Transcript Slide 1

‘Steps to Success’
A model of learner development using
progression and assessment for learning
Julie Dye ACLS 2014
Educere: (Latin) to lead forth, to raise up
Steps to Success for this session
Learn about the values and methods of Steps to
Success
Apply techniques and methods to own lesson
Appraise own work and that of colleagues in class
for strengths and areas for improvement (peer
assessment for learning)
IN YOUR TUTORING: Apply adaptations &
feedback to improve Steps for Success
Develop own Steps for Success and add to good
practice – and let ACLS know please?
Today’s Steps to Success
Lesson two– Jack the Ripper’s victims
Watch DVD on the what, where and how of
the victims and recount the details
Plot the murder victims, times and dates on a map of
Whitechapel and Spitalfields . Explain timeline to the
class
Compare the victims and their similarities to produce a
victim profile
Discuss reasons why the victims were ‘easy prey’
Research into original newspaper reports and evaluate
their attitude towards the victims
Steps in learning and progressing –
knowledge (as in previous slide)
• Take in information and understand
• Remember information
• Use information in some straightforward way,
perhaps with help
• Analyse information, break it down and put it
back together in a different form
• Add to the information, create something
original with it, make it better
Steps in learning and progressing - skills
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Watch someone else do it
Copy it, try it
Keep doing it, practise, perhaps with help
Do it on your own
Keep doing it – adjust it, tweek it
Do it well, perfect it
Find better ways of doing it, create
something new with it or to add to it
Steps to Success –
Breadmaking lesson two - pitta
Watch tutor demo making pitta bread
Copy, imitate tutor or follow a recipe
Cook bread with tutor help if needed
Review the results, identify errors, adjust,
problem solve, perfect
Cook bread
Add to, improve recipe, create something new
eg flavoured breads, fun shapes
Recognising progression - the better a
learner gets at something the more they
increase in:
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Understanding
Accuracy
Speed - they become ‘automatic’
Impact and effectiveness
Efficiency
Independence
Confidence
The ability to tell someone else how to do it
The ability to make improvements to methods or results
For example driving.......
‘Steps to Success’ is based on certain
proposals for the tutor role:
• The tutor constantly encourages
progression and development of
the learner – for the learner to be
the best they can be and climb
the ‘Steps to Success’
But....
• The tutor can’t help learners progress up
the Steps unless they know what progress
is in their subject
• The tutor can’t help learners progress up
the Steps unless they know which Step
each of their learners is on and how they
can get to the next Step
• Every learner may be on a different Step
when they join us – hence initial and
ongoing assessment
‘Steps to Success’ is based on
further proposals:
• As tutors, we don’t need to do more but we do
need to think more beforehand, and plan
• Once the Steps to Success are planned, the
rest falls in
• Use text-light, learner-friendly diagrams, images,
visuals for planning and evidence. Be creative
(see examples brought)
• Replace often-used and academic terms such
as ‘learning outcomes’ and ‘smart targets’ in
favour of fun catchphrases & creative
approaches
‘Steps to Success’ is based on certain
learning methods including:
Assessment for learning –
assessment as a teaching and
learning method
Assessment of Learning =
• Summary assessment of what a learner knows
or can do
• Eg: Exam, end of term test, driving test, cycling
proficiency, final portfolio of work, college
entrance interview
• No other purpose but to find out how much and
what someone knows
• Static
• Assessment for Learning –ongoing
feedback to the learner on what to
improve and how to improve
• AfL aims to seek information on where
learners are on their learning stairway,
where they need to go next and how best
to get there....
Steps to Success Assessment and
feedback methods
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Questioning
Instant / ongoing tutor feedback
Peer assessment
Group discussion, review and reflection eg
near the end of a lesson
• Allow time for assessment and feedback in
its own right
Good feedback needs....
• Good subject knowledge amd skills to give
advice, appraisal, judgements, support,
further suggested activities and detail that
the learner needs to improve
• The learner to work some things out for
themselves as well as receiving instruction
• Time devoted to it in the lesson
For example the high jump – a metaphor for
progression and ‘setting the bar higher’
Examples of feedback I have given on ‘how’ to
improve – assessment for learning
• ‘‘White as a sheet’ is a cliché. Try to think of another
phrase to describe white. What else is white? List all the
things you can think of and when you have exhausted all
the possibilities, think of three more’
• ‘Writers often describe a character by their hair colour
and height. Think of another way to describe them’
• ‘What if that character was a woman instead of a man?
Do they become more interesting? Try another ‘creative
leap’ eg make them young or old; have them living in the
future’
• ******LLDD example.....
Summary of ‘Steps to Success’
• What? To encourage progression & development for our
learners, which is as important as teaching them
• We need to recognise where learners are on their
particular staircase and how to help them climb
• How? Assessment for learning which includes constant
feedback to tell a learner what to improve and how
• Why? Research shows that a continuous assessment
/feedback system raises standards of learning and
development
• We may need to plan more for this to work, but we can
make recording easier and fun using creative means
Design your own ‘Steps to Success’
in twos with someone you don’t know/work with
• It can be for a lesson or the whole course
• Be as creative and visual as you like
• At each level give activities that support the process
like in my JR example and the pitta making lesson
• But remember, Steps to Success is not just a flat list
of activities – the activities should get more
challenging and demanding as they go on
• If you work with learners with learning difficulties,
design a Steps to Success in line with their abilities
(see OCR handout)
• 45 minutes
Peer assessment for learning
and feedback on our own
Steps to Success
• Can you give me feedback
on Steps for Success
please, so I can improve it?
Allow time for reflection,
review, recap....
In the spirit of Steps to Success and
continuous self improvement:
What do you need to/want to
do next ?
Please use this in your classrooms and let me
know how it can be improved. Help me think
of a better name!
• Bye from ACLS and
thanks for taking
part
• We hope you found
the session
stimulating
Steps to Success for this session
Learn about the values and methods of Steps to
Success
Apply techniques and methods to own lesson
Appraise own work and that of colleagues in class
for strengths and areas for improvement (peer
assessment for learning)
Apply adaptations & feedback to improve Steps for
Success
Develop own Steps for Success and add to good
practice – and let ACLS know please?
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Felt pens
Coloured Pencils
Scissors?
Coloured paper?
Card stuff?
Flip chart paper
Tea Coffee
A3 paper
Glue
Blue tack or stickies
Handouts – spider grams etc here and at work got them. See next slide.
Projector?
Memory stick