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Effective feedback and staff well-being twilight

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Effective feedback and staff well-being twilight

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Effective feedback and staff well-being twilight

  1. 1. RVHS Twilight We will cover two topics in this twilight: 1. Staff wellbeing 2. Effective feedback Please sit on a table which does not contain a member of your faculty!
  2. 2. Staff Wellbeing 2017-18
  3. 3. Survey Results Areas for improvement which can be addressed: • Communications • Admin • Data • Workload / marking /prep • Number of non-contacts • Staff room not used positively enough • Lack of breaks • Amount of additional weekly hours • Meetings • External changes
  4. 4. Staff skills It would be nice to have a small wellbeing team so if anyone has particular skills or talents that they think would benefit colleagues please email me - eg counselling / financial expertise / Reiki / Art clubs / Staff choir / Book club / Staff forum / Classroom management / Quick family meal ideas!! etc etc - it would be great to have a mixture of teaching and non-teaching staff involved…. If you don’t feel that you have the time but have ideas please put them in the staff suggestions box in the staffroom….
  5. 5. 1. Early finish / Late start Open Evening / School Closure 24/11/17 2. Suggestion box in the staff room / TEACHERS Time-Savers file G.DRIVE shared 3. Take some responsibility for our own well-being - without feeling guilty! 4. Ensure sure that in all the time spent marking, that the feedback is useful 5. Ask for CPD and training that is relevant and useful to you 6. Use school policies designed to support us 7. Keep our aspirations and expectations high 8. Leaders to include wellbeing in meeting agendas - share ideas and feedback 9. Remember that this IS STILL a respected, vocational career!
  6. 6. Staff governors - Chrys Perera / David Tisdale Union representatives - Chrys Perera NASUWT / Shari Wilson NUT/ATL Social Club - Chrys Perera et al
  7. 7. Moving Forwards ….We need to make suggestions and put things in place to help support our wellbeing - however, this needs to be a collective and sustained effort, also to not feel as if it’s another chore! Please use opportunities offered to voice your ideas. Your participation in whatever form it takes is much appreciated.
  8. 8. Feedback, marking and progress Q. What are our expectations for feedback and marking? Some of our expectations on feedback:- • Be predominately encouraging and constructive • Challenge the students to think for themselves • Create opportunities for student dialogue Some of our expectations on marking:- • Marking should be diagnostic in nature and provide opportunities for the student to understand the process required to improve • Must be regular, kept up-to-date, and promptly returned to students • Marking can be carried out in the forms of: teacher marking, teacher oral feedback, self marking and peer marking. Peer and self marking should be written in green pen
  9. 9. Marking for literacy
  10. 10. KS3
  11. 11. KS4
  12. 12. Effective Feedback Why is feedback important? Who is it important to? Why? What will they do with it?
  13. 13. Giving students feedback in the classroom during the learning process has been proven to increase learning and improve student outcomes. When given correctly, feedback guides the student in their learning process and gives them the direction they need to reach the target or goal of the lesson. Feedback sends a message to the student that you care about the learning taking place. It also allows the student to become more engaged and involved in the classroom.
  14. 14. But how do we achieve this? • Timing. Our timing has to be spot on! There is no point in giving feedback for a piece of work that the student has forgotten about because they did it weeks ago! Students need to receive the feedback so there is still time for them to use it towards the target goal
  15. 15. • Feedback should correct major issues and misconceptions. • Feedback should provide students a guide on where to go next and what to focus on. • Teachers must realise that 100% mastery of the subject matter is not realistic for most. • It is critical that students are not overwhelmed by feedback that tries to correct everything so prioritisation by the teacher is important. • Examples - select two or three points in a paper to comment on and be sure to comment on strengths as well as weaknesses
  16. 16. Think about this! • How much time do we spend on the planning and delivery of a ‘good’ starter? • How much time do we spend on the plenary? • Can we rank them in order of importance? • Which one is more important for you?
  17. 17. Closing the Gap • We all use it! • How effective is it? • We do it for assessments but why cant we close a gap in every lesson? • Most of the time, it is because we do not give ourselves enough time to close a gap in the lesson. • Maybe a 10 minute plenary is not enough!!
  18. 18. Ask yourself this • When students are feeding back what their partner has done, are you happy with the response? • If you're not happy, why would the student whose work has been marked be happy? • What do we do with the EBI? • Work on it in another lesson? That might be too late!
