Making progress and learning visible

Making progress and learning visible Making progress and learning visible - Start

2016-06-30 100K 100 0 0

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Our journey so far at Knebworth Primary and Nursery School. Growth Mindset. This is where our AFL journey began at Knebworth. We believe this underpins our learning philosophy . We begin to embed the culture from EYFS through to Y6 . ID: 383459 Download Presentation

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Making progress and learning visible




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Presentations text content in Making progress and learning visible

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Making progress and learning visible

Our journey so far at Knebworth Primary and Nursery School

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Growth Mindset

This is where our AFL journey began at Knebworth

We believe this underpins our learning philosophy

We begin to embed the culture from EYFS through to Y6

Each classroom has two characters who embody a fixed and growth mindset

We encourage children to challenge themselves and not to be afraid of green ‘mistakes’

A Growth Mindset leads to progress

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Teacher Learning Communities

Encourages

all staff to engage with

AfL

principles

Dylan

Wiliam

approach

In order for the children to progress, teachers need to be confident in the delivery of a variety of strategies which make learning visible

Share and celebrate good practice, which can help you develop your strengths further

Develop new strategies

Ethos of being open, supported and supportive.

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Strategies which make progress and learning visible at Knebworth.

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ABCD

Leads to…High quality discussionDebating ReasoningCan be adapted for different subjects and all year groups.

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PPPB

PosePausePounceBounceIs progress and learning visible?Highlights children’s misconceptionsOpportunity for extended debate, and knowledge gatheringDeeper understanding and reasoning is visible

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Entry and Exit Passes

EntryUsed to assess learning prior to a lesson. What do you already know about shape?Teaching is adjusted taking into account responses. Immediate progress is visible.ExitAssessing if children can apply knowledge or skills in a different context at the end of a lesson.

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Entry Pass

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Exit Pass

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Entry and Exit Passes

Is progress

and learning visible

?

Assess current understanding (Entry)

S

tart the children’s learning from this point.

Assess children’s understanding and progress post lesson(s)(Exit)

Establish next steps

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Redrafting

This is a recent development at Knebworth. Although not a year old yet, it has shown great impact!

Goes beyond using pink and green pens

1. Children complete a section of writing, for example.

2. Teacher marks, identifying pink aspects and green aspects using technical vocabulary, linking to the success criteria.

3. Children get their book back, read feedback, and redraft a section addressing the teacher’s comments.

4. Teacher re-marks to check the children have responded `appropriately, while the child reflects on the

progress they have made.

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Year One

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Year Three

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Year Five

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Maths

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Is progress

and learning visible

?

When work is compared from the start to the end of the year there is a marked improvement

Children are more confident using technical vocabulary and discussing its use within their writing

Within a piece of work there are clear aspects of progress from the original to the redraft

Children seek out their ‘greens’ and are excited to complete their redraft.

They are just like authors! Writing requires editing, reviewing and redrafting.

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Summary

At Knebworth, we use a range of different AfL strategies to gather evidence about learning and adapt our teaching to meet the children’s needs. The use of these strategies allows the children to demonstrate progress and ensure that learning is visible.

Thank you for listening

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