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.
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.
An absolutely brilliant post on strategies for improving the effectiveness and efficiency of extended written feedback. Much in place at PA, but many new ideas here too.
As Hattie argues, feedback is the factor that most impacts upon student’s progress. But feedback is only useful if students act on it.
Making your wish come true grids is a quick way of providing feedback based on the previous lesson task and gives students the opportunity to act on feedback. See Gemma Gordon for resources.