Welcome to Philips High School’S Teaching and Learning Magazine December 2017 - Sharing ideas with teachers! 1
Contents Page 1) A teacher’s guide to surviving school until Christmas. Page 3 2) This much I know about…treating teachers well and helping them manage their workload. Page 5 3) 10 low impact activities to do less of – or stop altogether. Page 9 4) Why we should stop ability setting in schools Page 11 5) #VocalRecall
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6) Literacy Matters #ThursdayThunk Page 14 7) Why bother with Mocks? How to make them useful without taking hours of your life away! Page 16 2
A teacher's guide to surviving school until Christmas End-of-term exhaustion setting in? Here’s how to make your life easier in the final run-up to the holidays
A teacher's guide to surviving school until Christmas
End-of-term exhaustion setting in? Here’s how to make your life easier in the final run-up to the holidays Weary, bloodshot eyes gaze hopefully at the calendar. A sigh of resignation: still two weeks to go until the Christmas escape. The epic term continues and the to-do list doesn’t seem to be getting any smaller. Students appear to be changing into manic creatures whose energy is in mocking contrast to our own. How can we survive the final stretch of this marathon?
Cut the fat from your teaching When exhaustion seeps in, we need to plan smart and evaluate where we’re investing our time and energy. So cut out all of the fat that is clogging up your lessons. Save the ornate PowerPoints or complex collaborative activities for next year – they will only fuel our tiredness and that of the students.
How to be happy: a guide for teachers (and everyone else) Staff in schools are notoriously vulnerable to poor wellbeing – try these simple psychological tricks to stay positive Read more 3
Instead, lessons should radiate direction and simplicity: what exactly do we want young people to be thinking about and doing? What is the easiest route for them to arrive at the skills we want them to demonstrate by the end of the lesson? In the face of piles of marking – one of the more unwelcome Christmas gifts bestowed upon us – this is an especially good moment to employ time-saving tricks. Structure some clear peer and self-assessment tasks using checklists and look to use marking codes on other essential marking. Research from the Education Endowment Foundation suggests there is no difference in effectiveness between coded and uncoded feedback, as long as students have a clear understanding of what they stand for. This is also a useful time for students to conduct their own workbook review. Have they responded to all the marking comments since September?
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This is not the time to reinvent the wheel or invest too much time in planning. Instead, delve into the treasure trove of your teaching repertoire and pull out the lessons that you know work and can sustain a peaceful and focused atmosphere. Even better, join forces with colleagues so the whole department shares its best resources. Why drive yourself into the ground when so much expertise – and the perfect festive lesson – exists in the classroom next door? A good example of this is the 200 Word Challenge from head of English Chris Curtis, in which everyone in his department completes the same weekly writing task with students on a Friday. Since he shared this online via Team English, it has been embraced by a great number of schools.
Simplify your language When we become tired, we often communicate less efficiently. So this fortnight is a good time to experiment with being sparse and direct in verbal instructions, which conserves energy and avoids repetition. Slow down the instructions you give at the front of the room to ensure the students understand your expectations. We conventionally deliver 130-170 words a minute at a natural conversational speed. When we want to introduce ideas or explain concepts that are vital to students’ understanding, we need to adopt a more measured pace. One good technique is to pick out key words to say more slowly. Asking students to repeat the key points will help ensure they understand and save us precious energy. Slow your breathing and embrace the power of pausing.
Be stoical in your behaviour management The chaotic behaviour always begins as soon as December starts, with numerous requests every lesson to watch a DVD. Even saintly souls can struggle to survive, but embracing the principles of stoicism can be helpful. It’s just a matter of finding ways to manage our emotions in the face of adversity and provocation.
