Tag Archives: AfL

T&L tip: Feedback follow-up tabs

bookstack 2v2

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:

complete please tab

Or the opportunity for more considered and extensive student re-working, such as here:

more tabs1

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.

T&L activity: Group AfL and developing student responses.

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.

Grafitti wall year 7

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.

Consensus circle year 7

T&L activity: Fox’s thinking tool.

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's thinking tool

Fox Thinking Tool Instructions

Fox Thinking Tool Pieces

September INSET sessions: feedback and marking

PA GCSE results 2013Here 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

Closing the gap marking

An excellent post to act upon during marking review week!

Improving Teaching

Mark better – take less time, get more impact

How do you mark twenty-five essays in an hour, while ensuring students know how to improve?
Has anyone ever found a way to ‘work smarter, not harder’?
Dylan Wiliam says they should spend longer reading your comments than you spend writing them- how does that work?
The Theory

The Sutton Trust report ‘Pupil Premium Toolkit’ listed effective feedback as the highest impact action (adding eight months of learning per year) – against the lowest cost.  They define feedback as being information which produces improvement in learning – but note that it can have very varied effect  – including a negative effect, and can be difficult to make work in the classroom.A lot of Dylan Wiliam’s writing and speaking is given over to making a couple of critical points, things not to do – which I’d like to raise briefly and then go…

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T & L activity of the week – Two stars and a wish

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.

 two stars

  • 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.

T & L activity of the week – A4 blue stickers.

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.

 A4 blue sticker

  • 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.