Thanks so much for sharing!

Over a six month period we stopped reporting achievement and only reported Effect Size. For the first time many students considered low ability sat near or at the top of ‘the list’ which was based on growth rather than achievement. Did this annoy the higher achievers? You bet it did. Did they work harder? My word. By 2014 students and parents only spoke of growth. So many parents reported that their child suddenly enjoyed maths and believed they were good at it.

I must stress that this was only part of the strategy. I employed a high level of consistency in the structure of the lesson and used carefully constructed learning intentions and success criteria to manage the pace and narrative of the lesson. More importantly I let every child know that I believed in them and I would never give up on them.

Thanks so much Gail! Glad you enjoyed it.