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It's official, teachers must relax over Christmas to avoid burnout A new study has found that shunning work over the festive period is critical to avoid exhaustion. Our community offers their advice on how to unwind Read more
While we can’t control the fact that young people become particularly hyperactive at this time of year, we can offer them stability, calm and routine when they enter our lessons. As the stoic philosopher Epictetus (who was born a slave, made lame by his master and banished from Rome) said: “We cannot choose our external circumstances, but we can always choose how we respond to them.” If we can sustain a quiet, assertive calm in our lessons, we can go some way towards influencing the habits of our students. The alternative – irritability and erratic behaviour from us – will only add fuel to the fire. Instead, take deep breaths, slow down your reactions and try to maintain perspective. It may even leave you with enough energy to enjoy a Christmas feast at the end of term. Jamie Thom is an English teacher. He blogs at www.teachergratitude.co.uk and tweets @teachgratitude1. His book Slow Teaching will be out in early 2018. https://www.theguardian.com/teacher-network/teacher-blog/2017/dec/08/a-teachersguide-to-surviving-school-until-christmas?CMP=ema-1693&CMP=
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This much I know about…treating teachers well and helping them manage their workload Posted on December 5, 2017 by johntomsett https://johntomsett.com/2017/12/05/this-much-i-know-about-treating-teachers-well-andhelping-them-manage-their-workload/ I have been a teacher for 29 years, a Headteacher for 14 years and, at the age of 53, this much I know about treating teachers well and helping them manage their workload. My last post about our Outstanding OFSTED judgement began with this important quotation which encapsulates how we try to run Huntington School: Too much of sport operates under the tyranny of the result…the core principle at Saracens is that we gather talented people together, treat them unbelievably well and in return they try unbelievably hard. That is it. Everything else – winning or losing matches, winning or losing Cups – are just outcomes. They are not the primary aim. We exist to have a positive impact on as many people as possible. 5
– Edward Griffiths, CEO, Saracens RFC Headteachers need to trust their colleagues more than ever. Seneca said, “The first step towards making people trustworthy is to trust them.” At our school we teach over 3,360 lessons each fortnight; I cannot teach them all, so what I have to do is develop my colleagues in a safe school environment which allows them to thrive professionally and personally. Workload…Two members of the DfE Delivery Unit visited us in September to explore workload issues. They met with me and I told them what we have been trying to do here for the past decade. For the rest of the day they met numerous colleagues without me and then we spoke at the end of the day whilst their taxi waited patiently outside. They asked how they could bottle-up the culture we have developed at Huntington and spread it across the system? They reflected that, whilst hours worked is an important metric, another is job satisfaction and that teachers here felt intellectually challenged and interested in their job. We train teachers really well whilst insisting they accept the professional obligation to improve their practice. A few weeks ago I shared the summary notes I gave the colleagues from the DfE Delivery Unit with Sean Harford. This afternoon, the following Twitter conversation sparked this post: So, here are those summary notes: DfE Delivery Unit Visit to Huntington School Teacher Workload Wednesday 20 September 2017 1. Trust…Respect, Honesty and Kindness. 2. Culture is hugely important. 3. Supportive yet challenging governance, which understands that teachers are our most valuable resource. 4. Marking and Feedback policy designed from the bottom up, based upon a set of principles, different according to department. We base a lot of what we do on the ideas of Daisy Christodolou. 5. Data capture is measured – we report progress twice a year and attainment at the end of the year. 6. Minimal written reports. 7. Lesson Maps are flexible and relatively non-prescriptive; full/daily/class-by-class. 8. Most policy is designed by the middle-leaders with minimal SLT input, because they know what works best. 6
9. E-Comms technician to set up IRIS observation cameras and to run the website etc etc.; 10. HR, Finance, Premises – expert operational SLT who are liberated to just get on with it. 11. Minimise admin so meeting time is dedicated to T&L – on alternate Mondays we combine the one hour of meeting time with an hour when the students go home early at 2.30 pm so that teachers can work on T&L in what we call Teaching and Learning Forums (TLFs) from 2.45-4.45 pm. We have 19 TLFs a year. We have less than 25 hours a week contact time with students and we have better results. 12. When we had all the curriculum change 3 years ago we took two extra training days. 13. We have c.35 part-time staff. Flexibility keeps good teachers in the school. 14. Central admin staff are excellent and they drive improvements – changing MIS systems was down to them. 15. One Family Day a year, fully paid. 16. Work scrutiny is designed by SLs and departmentally-based and developmental, rather than penal QA. 17. All funeral requests granted without question. 18. Meetings finish on time. SLT meeting does not go beyond 5pm. No prizes for looking busy – work in a way that suits you. All staff can go home if they are not teaching last period of the day. 19. 44/50 Periods of teaching per fortnight maximum. 20. “No lesson judgements” policy came in three or four years ago. We discuss how to get better. 21. We develop leadership positions and undertake shadow-staffing/succession planning exercises to see who we need to retain. 22. Departmental Administration Support across departments. 23. PM is called Performance Development and everyone completes an Inquiry Question which they have loved, with support from the Research School. 24. We begin from the assumption that everybody will get a pay rise unless their students’ outcomes are poor and we use our wisdom when making that call, with utter transparency. 25. Training is planned across the whole year, so people know what is happening. 26. Class size and funding…we would have £800,000 p.a. more in our budget if we had just kept up with inflation since 2010. Ultimately, the DfE can do very little to reduce workload – it is up to school leaders to set a culture where staff are cared for, well-trained and valued and policies are based on common sense and the principle that we shouldn’t be doing things unless they clearly help improve student outcomes.
