Monthly Archives: July 2015

Summer Feedback part 3 The Final Showdown

Summer Feedback part 3 School’s Out!

Here comes summer School is out, oh happy days

Here comes summer Gonna grab my girl and run away

If she’s willing We’ll go steady right away

Now let the sun shine bright on my happy summer home

I knew you’d be expecting the Alice Cooper song! I’m an old romantic at heart!

School’s not so bad but the summer is better

They give me more time to see my girl

Walk through the park beneath the shiny moon

Oh when we kiss she makes my hair curl

Not too many of our staff will recall my curls but the sentiments are probably the same now as they were when Cliff Richard [and many others] first sang the song. Sadly though we do have to say goodbye to some long serving colleagues and of course, quite an important person!

This is our final blog of the year and the 3rd part of our summer sharing of feedback/marking and observation ideas. It is also the last blog of Alison Heaton’s leadership of our school. Alison prefers to stay out of the limelight, always seeking to praise and develop the contribution of others, rather than talking about her own leadership and success. The truth, now revealed, for those from other schools who read our blogs, is that everything you read about our collaboration, mind-set and innovation and sharing emanates from a vision and a role model that Miss has provided Meols Cop with for the last 11 years. She will deny it and always say that the best is yet to come. Her leadership has taught us that this is the only way we must think here to sustain and improve what we have. We do celebrate our success internally but externally you won’t hear us talk about inspections, results or progress to anyone. [Unless we are asked-we try to help and support those who need it most] If the ‘best is yet to come’, that is only because of the foundations that Alison has worked with dedicated commitment to establish here. She’s pretty good for a posh scouser! Thank you Miss, enjoy your retirement and be ready by the phone to dispense your advice when we get stuck trying to lead half as well as you have!

A few pictures to begin with from Carol our English TA who has designed some lovely board games to support our G.C.S.E. classes. Connect four, blockbusters and trivial pursuits-thank you Carol!

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Maths

Our mathematicians sent their feedback from our last faculty meetings to me and you can see the questions asked, if you haven’t seen the previous blogs.

Maths best bits!

  • Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

CB shared her using the STAR marking to identify issues. Identified confidence issue then supported with different approach and students completed successfully

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CB – another response from student’s misconception and tackling response.

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BK shared her student’s responses to the STAR questions

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ZE – showed us how a student had shown they could take action with their weaknesses.

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AV identifies student concerns and makes students list their own individual steps needed for the mathematical processes.

  • Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

 

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BK – We had a whole class discussion on a similar questions as identified as a weakness. Students that struggled were asked to answer something similar in their books. We can see from student response they’ve appreciated the extra go!

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AV – Penny dropping moment from 9 set 1 to challenge their mind-set to push from KS3 to KS4 understanding, using the multiplier method in maths.

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JF – Trialling ZE’s method of differentiated hints this student had really struggled with the 1st attempt but was keen to have another go. After a silver hint which was more structured than the Gold she successfully answered a tricky surface area question.

  • Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

 

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ZE – student showed a positive attitude towards problem solving by using a challenging hint to assist in their second attempt in learning.

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ZE – Students were asked to solve a problem using sequences, they make their first attempt and choose their own differentiated hint ‘bronze, silver or gold’.

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SL shared her observation lesson. No clues for the first attempt and students designed their own hints and attempted a second time if needed. This student had the confidence and didn’t need a second attempt.

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BK – Students are given the opportunity to ask for a ‘challenge question’ when completing their STAR marking.

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JF- Mindset in action and a student write ‘I don’t get it yet’, celebrating the YET part!

  • Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

 

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An honest students discusses their thoughts from BK

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AV – Students are grouped to support with Peer assessment. Books are swapped 3 times for different students to look.

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SL – Students tackle misconceptions with the different methods on multiplication.

 

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JF- Peer assessment and Growth mindset together, using the students to build confidence in answering high end GCSE style questions that can sometimes cause students to panic.

  • Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

 

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CB – during an external visit CB challenge 10 set 1 to redraft their work on a A* GCSE question. She used the ‘hint’ method to guide. This example is a second attempt where we she simply checked her work.

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ZE – Student has another go at their final answer.

Art and DT

Katy, Aimee and Josie kindly sent me examples of their current marking and discussions.

Lesson Observation Risks:

KG:

The focus of my l and t and also my lesson obs was independent learning spurred on by growth mindset.

I chose a problem solving exercise in which students where given the style of an artist and had to work out the best way of simulating that style using 4 tables of different materials that they moved around. The risk was the movement of students around the room and the fact that students would be at different stages of development even if they began from the same starting point. All students produced something according to G/S/B criteria and the challenge of problem solving worked well as a motivational tool.

Students did not manage to get around all tables in the time given however if this task becomes embedded as a regular lesson format, less explanation and more work will take place. Problem solving will be linked to real life work scenarios to ‘up’ the stakes and increase motivation for boys and girls alike.

Independent learning was achieved by all students in some capacity and a great side effect was the problem solving dialogue between students at the same table.

AO:

8.4 lesson on ‘teens and choices’.

My lesson was based on special dietary needs of individuals and I wanted the students to consider their own special dietary needs being a teenager. The students completed a starter task using min wipe boards and were given some facts about special dietary needs answering true or false to each statement using their boards. This task had some common misconceptions surrounding nutrition and teens choices for example- ‘how many teaspoons are in a can of coke?’ I wanted to use facts which surround their choices to really make them think about their choices and if they are the right ones.

The students were then given a fact sheet full of information about teenager’s special dietary needs- the student used a highlighter to highlight key words. I did this as I feel I really want to push independent learning as I feel that student in key stage 4 struggle to collect information from for example a textbook in mass.

The student then analysed case studies and planned suitable meal for each case scenario giving reasons for each item using factual information – from their fact sheet. Some students struggled with this and I encouraged them to highlight and they found it useful.

28e

The students used the growth mind set dice as their plenary task I really feel this was a very positive task as I overheard some great comments such as ‘ we talk about this in science and PSHE’ .

One of my lesson targets was GM and I was really happy with the outcome- students made some great comments and all gave positive feedback about the plenary activity. I enjoyed the conversations I overheard during this task.

The second lesson target was independent learning and I really feel this was a highlight as the student all used the factual sheet to collect information to complete the task. Some students did struggle with this activity but I feel if they were to do a similar task again would find it easier and with this in mind it would aid their research and learning in key stage 4 as I personally feel in Catering this is something some students struggle with- the confidence to research independently.

I guess what I was really trying to do is make them each think about their choices and how the choices they make now are so important. I used factual information on items such as ‘coke’ McDonalds’ for that reason to make them aware of what is actually in each item.

JM:

8.3 – Observational Drawing and Independent Learning

The class were coming to the end of a scheme of work investigating observational drawing, an important focus of the new Art GCSE. The focus of all artwork has been to understand the skills required when drawing from observation, the technical use of a variety of media and learning to develop and refine their artwork over a period of time; the lesson therefore was a further development of these skills and understanding.

The focus of this lesson, was to build upon their understanding of using media and explore observational drawing through the use of ‘creation stations’. The four ‘creation stations’ were split into two different media; graphite powder and Indian ink. These were both mediums that the students were new to, however the application of them is no different to their understanding and use of pencil and paint.

Normally when a new media is introduced, I will demonstrate and show students exemplar artwork to show the possibilities of the media; this can however result in some students becoming very reliant upon teacher guidance. The risk of this lesson, was to give the students primary observation items to draw with new media, having received basic guidance/instructions for use from myself.

Basic guidance was supplied through simple instructions and health and safety guidance in a photo frame on every table.

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My expectation was that the students would struggle on the first media, ask for teacher support and then improve on the second media. When it came to the activity, I was pleased and impressed that the students enjoyed the exploration of the new media and the fact that I wasn’t telling them what to do. On the second media the student worked to a much higher standard, as their confidence seemed to grow. When they evaluated themselves on the scale of confidence, all students noted improved confidence on ‘creation station’ 2.

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To support the risk, I utilised the four Platinum students I have in 8.3 and put one in each group as an aspirational target for the other students to work towards. I think this worked well, as the discussions between the students involved tips to help each other use the media and support as to how to improve their artwork.

The aim of this lesson was to improve independent learning and the idea of exploring new media; when feedback from the students was collected they all commented that ‘you should just have a go’, ‘don’t be scared’ and ‘don’t panic’.

Feedback Evidence:

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

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Aaron Fuller has struggled with the observational drawing scheme of work, as he is not a confident realistic drawer. He has used the diary to record the tips and advice I have verbally provided and applied it to his artwork.

 

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Freya Matthews is a talented artist, but she rushes her work. The feedback diary has encourage her to slow down and focus on her skill level and therefore ensuring she gained Platinum at the last reporting opportunity.

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

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Peer Assessment is often used in Art, as I’ve found the students provide honest critique of their peers’ artwork. As well as complimenting the artwork, students are encouraged to choose an area of the artwork that needs improvement. They must provide very specific advice, and not say complete the artwork.

Rezija Vitola was told to focus on increasing her use of pattern.

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Nathan Wills was complimented on his observational drawing and encouraged to improve his use of pattern and white chalk in his artwork.

The peer assessment generally takes place half way through the lesson, therefore allowing students the opportunity to use the remaining part of the lesson to focus on their targets and feedback. When they have done that, they write down exactly what they did during DIRT time as a record of progress.