  19. 19. For example • WWW: Quite good, good understanding • EBI: Need to write more • WHERE DO I GO WITH THIS???
  20. 20. Effective feedback • There has to be a clear success criteria. If you use an exam marking criteria, it might be too wordy! Break it down so that the student understands what it is asking them to do. • Model a good and bad response. • Demand silence during marking because it requires concentration. • Interrogate the assessor. Ask them to give their partner an example of a piece of work that they need to work on. • Train the students to feedback around the marking criteria. • Plan your lesson so that there is enough time for the students to effectively feedback to one another. Reflect on what they need to do to make it better and then allow them to rectify or improve their work. Then get them to share their work with the class so that they feel as though they have reflected, learned from, and closed the gap in their knowledge.
  21. 21. What not to do! Feedback on language analysis • WWW: good understanding and lots of quotes. • EBI: Use more descriptive words and make it longer.
  22. 22. What to do AO2 Selecting words and phrases and explaining their effects • WWW: Your AO1 is strong. You have understood the character and why the audience are not supposed to like him. You have also selected appropriate quotes to support your answer. • EBI: Your AO2 is not as secure. Although you have selected words and phrases, you have not identified the technique or explained the effect it is supposed to have on the audience. • Look at the verb ‘scanned’ and explain why the writer chose that word.
  23. 23. End of topic CTG • Students complete topic • Complete end of topic test • Test is marked • CTG completed
  24. 24. Topic covered by individual questions on test Improve ment tasks for each topic Students tick what topics they need to improve on and answer the improveme nt tasks in green pen in their book CTG completed
  25. 25. 6 mark CTG
  26. 26. Success criteria Planning area Answer for task Feedback
  27. 27. Personalised learning
  28. 28. Choose your own learning journey for this lesson Level 4 What is your target grade? Level 5 Level 6 Complete section 1 of booklet Complete section 2 of booklet Complete section 3 of booklet When you’ve finished, find a friend who has finished too and compare questions SAFETY NET • Friends • Exercise books • Revision pages at side of room
  29. 29. Choose your own learning journey for this lesson Qs 1-4 Which questions did you find the most difficult? Qs 5-8 Qs 9-11 Complete section 1 of booklet Complete section 2 of booklet Complete section 3 of booklet When you’ve finished, find a friend who has finished too and complete SAFETY NET • Friends • Exercise books • Revision pages at side of room
  30. 30. Marking rubrics/grids
  31. 31. • Marking tool (peer/Self) • Exam confidence and focus • Independence • Time/workload
  32. 32. AS/A level marking One way of doing it
  33. 33. Stage One Set the essay Secretly write a model answer
  34. 34. Stage Two Mark the essays thoroughly on a separate sheet but don’t return it yet but do give them their essays back Give them the model answer and get them to highlight what they did not include and what they did include
  35. 35. Stage Three Now let them use the mark scheme to mark each others work. You could do this twice at first. Tell them not to be harsh or lenient. Now ask them what they think they got as a grade
  36. 36. Stage Four Tell them what they actually got by giving them back the separate mark sheet you spent ages doing Tell them that this always happens at first. It isn’t easy but you can do it if you are prepared to work
  37. 37. Repeat the process with less and less Next time you could give them a mark scheme without such exhaustive feedback (with or without a model answer) and hopefully they will improve. In other words, gradually remove the support each time depending on what you feel is best. They should get better and better.
  38. 38. Personalised Learning Checklists (PLCs) Myunderstandingon___/___/___ Myunderstandingon___/___/___ Myunderstandingon___/___/___ -P2.1 Physical quantities Know that physical quantities have a numerical value and a unit Make estimates of physical quantities listed in this specification. -P2.4 Scalars and vectors Give examples of scalar and vector quantities Perform calculations using vector addition and subtraction Perform calculations using a vector triangle to determine the resultant of any two coplanar vectors Perform calculations involving resolving a vector into two perpendicular components; Fx = F cosθ ; Fy = F sinθ 1. PLC for individual units/ topics printed 2. Students identify areas they need to work on in a unit on a specific date. They will RAG knowledge with green being secure, yellow being requires improvement and red equalling poor or a concern. 3. Students reassess knowledge after an assessment. 3. Teachers provide direction/ feedback for students based on PLC and assessment, so students know how and where to focus their effort to improve. 4. Students reassess knowledge after completing directed actions.

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