And here is what the OFSTED report said about our CPD: 7
Click on the image to the left for more details about our Leading Learning CPD course.
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10 low impact activities to do less of – or stop altogether. Posted by Tom Sherrington ⋅ December 1, 2017 ⋅ Teachers and leaders across the country do too many things that have unacceptably high ratios of time and effort relative to their impact and/or they are unjustifiable educationally. Sometimes I think that the debate about workload is tinkering around the edges when actually we need much more fundamental change. I also think that we need to get assessment and accountability machinery back into perspective, making them more organic and more human. My hunch is that if schools responded to the things included here in the way I’m suggesting, they would be better places to work, learning would be better and everyone would be happy. Well, happier. Subject Report Comments: STOP. How many students improve their learning outcomes or experience of school because of what is written in their annual report? Hardly any. The input-outcome path is far too circuitous relative to the power of in-class feedback. How many teacher-hours are spent on this per year? Way WAY too many. Ditch them. Go for grades only plus one tutor report per year to give the personal touch. Performance Management Documentation: STRIP BACK All of this is far too convoluted. No teacher is motivated by what it says in their performance management targets. Nobody works any harder because of what their appraisal documents say. School culture drives that, week to week. The time sucked up for all of these processes is massive. Ditch it all in favour of the simplest one-sider of bullet points written during a one-to-one discussion. Where there are capability processes or concerns, do that separately and handle pay progression intelligently based on professional judgements, recorded simply. Data Drops: DO LESS You can barely action the interventions suggested from one set of data before the next is due… it become a treadmill. Much of the data that is ‘dropped’ is so far removed from the 9
actual learning needs of a student that it doesn’t even help to identify what they need to do. Teachers already know that. How many do you really actually need? One at the end – which serves as the start of the next year – and one in the middle? Given all the horrible inherent data delusion fallacies that lead people to imagine a 5 in History is broadly the same as a 5 in Science, it’s barely worth the trouble – compared to the micro, low stakes, formative, subject specific assessment that should go on in every class. SLTs should get closer to the micro-action and ditch the Big Drops that tell them much less than they might think. Logging Can Do statements in centralised tracking systems: STOP I’m worried about the spawning of these giant statement tracking machines. Nobody has the time to interact with a 30 x 60 statement database for each class they teach to identify specific learning needs. It doesn’t even work when the statements are things like: Can describe the function of cell structures: ‘Working towards’. ‘Can evaluate evidence from sources to identify bias: Meeting expectations’. Which structures? Which sources? How well do they describe or evaluate? How exactly should they improve? I just don’t think this type of tracking is helpful. It should be lived and tracked through specific assessments that teachers and students can relate to in the detail. As soon as it becomes a tick box against a generic descriptor it becomes pointless – or least, virtually pointless relative to the workload involved. And who is it for? Not the teacher. Not the student. Grading Lessons or Book Scrutinies: STOP Making these processes formative and collaborative where the outcomes are strengths and areas for development is all you need. Grading is delusional guessing so should stop simply on that basis, but the high stakes surrounding grading fuel a workload pressure that is unsustainable. Similarly with book scrutinies: there are ways of keeping in touch with standards that involve everyone, are time efficient and that don’t become overly burdensome. Grading them is a nonsense. Self-assessment reflection sheets: www/ebi STOP Even better if: I stop making silly mistakes; I learn my times tables; I do more revision; I use the quotations better. ….. All of this non-specific sheet-filling is time consuming and way off the mark in terms of providing a route to actual improvement in learning: knowing things, being better at things. And teachers often are the ones sticking all the sheets in. Instead of all this students should just get on with improvement tasks, there and then. Reflection might be useful, but it doesn’t need to be evidenced or involve glue. Written comments in books. DO MUCH LESS Once you analyse the flow of transactions that follows from teacher marking, it’s evident that most of it is a waste of time. This is well documented by many people. I see it all the time – the weakest learners cannot translate written comments into actions that improve their understanding whereas they can act on direct verbal feedback. So let’s get into the habit of using a sensible balance of some marking of specific work and assessments – and doing much more in-class feedback and self-assessment. Detailed Lesson Plans: STOP 10
