Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria.
Using Success Criteria
Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual concepts employed to achieving, and hopefully, exceeding the learning objective.
Using the Starter
The starter began this process with a fairly simple activity on matching rectangles with their areas to draw on the student’s prior knowledge as well as allowing me to make a formative assessment of how to pitch the rest of the lesson. Having solutions presented on mini-whiteboards provided a quick snapshot to evidence good progress being made on the first success criteria. Marking a tick against this criteria acknowledged to the kids progress was beginning to be made.
Next, I presented a simple compound shape, without dimensions, to the class and asked them to creatively break the shape up into individual rectangles. Here are there most common responses.
Tick against the second success criteria.
Teaching the Development Phase
Moving onto main teaching phase of the lesson I presented a compound shape with dimensions included and demonstrated how to use sum of the individual rectangles to calculate the overall area. The class were then asked to attempt one for themselves on mini-whiteboards. It was clear from viewing their solutions all students could calculate the correct compound area. It was interesting to note the difference in strategies. A tick against the third success criteria was marked. To further evidence the progress being made a second question involving the difference of two areas was posed. Again, all the class correctly calculated the shaded area. An additional tick was placed against the second and third criteria. At this point I set the students off to work on the independent activity as an opportunity to consolidate their progress through additional practise.
Challenge in the Plenary
The plenary provided an opportunity to further consolidate and extend the progress made by challenging the students to work the problem in reverse. This time a compound shape with a fixed 40 cm2 area was presented and the students challenged to calculate two possible perimeters. To promote discussion and peer support students were asked to work in pairs. While about a third of the class could determine suitable dimensions to create the 40 cm2 area only two groups successfully calculated a correct perimeter. A tick was placed against the final criteria for these groups.
At the end of the lesson the success criteria board looked like this.
A self assessment activity where students stated their progress against the criteria concluded lesson.
In my experience ticking off the success criteria at regular intervals throughout the lesson provides a clear focus throughout, which in turn leads to greater student engagment and motivation. A quicker pace is developed and students become eager for the challenge because they can see, and most importantly, evidence the progress being made to achieving it.
It is most important in my view to be able to evidence and justify the progress you deem to have been made whether through assessments made from mini-whiteboards, class discussions or what you see in their books. Students will always know better than anyone whether or not they actually are progressing.
Students are challenged to apply the rules of arithmetic to a series of real-life, functional problems.
Students are challenged to apply their understanding of the mean, mode, median and range to calculate datasets by setting up and solving equations.
Five, real-life and functional problem solving questions on compound percentage changes.