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Progress CheckingStrategies and Pitfalls
Pitfalls to avoid• Superficial progress
checking. Just because a student gives you a ‘thumbs up’ doesn’t mean that they understand
• Inaccurate progress checking. Student perceptions of what they understand may be wrong
• Unhelpful progress checking. Just because the student understands, doesn’t mean that they will remember: “as learning occurs, so does forgetting” Nuthall
Learning can only be inferred from performance (Bjork)• Learning is invisible• 30% of what a student learns in a lesson is unique to that
student (Nuthall)• Learning takes time. For learning to embed in the long-
term memory it needs to be repeated at least 3 times• Learning can occur without being seen in performance
(latent learning)• Performance can improve without learning• Performance can be too dependent on the context and lost
when this is variedAvoid progress checking which is actually performance checking
Check mastery to adjust planning
Common mistakes• Work is pitched too high
or too low• Due to lack of match some
students have unnecessary repetition of work that they have already mastered, while others are moved on too swiftly
Check that students understand what success looks like• Provide models of best
practice• Provide clearly delineated
steps to success• Take photos of what
excellent looks like
Check understanding to adjust teaching• Use probing questions to
check student understanding
• Use mini-whiteboards or ABCD cards to gain feedback from all students
• Probe what students understand rather than how they feel or what they think they understand
Check where you left students• At the end of the
lesson set a question to gain feedback on where students are:
a. They understandb. They can apply
understandingc. They can apply
understanding to a new context
Check what students are struggling with
What did you struggle with today?
Get students to check their work• Get students to check
their first draft against criteria in order to improve it further. For examples see Self-assessment Essays
Progress Checking QuestionsWhat are
the advantages/ disadvantag
es of working in this way?
What advice would you
give to someone
who...
If I was to teach this
lesson again what should
I keep/ change?
How has your thinking
changed since the
start of the lesson?
What different learning
strategies have you used, and which was
most helpful?
What was the most valuable feedback you got today?
Where have you made
improvements to your work?
Who, or what, helped you to make progress?
What would a good outcome
look like?
What made you decide to
include?
What best helped you to understand?
Which resource that you used was most useful?
What was the most
challenging aspect of...?
How could you prove
that you have made
progress?
How did you manage to overcome a difficulty?
Why did you use that strategy?
Who contributed most to your
group?
What do you predict will
be the outcome?
How does what we’ve
learned today link
to...?
Who else could you use this
skill?
What was your best/
worst choice today?
What has been your best/ worst decision?
What has been the best
question asked?
What were the 3 main things you learned?
What was interesting about this
lesson?
If you could repeat this, how would you change
it?
What helped/
hindered you most today?
What is least clear to you?