This document discusses priorities and strategies for improving student writing skills through feedback and developing a proofreading culture. It outlines three priorities: 1) reviewing written feedback, 2) proofreading culture, and 3) student attention to detail. Several strategies are proposed, including using sentence stems, modeling writing, slow writing techniques, and having students write for real purposes and audiences. The document emphasizes the importance of feedback to help students improve, embedding proofreading lessons, and using a range of methods to help students write more effectively.

1. Your priorities
1. Reviewing written feedback
2. Proof-reading culture
3. Students’ attention to detail

3. 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’?

4. The Learning Loop
observing learning
feedback practice
success modelling
& failure
Teaching
of new repeat
assessment of knowledge
reflection
existing knowledge

5. Triple Impact Marking
1. 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.

6. Marking
challenge

7. Proof-reading culture
• Writing alongside students
• Public critique
• Redrafting

9. Critique
1. Step up / Step Back
2. Hard on the content /
Soft on the person
3. Feedback is Kind,
Specific and Helpful

10. 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

11. 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

12. 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

13. Modelling
writing in
science

14. Using sentence stems
This word is The writer’s
effective intention is…
because…
This might This could
mean… also suggest…

15. Slow Writing
• Write slower; write better
• Double spacing
• Paired writing
• http://www.triptico.co.uk/slowWriting.html

16. Real purposes & audiences
• Psuedocontex vs. authenticity
• Project based learning
• Blogging – posterous.com
• Experts - Skype

17. Learning objective: To be able to improve
the quality of students’ writing
I can give feedback I can use a range of I can use a range of
which encourages strategies to embed strategies to help
students to proof reading in my students write
improve their work lessons more effectively

18. 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?

19. GREIG CITY ACADEMY
LITERACY
WORKSHOP
David Didau
ddidau@gmail.com
learningspy.co.uk
@LearningSpy