Teach to Learn: Issue 1
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Teach to Learn: Issue 1 Document Transcript

  • 1. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.com Volume 1—February 2013 1
  • 2. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comEffective feedback achieving that goal, so don’t forget to use the ones at the back of the studentFeedback is integral to the learning planner.process and is one of the main benefitsthat pupils get from assessment. Actionable Effective feedback is concrete specificWhat is feedback? and useful. It provides actionable information. What specifically shouldBasically, feedback is information about they do next time? Pupils needhow we are doing in our efforts to reach sufficient information so that they knowa goal. With regards to pupils, exactly what to do next time. It is reallycomments on work should identify the important to give pupils time to correctgap between the desired standards and or improve their own work, whether it isthe students achievement - then offer that assessed piece of work or to thinkguidance on how to close the gap in about what they need to do next time.future. It may be more useful to think of Time to reflect is so important.this as providing feed forward becauseit is the next piece of work which can be User-friendlyimproved with effective feedback. Even if feedback is specific and accurate, it is of not much value if pupils cannot understand it or feelWhat are the keys to effective overwhelmed by it. Too much feedbackfeedback? can be counter productive and it is better to focus on one or two ideas thatGoal Referenced would help the pupil to improve theirEffective feedback requires that the performance. In addition to this weperson has a goal so that they can take need to bear a few things in mind. Does the student understand the vocabularyaction to achieve the goal. This is why it that you are using? Can they read youris vital that our pupils know their end of writing?year/course Target Grade or Level. Ourpupils need to know if they are on track Timelyor need to change course. In addition In most cases, the sooner the pupilto this they also need to know what gets the feedback, the better. Thethey are aiming for every lesson and trouble with feedback is that we sometimes give untimely feedback,the criteria to reach that goal in order to days or weeks after the assessment ormake clear progress. Traffic lights can essay. We really need to think of waystell you how close pupils are to to ensure that students get more timely feedback and opportunities to act on that feedback while it is still fresh in their minds. Can you juggle your marking schedule to do this? Or peer assessment is another strategy you could use to manage the marking workload and provide lots of timely feedback. Don’t forget to use those green pens! The learning tool, two stars and a wish could be so helpful here.AfL using traffic lights in student planners 2
  • 3. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comOn-goingPupils don’t just need effective feedback, Key Stage Min no. of teacherbut they need opportunities to put the assessed piecesadvice into practice. Therefore, the more per half termfeedback that they can receive on theirown performance in real time, the better KS3 Core 3their work will be. So we don’t just write Subjectsfeedback down, we give it to the pupilsconstantly throughout a lesson. Mini KS3 Non –core 1white boards are an effective teaching subjectstool to help with on-going feedback. KS4 Full course 3Which is the correct answer and why?Consistent KS4 Short 1To be useful, feedback must be Courseconsistent. Clearly students can only  be diagnostic in natureadjust their work or performance if the  be done using the marking stickerinformation fed back to them is accurate. to give feedbackWe need to moderate work so that weare all clear just what these gradedescriptions or level descriptions mean,so that we are on the same page aboutwhat high quality work isBut there’s not time!Remember that no time to give and usefeedback actually means “no time toimprove learning.” Research indicatesthat less teaching plus more feedback isthe key to achieving greater learning. Example of our marking stickersRemember it’s not just from us thatpupils get feedback, they can get it from  include a pupil comment on how totechnology and peers too. improve the work  be signed and datedSo what do we do at Roding Valley?  adhere to the Whole school approach to literacy markingThe aim of our marking policy is :  be written in green pen if it is peer or self-assessment To establish a consistent whole  provide the student with advice on school approach to the way where they are against learner’s work is marked, so that expectations and with constructive students feel valued and have a ways on how they can improve to clear understanding of how well ensure they make accelerated they are doing. progress. It should also inform students of  as a minimum, say whether the what they need to do to improve student is on , below or above and this will inform teacher target. planning and monitoring.  give two strengths of the piece ofEach Faculty has adapted the marking work.policy so that it best suits their own  be as encouraging and positive asneeds, but there are common features. possible.  also include one improvement thatMarking should: could be used to raise attainment. be regular, up to date and promptly N. Chambers returned 3
  • 4. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comSo how are we actually doing it?Here are some examples of effectivefeedback from various Faculties.TechnologyPupils receive current andtarget grades for FoodTechnology.Areas covered are Research,knowledge andunderstanding, planning,making and practical work &evaluations.Pupils receive feedback onareas covered,improvements are suggestedand they comment on thesegiven suggestions. Pupilsalso assess each otherswork and suggest suitablealternatives to outcomes.P.Goosen Example of self-assessment from the TechnologyExample of teacher assessment from the Technology faculty 4