Learning is too dynamic to justify the effort required to describe or predetermine the details of any lesson. Effective planning can be done at the level of lesson sequences using good objectives that detail knowledge and skill requirements; the collection of resources to support those objectives largely constitute the planning – why write it all down. Most teachers just need to sketch out a few key points. The question is : are lessons planned? That’s different to expecting a written plan. And who has time to read other teacher’s plans in time to evaluate them? It’s just part of the accountability driven de-professionalisation we’ve endured for too long. STOP. Detailed School Development Plans: STRIP BACK As soon as you’ve written them, they are out of date. Things change. Priorities shift. New ideas emerge. The process of forming a plan is important; the process of checking progress is important but given that there are only so many fronts you can sensibly fight on, any record of these things can be simple, lean and easy to track. They do not all need to be SMART targets… who has time for all of that measuring and time tracking. And if governors ask for something more detailed than you yourself need, they need to be told where to get off. Producing original teaching resources: DO LESS We spend too much time reinventing the wheel – don’t we? Text books, collaboratively sourced resources – it’s all out there. Let’s get a grip on this and not martyr ourselves. It might be rewarding to create resources; it should be part of everyone’s professional experience -but keep it manageable for everyone. An NQT or new member of staff ought to be able to have a full set of stuff ready to roll – make that a reality. https://teacherhead.com/2017/12/01/10-low-impact-activities-to-do-less-of-or-stopaltogether/
Why we should stop ability setting in schools Classrooms will inevitably feature children of very different ability levels, but keeping them apart helps none of them, argues Mary Myatt There are a number of problems with setting by ability and the first is the term “ability” itself. It is fraught with difficulty: all we can talk about with any confidence is prior attainment: in other words, whether it’s low, middle or high. The second is that setting by ability means that pupils are often given a different academic diet. Those in lower sets are provided with work that is often scaffolded and doesn’t make sufficient cognitive demands, which means the gap between low and high prior attaining pupils is more likely to widen. 11
Children self-identify with the level of work expected of them In many schools, a higher proportion of pupils from disadvantaged backgrounds populate lower tables in primary and the lower sets in secondary. As a sector, are we saying that ability is related to postcode? Are we really serious about closing gaps? If we are, we need to give this some serious thought. This is a sensitive topic. In every classroom there are children with different levels of prior attainment who have differing capacities to engage with the work. However, labeling them through setting will limit their learning. Pupils are often placed in groups that determine the level of work they are expected to do. Whether they are on a table called leopards or lizards, children are remarkably astute at knowing what it means. The problems emerge when the labels stick. Children self-identify with the level of work expected of them. This is not helpful for kids of any ability: high-attainers see themselves as worthy of greater challenge and more able than others. That might be the case, but if their work drops and they are allocated a different label they are likely to see themselves as failures. Similarly for the other groups, children who have the lowest labels (and they do know they are at bottom) feel that they cannot tackle more demanding work. They are often supported by an adult, which may be appropriate, but will sometimes become dependent on the adult to help them, even when they don’t need it. Alison Peacock, in Assessment for learning without limits, has this insight into children’s views on setting: “The ‘more able’ loved it; the middle group were annoyed that they didn’t get the same challenges as the other group – they wanted to try harder work but had worked out they would never be moved up as there were only six seats on the top table. The ‘less able’ were affected the most and felt dumb and useless.”