School is almost out for summer and I’d like to thank all of my colleagues who have shared ideas over the year and all of our new friends at other schools who have either visited us to chat about our ideas or engaged in a dialogue about learning and teaching with us. Have a wonderful and hopefully sunny holiday.

Summer Feedback Trilogy Part 2 Fast Feedback Trials and Observation Risks

The science faculty have been trialling their ‘fast feedback’ ideas all year and their original shared ideas and reasons for their trial are here.

http://blog.meolscophighschool.co.uk/?p=1187

Their PPA is planned on the timetable so that they are able to meet and plan together once a week and obviously one of the topics might be to share feedback ideas and adapt their ‘fast feedback’ trial from the lessons continually learned. The ideas shared in this blog follow on from part 1 where I explained that this week the whole school shared their Magic Moments celebrating good practice gathered  from our summer observations and book monitoring. This is our second and final ‘big share’ of the year and follows our winter one explained in this post.

http://blog.meolscophighschool.co.uk/?p=1521

It’s really important to me that staff get the chance to talk honestly and openly to each other about their practice in small groups and then their conversations are shared whole school. This gives the opportunity for colleagues from different faculties the chance to 1] nab ideas, 2] go and talk to someone about an idea they like, 3] offer support to a colleague who asks for it with a certain teaching issue, 4] choose to plan and work with a colleagues from another faculty on a similar idea, 5] informally observe and for middle leaders and senior leaders the evidence to help them prioritise PD needs and support.

Science

Observation Risks:

CM – I chose to cover independent learning as the main topic for my lesson observation. I introduced pupils to a new topic and gave them minimal support. They were provided with a straightforward introduction, some simple instructions to find their feed using the equipment and chemicals. Then more detailed instruction to perform a neutralisation reaction. There were then questions to complete to allow pupils to consolidate their learning. The risk was that pupils could have just floundered and not actually done anything. They could have wasted a lot of time and not completed the tasks claiming they didn’t really understand what they were supposed to do. However they were fine and all but two pupils made very good progress. To increase the risk further I introduced the idea of recording evidence on voice recorders and cameras with a view to overcoming the issues of lost time from reluctant writers and weaker literacy lowering quality of evidence of scientific learning. This aspect of the observation was very encouraging and will be taken forward next year with a paired trial.

HS- with 8.5 the risk I took in the observation was the independence of the lesson, students learned by discovery.  They “played a game” that enabled them to find out how a carbon atoms moves through a cycle, and to appreciate it is a cycle, it doesn’t have a start or end point.  This was a risk as they are accustomed to me stopping and explaining when something gets difficult, they haven’t read instructions or get stuck.  Students moved around the room for 15minutes with no input from me, I was surprised to see how all the students got on with the task, followed the instructions and gathered all the information they would later need for the closing questions. I will develop this further next year by focusing on independent learning within the classroom with 10.4 a different class who I have discovered recently respond really will to learning through discovery.

HW – Pupils were given the task (to see how concentration affected rate of reaction) and the equipment in a tray, and had to safely work out the method and record their results. This was a risk as they’re used to either me demonstrating the practical at the front, or giving them a detailed method sheet.

This worked really well, I think due to the way I had arranged the ‘Science buddy’ pairs so they could help each other. If anyone ever asked me a question I said ‘could your buddy answer that?’ and it turns out most of the time they could!

As well as this risk, I purposely didn’t tell them what concentration was, and tried to get them to use their prior knowledge, results, and a diagram to create their own definition of concentration, and then use this to explain why they got their results. This had mixed success, but I’m glad I tried it as some pupils surprised me with their ability to think conceptually and apply quite difficult scientific knowledge.

FD – I chose to promote independence and student ownership of own learning for my lesson observation focus.  I introduced students to a ‘big’ scientific question which they were to devise their OWN answer and definition of during the course of the lesson.   Learning activities/episodes were planned and set up that would contribute to their own internal understanding of the ‘big question.’  The practical elements of the learning were deliberately planned to challenge student thinking from their previous understanding in order to really cement the concept in their minds.  Firstly, the students completed a basic investigation to note that mass did not change when a chemical reaction took place.  To challenge this, students were asked to test this theory with a reaction that would release gas (thereby losing mass as gas atoms) and explain this phenomenon compared to their initial thoughts.  All pupils could explain that mass was lost due to atoms escaping as a gas.  To further challenge this in their minds, I asked them to consider if the mass would change in a reaction if you could increase the volume of the product considerably from start to end of a chemical reaction.  When this demonstration confirmed that mass does indeed remain constant in chemical reactions, a real penny dropping moment was struck.  Some high level (penny dropping) explanations in terms of atoms and atomic/molecular arrangements in chemical reactions (in reactants & products) were provided by some students which was very rewarding.

Students were required to convert their own thinking and verbal responses into written dialogue in an organised, coherent way that used scientific terminology appropriately.

The biggest risk was asking students to work through various practical based scenarios about a scientific concept (conservation of mass) and devise their own theory in a coherent written format, using appropriate scientific terminology.

The risk was that students could have wasted time during the practical elements and would not really understand how to convert this learning into written dialogue.  But they all did!  A peer assessment of the written dialogue was undertaken to ensure all students could provide this written work to the gold standard required for progress, with dedicated time provided for improvements to their written work where required.  The standard of the written responses was very encouraging.

I will take this aspect of providing learning episodes to answer a ‘bigger question’ independently through to my maths teaching from September, promoting the ability to problem solve in our learners which is a strong focus of the new mathematics curriculum.

WS- The main risk was in letting students undertake a practical task without any verbal instructions. They had a practical sheet and were told they could ask for me or Mr K to read it not explain it. The premise was to use” 3 before me” to support each other and develop resilience. It went well because at first students did do the practical wrong and weren’t quick enough assembling the equipment to collect the gas produced. However, this was not a barrier and they adopted a great growth mind set ( which we have been working on for 2 years, although not calling it that) by keeping going, not getting stressed and trying the procedure in a different way and they were all ultimately successful, by helping and watching each other and they obtained the results required.

The wonderful thing is that they are very comfortable to learn by trial and error and the principle of learning being a journey and not quite being there “yet” but still striving for gold and even platinum, showing commitment to learning rather than being taught.

PJ – The risk that I took in the recent observed lesson was to let the students work with as much independence as possible to answer a question that I posed at the beginning by carrying out an experiment. I then got the students to teach others what they found out and they had to answer questions on that as well. It went really well but could have gone wrong right from the start.

Whole Department Highlights and Developments:

Highlights of Book Monitoring

  • The use of colours to show peer, self and teacher feedback, as well as clear evidence of response to feedback and redrafting.
  • The clear progress in the books.
  • The use of peer and self-assessment. Highlights of observations
  • The independent nature of the observations
  • Trialling new ideas e.g. PJ and IRIS, and CM with visual and oral evidence for progress from hand held devices.

Next year’s T&L focus

  • Interleaving Trials:
  • CM IPad, meaningful homework’s
  • PJ IPad, IRIS
  • RM HW HS independence high middle and low
  • HW questioning
  • Whole department, meaningful learning through practical’s

Feedback evidence:

HS:

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

BS1

The student at first has described how the paint and car attract but they missed out a key concept of the particles repelling, this was addressed in blue pen.

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

BS2

Here there has been discussion to clear up the confusion of the pulmonary artery and vein, and understanding how they aid delivery of oxygenated blood to the body.

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving itBS3

Students were given various targets 1-6 and 7 they decided on their own.  The targets where based on what makes a “gold” student and marks that are lost for silly little reasons, e.g. not using the correct key word, not reading the question properly, (dash-it marks).  The students totted up where they lost marks that could have been achieved with little extra effort, set a target, said how they will address it and said what the evidence of this will be.

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

BS4

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Students self assessed, then peer verified work to show progress.

HW

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

bs52

bs53

Pupils first attempted an open-ended question ‘why don’t people need to mow their lawns in winter’. This was to assess knowledge remembered from the previous lesson and any other prior knowledge. Then the answers were discussed in pairs, then as a class, then a model answer shown. Although the peer assessment in this example isn’t very detailed, he has shown the keyword ‘glucose’ is missing. Then her redraft has massively improved as she has included more keywords and successfully linked it back to glucose. Her improvement is SPaG based, which she struggles with due to her dyslexia (links to CMs study about the use of iPads removing any literacy barriers but allowing pupils to still show their scientific knowledge).

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

BS6

Conservation of mass can be hard for some pupils to understand as they assume if you’re reacting two things together, the product must have gained mass because they’re adding together. Or reversely if you add two chemicals to make one product, it must be lighter.

So I showed them the particle models of a reaction and got them to count how many of each element were on each ‘side’ of the arrow (top 4 lines). I then got them to answer some maths questions to prove conservation of mass (e.g. 7g + ??? à 10g, what is missing?)  They could then write their own scientific definition, which I was very impressed with!

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

bs54This pupil really struggles with his literacy and doesn’t enjoy writing. However here he has attempted a question, self-assessed it, improved it to nearly perfect (5/6) and then redrafted the whole thing again to get full marks. Even better – I’d said to him ‘just add in the bit you missed out’ as I know he’s a slow writer, but he persisted and did the whole thing again as he ‘wants it perfect’!

