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Teaching Inset

Teaching Inset

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  • 1. ‘’ ‘ Developing a Culture of Critique’
  • 2. ‘80% of feedback comes from peers- and most of this feedback information is incorrect’ ‘ The criteria for evaluating any learning achievement must be made transparent to the students’ ‘Students must be taught the habits and skills of collaboration in peer assessment’ ‘ Provide feedback that moves learning forwards’ ‘ Feedback comes into its own when students ‘do not know how to tackle the work’, ‘do not know how to monitor their own learning’ or ‘do not know where to go next’. ‘ Feedback works at 4 levels…. Task, Process, Self Regulation and Self’
  • 3. Task • How well has the task been performed ; is it correct or incorrect? Process • What are the strategies needed to perform the task well? Are there alternative strategies that could be used?
  • 4. 1.The ‘Ron Berger Way’ 2.Why use Critique? 3.Classroom Rules for Critique. 4.Multiple Drafting 5.Craft of Critique 6.Simple suggestions 7.Action
  • 5. 1. Draw a butterfly, improve it and then make it better. 2. Draw a butterfly and then receive peer feedback on the task. Improve it twice over. 3. Draw a butterfly and then receive peer feedback from a partner with the success criteria 4. Have a look at the success criteria and draw a butterfly, have your partner give you feedback Austin’s Butterfly
  • 6. Improves Pupil Work Pupil’s Act on Feedback Multiple Drafting Culture of Critique Improves focus Models Excellent Work Powerful
  • 7. Success criteria obvious Close the gap on Learning Critique Modelling Excellent Work Draft Completed
  • 8. KIND SPECIFIC HELPFUL ‘Hard on content, soft of People’
  • 9. Kind Specific and Helpful • Kind comments are constructive and non personal. They motivate and identify strong elements in the work. The critique environment must feel safe. Pupils cannot use sarcasm and hurtful comments (WWW). We critique the work and not the person. • Specific comments identify which elements of the draft require additional support. This can only be accurately be completed if the success criteria is modelled early in the learning process. Terminology is carefully selected to encourage learner’s to improve their draft. • Helpful comments must be focussed on moving the work forwards, not for the critic to be heard. Echoing the thoughts of others and identifying insignificant factors about the work wastes time
  • 10. ‘It is crucial to focus on vocabulary building in the critique process…. If we picture our critique as surgically dissecting a piece of work to improve it, our vocabulary is our kit of surgical tools. If we only use words like its good, or its bad, we are trying to do surgery with a meat clever’. If we want to dissect the work carefully and put it back together well, we need a kit of precise tools. I teach the vocabulary of each discipline, and when we have guest critiques from outside experts, we make a list of all of the new vocabulary tools we are given’
  • 11. • Train our learners how to do this effectively using the success criteria • Reward excellent peer feedback/feed forward • Plan for time in lessons or a full lesson dedicated to feeding forwards. • Reward pupils that use key terminology to move work forwards • Ban un helpful vocabulary such as good, bad and well done • Ensure pupils can articulate and interpret feedback
  • 12. Meat Clever Bread Knife Scalpel Good Be more careful with your presentation Bad Improve your style Try to turn two or three of your short sentences into one sentence by using connectives Like it Expand your ideas Your section on healthy living emphasised the importance of diet. You must also include sections on exercise and drugs. It’s ok Answer the question The exercise asked you to evaluate the impact of bullying on Piggy. You simply described the bulling. You have to evaluate the impact on Piggy. Bad English Remember your grammar You must use a capital letter for the names of people and places. EG the name John and city London. Messy Organise your work Your project has mentioned your main themes- segregation in work, schools, restaurants and transport. Organise the writing into four sections with a chapter heading for each section. More time Get your ideas sorted first Look at the concept map on the classroom wall and use the same idea to plot your ideas visually before you start. Use the big branches to represent the main headings and the small branches as the paragraphs for each heading. Underline your headings and leave a line space between each section in your writing
  • 13. • Trains learner’s on how to feedback/feed-forward • Predominantly teacher led with some learner interaction. Focus on particular areas. • Technology such as Lan-school and Visualizer's make this process more accessible • Opportunities to teach the key vocabulary and concepts • Models good work in the detailed process of making the work stronger • Can focus on task, process or literacy effectively
  • 14. 1. Tailored to the individual and personal 2. The learner is more likely to interpret the Feedback and act on the feed-forward comments 3. Can take place as a whole class quickly, small groups but most effective on a one to one basis. Try to use tutorials every half term. 4. Comments are specific 5. Can often lead to a learning conversation
  • 15. • Post it Pedagogy: Multifunctional and Effective • Must contain Feedback and Feed-forward comments • Teacher to only give detailed and specific feedback at pre planned intervals in the learning cycle. • Model outstanding feedback and feed forward comments from pupils • Must reflect on a model of best practice • Should take pressure and time away from teacher’s. • Utilize signatures and target stickers to identify when a pupil ‘closes the gap’ on learning. • Departmental policy must ensure continuity. • Rolling homework projects • NO SUMMATIVE GRADE!
