Mrs Humanities

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Mrs Humanities shares… 5 Whole Class Feedback Examples

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The time was September 2016, I shared a version of a Marking Crib Sheet from @MrThorntonTeach at Pedagoo Hampshire 2016 and since then I’ve been seeing whole class feedback every where. It even forms part of my Marking and Feedback Toolkit.

Now I’d say it’s nothing new, teachers and educators from across the world have been doing it for years. Marking work, then telling students what they could have done to make it better, where they went wrong, what misconceptions came up etc.etc. it just didn’t have an ‘official’ name. I remember RAG rating students work on a separate piece of paper during my NQT year, I’d have 3 columns and i’d write their initials under the relevant column so I knew who I needed to invest time in during the next lesson or would need to check their books at the end of the lesson to see how they’d done. Nowadays people are using crib sheets, whole class feedback, book look records or whatever other name they been given to record and SHARE such information with students.

Here are some examples I’ve seen that maybe of inspiration to you.

1 //  Mr Thornton Teach

The original example I first shared at Pedagoo Hampshire 2016. When I told people how book looks had cut down my marking time and gave me more of a work/life balance it was like a revelation for many. Pleased to see Greg’s post has gone far and wide influencing educators across the country.

2 // @TGEngTandL

I really liked how this example had an exemplar of good practice included along side the feedback to help students to develop their own work. A useful ad developmental strategy.

3 // @Greg_Parekh 

This one I feel is good for younger students or when you are first developing the strategy with students in the sense that it directs students towards the comments and questions that apply to them; Scaffolding them in the initial stages of identifying relevant feedback and how they can improve. I’ve done this through simple codes in their books before which relate to the next steps comment on the sheet. Once students become better at identifying what is relevant to them, I take the codes or direction way.

4 // @matthewmoor3 

This example works alongside a marking code system and has been used to mark an assessed piece of work. Matthew used the codes on the assessed work to identify to students what they needed to do to improve in order to provide students with precise targets whilst the ‘warm, hot and super scorching’ tasks give students choice in how to act on feedback.

5 // @ScienceLP

The simple and effective style. Easy for everyday use to check progress and understanding before using to plan subsequent lessons. Easy.

Now the key point to remember with whole class feedback is that the aim is too reduce the time spent marking but ensuring that students receive high quality feedback that enables them to progress. Scaffolding the technique is important at first but once students are confident it can be taken that away so that you encourage students to reflect and determine their own improvement actions. Again takes some support and scaffolding but eventually students can master it becoming drivers of their own progress (oh but then it’s the end of the year and the training starts all over again in September).

In addition to the provision of feedback, these sheets provide an excellent basis for planning. Sometimes I just use the book look sheets to formatively assess a class, so I know where to go next lesson. Often misconceptions influence my starter and RAG rating student understanding helps to identify where the direct support, where to scaffold or differentiate.

Hope these have inspired you to give #WholeClassFeedback a try.

Mrs Humanities

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Mrs Humanities shares… 5 wellbeing strategies

mrs humanities shares

Wellbeing is being flung around from here to there these days…. and about time to be honest. However, my concern is that too often schools are merely paying lip service to staff wellbeing and not embedding it into the ethos and foundations of the school.

Here are 5 things I feel help to embed staff wellbeing…

1// Thank yous.
It doesn’t take much to sincerely say thank you. It doesn’t need to be a public affair (in fact it’s the little thank yous that I always find have the most impact), but it does have to be meaningful and sincere. A note card or post it note with those little words can make all the difference to somebodies day, being recognised for the hardwork and commitment they make to the school and the lives of their students. It doesn’t take much to show a sincere thanks.

2// Acts of kindness from Senior Leadership
Every now and then surprise staff with an act of kindness; leave surprise cakes or fruit in the staff room, take cups of tea to Middle Leadership meetings, provide snacks for twilight meetings. Anything that’s not forced and is supplementary to anything that insists participation by all staff like whole-staff wellbeing days… get rid of them. They’d rather have the time to do work so they can enjoy the weekend with family and friends.

3// Shout out boards
A little something I really like to see in schools is a shout out board, where staff can share the great things they’ve seen going on in the school. I’ve seen shout out boards have a range of focusses such as

  • T&L focused – ideas seen, magpied strategies, inspiration from further afield etc.
  • Wellbeing focussed – motivational quotes, thank you messages etc.

or just a mix of this and that worth shouting about. Personally I think making it anonymous makes it even more rewarding but that’s just my opinion.

4// Leaving early
Encouraging all staff to leave early at least once a week, but it mustn’t be made compulsory. Just that SLT should lead by example and shout about making sure one day a week you leave earlier than you do on other days, just half an hour can make a big difference. That could be half an hour for making a cake, spending time with your kids or other family members, going to an exercise class maybe even just half an hour more of reading. As long as that gained time is spent on you, just once a week.