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

bs55

Self-reflection on their learning before an assessment. Very honest, and after reading my comment she came to see me at break to ask about the page numbers she needed to look at in her textbook ‘for the carbon cycle’. She then came back at lunch and said she didn’t like the textbook page, and could she take her exercise book home as she prefers her notes from class. This shows great GMS as she’s identified her weakness and is working on improving it rather than giving up. She then successfully answered the carbon cycle question in her assessment, and said ‘oh my god Miss, revision works!’ I think without this reflection beforehand, she would have attempted to revise everything, felt overwhelmed and given up.

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

BS9

Redrafting

Pupils were given a hypothesis they had to write a method to test. First attempt was without any help on what makes a good method. Then after a class discussion, they had a second attempt that was peer assessed. Then the third attempt has also improved. Although the 3 methods are all similar, the subtle improvements are necessary for scientific methods. This redrafting (although still not perfect) has shown this class in particular (that doesn’t like writing!) that if you do it properly and thoroughly once, it won’t need correcting. This redrafting has told me as a teacher that the class needs a further ‘method skills’ lesson to a) see if they revert back to the style of the first attempt, and b) to improve further with how they measure 1m, the distances, etc.

WS:  My belief is that Growth Mind Set is everything and if we get that right everything else will automatically follow as we have laid such a good framework to enable learners.

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

BS10

Student was then able to calculate mass number and atomic number and relate to the number of sub-atomic particles

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

Adaptation of NTEN techniques in classroom to improve retention

BS11

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it.

BS14

 

BS15

BS13BS12

Optional GYM homework set on cystic fibrosis and after discussion – the optional homework was re-drafted

BS16

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

BS17

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

GYM review sheets

BS18

CM:

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

BS19

Katie Badley – structure of the leaf (Y7) CM

Katie completed her original work in black pen, I provided initial feedback in green pen. Katie then made some minor amendments in blue that I had requested then improved it by adding an additional paragraph for the missing details.

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

Aimee Blundell – Ray diagrams and law of reflection (she had set up her equipment incorrectly).

BS20

BS21

Aimee Blundell did had not really appreciated all the details required for the ray diagram, particularly the reflection points from the mirror and had set the equipment up with the mirror in slightly the wrong position so the back of the mirror was not lined up with the line. This meant her incident and reflected ray did not line up. After some feedback she made some labelling additions in blue then went on to repeat the investigation and get the ray diagrams and angles perfect!

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

BS22

BS23

Laura Pendlebury – Law of reflection and ray diagrams CM

Laura took four attempts to get the diagram correct and use the protractor carefully. She kept going though which is a great mind set. Laura often jokes that she puts more graphs in the bin than she gets right in her book, but she always keeps going, which is fantastic.

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

BS24

BS25

Ally Lyon – determination of population of species CM

Ally self-marked her population piece (original work completed in black and self-marked in red pen) then redrafted it in blue. This was then peer assessed by Eleanor and peer verified by Nour.

BS26

BS27

Ally Lyon – nuclear radiation, the gamma knife CM

Original work in black pen, peer assessed with improvements by Nour, then redrafted in blue the following lesson.

  Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

BS28

Fast Feedback, Zoe King CM

– shows use of coloured pens to speed up marking, self-assessment in red pen, peer question in blue that is then pupil response in black

FD:

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

BS29 The students work was peer assessed in red pen.  The peer assessment was ineffective at identifying exactly what the learner was missing to improve their answer to achieve the Gold criteria.  After checking the peer assessment and marking myself in green pen I highlighted the learning gap to the student in question.  The learner has responded in blue pen to my feedback, evidencing that they now understand this concept, closing this specific learning gap for this learners understanding of the causes of day and night.

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

BS30

This student did not appreciate that when explaining the concept of diffusion, that specific scientific key words must be used for it to be assessed as Gold standard.  The student’s first attempt at the explanation is written in blue pen.  I have assessed the students work in green pen, asking for a definition using key words that have been taught during the course of the topic.  Without reminding the student of the actual key words to use, the penny has dropped for this student as the improved definition is perfect!

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

BS31

 

Dan Hinchcliffe Set 7.2 – Dan followed all feedback and kept repeating his attempts at Sankey diagrams until he had perfected it and reached the Gold standard

BS34

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

BS35

Charlie Shields 7 set 2 – here is an example of Charlie’s self-assessment of homework.  He addresses any knowledge gaps by including correct answers in purple pen – to aid revision of the topic

BS36

This shows another example of Charlie responding to peer feedback to improve upon his original work

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

BS37

Fast feedback – peer assessed in red pen – the peer assessor has added a fast note in red pen and arrows to indicate where answers are the wrong way around to provide fast feedback to the learner.

RM:

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

BS38

BS39

The students above were really struggling to grasp the concepts in fractional distillation. They attempted a six marker and RAG’d it and it was peer assessed. They then used their feedback to have another ago, and RAG’d their work again. This was then followed by a final peer assessment and feedback given by me. The process took two lessons but I really felt that the students ended with a much better understanding of fractional distillation.

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

BS42

 

 

7.7 students really struggle to complete any work independently. I completed a two week growth mind set project with them which led to them becoming much more independent and confident in their own ability. There is one student in particular who suffers from low confidence. She is actually one of the more able student in the class but she will not attempt any piece of work without reassurance from the TA. Over the two weeks, she really proved to herself how capable she was of doing tasks independently. She showed such good growth mind set over the two weeks that I chose her as one of my growth mind set stars for my observation lesson with this class. She did not complete the same tasks as anyone else as her role was to peer assess and give feedback to the other students on their work. It was lovely to see her having the confidence to guide other students – something that she had always been capable of doing but had never been confident enough to. I think it was a penny dropping moment for both her and me to see how she could come in just two weeks.

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

BS43

BS44

I completed a two week growth mind set project with 7.7 in which the students really concentrated on becoming more independent learners. The students started by writing growth mind set pledges, choosing things such as ‘I will not say I can’t’ and ‘I will not give up’. The students were given a series of tasks to compete independently each lesson and those who did particularly well were awarded growth mind set stars as seen before. They were also given peer and teacher feedback throughout the project. The end result of this project was that the majority of the students were able to work independently for 45 minutes. This was a big achievement for these students who previously would not attempt anything without help or support from myself or the TA.

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

BS45The student above has been given specific feedback and advice of how to improve. They have then redrafted their work, and have then had it verified by another student who had given them further feedback. This dialogue has led to them producing a work of high standard (but not particularly good presentation!) that included most of the necessary key words for the topic.

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

All of the above examples show evidence of DIRT. We have tried very hard to incorporate DIRT into all of our lessons over the last year, and the students are now well practiced at completing peer assessment and improving, redrafting and reflecting on their work. There are also above examples of students redrafting their work – students now know not to hand any work in that hasn’t been marked (by either themselves or a peer) and improved on within the lesson.

PJ:

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

BS46

Student replied to feedback by identifying the answer then they used that further knowledge to help them define a keyword within the lesson.

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

In my observed lesson one group predicted an incorrect outcome to a practical before carrying it out. Then when they did the practical they were able to identify they were wrong and why. This is evidenced in my lesson plan.

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

BS47

For whatever reason the image was beyond my GM and rotating skill! Sorry Phil!

Yr7 student answering a DIRT question. Could label the parts of an animal or plant cell but I wanted to see if they really understood and could take it further by telling me what each part does. As you can see they were able to do this so I threw in an extra one that they had missed out and they got that as well.

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

BS48

Above is an example of a DIRT lesson at KS4. These lessons are also done with ks3. In these lessons students answer an open ended question with as much information as they can remember from the week. These questions are then peer assessed in red pen and any improvements given. Students then redraft their work taking into account these improvements in blue pen. They are then rechecked by myself.

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

The above picture also shows an example of re drafting and how it is carried out. The below picture is an example of how I use SPAG. In this example I have shown a literacy question which centres around a common spelling mistake in science – Fluorine. This is an area I feel I need to improve on.

BS49

Carmel has also been thinking about how to keep an on-going faculty reflection, rather than waiting until a distant time and SLT requests for a current state of play. I’m keen for all to contribute any ideas that will save time/ease work-load. Creative ideas shouldn’t just come from the top-all need to be able to put ideas forward and try them out. I’m interested to see how this one works out and if other faculties try something similar.

David, Leon,

I was thinking of ways to collect department level evidence of sharing and reflection after our discussion yesterday. I need a way that is helpful to us as a department, uses minimal time and could be done as we go along (same criteria as we used when we developed fast marking).

I have mocked one up for you below.  I know it may appear like a list of trivial details, but these are the real items that are done day to day to build a bigger picture and that is the important point. This will then form the raw data for mine and Hannah’s reflection at the end of the year.  

I am hoping it will show our ideas and practices evolving over time and how everyone is contributing. It will be held in a spread sheet which people can add to at any point, the topic is there so we can sort by topic.

I’d like to think of it as one long set of meeting minutes, a meeting that we are all attending all the time! I anticipate most people will contribute on an adhoc but weekly basis and we have agreed that it could take the place of our after school weekly science meeting, to free up peoples time to add their contributions. Perhaps the next evolutionary step in department meetings as it is not limited by start and end times.

I have mocked up some data entries to give you an idea of the type of thing that could be included but who knows what people will add!

