Mrs Humanities

Because I'm married to the job.


1 Comment

Request – Word Cloud Contribution

I have an awesome new project in progress and I’m currently putting together a little contribution from others – a word cloud.

I’d love it if you would take less than two minutes to submit the first words that come to mind when you think of feedback and marking.

Add your contributions to the form below


4 Comments

Resource – The Power of Feedback Download

I know not everyone sees the power of feedback in the same way I do. I also recognise that not everyone that has tried implementing ‘effective feedback’ has been as successful at doing so. But I want to help others to see the benefits of continuing to attempt embedding feedback into their classroom practice.

That’s because for me feedback has been a major influence on my classroom practice, revolutionary even. Embedding feedback has completely changed the way I think about learning, the process and the approach. Embedding feedback alongside several other approaches such as planning backwards, scaffolding and simplifying my teaching strategies has had numerous benefits including (but not limited to):

  • reduced workload
  • pleasure in learning for student and teacher
  • strong student progress
  • student ownership

To help others to understand the value and power of effective feedback, I’ve put together this helpful document (download link at the bottom). Aimed at those that might be a reluctant to try, those that might be new to the concept or those with misconceptions.

I’ve started with an explanation of the value and power of feedback, introducing the basics on the value of it. I’ve tried to keep it short and simple.

Next I’ve explored the 3 stages of the feedback cycle – feed up, feedback and feedforward.

In each section I explore how it maybe implemented and the value of each stage.

Before providing an example of how to embed a feedback cycle in the classroom based on this previous post on embedding feedback.

My aim is to help others to see the power of feedback for both students and the teacher.

If you’d like a copy for your own practice or to share, you can download the PDF here.

Hope you can find it useful.


3 Comments

Embedding Feedback: An Example

When I first started investigating marking and feedback, I never thought it would change my practice the way it has.

During my PGCE and NQT years, I used to mark books, write a ‘what went well’ comment and an ‘even better if’ comment, then expect my students to read it, set themselves a target and act on that target at a later point. The likelihood of my students actually acting on or even learning from the feedback was pretty much non-existent. They’d read it, write down a “next time I need to…” and then simply forget. For me, marking was simply a tick box exercise I felt I had to do. For students it was an unnecessary activity that added little to their learning experience.  

Now I guess I plan around feedback. I think about what I want my students to learn over time and plan backwards. I plan what I will teach and how I will teach it over time. I carefully consider what I will model, what I will scaffold and what I will feedback on. Feedback will then influence my planning.

Here’s an example of how I’ve planned backwards to help my students to progress forwards.

FEED-UP

  • Students started the topic by completing a description that required them to fill in the blanks. This modeled what a good description looked like. Students self-assessed their answers after we went through the correct response as a class.
  • Next they use that exemplar to write their own as shown below.
  • Next students created their own description and explanation with the use of success criteria which was provided on the whiteboard. Students peer assessed using ACE peer assessment and then made improvements shown in pink. I then assessed their completed work against the shared success criteria.

FEEDBACK

  • A lesson later they used what they’d learnt from the previous lesson to write an unsupported answer to a question. You can see that this student has taken on board the feedback they’d previously received to give a ‘perfect’ answer.
  • Following on from description and explanation of patterns and trends, I wanted students to be able to use research effectively. I planned a lesson whereby I gave students the relevant information in a range of resources and they had to take notes. I went through a few examples of how students could take notes before letting them loose on the resources.
  • To follow this up they then completed a homework task which required them to summarise the information they’d collected using the description and explanation skills previously covered.
  • Next stage involved exploring effective research and academic honesty. Students were given the task to create an infographic to explain the cause and consequences of the One Child Policy in China. Students were given a range of sources to use, they had to cross-reference the sources and assess the reliability and effectiveness of each.
  • The feedback they then received on this piece helped them to develop their research and investigation skills which would make up a part of their summative assessment.
  • Next students developed their evaluative skills by exploring the three gorges dam and assessing the social, economic and environmental sustainability of it. This started with one lesson on collecting information, the next lesson writing their evaluation before peer assessing and making improvements (pink pen).

Throughout this process and up until this point I’d used a variety of feedback strategies including live feedback, whole class feedback (from me to my students and from my students to me) and reviewed their books noting down any misconceptions or areas to develop, all without actually having to do much marking myself.

