Feedback and marking (3) (1)

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  • This is historically when we’ve done it – ie targets at the end of the unit.
  • This is what we want to move to – targets half way through.
  • Feedback and marking (3) (1)

    1. 1. FEEDBACK ANDMARKINGStaff Meeting – 11/10/2012
    2. 2. Our Principles for ProfessionalLearning Teachers as Learners Focus on the things that make most difference Value and respect individuals
    3. 3. Key Questions to ask of our F andM When? How? What impact?
    4. 4. Putting Marking and Feedback intoContext Do they understand how to do it well? How wellWhat are did they What What are they doing? now? they do?learning? Have we shown them how?
    5. 5. When should we aim to give our best feedback? Feedback / Feedback / Feedback / Feedback / Targets Targets Targets TargetsTopic 1 Topic 2 Topic 3 Topic 4
    6. 6. A better model? Formative SummativeWeek 1 Week 2 Week 3 Week 4 Week 5 Week 6 Time to act on the feedback here and show progress Acknowledgement marking
    7. 7. How? Importance of focus – mark to learning intention / success criteria WWW / EBI Marking with Questions Prompt Marking Mark in class – verbal feedback stamps? IT
    8. 8. What if your LI is ‘to understand’? Understand how to factorise quadratic equations. Understand the process of photosynthesis Understand the German words for the days of the week
    9. 9. Impact?OFSTED questions to students - Show me a piece of work that you are proud of... - Now show me a piece of marking that you’ve found helpful - Now show me what you did with that marking
    10. 10. Structuring Impact Medals and Missions - give students opportunities to engage with feedback immediately
    11. 11. Structuring Impact Medals and Missions - give students opportunities to engage with feedback immediately Give tasks that require students to engage with feedback immediately Don’t be afraid to dwell and find depth – particularly at KS3 Marking should help with lesson planning
    12. 12. Structuring Impact - Maths
    13. 13. Structuring Impact - Maths
    14. 14. Structuring Impact - Maths
    15. 15. Structuring impact Have a plan – themed? Know where the resources are, and structure student engagement with them Look for alternatives to teacher explanation – breed independence and accountability for students
    16. 16. Key questions to ask about our F andM When? How? What impact?

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