  • 5. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comEffective feedback in MFLFeedback is done innumerous ways in theLanguages Faculty. Weaim to mark books every 3to 4 weeks. We don’tnecessarily mark work thatis copied from the board orquick reading and listening Pupils in MFL reflect on their work to identify improvementsexercises that the pupilshave marked for themselves, instead targets immediately when they openwe mark language that the pupils have their exercise books, so that they don’tcreated for themselves, giving the have to search through them to see what they need to do to improve. Even if pupils have done an exercise that can be self or peer corrected we encourage pupils to reflect on their performance on that activity. However, it’s all very well giving pupils advice on how to improve their work, but pupils need to actually act on it. Here is an example of how a pupil has Example of effective feedback in MFL added in something extra based on using RVHS marking sticker advice on how to improve the piece of work. This does mean giving pupils thepupils feedback on the RVHS marking opportunity to reflect on their work andsticker. do something constructive with yourPupils also have a target sheet stuck in comments. This could be either done inthe front of their exercise books on to class or at home.which they transfer their ‘to improve Ineed to’ comments in a more succinctway. This enables them to see their Example of pupil in MFL reflecting on their Example of personalised targets in MFL which feedback and making changes students should focus on 5
  • 6. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comIt’s not just the teacher that can help apupil to improve work. Pupilsthemselves can be a critical friend andare quite astute in the comments thatthey make. Two stars and a wish is agreat tool for getting pupils to peerassess each other.An example of peer assessment in MFLOne of the big improvements we have their mistakes and hopefully learn frommade in recent years to our marking in them. After all what’s the point of usMFL, is done by using the simple putting all that effort in if they don’t dohighlighter pen. If we have taught a anything with your marking. Thispupil something, language or a practice is a great way of getting togrammatical rule and they are still learn form their own mistakes andmaking a mistake when applying this, reinforce their learning. It does,we highlight a pupil’s work, put a code however, mean giving time to this inin the margin and when they receive lessons, even though we may betheir books back they have to correct pressed for time, but it does pay dividends. N. Chambers Example of students in MFL self-correcting their work based on teacher assessment. 6
  • 7. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comArtExamples of marking can even be foundin the corridors at RVHS. An example of effective feedback used in the Art department. Close-up showing how the Art department use the Roding Valley marking stickers 7
  • 8. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comBusiness StudiesI have been using Edmodo as a means to manage homework since September with myyear 10 Business Studies class. The following slides show how I provide feedback in aneffective way. O.Hussain Images show Edmodo being used in Business Studies to provide effective feedback 8
  • 9. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comMathsDiagnostic Marking (gapsanalysis) in the MathematicsfacultyTo complement our currentmarking the Mathematicsfaculty have been usingdiagnostic sheets to providedetailed feedback to student inKey Stage 4 followingassessment. They areparticularly useful following apractice/ mock paper.These diagnostic sheetsprovide a gap analysis for thestudents to help them focustheir revision. On thediagnostic sheet every Example of a self assessment sheet identifying topicsquestion answered is colouredeither red or green. The students did well on and topics they need to focus onstudents and teacher thenfocus on the questions coloured red which indicate that the student struggled with context and understanding. It identifies the topics and style of question on which that they did not achieve full marks. It is then a valuable tool for teachers to aid planning, intervention and support. The diagnostic sheets also provided for differentiation against target grades as the Mathematics papers are generally written to move through the grade boundaries increasing in complexity. In a middle ability class which had sat a higher paper we would focus on the questions up to B Diagnostic sheets are used in Maths to provide students with an enhanced level of feedback grade. For the top set we use the full range and try to 9
  • 10. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comextend knowledge to a level stylequestions to deliver the complexity ofknowledge.S. Jenner Teacher then prepares diagnostic sheet from the responses the students made in the assessment. Green means that the student understood context of question and made a correct response with standing simple clerical errors, red would indicate that the student struggled with context and understanding. 10
  • 11. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.comVideo Feedback in English it allows you to select an area you wish to record using a resizable box.In English we are exploring digitalfeedback using Edmodo.com: uploading Once you have spoken over themarked assignments, uploading audio document you can save the video andfeedback and uploading video upload it as a private video onfeedback. After downloading a pupil’s YouTube.work from Edmodo, that they havepreviously posted, we use a website You can then share the link with thecalled screencast-o-matic.com. With pupil on Edmodo and the videothis site you can record whateverappears on your screen whilstsimultaneously creating a voice-over.Screencast-o-matic is used to provide video An Example of feedback left for a studentfeedback in English published as a private video to YouTube.The website is free and it works overanything that would normally appear on feedback is complete.your screen. Once you choose to record Benefits of video feedback are as follows: · The depth and detail is greater than an annotated piece of work. · As everything is online it is all organised and easily accessible. · It is less time consuming than it would be to give this level of help through annotation.Section of screen selected for recording usingscreencast-o-matic 11
  • 12. Follow us @rvhstl and sign up for e-mail updates at www.rvhstl.wordpress.com · Pupils interact and respond better with the personal video format as opposed to a piece of annotated work. · If a pupil has any questions they can reply directly to your post on Edmodo.Negatives of video feedback are as follows: · It can be time consuming if you are new to the technology. · It is difficult if a pupil does not have access to the internet at home. · You cannot have pupils looking at their feedback in class unless you have access to an internet enabled device. C.BentleySo this is how WE do it at Roding Valley High School. 12