My heckles are risen so I need to post this and post it quick. Let me nail my colours to the mast here and make a bold, unequivocal statement:
There is no such thing as progress within lessons. There is only learning.
And let me make a second, equally bold and unequivocal statement to back it up:
The main perpetuators of the myth of ‘progress within lessons’ are leadership teams within schools, not Ofsted.
Right, now that we all know where we are let me explain further, and let me start with my evidence that it is NOT Ofsted asking for the mythical ‘progress within lessons’ by picking out some key quotes from the Inspection Handbook rewritten as recently as December 2012. In the section on “Quality of Teaching in the School” it starts beautifully:
“The most important role of teaching is to promote learning and to raise pupils’ achievement.” Ofsted 2012
Nothing any of us wouldn’t agree with in that and no sign of the phrase ‘progress in lessons’ either. In the second paragraph we do get a hint of the creature when we see the word progress, but it is attached to the words ‘over time’, not ‘in lessons’:
“The judgement on the quality of teaching must take account of evidence of pupils’ learning and progress over time. Inspectors must not simply aggregate the grades awarded following lesson observations.” Ofsted 2012
And then there comes the section entitled ‘Observing Learning’. Surely this must have a reference to ‘progress over time’. mustn’t it? After all, given how many people on #SLTchat bang on about it, then if it is going to be anywhere it will be there. It says, and I quote in full:
“When inspectors observe teaching, they observe pupils’ learning. Good teaching, which includes high levels of expertise and subject knowledge, with the expectation that pupils will achieve well, enables pupils to acquire knowledge, deepen their understanding, and develop and consolidate skills.” Ofsted 2012
I see “high levels of expertise”. I see “high levels…of subject knowledge”. I see “expectation that pupils will achieve well”. I see “enables pupils”. But I still don’t see the phrase ‘progress in lessons’. Strange thing that!!!!
But here comes the confession. It is there, in the very next section on “Inspectors must consider whether…” which says, amongst other things:
-
pupils’ responses demonstrate sufficient gains in their knowledge, skills and understanding, including in literacy and mathematics
- teachers monitor pupils’ progress in lessons and use the information well to adapt their teaching Ofsted 2012
So there it is, eh? My whole argument blown out of the water? There is such a thing as ‘progress in lessons’, right?
Wrong. Or at least wrong in that the meaning of the phrase, as executed by school leaders and classroom teachers, is very different to the intention within these bullets. Look at the bullet before the offending one. It talks about what I would consider learning to be: “gains in their knowledge, skills and understanding”. They are things that inspectors will be looking to see from the students. Where progress is mentioned, it is not something that inspectors will be looking to see from students, because it is about the effectiveness of monitoring that they will be looking to see from the teachers.
Am I splitting hairs there? I don’t think so. I would rather suggest that what inspection teams will be looking for will be to see that teachers are looking to see teachers monitoring or student “progress (gains in knowledge, skills and understanding) in lessons”, with the parentheses to blend the two bullets being the most important thing in that sentence.
Later, in a section called ‘Observing Learning Over Time’ the Ofsted Handbook 2012 states that scrutiny of pupils’ work, should pay attention to:
- how well and frequently marking, assessment and testing are used to help teachers improve pupils’ learning
- pupils’ effort and success in completing their work and the progress they make over a period of time. Ofsted 2012
Again that distinction between ‘learning’ and ‘progress over time’ because, much to our shame, even Ofsted (the big organisation but sadly not always the individual inspectors or inspection teams) realise that ‘progress’ is simply a numerical measurement of the distance between a start point and an end point and therefore CANNOT IN ITSELF BE OBSERVED IN LESSONS other than through assessing how much students have learned. ‘Progress in lessons’ is the very definition of a black box into which we, as teachers and leaders, need to shine a light.
