Hana Malik – Curriculum Leader for English
Twitter – @MsHanaMalik
It is that time of year again, where you feel sandwiched between fear and hope: Year 11 students will do as amazingly as you know they can, or, some Year 11 students might not get there.
What we as teachers in the classroom, especially in this last push before final exams, undertake with learners will impact final outcomes. Fact. So how should one decide what to do with those precious remaining lessons?
DTT, Diagnosis Therapy Testing, is not new (is anything in education?) and we all do it, with all groups throughout the academic year. But are there ways to maximise this process to ensure Year 11 students have the best possible chance to achieve highly?
What is DTT?
Diagnosis: Finding out what the student needs.
There are countless ways to garner this information; for Year 11s, and arguably all year groups, the more specific you can be the better. As a teacher, be clear on what it is you wish to know, whether it be the extent to which content has been learnt or how successful students are in applying a skill. Thereafter, you can decide on how to record and track that data.
One way we have tracked Year 11 mock data is through personalised learning checklists – PLCs. This straightforward and effective colour-coded system of logging marks allows you to see where the areas of strength are within a class. You can then deploy ‘experts’ as you wish. It also, vitally, allows teachers to gauge areas of weakness; teachers and students can see the content and/or skill which needs to be revisited, and even the extent to which it needs to be revisited – Is there a trend? How many students under-performed in this area?
Example of GCSE Literature mock PLC
Therapy: After identifying areas which need to be ‘treated’, teachers can devise lessons and revision sequences which will secure marginal gains.
This is vital in ensuring DTT is effective. As part of Year 11 therapy, I believe it is important to create and encourage a culture of sharing. What’s working well with specific students? Might it work with other learners? Creating a ‘Best Practice’ folder is one way to do this, carving time into meetings to share practice is another.
Ultimately, teachers having the resources and skills to close gaps is what makes DTT effective. That is to say, this is the bit that means the most and probably takes the most time. But, as every exam class teacher can tell you, it is always worth it.
Examples of therapy, securing marginal gains
Testing: Has it worked?
The only way to know if students have closed that gap you spent time ‘treating’ is by testing, and the test that ought to be sat really depends on what students have gone over.
In Year 11, mocks seem to be the most popular choice. However, there are other options. Quizzes, short and swift, can often highlight how well students know content. Flipped learning is also an enjoyable way to test whether students can transform learning.
More often than not, therapy will prove effective the first time around. And, if it hasn’t, all we can do is try again.