‘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 SuccessApply 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 SuccessDevelop 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 victimsWatch DVD on the what, where and how of

the victims and recount the detailsPlot the murder victims, times and dates on a map of Whitechapel and Spitalfields . Explain timeline to the classCompare the victims and their similarities to produce a victim profileDiscuss 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

• 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 breadCopy, imitate tutor or follow a recipeCook bread with tutor help if neededReview the results, identify errors, adjust, problem solve, perfect Cook breadAdd 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:• 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• 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 SuccessApply 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 SuccessDevelop own Steps for Success and add to good practice – and let ACLS know please?

• 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