The final part of the Ofsted Inspection Handbook from 2012 to look at for the mythical ‘progress in lessons’ is the Grade Descriptors for the quality of teaching. At the outstanding level they say:
“Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress.” Ofsted 2012
This is the most often used points made by some school leaders, and even teachers themselves, to justify decisions about the judgments of observed lessons and yet the bullet point as a whole is very clearly talking about the aggregated performance of students across a school and over time. If ‘progress in lessons’ is a mythical black-box dweller, then ‘rapid and sustained progress in lessons’ is its Yeti-like cousin. This bullet point should never be made as a judgment about a lesson unless the particular lesson happens to have on its register “all pupils currently on roll in the school”.
The remainder of the bullets in the outstanding criteria relate to something non-mythical:
- All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.
- Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.
- Teachers and other adults generate high levels of engagement and commitment to learning across the whole school.
- Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.
In order to be helpful to those who may be missing the wood for the trees (or the non-mythical for the mythical) I have underlined the key words in each of these bullet points.
So there we have it. Only one reference to ‘progress in lessons’ in the Ofsted Handbook 2012 and that one reference is an instruction to inspectors to take into account how teachers monitor it, not an instruction to make a judgment on it. Instead Ofsted are urging us repeatedly to focus on learning, learning, learning and yet more learning.
And yet the mythical creature of ‘progress in lessons’ has come increasingly to dominate the judgments made of the lessons of classroom teachers as if it was something that really existed. At the very best it is a spectre or ghoul, a translucent and barely visible shadow of something else. In these instances what we are actually looking at is the ghost of learning that has somehow died in the lesson, and so we should call it by it’s real name. To re-label this apparition ‘progress in lessons’ is to put a nail in its coffin. If, instead, we talk about it as learning that has died a death we at least allow it to be resurrected in the future lessons of the colleagues we are observing; the very definition of formative feedback.
At its worst though this mythical creature of ‘progress in lessons’ has become a folk-tale boogeyman, deployed (unwittingly in the main one would hope, although witlessness is hardly an adequate defence) in order to spread fear among the villagers, moderate unwanted behaviours, keep people from venturing beyond the ‘safety’ of the designated pathways, and generally ensure that rulers of fairytale kingdoms can maintain order. Remember, I used the word unwittingly.
And boy how the villagers are scared!! The boogeyman stalks through staffrooms, creeps through classrooms and prowls through parents evenings. In order to ward off its mythical propensity to devour teachers (and students) whole a variety of black magic and voodoo (hoodoo) is deployed; a whole suite of charms and potions and curses deployed in lessons to demonstrate ‘progress in lessons’: From ‘thumbs up, thumbs down’ to ‘level ladders’ to ‘pit stops’ to ‘exit passes’ to ‘green, amber and red cards’ to any other number of tricks.
Let be clear, none of these are bad strategies in themselves, but they are frequently deployed not to help students demonstrate (or even instigate) learning, but to prove that all students have made ‘progress in lesson’. There is a whole world of difference between the two, especially when the techniques are being deployed with such eye-blurring and head-spinning frequency that they actually break up real learning in favour of a progress check. Have a look at this example that is all too typical in this boogeyman dominated educational world we live in:
“The lesson was planned in detail. The first phase involved an explanation of the learning objectives and a starter activity where students worked in groups to complete a card-sort activity. In the next phase of the lesson, students used a grid to identify persuasive devices on mini whiteboards. The teacher then took them quickly through the criteria for assessment at Levels 5–7 and gave students examples of extracts from two essays on capital punishment. Students were asked to choose the more effective piece, linking it to the assessment criteria. They were then asked to produce at least one paragraph of writing on the topic of capital punishment. In the final part of the lesson, students were asked to peer-mark two other students‟ work, then to look at and review their own work and check the comments. One further activity was introduced before students were asked to say what they had learnt in the lesson. The lesson closed with a final activity where students revised persuasive techniques on the board.” Ofsted 2012
It is from the wonderful (yes, you read right) Ofsted report ‘Moving English Forward’ and the analysis of the lesson concluded:
