Student response to feedback
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This document discusses strategies for getting students to successfully respond to feedback in order to close the gap between their current performance and expectations. It recommends that feedback should cause thinking in students and reduce the gap between where they are and where they need to be. Several strategies are presented to encourage deeper student engagement with feedback, such as using burning questions, critique, redrafting with keys, and having students speak to peers. Challenges like ensuring strategies are used frequently and monitoring their use are also discussed. The document advocates adapting strategies as needed and continuing to share successful practices.
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A to a Rich Charlesworth
This document discusses strategies to help students develop deeper thinking skills needed to achieve high grades. It describes activities like using functional English to discuss concepts, playing "odd one out" games to evaluate ideas, and connecting concepts with hexagon tiles. The goal is to encourage evaluation, discussion, and making connections between ideas. Extended writing can be improved by using sentence starters to further develop ideas. These activities aim to cultivate higher-order thinking in students.
Teaching students to write effective revision notes
The document discusses teaching students effective strategies for memorization and revision. It provides tips for writing revision notes that are concise and use techniques like symbols, diagrams, pictures and mnemonics to aid memorization. The document emphasizes minimizing words, chunking information, and having a logical organization to notes. It also discusses teaching students how to effectively use revision notes with strategies like reading, covering up, recalling and repeating information over multiple study sessions. The overall goal is to help students commit information to long-term memory using research-backed memorization techniques.
Revision and terminal assessments
This document provides information about revision and assessments for science classes. It includes tips for homelearning and communicating with parents, a sample timetable for homelearning assignments, and a range of revision resources and strategies for students. Suggestions for reflection include using question level analysis to identify weaknesses and setting goals for improvement.
Making it stick
This document discusses cognitive psychologist Robert Bjork's research on how testing and interleaving can improve long-term memory retention compared to repeated studying. It explains that testing information requires retrieving it from memory, which strengthens the memory representation and makes it more easily recalled in the future. The document then provides examples of different study patterns and argues that interleaving topics with tests leads to the best test results. Finally, it lists different types of low-risk, frequent testing methods that can be used in the classroom to improve student learning through retrieval practice.
Maximising Marking
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.
Consistency : Marking as part of a holistic approach
The document discusses focusing lesson objectives and marking on a single skill. Having a specific focus allows students to better understand how to progress and makes marking quicker. It emphasizes that clear and concise marking along with focusing on one skill at a time makes it easier for students to understand expectations and feel less daunted by the tasks. Reinforcing objectives verbally and with repetition reduces student confusion over what is expected of them.
Time management and organisation of purposeful marking
This document outlines strategies for effectively managing the workload of marking student assignments. It recommends prioritizing marking using a monitoring sheet. It also suggests marking assignments efficiently by only commenting on the specific piece of work, linking comments to learning objectives, and collecting assignments in alphabetical order. The document stresses the importance of ensuring marking is purposeful by providing general feedback and allowing students time to respond to feedback through tasks like correcting errors. It concludes by noting the importance of periodically monitoring student work and communicating with managers about unreasonable marking loads.
Teaching students to write effective revision notes
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
The "Display" display
The document provides tips for creating effective classroom displays including keeping displays fresh every half term, using the school ethos and student work in displays, making displays engaging with color and font size, and ensuring displays have a clear purpose in reinforcing skills and concepts for students. It emphasizes making displays functional, tidy, and accessible for students.
The Value of Learning from our Mistakes
This document discusses the importance of learning from mistakes and student ownership of learning. It provides examples of drawing targets for students to improve specific skills like using a wider range of tones or adding finer details. The document outlines the rules of critique for providing feedback to other students, including being kind, specific, and giving a top tip. It shows examples of a drawing improving from heavier outlines and less tone variation to a refined shape, better tonal range, and details. Students are given time to apply the feedback and advice to their final shell drawing.
Discussion and arguments in Science
This document discusses dialogic teaching and developing arguments. It explains that dialogic teaching involves teachers and students addressing learning tasks collectively and building on each other's ideas. The goals are cognitive learning, understanding how knowledge is obtained, and social development. Students learn to structure arguments with an idea, evidence to support it, explaining how the evidence relates to the idea, considering opposing arguments, and how to convince others. The document provides examples of using this approach to discuss topics like food miles and funding a new zoo.
Making it stick
The document discusses how memory works through storage strength and retrieval strength. Storage strength increases the more an item is accessed, making it stronger in memory. Retrieval strength is how accessible the information is at that moment. Items with high storage strength and easily retrieved have the highest chance of being remembered. Testing can improve memory retention more than just studying, with spacing out tests over time being most effective.
Acronyms
This document discusses the history of medicine and medical advances from ancient Rome to the 19th and 20th centuries. It describes how the ancient Romans established public health systems with aqueducts, public baths, sewers, and town planning to prevent illness. It then outlines key figures and discoveries in anatomy, surgery, circulation, pain relief, infection, and bleeding including Vesalius, Harvey, Davy, Simpson, Lister, Landsteiner.
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Student response to feedback
- 1. “CLOSING THE GAP” GETTING STUDENTS TO SUCCESSFULLY RESPOND TO FEEDBACK Work Give feedback Respond
- 2. THE RATIONALE "If I had to reduce all of the research on feedback into one simple overarching idea, at least for academic subjects in school, it would be this: feedback should cause thinking" D. Wiliam (2011) "feedback aims to reduce the gap between where the student 'is' and where he or she is meant to be" Sadler (1989)
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- 4. THE STRATEGIES… “Feedback should be more work for the recipient than the donor” D. Wiliam (2011) It doesn’t have to be this way… • Burning questions • Drafting and critique • DIRT time (Dedicated Improvement & Reflection Time) • Students highlighting “key area” prior to marking • Make use of marking/feedback keys • Personalised comments (requiring response) • Find and fix • Directing students to speak to ‘class experts’ • Time for students to respond afterwards Be adaptable – not always suitable for everyone at all times!
- 5. EXAMPLES…
- 6. Critique
- 7. From this… to this Why is this better? • Lighter outlines • Better range of tone • Accurate shape • Some texture Redrafting
- 8. Examples from students in Art Redrafting
- 9. Marking keys • Save you time • Encourage deeper thinking
- 14. STUDENT FEEDBACK ON THEIR USEFULNESS… Use of questionnaires to inform your future planning…
- 15. CHALLENGES TO OVERCOME • Initial success vs. eventual success – it can take a while for students to become familiar with the format. • Frequency • Monitoring (ensuring ‘equal distribution of time’ between classes) • Fitting in the content
- 16. MOVING FORWARD Blue Sky focus for some staff (NRC). Monitoring most successful strategies. Class questionnaires/feedback to assess their usefulness. Please share good feedback!