Feedback has been embedded in my planning to ensure students get feedback so they know that what they’ve learnt is correct and I can assess what I need to do next to support individuals.

What I learn from feedback then feeds into the support I provide students, it helps me to review specific content with my classes and to undo any misconceptions. The feedback feeds forward into my planning.

FEEDFORWARD

  • Students brought all of this together by then finally producing a piece of work on life in modern day China and assessing the sustainability of modern-day China.
  • Each piece fed into developing their skills for the summative assessment. The summative assessment then feeds into what they will do in future topics.
  • Finally following feedback students reflect on the skills and knowledge they gained through the topic. They’re encouraged to consider their targets and progress through the course of study and reflect upon the implementation of the feedback in the summative task.
  • After summative feedback they set themselves targets to take forward.

Throughout the entire process I’ve think about what I want my students to be able to do and know by the end of year 13.

In this case I know it seems a long way off when they are in year 8, but I feel it’s all working toward what they need to be able to do once they leave compulsory education if they are to be successful life-long learners.

What my students learn through this unit, both skills and knowledge, they take forward into the next.

Teaching backwards and embedding feedback into my classroom practice has been revolutionary in terms of what I can get my students to achieve. It’s changed the way I plan lessons completely and has enabled my students to make excellent progress whilst I no longer have the marking workload.

For further reading on feedback and teaching backwards I recommend the following books

Hope you find this post of use.


1 Comment

Mrs Humanities shares… 10 useful blog posts about feedback

When I first started writing about marking and feedback back in February 2015, it was an issue for many but it was barely on the radar of bloggers and #EduTwitter.

It was a period of research for me and often the main resources I would come across were academic papers or books by the likes of John Hattie, Dylan Williams, Helen Timperley and Doug Lemov. There were a few blog posts I came across such as David Didau, Ross McGill, Geoff Patty and Joe Kirby but on the whole it was barely discussed online. I found myself digging really deep to find relevant (and free) resources to guide and support my practice.

Now though if you look up marking, feedback or even ‘feedback not marking’ in Google now there are a huge number of relevant hits (including mine).

feedback not marking google search

One of the biggest influences on the discussion came after the publication of the Department for Education’s ‘Reducing teacher workload: Marking Policy Review Group report‘ in March 2016 which put marking (and feedback) in the spot light. This along with the evidence provided by the Education Endowment Foundation’s from their work looking into the value of marking and feedback on student progress, it has grown into a regular topic of discussion and more so a movement of change.

I thought I would share a few that I’ve come across that I have found useful for sharing with colleagues within my school and further afield this year.

  1. Marking and feedback are not the same from David Didau. Starting with the basics, this post simply outlines the distinct difference between feedback and marking. Too often the two are seen as a single entity when in fact feedback is so much more than marking. They can often be seen as synonymous when in fact they are distinctly different and must be treated as so. Michael Tidd says similar here.
  2. A policy for feedback, not marking from Michael Tidd
    This post looks at moving from a marking policy to a feedback policy from a Primary perspective with the provision of the policy at the end of the post. Useful for schools taking a whole school approach toward feedback rather than marking.

  3. Insights into assessment from ‘what does this look like in the classroom from Research Schools Network
    This post provides a snapshot into what feedback looks like in the classroom taken from ‘What Does This Look Like In The classroom?: Bridging the Gap Between Research and Practice’ by Carl Hendrick and Robin Macpherson. If you’ve read the book, it’s an insightful read but if you haven’t time for the whole thing this post is a useful summary.

  4. Marking and Feedback recommended reads from Mr Barton MathsThis post effectively recommends a variety of research papers on the topic. Mr Barton highlights his takeaways from each one to give the reader useful insight into whether or not the pursue the article.
  5. Live Marking: Feedback in Lessons from Ross McGill (Teacher Toolkit)
    A 4 minute read on the value and use of live-marking. A useful post for evidencing the value of verbal feedback and how to apply.