“The teacher in this lesson concentrated on the pace of activities rather than the pace of learning. The centre of this lesson should have been the opportunity for students to show what they had learnt about persuasive techniques by producing a piece of their own writing. The desire to complete all elements of the planned lesson meant that the writing task could not be completed and the fast movement from one activity to another limited students‟ development of new learning or their consolidation of existing learning. This pattern is noted regularly by inspectors.” Ofsted 2012
The idea that the teacher was focusing on the “pace of activities rather than pace of learning” is partially correct. Instead I would propose that it is clear that the teacher is focusing on the “pace of proving progress” rather than the pace of learning. This is acknowledged later when the same report concludes that:
“In lessons observed, significant periods of time were spent by teachers on getting pupils to articulate their learning, even where this limited their time to complete activities and thereby interrupted their learning! Pupils need time to complete something before they can valuably discuss and evaluate it.” Ofsted 2012
And so, on behalf of children in classrooms across the UK who are being thwarted in their learning because their teachers are so scared of the boogeyman or ghost of ‘progress in lessons’, I implore members of senior leadership teams to ban this mythical phrase from their teaching and learning policies, observation feedback, NQT Induction packs, and one-to-one conversations with teacher-colleagues. Every time you use it you are perverting the doctrine of Ofsted, distracting yourself from a focus on learning and alienating yourself from the teachers you need to make your school wonderful and your children effective learners.
And if you are a teacher, do not allow yourself to be frightened by the myth of ‘progress in lessons’. Stand up to it, shine light onto it, print off this blog or better still the Ofsted Handbook 2012 and challenge your line manager to find the place in which progress comes before learning. It’s time to slay the boogeyman. He doesn’t exist and we have nothing to fear but fear itself.
David Didau (@LearningSpy)
February 12, 2013
Thanks for such a useful post.
You might be interested in this: dissociating learning from performance http://www.youtube.com/watch/?v=MMixjUDJVlw – really connects with your message. Progress = ‘performance’
Cheers, David
Mo Andrews
February 12, 2013
This is really interesting and yes I admit challenges some of my leadership work to date. I will be reflecting on and rereading your post and will continue to challenge my self and the language I use within feedback. Although some way to go on resolving all issues you’ve raised in my brain (more thinking needed) I do totally agree that there is too much time wasted on trying to tick the observers boxes and proving ‘progress’ rather than giving time for actual learning. I will use your post, if that is okay with you,with my SLT to discuss this issue. Brave post kind sir!
kevenbartle
February 12, 2013
Wow. Great feedback. Love that at least three members of SLT have said that they need to re-look at their practices as a result of this post. That’s exactly what it did to me when I realised there was no ‘progress in lessons’ in the handbook. It is a testament to your leadership that you are thinking this way. Thanks for the comments. They mean so much.
Beccy Pook (@BeccyPook)
February 12, 2013
You have articulated a number of points that have been concerning me recently. Mostly I have been asking myself what on earth do they mean by progress? Exactly what is it they are expecting to see? Surely rushing my students through a task will only undermine their confidence? I know my students enjoy the tasks I give them and like to spend time focusing on them and getting them right. Thank you. I shall keep a copy of this blog entry for future reference.
Commahound
February 12, 2013
Excellent blog post, articulating the deep deep unease I have tried to give voice to in school. Highly artificial modes of ‘progress checking’ have come to dominate and distort the planning process for too many of us, at the expense of engagement and actually listening to what students are trying to tell us about their understanding. Thanks for your extremely astute comments.
Piers Young (@piersyoung)
February 13, 2013
Great post – thanks. Frightening, really, the gap between what OFSTED is looking for and what we worry they are looking for.
Gary Hollingsbee
February 13, 2013
Very persuasive. I’ve circulated this to my department as we’ve felt there’s undue pressure to artificially show “progress” (within some very narrow parameters) rather than just getting on with learning and teaching. I agree that a rigorous debate about what constitutes “progress” is overdue. Provocative piece (in the best way). Thanks for this, Kevin.
kevenbartle
February 13, 2013
Pleasure. But remember to share with your SLT. You just need to persuade one to take it to the others. Once that happens the evidence speaks for itself.
