6th May 2020
What’s going on here? For which learners? Who are my priority learners this year? (Those in danger of not achieving)
I had a hunch at who my priority learners were prior to completing our first written internal assessment in Level 3 PED. I had used knowledge of learning difficulties, observations of students transferring into the subject and other observations such as students with low motivation levels. I had identified 5 students with learning difficulties, an additional 3 students who may struggle to settle into both a new subject and a new school and 2 students who were struggling with motivation levels in class. Throughout the process of completing our first written internal assessment a lot of these priority learners were confirmed.
I had a hunch at who my priority learners were prior to completing our first written internal assessment in Level 3 PED. I had used knowledge of learning difficulties, observations of students transferring into the subject and other observations such as students with low motivation levels. I had identified 5 students with learning difficulties, an additional 3 students who may struggle to settle into both a new subject and a new school and 2 students who were struggling with motivation levels in class. Throughout the process of completing our first written internal assessment a lot of these priority learners were confirmed.
What does achievement data tell me about my current cohort? Is this what I expected?
The achievement data from the first internal assessment told me that I have quite a large range of ability in my class this year. This had already been quite obvious through the different teaching and learning activities, having to differentiate lessons to ensure the top are being extended enough and that the bottom are getting enough support. The assessment results confirmed this. However, I believe it has shown me that the gap is bigger than I expected it to be. The results from the first internal (3.7) were as follows: 7 Achieved (3 Low, 2 High), 3 Merit (1 Low) & 7 Excellence (2 Low, 2 High).
The achievement data from the first internal assessment told me that I have quite a large range of ability in my class this year. This had already been quite obvious through the different teaching and learning activities, having to differentiate lessons to ensure the top are being extended enough and that the bottom are getting enough support. The assessment results confirmed this. However, I believe it has shown me that the gap is bigger than I expected it to be. The results from the first internal (3.7) were as follows: 7 Achieved (3 Low, 2 High), 3 Merit (1 Low) & 7 Excellence (2 Low, 2 High).
What are my learner’s perspectives on the situation? What do my learners and I agree are my strengths and areas for development?After completing our first written internal I ensured to collect feedback from the students regarding the teaching and learning process and the assessment itself. In terms of strengths key themes included; help & explanations, support & feedback, range of resources provided, use of sentence starters and the use of class discussions to reinforce learning and share ideas and perspectives. In terms of areas for development key themes included; more personalised feedback, explanation of questions, aid with research, the assessment layout and one student wanted more encouragement.
What changes can I make to my practice? How long will it take for me to notice improvements in outcomes?
I ensured to take their feedback onboard when moving into our second written internal assessment (3.1). We managed to get one week of teaching and learning at school before lockdown started and continued online with distance learning. Before starting the assessment we did an activity that aided students with where and how to find relevant research for their upcoming assessment. I also made sure to review the assessment layout to make it more structured, including sentence starters to help guide student answers. As I was not there to explain the questions in person I decided to create videos breaking down the assessment questions. I choose to do this over a Webex call as students might struggle with different questions, therefore they could watch the video relating to the question they were struggling with. Students commented that they found this really helpful and it is something I will consider continuing to do even once we are back at school. As for feedback, I notice that when we are completing assessments in class it is always the same students who would ask for help or feedback. To try and avoid only helping these students I kept a tally of help/feedback given. This gave me a quick visual on who may have not received as much help or feedback and who I should turn my attention too. At the start of each day I also choose 7 students in which I was going to give feedback to before the end of the day. This helped me to balance out the amount of support and feedback I was giving. As for the encouragement, the one student who noted this is also one of the students who has been struggling with motivation levels. Because of his honest feedback I was able to ensure I was giving him more encouragement and 'warm fuzzies' rather than mainly constructive criticism.
I ensured to take their feedback onboard when moving into our second written internal assessment (3.1). We managed to get one week of teaching and learning at school before lockdown started and continued online with distance learning. Before starting the assessment we did an activity that aided students with where and how to find relevant research for their upcoming assessment. I also made sure to review the assessment layout to make it more structured, including sentence starters to help guide student answers. As I was not there to explain the questions in person I decided to create videos breaking down the assessment questions. I choose to do this over a Webex call as students might struggle with different questions, therefore they could watch the video relating to the question they were struggling with. Students commented that they found this really helpful and it is something I will consider continuing to do even once we are back at school. As for feedback, I notice that when we are completing assessments in class it is always the same students who would ask for help or feedback. To try and avoid only helping these students I kept a tally of help/feedback given. This gave me a quick visual on who may have not received as much help or feedback and who I should turn my attention too. At the start of each day I also choose 7 students in which I was going to give feedback to before the end of the day. This helped me to balance out the amount of support and feedback I was giving. As for the encouragement, the one student who noted this is also one of the students who has been struggling with motivation levels. Because of his honest feedback I was able to ensure I was giving him more encouragement and 'warm fuzzies' rather than mainly constructive criticism.
How has this impacted on my learners? Which of my learners are/are not benefiting? How do you know?
The results from the latest written internal assessment (3.1) were as follows; 5 Achieved (1 Low, 1 High), 2 Merit (1 High) & 10 Excellence (3 Low & 3 High).I do acknowledge that the increase in results may also be due to the different content and 3.1 being rather personalised. However, I also believe that the improvement in grades for certain students were directly due to students being able to act on the feedback from their last assessment and due to the more equal spread of support and feedback throughout this assessment, as these students don't always ask for help or feedback. E.g. one student went from a High Achieved to a High Merit as he was able to include more detail in his analysis, another from an Achieved to a Low Excellence. However, what I found frustrating is that even giving the one particular student encouragement like he asked his motivation levels still appeared to remain low and he remained at a Low Achieved.
The results from the latest written internal assessment (3.1) were as follows; 5 Achieved (1 Low, 1 High), 2 Merit (1 High) & 10 Excellence (3 Low & 3 High).I do acknowledge that the increase in results may also be due to the different content and 3.1 being rather personalised. However, I also believe that the improvement in grades for certain students were directly due to students being able to act on the feedback from their last assessment and due to the more equal spread of support and feedback throughout this assessment, as these students don't always ask for help or feedback. E.g. one student went from a High Achieved to a High Merit as he was able to include more detail in his analysis, another from an Achieved to a Low Excellence. However, what I found frustrating is that even giving the one particular student encouragement like he asked his motivation levels still appeared to remain low and he remained at a Low Achieved.
What further adjustments might be worth considering?
I do believe I need to focus more on giving all students more encouragement and 'warm fuzzies'. I realise when providing feedback particularly on assessments I mainly tend to provide feedback on how to improve rather than telling them what they have already done well.
I also want to focus on how I can extend and encourage those achieving to achieve higher. I know two are definitely capable of achieving at a higher level as they were achieving with Merit & Excellence last year in Level 2 PED - how can I motivate them?
I do believe I need to focus more on giving all students more encouragement and 'warm fuzzies'. I realise when providing feedback particularly on assessments I mainly tend to provide feedback on how to improve rather than telling them what they have already done well.
I also want to focus on how I can extend and encourage those achieving to achieve higher. I know two are definitely capable of achieving at a higher level as they were achieving with Merit & Excellence last year in Level 2 PED - how can I motivate them?
