Monthly archives: October, 2018

Quick wins to ACT on feedback

Please read this post for 6 quick wins that can be implemented immediately to ensure feedback has impact on pupils in a time efficient manner! Quickwins

WRAP time

A strategy to afford children the time to respond to feedback and respond at the start of lessons. Also enabling the teacher to provide personalised verbal feedback. Children both respond to feedback and progress with the challenge at their own pace. This ensures a purposeful start to the lesson. WALT and date Respond to marking And Progress …

Whole class feedback

This strategy is based on the principle that giving feedback as a collective is empowering for pupils to receive and respond to immediately. (whilst reducing teacher workload!) The teacher takes a selection of books from each ability group and reads through. Using a crib sheet, feedback for the class is recorded. Individuals are celebrated and some …

Self and peer assessment

Teachers should train pupils in the art of self/peer assessment by using effective vehicles to equip pupils to take responsibility for assessing their own or each other’s work meaningfully. Strategies such as checklists, self marking answers, improving mistakes, success criteria can ensure the feedback is both useful and accurate. Self_peer assessment

Watch me, help me, show me

A way of introducing new learning in 3 simple phases whilst also assessing pupil learning diagnostically (using mini whiteboards) prior to commencing the independent task to deepen understanding. Stage 1 – Watch me: Teacher models the new learning by demonstrating the process whilst facilitating pupil involvement. Stage 2 – Help me: Teacher models again the …

Assessment for learning: the rationale

Assessment for learning is a powerful learning and teaching tool that generates information (feedback) that can be used to both modify teaching and therefore enhance pupil progress. It should be used diagnostically to guide teaching and support that follows, as well as medium term planning. Click below to consider further research/rationale behind the principle. ACT_input

Reflection

At the end of the lesson children should be given the chance to reflect on their learning, particularly the deeper learning. This phase should be teacher led but pupil centred. Children can be asked to do this in different ways: Reflect on the learning process – technique, mistakes, challenges Set goals- using assessment frameworks to …

Intervene

To decrease variation in results, teachers must increase variation in their teaching. Following AfL we should accurately assess those children who will benefit from additional support. Strategies that can be effective are: Re-group children to form a cut away group Using experts or peer support Explanation in an alternative manner, or more time Using different …

Continue

This phase of the lesson, enables children to, once proficient in initial concepts, continue to deepen their learning through progressive tasks. Pupils should progress in small steps, with AfL used throughout to provide feedback whilst supporting progression in learning. Below you can find some examples of exercises in particular to deepen learning, after pupils have …

Watch me, watch out

This phase of the model implies children learn new knowledge that is modelled to them and are then exposed to common misconceptions. Learning should be layered carefully; children should be encouraged to spot and communicate the misconceptions the teacher has deliberately made. This enables the teacher to assess the level of depth of understanding. WMWO