5// School social activities
What about activities in school for staff, run by staff. Maybe an after school exercise class, termly quiz night, a morning yoga sessions, morning meditation? Although not all staff want to socialise with their colleagues, I think it’s nice to have the opportunity. When I started at my current school last September, I was thrilled to find they did several exercise classes after school. It meant I quickly got to know people and was made to feel welcomed and comfortable. The sessions were free, run for by staff for staff and we all donated money to a cause close to the heart of the teacher running it. As soon as my wedding is out of the way, I’ll be back to them this year.

What does your school do to embed and promote staff wellbeing?

Share your thoughts and ideas.

And don’t forget to check out Teacher5aday and Teacher5adayBuddyBox for more inspiration.

Mrs Humanities

 

 

 


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Guest Post from @geographyhanna – Combining Approaches

guest post

A word from MrsHumanities

I’m really excited to be sharing the very first guest post on the site. When I saw how Hanna (@geographyhanna) had combined approaches @ploguey and I to develop a feedback-feedforward approach in order to close the gap on an activity I felt it was something that should be shared more widely.

If you have something worth sharing and would like to write a guest post, get in touch.

I hope you enjoy the first guest blog on MrsHumanities.com

combining approaches

Finding myself spending hours providing specific and personalised written feedback to students, I became increasingly frustrated at the value students place on this written feedback. I often found myself writing the same thing for the same student again and again, and whilst I would provide them with DIRT time, they didn’t all use this productively or show signs of using it to improve their work and make progress. I would often get asked by Year 12 ‘so what do I have to do to improve?’, having not even read what I had thoughtfully spent time writing. It was infuriating. Searching through twitter looking for inspiration I came across @mrshumanities SpACE feedback.

I trialled the SpACE feedback initially with my dreamy top Year 7 set.  They were engaged, it got them thinking, asking amazing questions and really reflecting on their work. From this they summarised their findings into a WWW and EBI, part of our departmental policy. Reading them, they were informative and useful. Not the old classic ” you need to write more” or “work on your handwriting”, they had really thought about it. I trialled it on my Year 12’s and was equally impressed by the learning conversation and outcomes.  It has completely challenged my feedback practice and the way I view peer assessment.

Being newly addicted to twitter I had previously come across @ploguey read-edit improve approach. I had used the idea successfully with exam classes. Students really liked the level of challenge it provided and spotting mistakes became good points of conversation and developed an element of competition. The structure had the added benefit of supporting reluctant writers and highlighting the use of AfL in their books. However, I found that students were not brilliant at articulating their feedback in the ‘edit’ section and needed quite a lot of guidance for the higher level skills.

Example

This led to me combining the two ideas for my Year 11 revision session on explain the formation questions. Using the SpACE feedback provided them with some structure to their feedback and allowed them to edit and improve with a greater focus. In addition I also added an ‘apply’ section on the end, which lent itself well to the skills I was hoping to adapt. Whilst the students had not used used either approach previously and were a little saturated with revision, they engaged well and clearly showed development in their ability to structure this style of question. It is an approach I am excited about using more and will definitely be sharing and building in to schemes of learning.

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Thank you to @mrshumanities and @ploguey for the inspiration.

Hanna (@geographyhanna)

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Resource – ACE Peer Assessment

As I’ve spoken about already in my last few posts is the role of peer assessment in my classroom. This is something I particularly focus on with sixth form.

I want them to understand mark schemes and understand the exam style questions.

In order to help with this I’ve introduced with them ACE peer assessment.

Quite simply students swap their essays or answers to past paper questions and carry out the following using the mark schemes:

They tick if they accept what is written, they place a small triangle next to a point if they wish to challenge something, then pose a question at the end of the piece of work and finally place an asterisk next to anything they think needs extending in order to get full marks.

ACE peer assessment.png

Students do not give each grades, only how many marks they think have been achieved before improvements are made.

Students are then given time to make improvements to their work based upon the feedback provided by their peers.

I then check and give an overall mark for their work after improvements. However I keep a record of before and after improvements to demonstrate the progress being made following feedback.

Here’s a word and PDF version of the display posters I’ve created so I don’t have to keep writing it on the board.

What do you think of ACE peer assessment? Something you could use?

Mrs Humanities

 

 

3 pillars of effective marking


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3 Pillars of Effective Marking (& Feedback)

During my presentation at PedagooHampshire16 in September, I mentioned the 3 pillars of effective marking that came out of the Eliminating unnecessary workload around marking from the Independent Teacher Workload Review Group report.

They were meaningful, manageable and motivating. I thought I’d write a post on my interpretation and approach to these 3 pillars and how I therefore make marking work for me.

3-pillars

Meaningful

I believe that for feedback to be meaningful it needs to be suitable for the age group, needs provide students with something to act upon and given within a suitable time frame.

Therefore I find it hard to encourage teachers to mark after a set period of time, the sooner a student receives feedback on their work the sooner they can respond to it effectively. Leaving work 4 lessons or so before it is marked quite simply gives students time to forget. Now I’m not saying mark every piece of work after every lesson, no way, but choose pieces of work that you want students to have time to improve on before it is given summative feedback. This could be an extended piece of writing, an assessment or DME for instance; something that can generally be done over two or more lessons.

