Prompted by a round of ChatPhysics on Twitter recently, I thought this could be an opportunity to write about ways that we maximise progress at our school, and some methods I want to try from some other Twitter Physicists.
Feedback
This links to another post I’ve written, relating to the college-wide project I’m running introducing regular ‘learning conversations’ for all pupils in all subjects. Subjects are free to do their feedback how they like, but the conversations we have with our pupils are vital for helping them set individual targets to work on independently.
Recording mock scores by question also helps us to identify easily where the common problems are within the class, but also across the year group. As a result it’s far easier to address these problems in the lesson where we address feedback, before setting targets.
Following this, students will work through practice questions that relate to topics in the mock, particularly focusing on struggle topics.
Support for struggling students
The independent target work students set for themselves are generally quite large. The independent study menu students have (again see earlier post) also helps students to identify work they can do independently, and it is checked each week/fortnight depending on the class.
Holding optional drop in sessions (me and another teacher are available every Monday) for students to ask quick questions has helped. We also communicate with parents if students are struggling to maintain the workload / complete the work set.
Explicit scaffolding (e.g. ‘steps to a perfect calculation’) helps, as does metacognitive dialogue with and among students about the process of answering questions, usually done through modelling answers using a visualiser. Explicit practice planning answers collaboratively is good too!
Challenging higher attainers
Firstly, solving ‘problems’ in the real world using physics, rather than just answering harder questions, helps. This helps students to maintain their interest and be challenged, rather than just answering loads of questions. (Having said that, they do also answer loads of challenging questions).
We also put time aside in our teaching schedule so that all Y13 students have a chance to attempt the British Physics Olympiad. Spending one lesson looking at problems collaboratively to ‘get the feel for it’ means they’re not too shocked. We then spend a lesson doing the first round. Some students go onto later rounds but most don’t, and still seem to have enjoyed themselves!
Things I want to try
I’m not very good at making the most of challenging resources like Isaac Physics or PAT tests etc, so using more of these will help to challenge students further. I also need to make better use of the literature out there (including extra reading, podcasts etc). I do this a bit for Sociology, so ought to for Physics too.
I also need to make better use of lower stakes retrieval practice in lessons, for example as starter activities, as well as making better use of older specification exam papers to introduce more goal-free problems (rather than quick odd questions off the top of my head).
Having a short ‘maths course’ for those not taking A level maths would be helpful. We don’t have many non-mathematicians but they do tend to struggle a bit more, so finding a booklet or something to work through would be beneficial.
Call me a nerd if you want, but I love my job.
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