I take a formal ascertainment next week and its got me thinking …

The twelvemonth before concluding, our focus was on ensuring that equally teachers the learning that had taken place (progress!!) was obvious, and explicit, using "Must, Should, Could". I know some people regarded this whole "measuring progress" as the latest fad, but I approached it with an open mind. There was initially some confusion as to how this could exist achieved in a maths classroom (yep! I AM from the school of thought that thinks maths pedagogy is different to other subjects, and sometimes struggle to see how many of the strategies shown/discussed at generic INSET sessions can exist applied in my classroom, merely I don't apologise for that). During my training it was suggested that we use "All, About, Some", but for me this implied that if a educatee had done the work or grasped the "all" concept they could kick back and do zip.

Knowing that the schools policy was based on "Must, should, could", yous would take thought that using it would have been easy. This wasn't the instance and its still something I have to recollect about when information technology comes to planning my lessons. I know that other schools and teachers use a similar concept, in a slightly unlike gild: "Must, could, should", on the footing that "must" is the minimum that should be achieved, "could" is working at higher than expected and "should" is overachieving. When I visualised this learning within a lesson on a continuum, to know that a student would only be one third of the way along it, yet this could be seen as acceptable, felt like I was declining in providing them with a sense of achievement. I desire my classes to feel that they accept Actually learnt something in the hr I have them.

Teaching is such a personal thing – we bring to our classes, a set of beliefs and values that makes each teachers' manner unique. So my estimation, in very simple language (I am a simple kind of gal) goes like this: each of the "must, should and could"south are finer three separate learning points inside the lesson, and within these there are various levels that the students tin achieve. So every student should feel that sense of achievement I'm looking for, merely to varying degrees.

Anyhow, the point is I am going to try some unlike ways of introducing my lesson objectives at the commencement of a lesson … I hope to get the students to rate them too … this could be fun!!