In order to make this manageable for myself I’ve used feedback grids in the past, whereby I’ve given feedback in lessons to as many as possible through verbal discussion and highlighting achieved criteria on the grid and identifying what I’d like students to focus on for the remainder of the lesson to improve their work. Thus leaving me with fewer books to check at the end of the lesson. I’ve then used 20 minutes or so before my next lesson with the students to finish marking any books I didn’t get to see in the lesson. I then used the criteria to give whole class feedback and individual in the next lesson before students went onto make improvements to their work.

Nowadays I’m making use of the Feedback-Feedforward approach and have been using Feedforward Book Look Record Sheets – quite simply I have looked through books, noted down any reoccurring misconceptions  and areas for improvement and feeding back to students at the start of the next lesson. I’ve quite simply been putting a code in students books and they have then written the corresponding comment in their books and responded to it. Thus ensuring they are reacting to feedback immediately rather than weeks or even months later in some cases I’ve seen.

One strategy I use in class to make marking meaningful is the use of peer-assessment within lessons, ensuring students time to act upon it there and then, therefore don’t leave peer assessment until the end of a task or end of a lesson. Get students into the routine of checking each others work as they do it, start by providing meaningful suggestions on the board and as students become more confident in what it is they should be looking for remove the scaffold and allow them to write their own constructive feedback.

 

Manageable

I’m a strong believer that we as teachers should not have to mark everything in a students book, by that I mean glance over it in lessons and maybe out of lessons as well but don’t sit down and give feedback on all of the work. Carry a pen around the class with you, use marking codes as you glance at students work or use dot marking e.g. put a dot in the margin where you see a SPaG error. If a student wants a particular piece of work checked encourage them to highlight the work by putting a box around it.

I actively encourage teachers not to mark every piece of work, glance at it, note any misconceptions and plan following lessons to deal with any arising issues. Adapting planning in my view is far more effective than taking books home to mark, spending several hours marking them and creating a ‘visual’ dialogue between student and teacher.

Motivating

This one is probably where I fall down. I don’t provide ‘well done, you’re work is great’ kind of comments, my comments are very much about the achievements and ways to improve for example ‘you have effectively backed your explanation up with an example from the  text’, ‘next try to annotate your diagrams to demonstrate you understand them’.

In my NQT year I was told by a parent I need to be more positive about the accomplishments of his daughter, a few messages of well done, a sticker or smiley face here or there, would make his daughter work harder for me. So I started doing it for her, no surprise she was still poorly behaved and made little effort. And any way Ofsted praised my marking in both inspections I’ve had the pleasure of experiencing so…. I’ve not changed.

I’d rather give the well done, excellent effort etc. as verbal praise. In particular I find that using students work as examples for the rest and asking students what they think has been done effectively has far greater impact than me writing a well done message in their book.

Or if the student is perhaps quiet or doesn’t accept praise well, I will say to them one-to-one how I like that they’ve done this or that in their work and they’re putting in significant effort. However I will always then give suggestions for how to improve because there is always room for improvement.

And anyway I use loads of peer assessment, using the Kind, Helpful and Specific approach thus students receive some lovely comments from their peers in class. They are always forthcoming with praise, but are also kindly constructive with how the work could be improved. From experience I find students are more motivated when their peers are assessing their work, often apologising if their handwriting isn’t their neatest or they’ve made a number of spelling mistakes (why do they never do that for me? ).

Something I’ve recently introduced as a way of providing feedback is the use of a feedforward book look record sheet. As a check a set of books, I’ve been writing down reoccurring misconceptions, SPaG errors and next steps. The only thing I’ve done is books is double tick for successes and codes that relate to next steps, SPaG and/or misconceptions. I then simply scan the sheet and project onto my whiteboard.

I verbally go through the feedback and students write down the corresponding comments to their next steps and misconceptions. They then have 5-10 minutes depending on the work to be done to make improvements to SPaG and to react to the next steps.

In the praise section I identify what double ticks or single ticks represent in the students books and students work out what is relevant to them. I also include any exceptional performance in the task e.g. full marks, significant effort, major improvements. It’s motivating for students to see their name in this section I think.

In the Assessment of Understanding I put students initials using a RAG system. Any students in the red section are my main concerns, so I will check their responses to feedback first, amber next and so on. I’ve told students that this is nothing to worry about, but it means that I know who to check in with first of all. I think however over time this will motivate students to push themselves out of the red and amber sections and into the green. I am wary this could upset students however, so I don’t focus on it in my verbal feedback, I zoom in on the bits I’m discussing so most of my time is spent looking at the Praise, Misconceptions, SPaG and Next Steps sections of the sheet. If I find this to be demotivating at all, I will blank RAG section of the sheet out when I show the class.

 

Well I hope this gives you some ideas and something to think about.

 

Mrs Humanities