  6. Whole Class Feedback & Crib Sheet Handout from Mr Thornton TeachA very short post but it’s the resource that’s useful. In this post Mr Thornton shares a handout he produced for a session entitled ‘How we can use crib sheets to improve marking and develop better feedback’.
  7. Giving feedback the ‘Michaela’ way from Reading all the BooksIn this post the author discusses how they started to implement a no-marking approach. A useful post for anyone new to the idea of feedback not marking. Here’s an additional post from Doug Lemov on feedback at the Michaela school.
  8. No Written Marking. Job Done. from Andrew PercivalThere were parts of this post I highly agreed with, others that I weren’t too keen on such as ticking each piece of work to show it has been checked. Why? Anyway, I think it’s a useful post to support the moving away from written marking and focusing on feedback.
  9. Designing a Feedback (not Marking) Policy from Jemma SherwoodThis post outlines the move from marking to feedback within Maths. I shared this post to highlight the use of Exit Tickets. Personally though I would say these are most effective for Maths and lessons without the subjective nature of assessment, so I tend to use exit tickets for very specific content e.g. names of processes, facts and stats associated with case studies, definitions of key terms etc.
  10. Do You Understand Your Mock Exams? from DI thought this one was an interesting an interesting post about the value of mock exams. For many secondary teachers, mock exams create a HUGE amount of marking but also provide valuable insight into student’s understanding and application of knowledge. But to what extent are they really useful? The argument at the end is rather interesting.

And finally…

Feedback (and marking) links

Just a useful post from NDHS Blog Spot of lots of useful links on Feedback (and marking).

I hope you find this post useful.

Here are some of my other posts on #feedbackNOTmarking

Moving from marking to feedback

Workload reduction

Strategies

If you’re looking for other ideas check out the hashtag (#FeedbackNOTmarking) on twitter for a wide range of ideas for providing effective feedback.

Best wishes,


Leave a comment

Mrs Humanities shares… the 10 most viewed posts of 2018

2018 was quite an incredible year for me, it went from being offered a book deal to appearing on BBC Breakfast. In 2016, when I went through depression and a breakdown, I could barely envisage a future in teaching, to be able to use the experience to help others has been life changing for me. But I’m not here to talk about that but you can read more in my review of 2018 here.

What I am sharing in this post are the top 5 most viewed posts of 2018. They were bloomin’ popular. So here goes…

1 // Resource – GCSE Case Study and Exam Question Revision Booklet

In this post I shared a revision booklet to facilitate student independence in the revision process. Designed for AQA Geography but easily adaptable for other specifications.

The booklet provided students with a list of case studies, templates to summarise the case studies and exam questions to apply the content. With over 5,000 downloads of the booklet, I hope it’s helped students (and teachers) across the country.

2 // Resource – How to Revise in Geography

Creeping in just behind was the ‘How to Revise in Geography’ guide. Inspired by Greg Thornton’s post on How do we revise for history? which I recommended in my post on Mrs Humanities shares… 5 Epic History Revision Resources I decided to make a resource for my Geography students. It clearly hasn’t just been of benefit to my students, with almost 5,000 downloads of the document I’m hoping it’s been of help to many young people beyond my own classroom and school.

3 // Mrs Humanities shares… 10 Great Geography Revision Resources

I’m starting to see a theme now. Clearly revision has been on the minds of many this year. Perhaps it’s the pressure of accountability measures, maybe the tougher nature of the new 9-1 exams or maybe teachers just want to improve their student’s approach to revision, either way most popular post number 3 was another revision one. This time I shared and highlighted the work of a range of Geography teachers from the Twittersphere including
@teachgeogblog , @Jennnnnn_x , @InternetGeog , @GeoNewbz  and other. Many of these I have made use of in my own classroom.

4 // Zombie Apocalypse Atlas and Map Skills SoW

This one is always a popular post. In it I have shared resources to the scheme of work I produced to develop and embed atlas and map skills through the scenario of a zombie apocalypse. I’ve taught it a couple of times and every time it has been loved by the students.

I’ve seen it (via twitter and emails) used in classrooms across the world, which is incredible. It’s been adapted into other languages (Welsh and Chinese) and has been download over 40,000 times since I first published it back in Autumn 2015.

5 // Resource – Differentiation Strategies CPD

Next up was a resource I produced to support teacher training on differentiation. The presentation provides a variety of tried and tested strategies for differentiation and scaffolding to support and challenge students. You can even download the ready-to-go PowerPoint presentation.

6 // Mrs Humanities shares… 5 Whole Class Feedback Examples

Unsurprisingly the next few most read posts of 2018 are associated with feedback and marking. In this one, I shared 5 examples of whole class feedback to support teachers, departments and schools making the move from marking to feedback.