What do you think?

date Comment Feedback topic
HS Trialled learning by discovery with 8.5, 15 mins without any guidance and actually GOT THE CARBON CYCLE at the end. Going to try it with 8.4 next lesson. HW – can you send a link, 8.3 don’t quite get it yetHS W:\Science\Book Monitoring and observation 14-15\Summer observations\Observation resources\HS\Carbon Cycle Game.docxWS – I’ll try it too

CM  – can someone add it to the SOW pls, ta

T & L
WS Trying optional GYM homework with 8.6 CM – hmmm, let me know if they do it – could it be a step too far??HS – interestingWS – 25% have done it!

CM – that’s more than I would have expected – great idea Wendy will you do it again

WS – done another this week

WS – 45% this time, and Ella Thistlethwaite has redrafted it after id marked it! Really proud

CM – Wow amazing

Homework
HW My books are looking really good with these coloured pens. I’m doing my DIRT couple of times a week, makes marking quick. CM – can you add the dirt tasks into the SOW slidesHW – doneRM – I used them, really great thx Holly Marking
RM Coloured pens going well, books look really good but its taking too long to manage giving them out and taking in HS – try making pen packs, Val has some small plastic bagsWS – I use pen packs tooCM – pen packs didn’t work for me as pupils didn’t always put pens back in them. I’ve got wooden blocks with holes drilled in them. equipment
CM My y 11s are getting behind as they are so much slower in the afternoon – had to use my consolidation week just to finish C4 PJ – me tooRM – me too, set 2 are a real problem Tuesday afternoon. I’ve had to speak to KRHW – me too

CM – not a lot we can do except really push the pace in the Thursday lesson.

CM – my 11.6 are ahead of 11.1! that the effect of 75% afternoon lessons.

CM – Maths finding similar issue but there’s is a 50% split.

CM – shouldn’t happen next year as going to 2 week timetable.

behaviour
CM Have found kerboodle – an online homework for OCR GCSE, think may be good for KS4 intervention. Got a free month trial, gives you reports of results so you can see who is struggling. HS – does it do triple too?CM yes I’ve emailed everyone logonsWS – love it, they can practice as many times as they like before doing it

RM – great ill set some

CM – I have found that setting the same one three times and getting them to do it immediately after each other works really well for recall .

HW – I’m setting them – can we order them

CM it’s in budget for next year, can use as hw too.

Intervention
PJ Thought about doing a lesson using IRIS CM – Brave – let me know how it goesPJ – student teacher wants to do one too.HW – fab, let me know how she gets on.

CM – anyone else want to do IRIS?

 

T & L
CM Going to set up some multi choice recall quizzes on ……for lunchtime intervention if anyone wants them I can share HS – they can run them in my lab if you want.WS – can I send someCM – yes just send me list of names

WS – I will help chase people up and deliver them if you like.

CM – Ta

CM – People keep forgetting to chase up – I’ve emailed learning tutors to prompt but still not running smoothly.

WS – I think it’s because we are alternating the weeks between 11 and 10.

HS – yes I think you are right, they mean to come but just forget.

CM – let’s try and find another way, this is not being effective for anyone. Quizzes are good though so we can use them in lessons.

intervention
CM Year 10 triple girls are becoming really amazing at peer assessment and redraft – able to correct the science effectively PJ – yes I was impressed with them too.RM – 10 4 definitely not there yetCM – 10 5 ok, I’ll send you some of the scaffolds I’ve got. Marking
WS Controlled assessments running behind schedule as we don’t have enough balances HW – agreedRM – me too agreedHS – yep

PJ – defo

CM – message received (problem the 0.01g ones are £400!)

equipment
CM Going to trial ‘print your own stickers’ that Greg uses RM – I’ve seen his books I love themCM – let me know if you want a box of blanks to print on.HW – can I see some when they’re done Marking

PE

The PE faculty worked incredibly hard during Sport’s Week [as did others!] and had to be flexible and re-arrange plans quickly when the weather turned. It really is the highlight of our school year and the team spirit both students and staff engender and display really shows the power of the alternative curriculum. The PE folks still managed to meet to share some of their ideas like the old pros that they are! This old pro, after foolishly playing in the year 8 girls 5 a side and the 2 staff v year 11 helpers’ games, has had to forsake his Sunday bike ride and write a blog because he is still stiff!

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

Aaron- Creating dialogue with students in books, use of dot marking in psd lessons enabled me to show this within my book monitoring and I feel this has closed the gap.

Sam- Video footage of year 7 girls doing the tennis serve. Girls acted upon the advice after watching a pro tennis player and their improvements are clearly evidenced in the video footage.

Tom- Use of ipads of analysis of high jump technique, students were able to analyse their performance which lead to a massive improvement.

Rosie- Video footage for year 10 GCSE group, which helped the lower attainers watch their own and other performances to help identify targets for improvement. Video footage is evidence of before and after.

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

Aaron- Year 9 mixed GCSE group fully understand that GCSE PE consists of 40% theory as well as 60% practical which is more challenging but has been drip fed to improve their knowledge and understanding which will bridge the gap for year 10.

Tom- Use of growth mind set in lessons to allow students to understand how to develop their skills.

Sam- Lower year 7 girls have fully understood that it is far easier to remain confident and up beat instead of letting things get to them.

Rosie- Lower year 7 girls have fully understood that is far easier to communicate and remain positive and start to use team work to achieve success rather than trying to do everything solo.

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

Rosie- See book monitoring (Katie MacDonald book)- massive improvement for 10 mark questioning.

Aaron- During KS3 PE observation student gave feedback and was then asked to re-do it which was in more detail and of a much higher standard.

Tom- During observation students taking a lead learning role and developing other student’s skills through analysis of performance in cricket (Dylan Burrows).

Sam- Students used home learning to research the skeletal system producing high quality resources for their next lesson (Rachel Cresswell).

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

Aaron- Creating dialogue with students in books, use of dot marking in psd lessons enabled me to show this within my book monitoring and I feel this has closed the gap.

Rosie- Peer sheets for verbal/ written verification to use KS3 which had a positive effect on the assessor and the performer, which gave them confidence to critically reflect.

Tom- Year 11 exam question analysis and peer assessment (Purple pen), improving student learning.

Sam- Batting in year 8 rounders. Video footage was observed by partners and honest critique was fed back. Students then videoed them again checking that feedback was completed and success had been had.

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

and, of course, any of your own choice [just tell your colleagues why you chose it and think it is your best]

GCSE PE and Dance- See books and book monitoring- PR and PEPs for GCSE PE- SPS/ TE

Thank you as always to all who have shared ideas-part 3 next!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Summer Feedback Trilogy-Part 1 The thing we use to call marking

Colleagues have been gathering their thoughts in faculties about the Magic Moments observed in our summer observations and sharing examples of their latest feedback tactics offered to line-managers during book monitoring. Although staff are tired as the term comes to its end and have been exhibiting some very different pedagogical [and other] skills during our Sport’s Week, they have still managed to celebrate their successes and hopes for next year with each other. I usually put them all together for internal purposes and then on to the external blog so others can borrow if they wish to. It’s such a huge read, that I’ve split them this time into 3 parts! Thank you to all who have contributed and continue to inspire me and allow me into their thoughts, concerns, ideas and classrooms.

Preparing the new school SEF and SIP pushed me to read the new Ofsted handbook and criteria in greater detail than the cursory glances I gave it a few weeks ago when it first appeared. My changing role will still involve professional development and it was good to see in the outstanding criteria;

Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.

It’s become part of our culture now that we organise our directed time and inset to allow open and honest debate about learning and teaching and risks are encouraged so that innovative ideas are trialled and should they not work; lessons are learnt. It remains important that we need to constantly seek ideas and expertise from external sources too and different approaches to the way we might think/do things are always welcome. A couple of interesting ideas re the use of book scrutinies and use of marking as a method of monitoring/checking progress are here;

http://t.co/8duzaADE9c @mrhistoire https://joeybagstock.wordpress.com/2015/07/06/collaborative-teaching-cycles-from-scrutinising-learning-to-understanding-learning/

https://michaelt1979.wordpress.com/2015/07/01/what-if-some-inspectors-are-wrong/

Our observations and book monitoring is different to many other schools, and I’m aware from colleagues who visit us, that our approach interests them whether they agree or disagree with it! I can’t hide my dislike of grading observations or tightly imposed structures for monitoring ‘marking’-BUT we do what works for us and is best for our staff and students. This doesn’t mean that we aren’t ‘Ofsted savvy’ –I need to know what they are up to support schools via our Teaching School remit and watch the subject specific current inspections like a hawk, just in case! Their outstanding feedback criteria is what you might expect [they seem to like the word incisive!] without dissecting every word and I would imagine most schools have something similar in their own policies. In Michael Tidd’s post above he gives the EEF description of feedback and we can discuss the use of oral, written or any other form of feedback at length in another blog-this one simply shares some of our current and proposed practice!

Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively

Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

 The questions that I asked faculties to feedback on will become apparent as you read through their responses. I’ll begin with English.

SF 1

SF 2

SF4

SF5

SF6

SF7

SF8

SF9

SF26

SF27

I’ve explained in previous blogs that I like staff to experiment with their feedback to find what is best for them and their classes within a loose whole school policy.

http://blog.meolscophighschool.co.uk/?cat=15

I will always suggest that if well-known marking acronyms/phrases are used that E is added for evidence and examples-e.g. What Went Well [Evidence of what was so good] Even Better If [Example provided] to make peer critique even tighter-same for 2 stars and a wish which is used occasionally with some of our younger lowest ability students as part of their transition from primary.

