Here’s a great tip from Molly Faulkner that’s perfect for marking review fortnight! It looks quite labour-intensive at first sight, but is actually a great time-saver and should lead to better student reflection on their blue sticker feedback. After spending ages producing beautiful formative blue stickers for this year 10 history class. Molly wasn’t satisfied with the quality of student reflection and re-drafting from some members of the class.
Instead of simply moving on, reducing the impact of all that detailed marking, Molly used book tabs to quickly annotate the exercise books and draw students attention to either incomplete reflection, like here:
Or the opportunity for more considered and extensive student re-working, such as here:
The tabs were quick to write and will help embed the expectation that blue stickers require thoughtful and full responses; creating a no excuses, no shortcuts re-draft culture that will be to the benefit of year 10 in the long-run. They also look cool.
A nice example here from year 7 history last term. Activities are building upon one another, week to week, in order to increase the sophistication of response. In week one students feedback on statements using a ‘Graffiti wall’. Each student has a different coloured pen and must respond to several statements around the room. High quality responses are modeled first.
The next week the same class uses ‘Consensus circles’ for a similar, but more sophisticated, example of AfL. Again, students are independently responding to statements (this time about the usefulness and reliability of sources), but in their regular ‘home’ groups they must collate the responses from the rest of the class for one statement, discuss them and form a consensus view to write in the inner circle. Each table can then feedback on their discussion to the whole class, or swap sheets.
Here’s a great example of an extended group work activity that can be structured for different group sizes and facilitates in-depth thought on a key question. Full instructions and resources are attached here. The example picture is from year 11 Science last term.
Fox Thinking Tool Instructions
Fox Thinking Tool Pieces
Here are some of the slide presentations and resources from our INSET days at the start of this term. Oli and Peter’s whole school sessions are here, alongside our Teaching and Learning group sessions, including top tips for managing your marking and providing quality feedback as well as presentations on how LTAs contribute to feedback and the latest research findings on verbal peer assessment.
Hope you find them useful,
INSET SEPT 2013 overview
Data INSET September 2013
Behaviour INSET September 2013
Managing marking INSET September 2013
marking strategies INSET September 2013
Feedback key tips INSET September 2013
How can LTAs support the feedback process INSET September 2013
Feedback research – INSET Sept 2013
The most effective feedback provides learners with an opportunity to take on board the feedback and respond to feedback. Teachers should then provide further feedback after learners have attempted a solution.
- In the example above, a specific task was given as a wish in order to help the student bridge the gap
- The student completed the task next to the blue sticker.
- In the student response box a peer explained whether the wish had been met.
- The teacher briefly checked the feedback.
The most effective feedback is simple, focused on the task not the learner, and specific about how learners can improve, e.g. pose a question, describe the next step.
- This sheet has a selection of stars and wishes on it that are highlighted based on what pupils have done.
- The box at the bottom provides space for pupils to respond to the wish. The size of the box shows pupils the expectation for response length.
See Rose Oswele for resources.