Our learning journey in tracking pupils’ learning journey and monitoring skills progression in the Broad General Education
The pipe band welcome to Preston Lodge was an amazing start to an amazing day. My colleague Alan and I were delivering our journey in trying to track learning in knowledge, knowledge based skills and soft skills through the Broad general Education.
The journey started 9 years ago at a weekend for pupils who were underachieving, at this point we were delivering master classes to support them. A maths teacher on a Saturday night was getting frustrated with the pupils and exclaimed “Think” at the assembled group. This “think” started the journey as to what do we mean by “think” what are we asking pupils to do? And how can we help pupils scaffold how to do this?
This led to myself and 2 colleagues creating a booklet in different thinking styles to support pupils
With the implementation of CfE a few years later we started to look at both the knowledge and knowledge based transferable skills within our subject area (science). Through this we have gone through many different transitions of how to support pupils and reached a stage where we settled for the last few years. The success criteria grid that we produced and used links knowledge based transferable skills with content, but also allows pupils to track their progress using a star rating.
This provides a clear progressive framework to show how they can move forward their thinking forward.
Having spent about 18 months thinking about SOLO Taxonomy (Structured Order of Learning Outcomes), we are now moving into a SOLOesque type of grid which shows more progress in learning by linking ideas in a more visual way. We are trialling this at the moment with some classes but we think it is a better way to support pupils learning and allow them to become more independent in their studying beyond the classroom.
However through all of these changes and refinements the need to develop a structure for social skills and transferable skills for learning and success kept nagging away at us. We have both been to the Co-operative learning Academy and were delighted by the experience but question why give social goals and then not monitor/measure/record these in some way? How do you show progress in soft skills?
This led to a small literature research after which we created a grid of the most common skills pupils could need in order to succeed both at school but also in life beyond school.
After we had shared this with our faculty we decided to focus on one skill from each section this session. This led us to try to find ways to support pupils to recognise when they are using these skills and then also to measure where they are and what they have to do next in order to improve.
This became cumbersome quickly and a bit “ticky boxy” so on Thursday evening Alan produced a framework which we hope will move us forward.
This framework is a work in progress as we now try to answer some bigger questions such as
What if we could teach students a common set of techniques and reflective questions, throughout the whole school curriculum, that will enable them to not only deal with the day to day challenges of life, but to motivate themselves to achieve their potential and succeed, regardless of their interests and ambitions?
The approach includes the use of Metagcognitive Question cards, geared around encouraging students to contemplate the processes they went through during the lesson on both a cognitive and emotional level. Alternatively, students could be presented with common thinking framework as part of their learning task, to help structure their approach.
One of the key problems with attempting to map out a progress path for certain transferable skills, is that they are by nature general and open to interpretation. Therefore any attempt to create a definitive progression framework for judging ‘mastery’ of transferable skills is ultimately subjective.
Our initial attempt at a progression map has been based on a ‘start with the end in mind’ principle and attempted to work backwards from an ideal, to a fundamental entry point that opens with an initial consideration of the basics of the skill e.g.
The ongoing challenge is find a way to map activities onto these progression criteria in a way that retains the discrete nature, yet lays the foundation for further progress.
One of the ways we are now looking to demonstrating pupil progress is through the ‘motivational interview’ self-assessment approach. As the name suggests, we want to support pupils to monitor and track their progress thus making it more engaging and meaningful than teacher subjective opinion. Within this, two pupils who the teacher perceives to be similar, could ‘score’ themselves very differently, this is OK because the important thing is not the score but the “what are you going to do now?” for both pupils. And like SOLO, pupils can judge their progress by comparing their approach with clear models/or using techniques from different progress levels. This is a work in progress!
So that is where we have got in our thinking about how to support pupils learning of knowledge, knowledge based transferable skills and social transferable skills.
We would appreciate comments and dialogue to help us move forward in our thinking.