The English faculty have thought long and hard about finding quick feedback strategies which will impact both on actual specific English needs and staff workload in creating the most effective intervention tactics. They shared their new idea with the rest of the staff-this might be the last time we see some of the above slides! I can’t do justice to this using pictures and words but will explain it more after a term or so of trialling it. The maths faculty have already told me that they like this and as both faculties have begun to meet together to discuss their research project [another blog!]-watch this space!

SF10

You can see that they have designed a set of symbols to allow them to mark quickly and then use the symbols for the students to interpret and respond to as part of the feedback and dialogue process. They hope that the use of symbols and agreed intervention criteria will be easier for them to track and give a bit more time to actually intervene purposefully to support students who have struggled with certain aspects of their learning. Looks good on paper and I’m delighted to see them innovate and I will be fascinated to see if this is something that makes a difference to both sets of learners [students and teachers]

 

SF11

SF12

Humanities

Each teacher discussed different aspects of their feedback and the risk taken during observations. A more detailed discussion will take place in September to decide faculty learning, teaching and feedback priorities-this is to give our middle leaders a real grasp of what is currently working well and areas that need professional development and will feed into the whole school SIP.

Feedback that the student acted upon and you then have the evidence that it closed a specific learning gap

TM- A variety of dialogues completed during dirt. The use of questioning allows pupils to develop their answers.  Students are challenged linking to their targets to push to the next level & grade. Students will be asked to prioritise, explain or asked the other side of an argument. With regards to GCSE questions – aimed at pushing pupils up to Level 3 of mark scheme. GCSE questions often link to skills e.g. P.E.E ensuring pupils either fully explain their answers or include relevant data to justify their answers

MD- After first book monitoring purple pens were introduced which evidenced improvements and feedback which was then checked and improvements grades were issued. This strengthened the 3 way marking process that was already in place and made it more visual.

GT- The use of level up activities within history from both peer and teacher questions has really allowed pupils to develop and improve on exam questions across KS3. Pupils use the mark scheme and their own understanding to ask questions that really push pupils to close the gap on their target grade. This is then re-marked and if successful pupils are given a ‘level up’ grade. I also really enjoyed using Helens ‘What’s missing’ activity with pupils which has allowed them to use peer providing to highlight how pupils could improve their exam answers to increase their grade/mark. It served as a great way for pupils to see where they could improve their work before redrafting it.

HY- 7.7 feedback responded which has been developed throughout the year, they have enjoyed dot marking which works well with low ability. Assessment slips show students clearly what level they are on and how to reach the next level. Students know exactly what they are working on and towards. DIRT stickers are used to show they have overcome learning challenges.

Feedback that you can evidence was a real penny dropping moment that might have taken ages to for it to drop!

ED – Low ability year 9 learning case study material on Bangladesh and retaining information was really rewarding for them and myself. Also this same group used dictionaries and GCSE text books to learn meanings of key geographical words to enable them to understand geographical text. Through this they were able to use the terminology to complete 6mark GCSE questions. Using this terminology allowed them to reach the higher marks within the question.

TM- year 10 using PEE chains. Helped them structure their 6 mark extended answers and allowed the students to gain more confidence. Over time these were withdrawn and now the students can answer there question more effectively.

MD- first observation – students completed a causal web with low ability year 10 GCSE. I adapted high ability task and added challenge which students more than lived up to which showed me that low ability thrive from aspiration and high expectations.

GT- The penny dropping moments within my last observation with Y8 history where they were applying their understanding in a solo taxonomy activity that had been introduced to the pupils that lesson. Penny drop was when Eve was able to make links between pictures that I had not initially thought of during the planning. This was even further developed in the peer assessment where pupils were encouraged to highlight further links on other pupil’s visual hexagons.

HY- with GCSE exam mats which include 6 mark answering techniques and command words students enjoy using these. Low ability year 10 who struggle with extended writing used these and were able to achieve higher levels in their questions.

Feedback that you feel showed a tremendous piece of mind-set from the student involved in achieving it

TM- Redrafting – y10 pupils redrafted their work after an assessment. Pupils showed great growth mind-set and it was clear they wanted to improve to do their very best. (example from Aleta attached)

MD- Based on feedback to a year 8 assessment 2 students returned at lunchtime and wanted to further improve their assessments to achieve a level up.

GT- I have found that a large range of my feedback opportunities have tested pupils resolve and has been a growth mind set challenge, especially for lower ability pupils as they have had to critique using success criteria. I have found modelling has supported this. Also, making improvements on level up and redrafting is a challenge for pupils as many do not like redoing work, as some of the more positive improvements really show the effort that have put into improving.

HY- Jasmine Evans didn’t make her target grade – she returned after school for extra support. This helped improve and reach her target showing a positive growth mind set.  

Feedback from self/peer that was a superb example of honest critique with examples/follow up checking/success

TM- see pictures attached showing marking.

MD- year 9 – Created a how to answer exam style question revision guide by writing on the desks. Students worked as a class to improve each desk and wipe out incorrect information collectively created an effective learning resource which has then been used when planning answers.

GT- I have found that using both peer verification has proved a really great opportunity for pupils to critique each other’s work both across KS3/KS4, it has given then a chance to develop their critique and setting targets/improvements on this. Also, I encourage pupils to write their own peer critique using WWW/EBI and setting targets/questions which are answered within the classroom.

HY- peer assessed effort in lesson of each other – BSG, different questions about group discussion, using geographical vocab and leading roles. Students self-assessed their effort and then peer assessed agreeing or disagreeing. 

Feedback that hit any of our current obsessions-re-drafting, innovative, fast, SPaG etc.

TM- Have trialled dot marking with low ability and found it very useful. Pupils are beginning to become familiar with this process and can now identify mistakes easily. Labels stuck onto lower sets to show where feedback has been left. Removed once I am happy with responses – Pupils now have high expectations when it comes to DIRT tasks as they know I will check all work. (They also seem to hate having the labels stick out of their books so are keen to get rid of them by completing high standard work!) Mock exam review – Review after mocks to identify key areas of strength and areas for development. I have found this really helpful and it allows students to easily reflect on their work.  Fast feedback – GCSE mark scheme highlighting – When pupils answer a GCSE past paper question they stick in the mark scheme long with their answer. I then use this to mark the work, highlighting where they have hit criteria of the mark scheme. This allows me to give specific feedback which links directly to what the mark scheme is looking for without having to write lots. Use of HYs GCSE mats

MD- re-drafting – using the redrafting form students were able to use peer and teacher feedback to redraft work to show clear progress.

GT- SPag Bombs, personalised stickers, SPIT marking, Highlighter Marking – These are a variety of methods I have tried to introduce help familiarise students with peer critique and to also vary the methods used so pupils are challenged and stay engaged. SPaG bombs have allowed me to focus on improving spelling of key words across KS4, whilst personalised stickers have increased my fast feedback, high level questioning and have overall made my marking more efficient.

HY- dot marking and GCSE mats, growth mind set displays, growth mind sets efforts plenary. Introducing peer assessment of GCSE questions at KS3.

Each individual teacher please also be ready to explain the ‘risk’ they took in the recent lesson observation and explain what the impact on learning was. Where will you take it next?

TM- used a role play activity with year 8 – was worried they wouldn’t participate and be shy however they excelled and verbally used their key geographical knowledge to take part effectively. They still talk about the activity as they can remember the key knowledge of the lesson clearly. Next I would give the students more responsibility within their roles and filter this through to lower ability classes.

MD- boxing to argue – developing arguing for and against skills allowing them to be in charge of decision making exercise. Pupils had to think on their feet developing their speaking and listening skills and apply this then to 10 and 12 mark questions. This will be trialled with lower ability students.

GT- A risk I took was getting pupils to set create, set, share and peer assess their own 12 mark questions at GCSE. This was a strategy new to me as it aimed to develop pupil’s skills as answering a range of questions

HY – speaking and listening – students had talk tokens given when good geographical conversations were taking place. This was with a high ability class therefore higher order terminology was required to achieve a token. This encouraged students and helped them with answering GCSE questions. After speaking to Dave I would try giving the tokens to the students and allowing them to decide when their partner deserved a token for good use of terminology.

The humanities gentlemen have shared lots of photos of their feedback in 2015 blogs so I’ll give our geography NQT Toni a clarion call for her continual refection and refining of her feedback strategies by sharing some of her snaps.

The first 3 show some targeted questioning and then the follow up self-evaluation to see that the advice/knowledge has been met/memorised.

SF13

SF14

SF15

SF16

Toni has encouraged the students [red pen] to peer assess SPaG and BSG criteria-this was an early example [Toni began her NQT in November] and Toni would now ensure an example of an explanation was given by the peer marker. This development in her feedback is seen below.

 

SF17  SF18

SF19

Miss then verifies the peer critique saving her time and by supporting better quality peer critique, the learners are hopefully strengthening their skills and knowledge.

SF20

And she also finds time to teach G.C.S.E geography too!

SF21

Performing Arts

The creative ladies had an early attempt at September’s inset activity-individual colleagues will share their learning/teaching and feedback triumphs and their priorities for 2015/16 [based on their appraisal foci and professional portfolio] so faculty leaders can easily collate an overall PD need to match individual and faculty needs-this then comes to me to give me a whole school picture.

SF22

For our book monitoring or scrutiny, colleagues self-evaluate their feedback first, highlighting areas of interest before passing books representative of the different cohorts to their line manager.

