Mrs Humanities

Because I'm married to the job


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Resource – SpACE Peer Assessment

Having shared ACE peer assessment, I was recently introduced to a step up on the concept. Taking ACE to SpACE simply by adding spelling to the assessment criteria thanks to Kim (@HecticTeacher) for the inspiration to step it up.

space-peer-assessment-1

feedforward marking feedback pen colour


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Promoting Peer Assessment

As you’re probably aware by now, I do a lot of peer and self assessment, feedback and directed improvement and reflection time (DIRT) in my lessons.

For some time now I’ve had students use different colour pens to make their peer/self assessment stand out. In the past I’ve used what I’ve had available, usually a combination of red or green pens.

Often my students have had time to perfect their work, in order to do this they use a pink pen to highlight their improvements such as SPaG corrections.

This year my main focus is incorporating this across my Key Stage 3 classes, since I’m at a new school as of September, it requires embedding.

This is how I’m doing it

a) Firstly I’ve focused on incorporating peer assessment in lessons. In order to do this I give students a set amount of time on a task, when they reach the end of this time they swap books and peer assess. Firstly they look at SPaG and will identify any errors in purple pen using the following coding system.

peer-assessment-marking-code

I ask students to also give a kind, specific and helpful comment at this point to identify how the student could improve their work. To start with I give suggestions on the board, but hopefully I can remove this scaffold in due course.

b) Next step is perfecting what has already been done. Students will take a pink pen and make any corrections to the work that has already been completed.

c) Students then take steps in the remainder of their work to meet the target set by their peer. They will write the majority of it in their usual colour pen, however when they do the thing their peer suggested, they write this in pink pen to make it stand out when I mark their books. This speeds up my marking process significantly.

d) When I mark the books I take note of key points such as SPaG errors, misconceptions, praise and any other next steps I feel are appropriate on a feedforward book look record sheet. I give any misconceptions and next steps a code and write this in student books. I then scan the sheet and display it on the board. Students then write down the comments that are relevant to them and act on them during a Feedforward session (aka DIRtime).

So far this year they’ve simply done this in their usual colour pen, however I’m introducing that this is done in green pen after the half term again so it stands out to me when I mark their books.

In order to support students I’ve created this poster to identify relevant colours and what they represent and what double ticks and the steps represent in their books.

feedforward colours.png

I have to say that this method is one way my evening workload has reduced so far this year. The instant feedback and resulting action being taken immediately is far more effective than receiving my feedback several lessons later.

What do you think? Opinions welcomed.

Mrs Humanities


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Developing Independent Learners – The ‘Help Yourself’ Resource Station  

help yourself resource stationThrough the course of the last academic year one of my aims was to develop more independence in my learners.

I tried several approaches which I’ve documented in other posts, including seating plans, GCSE help yourself display and attempts at flipped learning.

I’ve learnt so much from the process as have my students, particularly those in year 7 and 8.

The ‘Help Yourself’ Resource Station was probably the most successful approach.

What is it?

Quite simply the ‘Help Yourself’ Resource Station is a table and display board with resources that will support my students in their learning.

It includes a wide range of resources and templates that students can access freely to support their learning.

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What’s included?

The display board contained resources for each year group on the topic they were currently studying. These could have been in the form of information sheets, activities or worksheets.

In addition students had access to DIRT sheets and a support sheet for using historical sources and later the 5 Minute Help Yourself sheet.

At times, other useful information got added to the space on the board such as project sign up sheets and reminders.

The table contained a wide variety of relevant resources that students can help themselves to in order to scaffold and support their learning.

Resources included

-Literacy mats

literacy mat
– Timelines support sheets

timeline
-Note taking laminatenote taking laminate
-Key word lists

key word lists
-Topic support mats (placemats)

topic placemats

-Humanities Skills Mats such as the Using Sources Support Mat

skills mats.png

-Self and peer assessment sheets

self and peer assessment

-Templates and blank maps for classwork

templates

Along side the resources there were whiteboard pens and equipment available for students to access when required.

How is it used?

Once set up the resource station runs itself, you will need to monitor and replenish now and then but on the whole it’s pretty simple.

Students  collect the resources they need based on their own decisions or your guidance. At first it took some training but by the end of the year students were happily helping themselves to the required resources.