7 // My Marking and Feedback Toolkit

Since publishing this post in January 2017, it’s been a popular one. In this post I share the strategies that make up my marking and feedback toolkit. I tried and tested a range of strategies over a couple of years to find what worked best for me, my style of teaching and most importantly my students. In that time I changed schools and had to start again with the narrowing down process but it didn’t take me long to find what worked. This post goes on to highlight those 5 strategies.

8 // Mrs Humanities shares… 6 Epic History Revision Resources

Back to revision again, this one shared 6 epic resources for revision in History. I no longer teach history but I do like to keep up with pedagogical developments and resource sharing just in case I ever return to it. This post needs up-dating as I’ve seen many more fantastic resources since I first posted it, that will happen in due course I promise.*

*but please don’t hold me accountable if I do completely forget 🙂

9 // Marking, feedback and DIRT

This is one of my first posts on marking and feedback from way back in June 2015. The area of interest has come along way since then, but it’s a great post for those new to the profession or those being introduced to the idea of #feedbackNOTmarking.

In the post I share a range of strategies I’d tried in order to improve feedback but reduce workload. These then made up part of a CPD session for new and current staff at the school I was working at. The post also provides a downloadable resource with all the strategies included.

10 // Mrs Humanities shares… 10 fantastic displays for the Humanities

The final most popular post of the 10 was this one where I shared 10 fantastic display ideas for Humanities. The post shared 10 great examples of displays I’d come across on Twitter from the likes of @mrsrgeog @sehartsmith @MrJPteach  @EduCaiti and several more.

And that sums up this post on the 10 most popular posts of 2018. Hope you’ve found something of use and inspiration this year. Thank you for the continued support throughout 2018.

Best wishes for 2019.


1 Comment

Mrs Humanities shares… how I cut down my marking workload.

mrs humanities shares

If there is one thing that has had the biggest impact on my work-life balance it has to be assessment and marking. There was once a time when marking took me several hours an evening and several over the weekend. I had a marking timetable and felt I had to rigorously stick to it to ensure I ‘passed’ book scrutinises.  I’d worry if my books weren’t up-to-date yet also felt that marking has little impact on student progress.

Nowadays I spend a few hours a week out of directed time marking and assessing. No longer do I drag a bag of books home with me. No longer do I have a books and assessments piling up by the door over the holidays, calling and beckoning me to mark them instead of resting. Yet I see more progress taking place in my classroom than ever before. How? Well here’s my secret, I started to refuse. I rebelled. I researched. I implemented. Okay, there was more to it than that, here’s how…

  1. Adapt to School Policy
    My last school had a every 4 lessons policy; books required success comments and next steps to act on during directed improvement and reflection time. To start with they were written comments then I started to use a feedback grid instead – these consisted of a bank of comments in which I’d expect students to achieve, followed by a bank of comments that students may need to do to improve their work.
    GCSe exam questionHaving these in place helped me to live mark and ensure the feedback I’d given was evidenced to save having to write verbal feedback in books. I’d carry a highlighter and highlight the achieved criteria, would put a dot on the criteria to work on next. When I’d collect in the work, I’d already done half the marking and could simply finish it off and highlight one or two of the ‘next steps’ criteria for students to do during DIRT.
  2. Meticulously planned feedback
    Next step has been planning when and where to give feedback across the school year. My department and I have looked at the work we get students to complete and figured out how we can assess progress over time. We’ve introduced a spiralling curriculum in which skills and content repeat throughout topics allowing us to spread out formative and summative assessment. The provision of feedback has been carefully plotted to ensure students can act on it in a timely fashion but so they can also make use of it in the long term when they come back to similar skills or content.
    Assessment outline.png
  3. Less is more
    Alongside careful planning of feedback across the year, we’ve reduced what we mark to ensure that feedback is high quality and effective. For example at GCSE we give students 3 sets of exam style questions for each unit to assess their understanding of the content, we don’t mark their notes unless students ask. We use assessment for learning strategies in class to check understanding and to pick up on misconceptions along with verbal feedback. The exam style questions are roughly undertaken every 2-3 weeks. Despite not marking the classwork, I know where my students are through discussions, live marking and assessment for learning strategies.
    booklet pages
  4. Create a feedback-friendly classroom
    I’m a huge fan of feedback-friendly classrooms whereby teachers are not the only providers of feedback. I teach my students from day 1 how to feedback effectively. It takes times, scaffolding and persistence but it pays off.