Some have wonderful colour schemes to represent the different factors we are currently trialling. See Toni’s below

SF23

Book scrutiny is a professional development exercise in the same spirit as our observations are developmental-this doesn’t make them a soft option! If feedback needs to be developed further, targets are agreed upon but the whole process of collaboration and sharing of ideas means that there are always examples of great practice from within our own school to go to for inspiration and guidance. I liked Sophie’s idea of including her summer evaluation after her Autumn/winter one so that she could link and explain her own professional progress and development over this

SF24

SF25

Thank you to all who shared their ideas in part 1. Part 2 will star our scientists!

Thanks for reading

 

 

 

 

 

 

 

 

 

 

 

A different approach to literacy in science

Carmel, our subject leader for science sent me a Sunday morning treat to read to add to our collection of subject specific literacy Magic Moments. As my partner is also a physicist [but one who loves to write!] I’m fascinated to find out what other scientists think and to hear from other schools who employ similar of different approaches. I’m delighted to see my colleagues trialling new ideas and am sure that others within our own school, possibly in science, but certainly within Carmel’s learning hub, will offer their views/share their own literacy trials. Over to Carmel……

Literacy Magic Moments.

Apologies for such a long piece, as I have done something a little different from photographing activities or pieces of good marking, I wanted explain a little about my ideas behind it too.

I am a physicist, and as such, my numeracy and logic skills are very very good, however I have always struggled with spelling and find it quite difficult and time consuming when having to produce extended pieces of writing, whether they are departmental reviews or the current terms ‘literacy moments’ for sharing amongst staff. It’s just not my strength and I find myself reading and rereading the piece over and over and probably have about 10 draft versions before the final one is ready for public scrutiny (this of course means it takes me 10 times longer than everyone else and why you are only just receiving it now!). This does not mean that literacy is not a fundamental feature in my lessons, moreover that I appreciate first hand how difficult it can be to get your ideas down on paper when your brain fully understands the subject, you are overflowing with ideas but just can’t seem to get the across as quickly and easily as others can.

As standard practice I will provide scaffolds, use sentence starters, connectives, keyword lists etc but it still doesn’t always allow some pupils to get their science understanding across as fully as I’d like them to. I have seen that misconceptions can be implied by weaker literacy or worse still, hidden. I have a class of year 7 pupils who, on the whole, have quite weak literacy skills, and as always there is quite a range within the group, this does not mean their scientific potential is weak. Some pupils cope very well and will produce pages and pages of ideas and explanations and have done really well to get over their fear of the blank page. I do have a few who are very reluctant writers and produce very little evidence of their learning although verbally they get their understanding across well. In between these two extremes I have a number of pupils who’s literacy is quite ‘out of balance’ with their scientific understanding and should be following scientific careers when leaving school as long as the literacy demands of the subject doesn’t put them off and these are literacy demands that would not necessarily be there in the workplace.

New technology is fantastic and I find spell and grammar checks invaluable. I see friends of mine whom I graduated alongside, in science and engineering careers chucking away their pens and simply speaking into their iPads and phones and recording info by photo and video.

So this term….

I wanted to find a way of making sure that my pupils with weaker literacy skills produced evidence of their learning that was in line with actual scientific understanding, and that in collecting this evidence, they were still improving their literacy and perhaps moving their subject progress even further than they would have previously.

What I did……

The topic was acids and alkalis, over the course of one lesson I was expecting pupils to identify some clear liquids as acid or alkali simply by using universal indicator, then perform a simple neutralisation reaction to get experience of the pH scale and moving from acid to alkali back and forth. Then finally to work on naming a range of salts and produce word and symbol equations for those reactions. The aim was to move them to the stage of performing a titration in the next lesson. This lesson was also carried out partway through our independent learning trial so pupils were given very little support, only independent materials, including an instruction sheet, some questions to help them summarise their learning and some simple introductory slides. I told them they needed to provide evidence of their learning but this could be in whatever format they liked. They had voice recorders, video and cameras and their normal lab books.

What they did…..
All pupils used the camera to take photos for identification of the liquids,  this took about 5-10 mins of the lesson (once they had collected equipment and figured out what to do). They added labels like ‘red-acid’, which I was happy with. In a more traditional lesson I would have expected pupils to record these results in a table, which probably would have doubled or even trebled the activity time for some pupils, and I would have ‘lost’ the reluctant writers along the way.Pupils quickly moved on to a simple neutralisation. Again they all photographed their evidence. Some did before and after pictures, some just the end result and some at various stages. I would have liked them to video this part so they could demonstrate their practical techniques but I did not want to interrupt them as this was also part of our independent learning trial and some pupils are quite self conscious and unsure of this way of working. Normally I would have expected pupils to draw and label the scientific diagram for this part and write a description of what they did (I would not normally bother with a full experiment write up for this investigation). This group would probably only get this part completed by the end of the lesson. But we still had about 20 mins left!
The most successful part of the lesson was the questions, pupils tend to dislike this part but it is the most important. The questions were structured so that when all answered, they summarised all the learning pupils needed to make before moving on to titrations. Majority of pupils recorded their answers on voice recorders, some still preferred to write their answers as they said they didn’t like the sound of their own voices.
Conclusion.

I will split pupils into three types (although I don’t like putting people in boxes!).

Type 1, reluctant writers.

These pupils completed the entire lesson (there is normally a risk of losing them a third of the way in, unless I’m constantly with them, they stop), they enjoyed it and were fully engaged independently.  They felt they had done well and got their understanding across and were very happy with their progress. In our BSG system I would have given them gold for independence and silver/gold for the scientific understanding. Their use of scientific keywords and statements were mostly correct, I did prompt these pupils several times to describe their ideas and mostly they did not just give one word answers although they weren’t quite speaking in full sentences.

Type 2 Good scientists – weak literacy.
This approach worked very well for them. They completed their work quickly, scientific level achieved was definitely gold and they got to the point of recording symbol equations in their books, although some still tried to record these verbally, which I’m not sure I would encourage longer term. This way of working was a real success and the group this trial was aimed at.

Type 3 All ready writing quite well and making good progress (although the majority are dyslexic) –

This was the group that surprised me, although with hindsight I’m not sure why I didn’t realise this would happen before the trial. They also chose to record their answers verbally as they do find writing slows them down but because they are committed they don’t let this hold them back. What I wasn’t expecting was how long they spent working out and discussing exactly how to phrase their answers before attempted to speak in full sentences with lots of detail and explanation. In discussing their ideas before they recorded them they actually addressed any small misconceptions they had between them in their group. This is the type of learning I aspire to make happen and I’m sure they would not have discussed the detail quite so thoroughly had they been writing their answers even when given the opportunity, or as part of peer assessment.

Overall

We covered a lot more in the 1 hour lesson than normal, we gained about 20 mins which is 33%! Could we really be looking at a potential significant gain in curriculum time?

  • I did not lose my reluctant writers, having evidence they can look back on over time, and them engaging in the ‘questioning and thinking’ part of the lesson could really move their learning on more than I believe they would have done normally.
  • Good scientists who get put off the subject by the writing were fully engaged and moved their learning on in line with their ability, which does not always happen.
  • The pupils whom I would categorise as already doing well used it as powerful tool, exciting now to think how much further they could go!

Next step.

How do I store and manage all this information. Clearly, recordings are not as easy to mark. I have been experimenting with iPads and looking at what real scientists and engineers do in the field. Siri looks great, we can use dictation rather than voice recording. In applications such as ‘pages’ (apples ‘word’ equivalent) whenever you get the keyboard option you can dictate instead/as well. Pupils can add in or correct using the keyboard when necessary and of course add in photographic evidence with comments. Pupils will then still be used to seeing written words, but won’t be held back by pencil skills and spelling. Documents can be shared and managed using Dropbox or google docs although a lot of thought needs to go in to the organisation. With regard to marking, there appears to be some nice annotation apps available for feedback comments too although I’ve not tested any yet.
First indications are that we would gain learning time, which we could use to consolidate the more demanding scientific ideas.

More reasons to do it ……
This is how engineers and scientists work in industry as I’m sure many other sectors do, and the primary driver being that it saves time. Collecting ideas, evidence and understanding together in a variety of formats and compiling them into summary reports is an essential skill in the workplace and one we try to use as part of their learning. I’m sure we all expect pupils to do project work on computers embedding many different features into documents but there is so much opportunity to go further with handheld devices. It is also worth bearing in mind too, that the pupils are probably better at this than us!

Drawback – each pupil need access to their own iPad for the duration of the lesson.

This leads on to the dream of the electronic lab book….. And a paperless classroom…..

Carmel answered a few of my questions after I read her email and she placed the trial in the context of her own leadership of science and  reactions to external and internal changes, philosophies and student needs.  Back to Carmel…..

I wanted to record this journey to demonstrate (hopefully) how to bring about fundamental culture change and progression, albeit at a department level, and how to deal with the obstacles as they arise along the way (building resilient staff as well as resilient pupils). I know that these are philosophies and changes you are bringing about from a whole school perspective, however, as a middle leader, at the coal face, the day to day issues we will face will be very different and a journey I feel is well worth recording and sharing.