The paradox is that by giving them easier work, you can often close down their capacity and opportunity to do more Many of the lower groups do not have the same expected of them and as a result, don’t make the same gains as their peers. This extends the gap in their knowledge and attainment. The paradox is that by giving them easier work, you can often close down their capacity and opportunity to do more. Some schools have done away with naming tables or groups. Instead, they promote teaching to the top, rather than putting a lid on what children might produce by preparing materials which only allow them to go so far. The mastery approach to teaching maths in primary schools means that the whole class is taught together about the main ideas, and those who need additional support are given this through guidance and discussion by an adult. Those who are early graspers are kept on the same material but are expected to work on aspects of greater complexity and depth. 12
It means that all children are exposed to the material at the same time. There will always be exceptions, but for the majority of children in most classes, the expectation is that by teaching to the top – and providing additional support for those who need it and challenge for those who are capable – everyone is exposed to a rich and demanding curriculum. We do not truly know what anyone is capable of until they are given interesting and difficult things to do. Mary Myatt is an education consultant, speaker and author
https://schoolsweek.co.uk/why-we-should-stop-ability-setting-in-schools/
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Literacy Matters #ThursdayThunk https://leadinglearner.me/2017/11/30/literacy-matters-thursdaythunk/
Posted by LeadingLearner ⋅ November 30, 2017 ⋅ 1 Comment I rather like the line from Alex Quigley that we’re all teachers of English because we all teach in English. Similar thinking follows for being teachers of literacy and teachers of reading. When I was teaching Science, many moons ago, I’d probably have rolled my eyes at the statement and thought another thing for me to do rather than seeing literacy as the golden thread that potentially runs through all subjects. Crack literacy and you are likely to succeed at school and arguably in life. This Tuesday I met for almost the full day with teachers and leaders, from across the Trust’s primary and secondary academies, to discuss literacy and how we could ensure all our pupils became more literate. We have some bright spots of practice but not an inevitable, sustainable approach to ensuring high levels of literacy for all.
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Reading Data for Y7 Starting with the diagnosis, our pupils are broadly or slightly above average on entry according to the national referenced assessment test we now use. That’s a significant change for us as the last two Year 11 groups who left us were well below average attainment on entry. However, boys are already well behind the girls in both English and reading on entry and we are not closing the gap. We now have English and Mathematics data for all six hundred pupils in lower school and reading data for eight hundred pupils across Years 7-10. There’s probably more detailed analysis to do but we have a group of pupils for whom word recognition and general fluency are a challenge. If these pupils are going to have any chance to access the curriculum and later on examination papers we’ve a lot of intensive bespoke work to do; well researched, effective interventions with well trained teachers/teaching assistants afforded the necessary time will be needed. For a group of readers, who are fluent and comprehend at their age expected level, we need to think how best to enhance their reading. There are some off the shelf interventions to be looked at versus the option of developing our own reading canon. With some very able readers identified in the data we also need to think about how to extend the reading of our most able; one idea was to identify a set of challenging and varying texts which small groups of able readers could read together and support with some master classes from interested teachers. One quirk in the data that I didn’t expect was the group of readers who aren’t particularly fluent, struggle to access the text, who actually scored highly in comprehension. I had no idea this could happen but have been told that they may well have good background knowledge which enables them to get a greater sense and understanding of the text than expected. Think of the live wire child who orally amazes you but then shows little when it comes to writing things down. This approach to reading may well require St. Mary’s to think about a different structure to the day that will provide time for reading every day.
Click here to go to the paper The issue of background knowledge, the ability to place the text you are reading within a greater and wider
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understanding, is likely to hamper many of our pupils; the disadvantaged will be most disadvantaged. Breaking the rule of fidelity towards an intervention, one group is going to look at Oral Intervention Interventions and Reading Comprehension Strategies to develop a systematic and structured approach that teachers may use and pupils can learn when reading an extended texts. We need to do a lot more of this in class including potentially using short extracts of film to help develop pupils wider understanding of what they are reading (thanks to Philippa Cordingley from CUREE for this gem). As for writing we didn’t even get there; there’s more to follow. #ThursdayThunk is based on something I’ve been thinking about, discussing, working on or has been topical that week. The thunk is designed to be bite sized and will deliberately be kept short. It will take one small issue or an aspect of something much bigger. The intention is for it to be read in two/three minutes as you’re busy running around at the end of the week or relaxing on your day off. **********