For example I had some students that needed spelling support, they’d help themselves at the start of the lesson to the key word list and their literacy marking would focus on the correct spelling of those key words. If they spelt the word incorrectly, they would use the key word list to find the correct spelling and write it out 3 times and within a sentence. at first it took some reminding but eventually they become independent in the approach (with fewer spelling mistakes).

Often main activities in my lesson have an opportunity for choice in presentation and format, the templates and blank maps work effectively for this allowing students to make their own decisions in how they present their work.

Success?

Personally I feel it’s enabled many of my students to become more independent in their learning, in particular the high and middle ability. I felt low ability students needed more encouragement to use the resources available to them but eventually some of them were accessing them without prompt.

If I were to change anything I’d add a challenge section with generic activities that could be applied to any topic.

The Resources

I’ve uploaded a load of the resources I’ve used here. Many of them I have not made from scratch and instead have used or amended resources I’ve collected over the years. If one of them is your, please let me know and I will add credit where credit it due.

If you have any questions about the ‘Help Yourself’ Resource Station, just ask.

Hope you’ve been inspired.

Mrs Humanities

 

 

 

 

Using Sources Support Mat history


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Resource – Using Sources Support Mat

Using Sources Support MatAs part of the ‘Help Yourself’ Resource Station, I’ve been making ‘slow’ progress on creating resources for my students to use to develop their independence in the classroom.

board

The idea is if a student is stuck they can collect relevant resources from the station to support them. Resources come in two types – topic specific such as information sheets on the subject content stored in the Current Topic or skill support such as literacy mats and source analysis overlays stored in the trays on the table below the board.

Last term one of my year groups focused on source interpretation in their History topic, next term they are looking at source analysis. To help them become more independent with this I’ve created a support mat, this is likely to be used in conjunction with the Source Overlays from ActiveHistory and on their own later in the topic/year.

Mat

Download – Source Mat

Hope it can be of use to you.

Mrs Humanities


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Developing Independent Learners – Help Yourself Display and Resource Station

DIRThelp yourself resource stationThis year I’m striving to make my learners more independent. Last year many were making excellent efforts and this year I want to push this even further.

I’ll be doing this in 3 ways

  1. Tabletop resources
  2. A ‘Help Yourself’ resource station
  3. Personal Interest Projects

In this post I’m going to share my ‘Help Yourself’ resource station.

The idea behind it is that learners use the resources to help themselves to learn and progress.

I’ve created two areas, one for key stage 4 and the other for key stage 3.

The first, the KS4 area, consists of a noticeboard for GCSE Geography students.

This board contains past papers, exam questions and information sheets for Unit 1 and Unit 2 of the course for learners to access freely. Then there are topic specific help sheets for the current area of study in the ‘Current Topic’ resource holder. Learners have already been directed to these when they were unsure of how to draw the diagrams to demonstrate river erosion processes and will be encouraged to continue to do so.

I’m slowly training them that this is where they go in the first instance if they need help, they then ask another student and if they are still unsure they can ask me; 2 lessons in and so far this seems to be working effectively. Hope it continues.

The display also includes a notice board for important announcements so that they’ve no excuse to forget important information such as exam dates or deadlines; an outline of what should be covered from their work booklets each lesson from now until their GCSE exams as well as a sheet that outlines all the places they can get help if they find themselves stuck. GCSE display

My final addition to the board is a progress to target reward board. Next week I will ask each student to give themselves a personal target grade influenced by their end of year target, each time they achieve that grade in an assessment or exam question they can date the reward chart. After 3 successes they receive a reward, each reward is of greater value than the last. It’s a male heavy GCSE class so I hope a little competition might be of encouragement to them. GCSE reward

The second, the KS3 area, consists of a resource station. In the resource station there are a variety of resources to support my learners. This includes key word sheets, literacy mats, topic mats, reference books, sentence starters, scaffolding support sheets, DIRT and Curriculum Link sheets as well as textbooks for student reference.

I’ve made a variety of resources over the last 3 years which end up stuffed in a cupboard, folder or filing cabinet after a couple of uses, despite all of them being designed  to support learners. The resource station gives learners access to these support devices when they need them.

help yourself resource station

I just need to add labels to each shelf to identify and to give a brief description of the resources available so learner’s can make decisions on which one’s would be of use to them.

Once complete I will share the resources that make up my resource station.

How do you encourage independence?

Mrs Humanities