Showing pupil progress is something that you have to ensure that your lesson includes when you are being observed, however it is also essential for a teacher to be able to gage the progress of their own class. Pupil progress is a result of planning and differentiation, and can be measured through assessment for learning strategies. I am going to share some easy ways that you can demonstrate the progress that your pupils have made in every lesson:
- Use a continuum across a wall/display board/white board. Pose a question to pupils at the start of the lesson, ask pupils to write their name on a post it note and place along the continuum showing how confident they are that they know the answer to this question. At the end of the lesson ask the same question and pupils should have learnt the answer and therefore be able to move their post it notes along the continuum, showing their progress.
- Use red, amber and green boxes on the white board. Judge against your lesson objectives (or QFL) and take a hands up count for whether pupils are confident, not sure or have no idea about the lesson ahead. Repeat this at the end of the lesson and show pupils how the numbers have grown in the green box and decreased in the red box.
- One technique that I saw on my second PGCE placement was to use the three sides of a triangle for pupils to assess their own progress. Pupils use one coloured pen to draw either one, two or all three sides of a triangle next to their LO or QFL at the start of the lesson to demonstrate their prior knowledge or starting point. This is revisited at the end of the lesson and sides of the triangle are added to show progress made through the lesson. This can also be done with traffic lights or smiley/sad faces.
- Make a mind map or write a sentence with everything that is known on the topic that will be focused on it that lesson. This demonstrates prior knowledge which can then be added to with another coloured pen at the end of the lesson to show what has been learnt.
The two most important parts of showing progress are: proving that your pupils do not know what you are about to teach them before you have taught it and ensuring that they justify that they have learnt what you have taught them. The latter of these two parts can be done through written responses or questioning (random or targeted).