    By the end of the year students are highly effective at self and peer-assessing. They do not take my place as the professional provider of feedback but they provide one another with feedback on their work and they have time to act on the feedback before they submit work. I feel it’s an important skill to teach to support students in becoming independent learners. More on peer assessment here.

  5. Feed-up, feedback and feedforward
    Feed up, might be better known as modelling expectations or to clarify the objective, before allowing students to engage with a task. Take feedback from students through assessment for learning and use it to forward plan. For this I quite like using the whole class feedback approach, I review all of the books without writing anything in them. Instead I go through the feedback with the class the next lesson. Feedforward Book Look Record
    I use the information I’ve gained from their work to then plan the following lesson or series of lessons to review ideas or misconceptions, to challenge and extend or change the course of the learning taking place.
  6. Live mark
    I love discussing work with students there and then in the classroom; the ability to identify successes with students and areas for improvement in the classroom is incredibly powerful. I carry a highlighter with me as much as possible and will highlight areas for improvement or put a dot in the margin to identify an area to review. I discuss progress with my students and encourage meta-cognitive questioning.
  7. Simplify feedback
    Make it simple. Use strategies such as marking codes, dot marking or comment banks to reduce your time spent writing feedback. More ideas here
  8. #FeedbackNOTmarking
    Since starting at this school in September 2016, I’ve strived to ensure marking and feedback is manageable, meaningful and motivating for myself, my team and my students. In doing so we’ve moved from marking to feedback as part of our departmental policy.

    For me, not having a set number of lessons in which marking has to take place has been freeing. I much prefer using the time I’d have once spent marking, planning lessons that actually lead to more progress. I use the feedback from student work and the discussions I have with them to integrate work that covers the targets I would have otherwise spent several hours writing into their books. Personally I prefer that to writing a comment that may never be acted on. More on the 3 pillars here.
    3 pillars of effective marking and feedback

At PedagooHampshire I was extremely surprised to hear of schools either still implementing excessive marking policies or even introducing them. I would have thought that with the Governments recent publication of the workload reduction toolkit along with all the reports on reducing teacher workload and evidence from the Education Endowment Foundation on feedback that there would be more schools moving away from such policies.

For more of my posts on #feedbackNOTmarking click here

Feel free to share any other ways you’ve reduced the workload associated with marking, feedback and assessment in your school.

Mrs Humanities

 


3 Comments

Developing a Feedback NOT Marking ‘Policy’

This summer I was tasked with the job of editing and improving the Department Handbook I had inherited. One of my key focuses was going to be on creating consistency in marking and feedback within the department.

In order to this I looked at what we already had in place and how we could become collectively more efficient whilst maintaining high quality assessment and feedback for our students.

Using the work I’d done at my former school in researching and putting into practice assessment and feedback strategies, I looked at what we were already doing individually and as a department and took it from there.

First things first we had the job of deciding what should be marked. In a department meeting we identified pieces of work that would be assessed, marked and feedforward could take place on. Assessment pieces were the first to be included, we tend not to assess by test due to our approach to the Middle Years Programme and instead our students produce pieces of work that will be assessed according to specific MYP criteria. Next we decided on one or two pieces of class work and/or homework per topic that would demonstrate student progress in particular skills or MYP criteria.

Below is an example for September to December for one year group. You can see we decided on particular skills and/or MYP criteria to assess and the work that would be associated with that.

assessed work

Our second job was to decide what type of assessment would take place and by whom; would it be assessed by the teacher, peers or by either.

types of assessment

In inadvertently we came up with a few guidance rules

  • If the task was to be assessed for the Humanities faculty then this would be assessed by the teacher only, however ACE or SpACE peer assessment could be carried out throughout the process to help students to make improvements before submitting their final piece.
  • After feedback of any kind, the teacher would assess the piece of work that has undergone Feedback-Feedforward.
  • If there were quantitative or definitive answers e.g. grid references, country names, numbers etc. then it could be peer or teacher assessed so long as mark scheme was provided.
  • Any work could be peer assessed part way through the task, providing time was given for students to continue and make suggested improvements before submission. Also know as time to Stop. Peer Assess. Progress. in my classroom.

Each piece of assessed work was then colour coded to identify who should be marking it.

types of assessment

type of assessment

Thirdly I looked at the best practice taking place in the department and my own research into marking and feedback strategies to create a departmental toolkit to reduce workload and to develop effective Feedback-Feedfoward cycles.