Why bother with mocks? How to make them useful without taking hours of your life away December 9, 2017 It’s mock exam season. The time when teachers spend longer marking test papers than the total time that the students spent revising and sitting the exam itself. Is the time cost worth it? I believe that teaching a subject that results in a terminal exam comes down to a careful balance of teaching content, how to apply the content to questions and how to complete the exam. In terms of timing, I’d probably go for a 50/40/10% split of curriculum time on these. Mock exams are one of the only chances where all three of these parts of the exam puzzle come together. I am in no doubt that students need to do mock exams but possibly not in a way that many teachers do them. What is your mock for? Teachers need to decide what their mock is for. This will then determine what they will do with it. Alternatives include: • • • • • • • •
Practising timing Practising sitting in a room, in silence, with peers, for a long period of time Seeing the paper as it will look in the real exam Reducing nerves associated with something different and important Recalling all previously taught material Practising exam questions To motivate students To give students a needed ‘wake up’ call 16
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To generate a predicted grade (for school data, for college/sixth form application)
Once you decide what it is for, you may not need to mark them all in the same way. Do mocks from the start Practice questions should be completed from early on, not left until the end of year 11. Once students have covered some content I choose the easiest way to introduce one type of question. I use a set of rubrics for a successful answer to that question. They have as long as they need (well beyond what they’ll have in the exam). I let them use their notes. It’s a gradual experience that builds confidence. Over the 3 years I then gradually take away the scaffolding. Giving them a set time. Not using notes. I’m experimenting where possible get students to move from the place they learnt the material when they do the test. See here for why. At the start it’s about confidence and ‘I can do this’ not throwing them into a full GCSE paper. By the end, it has all come together to a glorious full mock paper. Don’t leave recall to the end of the year Some teachers leave recalling content to the end of year exam. Their end of year exam covers ‘everything’ that has been taught that year but has not been recalled or tested until that point. Most students will have limited recall, even with some revision before the test. I get students to recall prior knowledge on an almost lesson by lesson basis either through a quick quiz starter or linking current content or an exam question from previous topics. If you don’t want to get depressed from their lack of knowledge, don’t leave their first test until the end of the year. Hours and hours of marking? As shown in this tweet, fully marking mock papers is seriously time consuming. Unless your school gives you the time to mark them it can be your Christmas holidays gone.
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Depending on the reason, teachers do not have to sit and mark every answer of every paper. What could be done with the mock? Alternatives to teachers marking the whole paper* 1. The student nominates which answer/s they want the teacher to mark (within guidelines) 2. The teacher identifies the type of question that the student has been specifically working on previously and only marks that 3. The teacher only marks part of an answer e.g the introduction, 4. Give the paper back to the student at a later date. In silence, by themselves, with a mark scheme, they mark it themselves (or parts of it). They can then nominate a set amount to be checked by the teacher 5. As above, peer marked. 6. Teacher copies one answer (different questions) from each student. An anonymous copy is then shared around the class alongside a mark scheme and students mark it, identifying what they think has been done well and what is missing. 7. Teacher copies the same answer from all the students. Students then rank them from ‘best’ to ‘worst’ 8. As above but with staff only. (Commonly known as ‘comparative judgment’) 9. The teacher gives a ‘perfect’ answer to a question. The students then compare with their own and unpick the similarities and differences. 10. Make some careful pairings/trios of students based on answers. Get students to work together on one answer.
If your school insists on full paper marking…. 1. Use stampers that highlight common errors/improvements. Expensive but can be used throughout the year and hopefully for a few years with current specs. 1. Use tick sheets/rubrics to highlight what has been included and what hasn’t 2. Only write marks not comments. Use whole class feedback when giving back papers And if you’re going to spend your life marking….* You must get the students to do something with the marking. Giving them a paper back and then doing nothing about it has to be the biggest waste of your time. Suggestions: 1. Students improve (add to) one answer (variations – using notes, using a ‘perfect’ exemplar, using a text book, their worst answer, teaching highlights on individual papers which answer to improve) 2. Students start improvements with the easiest marks to gain 18
3. The teacher goes through the most common errors and then the student chooses one of these to implement 4. Student rewrites a whole answer 5. Get students to explain what they’ve done to improve their work 6. Sit students on a table based on what they need to improve. You can then sit with each table and go through the common error/s. Or if you’re tech savvy make a quick screencast for them to watch and then improve their work. Example 7. Get students to record (I use a quick & easy googleform) how they got on with each question. I can then look at which topics were weakest for students and focus ‘revision’ on those. 8. Use the above data generated to target which content they need to learn or which questions they need to practise. This will vary from student to student. Set as individual homework.
*these may not be appropriate for your students/context
https://missdcoxblog.wordpress.com/2017/12/09/why-bother-with-mocks-how-to-makethem-useful-without-taking-hours-of-your-life-away/
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