Several of us took part on an online CPD with the exam board last week, where they shared their new specification and sample exam questions. Personally I was delighted to see that quality of written communication is no longer being assessed on the papers and the 6 markers are now testing pupils ability to draw together several scientific ideas rather than it becoming an exercise in interpreting the question. They stressed that questions are now being designed to identify good understanding of science, something our department can do well. The more difficult skill of application of knowledge will be addressed on a weekly basis when drawing their conclusions from practical work and linking it with ideas covered in previous theory lessons (great opportunity to get a bit of interleaving in!). It is also interesting that exam papers in combined science must contain 20% mathematical skills, which we are very happy about.

With regard to the reluctant writers in their final exams, throughout their time with us, we will still work with them towards being able to get enough of their ideas down in writing to get the GCSE grades they are capable of. The benefit this project could (hopefully) offer is that they should remain fully engaged for 4hrs per week for 5 yrs before hand. A lot of time to master a lot of science or a lot of wasted time if they switch off and miss part of every lesson.

 

Summer Magic Literacy and Numeracy Moments part 3

Our penultimate big sharing of ideas for the year focuses on literacy and numeracy ideas from our English, art and design and PSD faculties and I’ve included a couple of ideas that colleagues have been developing in their learning hubs.

English

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From Hannah

I have attached examples from members of the department. I hope that this is appropriate as we are all working on the same goals at the moment.

One of the biggest things for us this year was fully embedding basic Literacy into all lessons in English. A couple of the biggest things we have adapted this year are weekly SPaG homework and consistent use of SPaG lesson starters. In September, we will be assessing all students half termly on SPaG to monitor progress and to emphasise the importance of this area. Our improved routines are having a profound effect in terms of the reduction in basic errors across the board. We use a wide range of tools to support the development of Literacy including word banks, writing frames, scaffolds, dictionaries, thesauruses, word cards, key words, challenging literature and so on.  Reading bingo has been used to develop the independence of our learners; we are aspiring to make students take ownership for their writing.

We have developed a routine of ‘best work’ only to be marked by teachers. Most teachers will use drafting books next year which, again, will push our learners to look critically at their errors before submitting their final piece. DIRT time has also successfully been built in across the department and errors are highlighted (usually six) and the students go back and correct these in red pen. We find that they are far more cautious as a result of our marking methods this year. We anticipate that our current KS3 will be extremely competent in terms of grammatical accuracy and etc. by the time they sit their GCSE.

The big difference this year is that we are taking a collaborative approach to how we deliver Literacy (lesson starters follow the half termly focus/ SPaG homework follows the half termly focus). The entire aspect of accuracy is high on the agenda on a daily basis. I am starting to see the impact of a whole school approach as students are now checking their work without being prompted.

In terms of Literacy, we do not face challenges in terms of embedding it as it one of our main goals. Students enjoy SPaG starters and often become quite competitive which is something we are pleased to see.

Numeracy in English.

We have a number of opportunities to develop numeracy in English. We teach students how to sequence ideas/ events, we encourage students to work out percentages when a numerical scoring is required and as our subject is so demanding in terms of time management, time is a common discussion in lessons. LC/ RH have been using scrabble starters which require students to add the value of key words. Also, (and most impressively) we have introduced the use of Venn diagrams as much as possible to support the KS4 learning of this topic in Maths. We use Venn diagrams mainly for drawing comparisons from poetry.

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<from LC. Students have to the value of particular words (numeracy links)

Hannah attached quite a few ideas so I’ll include the full examples for colleagues/other schools to borrow and adapt if they wish to.

Observation and inference

Synonyms

Capital Letters

Vocabulary building – Year 8 – Week 1

Year 7 Vocab Half Term 1 Week 2

NTEN SPaG Powerpoint Second

SPaG Homework New

Half Term 1 SPaG Test

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Art and Design

Josie sent me examples from both her textiles and art lessons.

Literacy Starters in Textiles.

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Literacy in Art

In Year 7, as part of understanding drawing skills, I have used YouTube videos to re-inforce the techniques they are using. The students watch the video and note everything the artist does well and relate it to their previous/current work.

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In Year 8 students have been encouraged to write and analyse artists artwork based on the teaching strategies that I use with GCSE Art.

They were given an image in their sketchbook, as a class we discussed the keywords of Artist, Colour, Line, Composition, Scale and Opinion, then individually the students worked through each section of analysis based on prompts and suggestions from their peers.

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The resulting work from Year 8 is detailed and well written and forms an improved understanding of analysing artwork and related art keywords.

Aimee shared her food technology numeracy.  It’s quite a big PPT so I’ve included it all below. A couple of examples look very tasty!

Untittled

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Literacy (PSD)

From Aarron

Georgia Healy 8.5

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The only marking I had done can be seen here [1 word!]

When peer assessing letters; students were given set questions to raise so they can get a response and create dialogue.

Within PSD we use dot marking- students are given a template which is then glued into the back of their books- see below

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Again the same can be seen with Ellie’s- the only marking I had to do was here.

Numeracy (form time)

23Every Monday I will ask my students write a paragraph about what they have done over the weekend. I encourage them to write in full English using connectives, capital letters and full stops. I believe this mini task gets them back into the working mind sent they need to be in for school.

Main Learning barrier

I have some students within my class who struggle to read their own handwriting therefore at times it is quite difficult to give quick feedback as I will have to sit down and proof read their work.

I have also noticed that some students have a significantly higher level of literacy than others who are in the same set. At times this has proved difficult and when I first took over the class during pair work, some were way ahead of others in terms of task completion. This had a knock on effect to the rest of the lesson as this led to less time to give peer feedback.

From Marion PSD

There has always been a literacy focus in PSD but this year I have tried to include activities and assessments which have a significant link to the types of writing or presentations the students are expected to produce for their English GCSE.  For example, year 8 have written a formal letter about child labour (The Rights of the Child), an information leaflet/sheet about politics and the General Election,

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they have presented in front of the class (Charities) using presentation and persuasive techniques and they have debated the pros and cons of legalising cannabis. Year 7 have written an informal letter giving advice, a poem about bullying and a narrative story linked to safety.

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They have also prepared speeches for school council elections and practiced speaking through discussions. Before these activities we go through the techniques they need to use such as PAF, SPaG and PEE and I emphasise their importance not only for PSD and English but for other subjects. An example of good practise is often shared beforehand for support/guidance. I use the dot method – dot over the spelling, they have to find the correct spelling, then write it out 3 times.

The inclusion of numeracy tends to be more difficult in PSD, however this year we have used percentages when looking at the number of seats a party needs to form a Government and statistics when discussing the smoking, drugs and alcohol. Year 8 have also use numeracy to calculate the amounts of calories in different diets.

My magic moment has been seeing the students in my form become independent and likeable young adults who are now ready to pursue new horizons. Of course it is also a slightly sad moment too, as they will disappear from my daily life after being very much present for the past five years and I will disappear from theirs. Still, one of the benefits of being a teacher is that when students leave they are swiftly replaced by new ones who need us just as much as we need them.

Dawn one of our Teaching Assistants shared how she supports literacy and numeracy with her year 7 class.

Ensuring all students have the necessary equipment at the start of the lesson (pens, pencils etc.  Anyone who works with 7/5 will know this can take a while!)

Some of the students in the group have a diagnosis of dyslexia so in lessons that require a lot of writing, I will assist them with scribing, including writing out lesson objectives/questions.

I encourage students to us highlighters to emphasise key words in a passage.

Assisting with note taking, to use later if writing a longer piece of work.

I ensure students who need overlays/laptops/Alphasmarts have access to them.

Verbal prompts reminding them to use SPAG.

Offering lots of praise and encouragement to the students, not allowing them to give up.

In maths in particular we have a student who is very gifted but spends the majority of the lesson distracting others (he is currently waiting to be assessed for ADHD), I spend a lot of my time with this student encouraging positive behaviours.

Mandy, another of our TAs shared her strategies.

Learning Barriers – This student needs support to structure their work, especially in extended writing tasks. Help to organise thought processes and encourage them to plan their work and use a laptop to record their work. Student will edit his own work on the laptop but can be reluctant to revise their answers or show workings.

Strategies that I am trying

-Use of laptop to record his work. Needs support managing the laptop.

-Using a task organiser to help structure and plan the task and use of a visual prompt to extend and provide evidence to his work (P.E.E.R)

-Support when editing work Capital letters, Punctuation.

-Encouraging student to revise finished answer  – need to build time in for this to make sure that the answer is addressing the question asked and is appropriate to the audience ( especially in English extended pieces of writing) but, this also needs checking in other subjects too, for example Science and History.

Spellings –At the front of their English folder I am noting down common spelling mistakes in a word bank.

Homophones. We have tried a homophones worksheet during 1:1 handwriting sessions to check understanding and use visual reminders.

Evidence

SPAG Challenge – regularly check with student and remind them of their specific targets. We identified recently that he ‘had forgotten’ that the personal pronoun ‘I’ should always be a capital letter.

Specific Literacy Targets – the student is aware of his specific targets and will now identify errors in his own work occasionally independently but still needs prompting when editing.

When peer marking he is able to offer positive feedback and this helps identify his own needs.

He is on target to meet end of year grade C. He now writes using full paragraphs and uses quotations appropriately and is becoming more independent in his work.

Growth Mind –Set Wendy leads our learning hub on GM and they are working on helping the students to think about their effort and very practical ways of self-evaluating their own GM in lessons. I shared Alex and Andy’s trialling of ideas in our GM blog-this is Wendy’s.

GYM review for Genetics unit Year 8-6

 What are you doing to improve your learning and achieve Gold? using “Grow Your Mind”

What grade did you get on the Genetics Test? ________________

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To do this you need to be really honest with yourself!