Ian B
February 13, 2013
I speak as a member of SLT, responsible for Teaching & learning and the subsequent processes of how lesson observation criteria are judged.
Progress as a measure of performance is not an issue – “progress” itself is the measure of learning. I suspect your personal experiences are that of a legacy of extrapolation. The logic went something like: “If we expect 3 levels progress over 2 years, then there should be 3/2 levels progress over a year or 1/2 level per term. Therefore in lessons we should see this amount of progress being made on this topic”. The logic (and its oversimplification) is laughable and Ofsted recognise this, hence the new inspection framework is very much geared towards the lesson being a snapshot in time that is indicative of a wider story (in much the same way that an individual assessment piece for a student is only a single piece of evidence to be considered with many others in forming the judgement of their progress).
In essence you’re right that learning is necessarily the focus of the teacher in the lesson, but progress is important, but only when considered in the context of a much longer time scale.
I would put it to you that if any SLT are judging lessons purely on the basis of one single lesson’s progress then they need to realign themselves with the new Ofsted direction.
@Croix2000
February 14, 2013
A very interesting read, thank you. I agree that there is now a danger of teachers over egging the need to demonstrate progress in lessons. The impact of this is that these activities actually fragment the learning and therefore the progress made.
I’m currently training to become an Ofsted Inspector and I like the way we are being guided to refer to the Teacher Standards when observing lessons. Standard 2 = promoting good progress and outcomes. I don’t think we can disagree with this standard and therefore considering how the teaching is impacting upon learning and progress means to me that they are inextricably linked. Progress is an outcome of learning.
The key area, as I see it, is for Schools to work with staff re address the balance and to marginalise the “progress measuring” type activities that you refer to in your blog i.e thumps up etc.
An excellent post, thank you.
Sam Marfleet
February 14, 2013
Thanks for another thoroughly useful blog post. I think you are right that there is an obsession with demonstrating progress and with pupils spending too much time articulating their progress. I think it is to Ofsted’s credit that they are communicating a focus on learning, so it is interesting to see the misinterpretation and clogging of lessons with ‘progress paraphernalia’.
throbbingsofnoontide
February 14, 2013
“The desire to complete all elements of the planned lesson meant that the writing task could not be completed and the fast movement from one activity to another limited students‟ development of new learning or their consolidation of existing learning. This pattern is noted regularly by inspectors.”
Strikes me that this is probably the observer effect in action. And it probably is caused by a misunderstanding/misrepresentation of what Ofsted are looking for. Our institution used to emphasise the importance of precise planning in lessons down to indicating what will be happening every 5 minutes, and inexperienced or nervous teachers would panic if the pace of the lesson differed from what it said on their paperwork. Of course, this does not lead to good learning.
Vichops
February 16, 2013
In this post you’ve articulated something I’ve always thought! In my school the SLT want us to stop lessons at various points to check progress. I’ve always refused to do this as felt it interrupted learning. Consequently only ever received ‘good with outstanding features’ whenever I have been observed. So be it!!
Julian Gilbey
February 20, 2013
A very astute post! Thanks, Kev, and glad to hear that you’re enjoying your current role!
Best wishes,
Julian
Medi Richardson
February 21, 2013
Thanks for that clarification, some intelligence at last in SLT’s and in educationgenerally. WHy are so many management teams “off beam” ?
kevenbartle
February 21, 2013
One word. Fear. Or another. Paranoia. There’s a good market in fear of Ofsted. Plenty of courses you can go on to hear the latest horror stories. Plenty of Ofsted training you can send you Deputy Heads on. Plenty of consultants (who also happen to be Ofsted inspectors) you can buy in to ‘run the rule’ over your school in a Mocksted.
Sue Cowley
May 4, 2013
This is brilliant, thank you, it expresses perfectly what I believe.
We have such a bad habit in education of falling for this kind of stuff, then a whole industry pops up around the relevant ‘hot topic’ to feed the desire to gain an ‘outstanding’ judgement.
When will we stop letting the piper call the tune, or indeed stop misinterpreting the tune that the piper was playing in the first place?
