2012 Cross Phase Trio

Trio-Working-GroupProgress in the Classroom

The Woodroffe School, Lyme Regis / St. Michael’s  Primary, Lyme Regis / Marshwood Primary, Bridport – Trio Work Summary

A Trio involving Tracey Scott (Marshwood Primary), Natalie Townley (St. Michael’s Primary) and Mike Holding (Woodroffe) started working together in the summer term of 2012. The focus given by management was ‘Progress’. The way in which Trio members could interpret this was down to the individuals Trios.

As a Trio it was decided that progress in the classroom was dependent on students knowing and understanding what was expected of them. Therefore it was decided that the specific focus would revolve around Success Criteria. In other words, did students know what they had to do in their work to make it successful and whether they could if asked explain this progress to another person? The first round of work was at Marshwood where students were working on Ratios and Proportions. Students were split up into groups and in the classroom there were various different abilities and even was split into two year groups. Some students were given Success Criteria whereas higher ability students were asked to create their own success criteria and then mark them at the end of the lesson. Students were also encouraged to peer assess others work and suggest improvements for each other. Students then produce a list of things that they had achieved in the lessons and set their own targets to improve on for the future. This led to a very independent culture in the classroom and undoubted progress was made by all.

The second round of work was at Woodroffe where a year 8 group were working on an Electronic Magazine on either TB in Cattle or Global consumption. Students had previously made some aspects of their E-Zine with teacher set Success Criteria and were now setting their own success criteria which they feel would improve their final product. Students managed to improve their work based on these new success criteria and good evidence of before and after progression was shown. Students were allowed time to give peer feedback on a partners work and the students made further improvements in the lesson.

The third and final round of work was at St. Michael’s where students were working on adapting Goldilocks and the Three Bears story. The lesson began with the students actively reading the story aloud using movement to help remember the key points. The students then used post-it-notes to plan how to replace some aspects of the story with their own ideas. The emphasis was on changing small parts of the story to keep the overall theme the same. Students then re-wrote the story in full using their new ideas. This tested their writing and also their ability to remember their changes. Students also were encouraged to think about the steps for learning which they were currently at and then changed their step based on their own success during the lesson. All students were able to identify their steps both before and after the lesson. Some students make 2 or 3 steps progress during the lesson.

Evidence of this progress was shown via sound recordings where students could honestly feedback how they feel their learning had gone. All staff thoroughly enjoyed the process and saw how all students observed knew where their current learning is, what they needed to do to improve and were able to discuss with an adult their thoughts on their work. Ultimately all lessons therefore were deemed as ‘successful’.

Mr M J Holding, October 2012