  1. Did you ask for the extension sheet to try and improve your grade? _______________
  2. Did you complete the optional GYM homework on Cystic Fibrosis?______.

If yes, do you feel it helped your learning and why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

  1. Do you ever look over the revision guide at home? ________________
  2. Do you answer questions in class? __________________________
  3. Do you talk about your science lessons at home with family?

______________________________

  1. Do you ever try to extend your learning by looking things up on the internet or YouTube to try and find out extra information? ____________________________
  2. Do you give well thought out feedback during peer assessment? ____________________________________
  3. Do you ask for help or more explanation if you are stuck? ____________________________________________________
  4. When you revise, do you try to write things out or use the memory techniques we use in class? _______________________
  5. Do you usually complete your homework?_________________
  6. Do you try and come to science lessons with a positive attitude, ready to enjoy and get involved in lessons? ____________________________________________________
  7. Do you try to work things out for yourself or with a friend before asking a teacher? ________________________
  8. Do you use your DIRT time well to re-draft your answers ? _____________________
  9. Do you think you have a Bronze Silver or Gold Growth Mind Set? ________________

Now the important bit – what can you do in the future to commit more to your own learning? – Make a promise for next year.

My GYM targets for next year to help me become a committed and independent learner

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These will be stuck into your new books for next year, and I will refer to them, so think carefully and use ideas from the questions!

In Year 9 I will try to improve my Growth Mind Set by trying these things:

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Signed : _____________________________________________________

These will be stuck into your new books for next year, and I will refer to them, so think carefully and use ideas from the questions!

Business Studies

Colin has been leading our questioning hub and has used research provided by Dan Brinton at Belmont http://t.co/Xh24fo8LRO and has been avidly reading Shaun Allison and Andy Tharby’s latest book to add more ideas [before I lend him David Didau’s book which will probably tell him that they are all wrong!] I observed Colin in action so know that his stuff works! His questioning mixes pose, pause, bounce with GM [hints and tips from maths] and literacy.

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His ‘hint and tips’ scaffolds are to help his students’ access the growth mind set ‘YET’ and develop their answering skills when they begin their G.C.S.E. course. By year 11, the scaffolds will gradually disappear with the memory of how to answer embedded in student brains. There are a list of connectives to help link the answers and encourage longer responses of greater quality.

The learning hub are looking beyond teacher questioning to try to develop student self and peer questioning skills and you can see that Colin uses his Business Buddies to set each other questions [scaffolds to help at first] and a whole range of interactive methods from chucking the Frisbee round to lots of posing and bouncing. Colin makes tremendous use of his technology to aid learning and assessment and of late has mixed this with the tricks of the trade from other less technically gifted colleagues i.e. me-of using mini whiteboards, pair-share and so on. An eclectic mix of teaching styles!

His observation plan from last week shows the thinking and risks taken behind his planning and use of his learning hub ideas.

Teacher  Mr Lee  Subject Business Set year 10 mixed
Action points from the last observation Relevant appraisal learning and teaching objectives Which MCHS ‘great teaching’ criteria have you planned to model?
To further develop the students ability and confidence to independently set challenging deep questions, use hints ‘n’ tips and answer challenging questions linked to GCSE 3, 6, 8 and 10 mark criteria A-A* Achieve +1 progress target by pushing student on to the 6, 8 and 10 mark criteria through student led Q&A session.This is linked to my CPD research on the impact of questioning, Help students build explanations and answering questions impact = strong level of evidence. Students lead the questioning and answer session independently and moreover, challenge and support each other to achieve their +1 targets! 
Context of lesson Student have completed unit 1 and have begun their controlled assessment research (unit 2). While they are conducting their questionnaires and interviews for homework, we have begun unit 3 Marketing.Is there an area of their learning/your teaching that you have found to be challenging and have decided to focus on?

§   Yes – students have found the step from 3 markers to 6 markers challenging. They often do not apply their knowledge to a business context (sometimes it is too general). A recent Edexcel exam report (June 2015 unit 3 feedback) highlighted that if students want to achieve the A-A* criteria they must develop higher order application, analysis and evaluation skills. This is a big strength of the department and is developed through PIC skills (product, industry and competitors) (literacy 1)

§   They also don’t focus on the downsides of their argument. In response to this the lesson will challenge students to think more deeply about the downsides (BSOC skill 1)

§   They also struggle to link sentences. Again this is another strength of the department, but today it will be more explicitly developed through ‘suggested snowball connectives’ (literacy 2)

In response they will set their own challenging 6 and 8 marker questions and model the answer themselves through an interactive student led Q&A by tackling a 6 marker and then an 8 marker! They will have a Business Buddy and new hints ‘n’ tips AFL sheets to support them. I really want them to push to their +1 targets and this interactive Q&A session will help them to model the criteria so they push on to do this themselves (Growth mind set!)

Getting your skates on! Which is the biggest anticipated risk/chance of failure you have planned to take in the lesson? How can we help?

§   I am going to try and get students to lead the Q&A themselves and this is a big risk. The use of the three hints ‘n’ tips will help students to stay on track and I will only act as facilitator. I will only intervene once three Business Buddies hint ‘n’ tips have been used. This is challenging for a teacher to do as we often feel the urge to lead and question the students ourselves as it feels ‘natural’ or an expected ‘conditioned/learned teacher response’. I’m learning to take a step back in the Q&A sessions (not easy for me, I still often intervene!!), but getting them to think for themselves through a student led deep Q&A session will enable them to model and further develop their higher order skills to achieve the +1 targets.  I will be exploring these points further in my questioning research)

§   I will be starting with a 6 marker (very challenging) but breaking it down using the hint n tips sheet and white boards to give students some wait time.

§   I will trial the white boards and pens to improve interaction. The Frisbee holder will ask all students the questions (linked to grading criteria) and all students will respond on white board. They will then be targeted by the Frisbee holder.

§   Students might find using the connectives difficult, but I really want them to develop the use of these to strengthen their answers today!

 

Learning and risk taking is for both students and staff-none of us will develop without un-fixing our mind-sets! Rachael H has produced this poster for her classroom-it’s a good ‘un to leave you with!

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Extra bit! 

Colleagues from MCHS and another school asked me to share more examples of Colin’s questioning after reading the initial blog-probably to test my expertise at inserting pictures into the blog!! I have excluded a couple of excel documents with student grades on but will describe them. This was Colin’s submission for his summer book monitoring. Hope this makes sense!

AFL Business Studies Book monitoring evidence  

  1. 1. Students set themselves a challenging 3, 6, 8 or 10 mark GCSE question using the appropriate command words using the Business Buddy setting questions guidance sheets and bank of command words (evidence routine sheet 1 & google docs command words]

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2. One of the student’s questions is chosen to be used as the question for the class example = 6 marker see above. They then begin to lead the questioning and ask the class the question initially

colin 53. Students have 2mins wait time to work in pairs to plan an answer to the first 2 marks (judgements) using the: New Hints ‘n’ tip sheets for 6, 8 and 10 markers, white boards, literacy Business skills laminates (routine sheet 2 & 3 ).

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The timer is also used to help improve time management skills

Students go through a 6 marker in mini episodes to keep them all engaged

They start by making a judgement to the 6 marker using the hint ‘n’ tip sheets and white boards in pairs!

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4. The student questioner manages the praises and allocates a student for questioning. They target a student who is low on praises and asks them their google docs question. They throw the Frisbee to the student. And they answer the question

They are allowed

  • Some additional wait time
  • If students are still unsure after the wait time, they can use ‘3B4 me’ this is 3 Business Buddy Hint ‘n’ Tips from any student of their choice. If they are still unsure I then give them my own Hint ‘n’ tip. Students get a praise for each mark they get correct on the mark scheme and a praise for contribution.
  • Students use hints ‘n’ t tips sheet to help students with the correct answer and get a praise for contribution
  • There has been a reduction in hint ‘n’ tips (see excel sheet below) as students have got used to the criteria and their questioning and answering skills have improved-sheet not included but has info on each student with the number of praises/hints n tips.

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colin 125. The student who has answered the question then has to set the next part of the question to all the class. In the same pairs, students then complete the other elements of the 6 marker. They start by discussing the upsides and downsides of their arguments and develop their answers and literacy business skills using the PIC and snowball laminate skills sheets, connectives sheets and 6 marker Hint and Tips sheets.

A new student is targeted with the Frisbee and then must answer this section and step 4 above is repeated.

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colin 166. The student then asks the class to make a final judgement and conclusion using their whiteboards and Hint and Tip sheets. Again is step 4 is again repeated student is targeted to make a final judgement.

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colin 19  colin 187. Student then answer 6 markers in google docs and Business Buddy mark each other’s work using the comment thread tool.

colin 20colin 218. Student are encouraged to push to the A* by completing the add factor 8- 10 marker challenge hint ‘n’ tip sheets by adding a new factor and extending their conclusions.

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colin 249. I then give teacher feedback linked to the knowledge and skills of the 2, 3 and 6 markers and how to move on.

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colin 2610. Students are given teacher feedback and use DIRT  to input their scores into the Google docs tracking sheet and then what skills and knowledge they need to improve on for each topic-the sheet not included has information on the topics to be improved after the FAIL and then has the SAIL score.

A mixture of new technology and old school to make an interesting initiative and already proven impact on memory retention and improved pieces of learning.