I love marking... No really! (how we get students to see and act on feedback)

1. I love marking... No really!(how we get students to see and act on feedback) With thanks to Kenny Piper

2. Classwork Date:________ How could we use a ‘visible learning’ approach to close the gap in S1 History? Aims: MUST: raise attainment in key skills of -writing essay paragraphs -judging significance in History SHOULD: ‘close the gap’ between pupils with different levels of poverty • Visible learning?? • ‘know thy impact’ • Share it with students – fix it • Use it to inform next steps HW: Join our email list to share ideas Due on: Mon

3. Boring mark record sheet? • Worked out a progression ladder • Baseline test near start of topic • Target sheet for students • Fix-it feedback • Gave tasks to specific students (eg 6 figure references) • Follow up test at end of topic • ... Start again?

4. Classwork Date:________ Who & how? Subjects: • S1 class of mixed ability. • Not analysed separately according to poverty levels- the school in general has a high level of poverty. • taught x2 / week in lessons of 50 minutes. Measurement; • qualitative questions to judge students’ ability to reflect on their learning- repeated at the end of the unit • baseline and a follow up test on the key skill of writing paragraphs • Parents asked for their feedback at start and end

5. Who was the better leader of Scotland? I think that one Wallace was a great leader because of… I can prove this because… Another example is… This meant that… And so… As a result it was… • Write 1+ Hamburger paragraphs : • Bravery, royalty, strength, battles Statement: Example: Explain:

6. Who was the better leader: Wallace or Bruce? Aim: MUST list key facts for each SHOULD explain who was the greater leader Copy: Paragraph = 3+ sentences • Statement = of your opinion of the answer • Example = fact • Explanation = why that answers the question

12. Classwork Date:________ Results • Assessment results: 6 students did better, 6 did worse and 4 showed no change. • 2nd attempt@: 12 improved, 4 no improvement • Results of students’ survey: Students follow up reports were very much clearer in terms of the skills they were working on and showed a grasp of how far they had got with that skill. • Results of parents questionnaire: 4/12 responded, those that did were keen ‘ very pleased with progress’... ‘good idea to keep parents informed’

13. Classwork Date:________ Interpretation • students clearer about skill that they’re learning • empirical test results did not show significant improvement at first. • But over time, working on same skill... Improvement appeared • Parents found it helpful

14. Class work Date:________ Re-try • S3 mixed ability class • Skill: discursive essay writing • Similar teaching techniques • Measured using test only (!!) • Student feedback very positive – motivated • Clearer about next steps

17. Collecting feedback on ourselves

18. Classwork Date:________ How can we make the feedback cycle as tight as possible? Aims: give students a chance to ‘fix their feedback’ as quickly as possible • ?Practical subjects have an advantage: • Show, do, have another go • DIRT – fix it feedback • Ipads • Mini whiteboards • Pointing hands

19. DIRT = Now for some gritty fixing! Aims: Use feedback to get better Here’s how: • Look for T argets: write 2+ sentences to fix them Common targets - add examples / facts - correct SPellings & GRammar - explain how this answers the question - explain which is most important • Quiet to concentrate • Questions? X1 allowed. Write on post-it. • Done all that? Give a T eacher T arget That’s YOU!

21. Classwork Date:________ How can we make the feedback cycle as tight as possible? Aims: give students a chance to ‘fix their feedback’ as quickly as possible • In written subjects: • Peer marking... But problems • Mid- lesson stop...

22. Classwork Date:________ How to use a ‘mid-lesson stop’ to visualise learning? • Set task with set time period • Half way through randomly select • Put on screen • Suggestions for improvement • Everyone fixes and continues

23. Classwork Date:________ Newspaper: what happened today at QMU? • Aims: create a realistic ‘front page’ to describe the day • Co-constructed success criteria: • What makes a good front page? - Model • Agree then take down x4 to use to mark yourselves. • Headline • Layout • Sub-headings • X8 facts • In order • Witness statements • Mid-lesson stop – lollipop sticks • Fix it

24. Classwork Date:________ Newspaper: what happened today at QMU? • What makes a good newspaper? Agree then take down x4 to use to mark yourselves. • Some of mine?? • Headline • Layout • Sub-headings • X8 facts • In order • Witness statements • Mid-lesson stop – lollipop sticks • Fix it

25. Classwork Date:________ How got get students see their own learning? • Aims: self evaluation • Self monitoring • Quiz sheets – automaticity = • Log graphs • Log skills

26. I need to revise map symbols

27. I need to practice, explanations &‘conclusions’