  • 16. Gallery Critique
  • 17. Easy to organise and all pupils receive feedback It can be designed to focus purely on one aspect of the work Pupils receive multiple comments from a variety of sources Generates ideas and creativity Gallery Critique Students select excellent work to prompt discussions Sets the standard and tone of the class Pupils can ‘borrow’ ideas from excellent work Must focus initially on feedback comments
  • 18. Tigers Eye Performance: Sports Psychology Consultancy Public/Guest Critique
  • 19. Public/Guest Critique
  • 20. 1. DIRT time: Plan for feedback for a full lesson to drive content deeper. Consider starting your lessons moving targets forwards. Give critique time! 2. Use the term ‘draft’ in your lessons to develop a culture of critique. 3. Establish classroom rules: Possible a feedback wall? 4. Critique the Critique 5. Offer incentives for outstanding critique 6. Consider your classroom layout to aid critique 7. Have a list of banned terminology 8. Introduce each lesson with an excellent piece of work to be modelled! This is more effective than extensive learning objectives. 9. Read ‘An Ethic of Excellence’ by Ron Berger. http://westylish.blogspot.co.uk/2013/09/closing-gap-developing-efficient.html?m=1 www.effectivemarking.co.uk http://mjbromleyblog.wordpress.com/2013/08/29/the-20-feedback/
  • 21. In 1998, Ruth Butler conducted a controlled study in which she gave feedback to students in three groups of a similar age and ability. She gave each group a different kind of feedback: she gave the first group feedback in the form of marks or grades; she gave the second group comment-only feedback; and she gave the third group marks or grades alongside comments. It’s worth noting that the third method is the most common form of feedback given by teachers in England today. Butler’s study found that progress (in the form of improved exam results) was greater for students in the comment-only group, with the other two groups showing no real progress at all. Even when the comments that accompanied grades were positive, discussions with students showed they thought the teacher was just ‘being kind’ and that the grade was the real indicator of the quality of their work not the comment. Marking or grading every piece of students’ work can also cause students to become complacent or demoralised: students who continually receive grades of, say, a B or higher can become complacent whereas students who continually recieve grades of, say, a C or lower can become demoralised.
  • 22. Marks or grades lead students to compare themselves with other students and to focus on their image and status rather than be encouraged to think about their work and how they can improve it. Grades also focus students’ attentions on their ability rather than on the importance of effort, damaging their self-esteem. Grades do not take into account how well students have progressed against the learning objectives, nor do they show the progress students have made as compared to their own past performance. By contrast, a number of studies have shown that, when feedback is given in the form of comments only (with marks or grades reserved for the end of a unit or module) students’ levels of motivation and attainment go up. Comments which focus on how students can improve encourage students to believe that they can improve. And surely this is the kind of classroom culture we should be trying to create: a culture of success in which every student can make achievements by building on their previous performance, rather than by being compared with others. We can promote such a culture by informing students about their strengths and weaknesses and by giving feedback about what their next steps should be