The document discusses focused marking, which involves:
- The teacher challenging students to improve or correct their work based on feedback, and giving students time to do so.
- Marking focusing on one set of student books to provide detailed feedback.
- Feedback including questions referring to lesson objectives to move learning forward.
- Students taking more responsibility for their learning by responding to feedback in subsequent lessons.
This slide show is an instructional tool for teachers implementing literacy stations in the classroom. It can be adapted to include specifics about your rules and expectations for stations!
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
This slide show is an instructional tool for teachers implementing literacy stations in the classroom. It can be adapted to include specifics about your rules and expectations for stations!
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
In this session, teacher David Fawcett explains that we shouldn't just be 'doing' growth mindset. It's not enough to have an assembly and display a poster on the wall. If we really want to develop a culture for Growth Mindset we need to make changes in our classroom.
Question Level Analysis and Pupil Progress Review Meetingsdavidfawcett27
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David Fawcett - Why Can't Students Remember? - Pedagoo London 2014davidfawcett27
My presentation from Pedagoo London 2014 looking at why students forget what we've taught them and how we can use cognitive science principles to counteract this.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Maximising Marking
1. Ofsted says…
The most effective marking often
challenges the pupil to go back to the
work and rewrite a section to improve it
in a specific way or to correct errors.
The pupil is given time to do this and
the teacher can check that they have
done so successfully.
2. • Discuss as a table
the picture source of
Henry VIII
• What does this
portrait tell you
about Henry?
• What impression
does this portrait
give you?
• Is this an
ACCURATE portrait?
ACCURATE- shows people
(or things) as they are
Source 1
4. Focused marking
• Spend one PPA marking one set of books.
• Have a bank of questions that you can use.
• Refer it to the lesson objective or enquiry
question.
• Pupils take more responsibility for their own
learning.
• Actively involves pupils who respond in the
following lesson.
5. Purple Pen of Progress
Read my comments and respond to
my questions. Correct any spelling
mistakes or capital letters.
Share your ideas as a table.
7. Look at your responses and annotations –
give yourself 2 stars and a wish.
Annotations
• EXP – Explanation
• ID – Identification
• BS – Both Sides
• EV – Evidence
• JUD/CON –
Judgement/Conclusion
• CONN – Connectives
• DES – Describe
• DEV – Developed
*I have explained one
side of the argument.
*I have used some
evidence to support my
points.
Target – I need to
explain my ideas further.
Using connectives would
help with this.
8. KS4
It shows pupils how well they are
doing, asks them questions to move
their learning forward and sets new
targets for them.
9. Focused marking
• This type of feedback shift towards the
increasingly proactive participation of the
pupil, and the increasingly supportive rather
than directive role of the teacher.
• Given pupils time to read the feedback and act
on it.
