evidence, and as teachers that is our role. Seeing and showing the learning with clear evidence, through questioning and assessing the students. Planning and implementing this is vital if the learning of our students is to be questioned, tested and evaluated.
There are many strategies here, and the session this week looked at a few.
Our own comprehension of the lesson direction, and the imparting of this, and this allows the planning and delivery of our questioning and assessment which is key here. Hitting the ability of the students in our questioning is something that can be planned for, as well as reacting to circumstances during the lessons:
1) Blooms the question style
-Knowledge – Level 3 ; F grade
What is the purpose of a bridge?
-Comprehension – Level 4 ; Grade E
Describe 2 ways to strengthen a frame structure
-Application – Level 4+ ; Grade E/D
Can you combine 2 different materials to construct a tower?
-Analysis – Level 5 ; Grade C
What evidence is there to suggest that a pyramid s a stable shape?
-Synthesis – Level 5/6 ; Grade B+
How would you improve your bridge design to make it stronger?
-Evaluation – Level 6/7 ; Grade B/A
How effective was your design when testing weight distribution?
2) On their toes!
Keep students focussed and ready to be assessed with randomw questioning around the class:
-Random names (in your head). Put the name 1st – so studnets know it is just for them!
-Ball to students
3) Review stage, check whole-class understanding before moving on. Integrate this with the Learning objectives:
-Mini white boards
-Pair / share
-5 relevant Qs: 1 lower ability, 3 general Qs, 1 higher ability
4) Get the hard evidence of students learning and progress. Assess through:
-Listening around the classroom as you circulate during an activity
-Be hard to fool – get the hard evidence. Students apply & recreate what they have learned through application activities:
Put into own words;
Explain with a diagram;
Deliver a presentation.
Knowing the learning and showing the evidence is vital. From this lessons and students can move forwards and the momentum is established. Being able to address any tricky areas is equally vital, and this must be done through our questioning and assessment, for this provides the proof of learning, and allows us to reflect on our own practice and delivery.