I blogged on this subject but from the perspective of a parent (and in a much ‘fluffier’ way) here : http://suecowley.wordpress.com/2013/04/28/trying-to-catch-butterflies/
Maria Blanco
June 3, 2013
Excellent article! This is exactly what I was looking for to challenge my line manager who failed my QA lesson observation in which students were perfectly engaged with the learning activity (practical music) during the entire lesson, but according to her I ‘failed to show progress in the stipulated 20 mins chunks’. Shame on people who think that showing ‘fictitious progress’ is more important than engaged learning!
Maria Blanco
June 3, 2013
Kevin, is it possible to give me your email address please or somewhere when I can contact you? Thanks, Maria
Yvonne Nunn
June 8, 2013
A thought provoking blog…completely agree progress is an outcome over time and yet on refelection I’ve used during feedback despite a range of factors contributing to the judgement. The changes to the new framework articulates the importance of teachers levels of expertise, subject knowledge and expectations which enables pupils, learning being the key word, good teaching faciliates good learning, progress is the outcome. Shall share this with my SLT and teachers
Charlotte Vaughan
June 19, 2013
I love this article Kevan. How very refreshing to find someone who feels the same way as I do!
I recently had a 20 minute observation from an inspector who gave me a requires improvement grade because I was apparently doing more than the pupil and in 20 minutes there was not adequate progress made! I thought I knew what the word progress meant but found myself looking it up in the dictionary when I got home because clearly we seem to be interpreting the word quite differently ! During the 20 minutes I demonstrated how to do 2 different techniques and the student then did her own of these.
I need to explain that I do not work in mainstream but in a referral unit and was teaching textiles at the time to one very passive student.By the end of the hour session,the student had completed more than I had expected and made great progress as far as my professional judgment was concerned
Isn’t it sad that experienced teachers are being made to feel like mindless pawns who have to play the game or get penalised.
I am always interested in ways to be a better teacher and to make lessons more stimulating but pushing to achieve progress in random 20 minute time slots seems crazy! Also sometimes teachers have to show students how to do something.
I just feel somewhat confused and de skilled by it all.
Bystander
June 24, 2013
But what about the myth of learning within lessons? I’m entirely with the good Prof Bjork here (many thanks Learning Spy). Learning, proper deep-seated conceptually joined up learning doesn’t happen in an hour. It may take days, maybe weeks for what has been initially encoded in the STM by a process of synaptic strengthening to transfer and be distributed and amalgamated across the LTM and this unconscious process may be going on largely when we are asleep. All of this complexity and we haven’t even touched on the unfathomable mystery of how recollection might work. And yet as observers we insist on reciting back to teachers our ‘evidential’ feedback on what we can definitively state has been learned in their lessons. Now I’m no neuro-fundamentalist here (half an hour with any Raymond Tallis book can stop the greediest reductionist in their tracks) and the sociological perspective is always required in working through WHAT might be learned. But, if the Prof is right, and if something like this neural model is representative then all we can ever do is infer that learning might, at some future point, take place. Here I like Learning Spy’s reference to ‘potentiated’ learning but nonetheless, doesn’t the view that we could somehow ‘nail it’ on the learning and progress judgement start to sound like one of the great delusions of the age?
Tracey
October 30, 2013
Inspectors must not simply aggregate the grades awarded following lesson observations – Our Ofsted inspector definitely did do this and told us so. 17 obs, 10 Good, 6 RI and one Inadequate.
primaryblogger1
December 14, 2013
Reblogged this on Primary Blogging.
Keith
October 21, 2014
I’m not sure I agree. I think it must depend on how you define ‘progress’? I really am unsure of how there is no progress in lessons only learning? Surely if there is learning they have ‘progressed’ in something? I would agree with another comment that progress is likely to be associated with an increase in performance. Although this is not learning, in an individual lesson as the class teacher (not some outside observer) this is what I am looking for as a proxy that learning may (hopefully) take place ‘over time’. But then…what do I know?