In the end it ended up looking something like this…

page 1 and 2page-3-and-4.jpgpage 5 and 6

And frequency of marking? Well… “There is no strict rule on how frequently our student books should be marked and assessed.”

The only rule we have is… “Students must receive feedback in some form on a regular basis – this can be through verbal or written feedback, whole class or individual”.

 

If you’re looking for ideas for marking and feedback, there are plenty more on my site. Here are a few to get you started

If you’d like a copy of the departmental feedback and marking document to give you a starting point with your own department, please feel free to get in contact.

Hope the post is of use.

Mrs Humanities

 

 

 


5 Comments

Mrs Humanities shares… Whole Class Feedback Examples

mrs humanities shares

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


2 Comments

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

 

 

 


5 Comments

Stop. Peer assess. Progress. 

stop peer assess progressHow often do you carry out peer assessment at the end of a task? I know I used to do it a lot in the past, I’d get students to read each other’s work, write a WWW and EBI comment or a kind, specific and helpful comment depending on the school system and then that would be the end of it.

Then when I started using DIRT in lessons, I might have got students to re-write a piece of their work or write an additional piece in action of the peer feedback.

Then I eventually realised, why I am getting them to peer assess at the end when if they were to carry out peer assessment part-way through a task that would give them time to act on the feedback there and then.

I first did this some time ago now in my last school, it was just before we had Ofsted in so that would have been about May 2015. In fact I did it during the observation lesson, students had been working on the Spanish Armada double lesson; at the end of the lesson they peer assessed each other on their chosen criteria. The next lesson they continued with the activity and made improvements as they produced new work – for instance if a student had wanted their use of PEE paragraphs assessed and in particular their use of evidence from the sources, their peer assessed how effectively they’d been applying evidence and how they could improve, when they continued the work the next day each time the student included new evidence they’d write it in pink to demonstrate the progress they were making in their use of evidence in their PEE paragraphs.

These days I rarely use peer assessment solely at the end of a piece of work, instead I apply it within activities to give students the opportunity to assess progress, make improvements and access inspiration to develop their own work.

Recently when I’ve mentioned the power of peer assessment in my classroom I’ve had a lot of backlash from other teachers on twitter, particularly when I’ve shared the ACE and SpACE peer assessment techniques. People arguing that we are expecting novices to assess novices. Now I don’t know about you but I wouldn’t expect my students to ever give a summative grade or level without assessing it myself as well, they are learning.

I might however ask them to predict the level or grade they think a finished piece of work might achieve using success criteria or a mark scheme and justify why in order to help them to understand what is being assessed but I never take it as the final grade. It’s merely an opportunity for students to engage with assessment criteria; in my opinion if they understand the assessment criteria when they sit an assessment whether it be a formative piece, a summative or external exam then they can apply it better? No?

I know my learner’s are not experts, but I’m training them to be. I’m facilitating their learning and that means both subject content, life long learning skills and their understanding of assessment criteria in order to maximise their potential in their GCSEs or other exams.

The opportunity to peer assess isn’t just about the outcome (grade, marks, levels etc) but the process. Students see other work whether it be good or bad practice; reflection upon what they see allows them to improve their own work. It’s an opportunity for idea sharing and to be inspired. A time to reflect on one’s own strengths and weaknesses. A time to consider successes and areas for improvement. An opportunity to gain feedback before submitting work as complete to the teacher. Personally peer assessment is more than that, it’s a learning experience.STOP PEER ASSESS PROGRESS

Yes, peer assessment does reduce my workload slightly. In the sense that it means students receive feedback there and then and the opportunity to act on it in a timely manner rather than days or weeks later. I mark their work, I assess their work. But I often found that marking work at the end or part way through myself meant a delay between producing the work and them receiving feedback on it, further more it meant a lag time between production and opportunity to act on the feedback.

I personally want my students to access timely feedback, verbal works but I can’t get around a whole class of 28-32 students in the time available so peer assessment helps students to access this feedback. Yes it takes training from day one, yes it takes time and yes it requires scaffolding but eventually students get it. They become confident in their ability to self and peer assess, they learn exam techniques throughout their years in secondary education and not just in the ‘exam’ years. Give stop, assess and progress and go in your classroom (but be consistent and persistent with it, it takes time to master).

How do you use peer assessment in your classroom? Do you agree with me? Disagree (polite debate welcomed)?

Mrs Humanities