Literacy workshop

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Written feedback, proofreading and effective writing

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Literacy workshop

  1. 1. Your priorities1. Reviewing written feedback2. Proof-reading culture3. Students’ attention to detail
  2. 2. Reviewing written feedback• Importance of feedback• What do you currently do?• To grade or not to grade?• Is praise important?• How can we make sure feedback is ‘received’?
  3. 3. The Learning Loop observing learning feedback practice success modelling & failure Teaching of new repeat assessment of knowledge reflectionexisting knowledge
  4. 4. Triple Impact Marking1. Student: reflects on what went well (www) and what might have made their work even better (ebi)2. Teacher: asks questions: How could you…? What might…? Do you think…?3. Student: Answers the question and explains how they will improve next time.
  5. 5. Markingchallenge
  6. 6. Proof-reading culture• Writing alongside students• Public critique• Redrafting
  7. 7. Critique1. Step up / Step Back2. Hard on the content / Soft on the person3. Feedback is Kind, Specific and Helpful
  8. 8. Proofreading • Students need to do the proof reading • Don’t correct their errors • Don’t accept work which isn’t proof read • Time to redraft
  9. 9. Getting students writing• teaching sequence for writing• using sentence stems in oral work to support students writing• how Slow Writing can improve students attention to detail• writing for real purposes & audiences
  10. 10. Teaching sequence for writing Show them examples of Oral rehearsal – the genre or text type thought stems Teacher support – Modelling – think scaffolding, Slow Writing etc. aloud • teacher talk Independent writing – • supported pupil talk and you write too! • independent pupil talk
  11. 11. Modellingwriting in science
  12. 12. Using sentence stemsThis word is The writer’s effective intention is… because… This might This could mean… also suggest…
  13. 13. Slow Writing• Write slower; write better• Double spacing• Paired writing• http://www.triptico.co.uk/slowWriting.html
  14. 14. Real purposes & audiences• Psuedocontex vs. authenticity• Project based learning• Blogging – posterous.com• Experts - Skype
  15. 15. Learning objective: To be able to improve the quality of students’ writingI can give feedback I can use a range of I can use a range ofwhich encourages strategies to embed strategies to helpstudents to proof reading in my students writeimprove their work lessons more effectively
  16. 16. META COGNITIVE WRAPPER UNWRAPPED• How important is ‘literacy’ to your subject area? Has your view changed?• What do you now know about the teaching of literacy?• How will you use what you’ve learned to help your students?• How motivated do you feel about tomorrow?
  17. 17. GREIG CITY ACADEMY LITERACY WORKSHOP David Didau ddidau@gmail.com learningspy.co.uk @LearningSpy

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