Sandringham

School Twilight CPD Programme

Learning opportunities chosen and designed by Sandringham staff to maximise impact on teacher and student learning

FEEDBACK (Katie Barter & Mel Breakell)

The format for Winter

•

Session 1

Tues 16 th Sept

•

Opportunities to learn and develop approaches for your classroom

Session 2

Tues 4 th Nov

•

Opportunities to reflect on how your approaches are supporting learning and time to share and develop them further

Session 3

Tues 16 th Dec

All teachers from all the sessions will come together in a Teach Meet, sharing what they have been developing and learning.

•

Everyone

needs to bring along a piece of ‘

evidence

’ representing what they have been doing in their classrooms, based on their twilight sessions. This could be a photo, a piece of students’ work, a lesson resource.

It should be no bigger than A4.

At the Teach Meet, everyone will be asked to judge their approach/ strategy based on it’s effectiveness so far and its cost (time).

•

One person/pair/trio

from each group should lead

a 3 minute presentation

on what they have been using and the impact its been having. This should not be the group leaders!

Sign up will take place in the second session.

Sharing your practice before the :

•

Tweet

using the @Sandagogy handle •

Tweet

on a Friday using the @Sandagogy handle and the #highfivefriday hashtag – see Gemma Harvey • Give a

teaching tip

in briefing – see Abbie Winters • Share at our

TLC

on Weds – see Mel Breakell • Write a

blog

post – see Caroline Creaby • Consider writing an article for the

Sandringham Leanring Journal

(the preferred reading of teachers, headteachers, academics and Education Ministers) – see Karen Roskilly

FEEDBACK

What is it?

“Feedback is the information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to produce improvement in student’s learning.” (

Education Endowment Foundation)

Basically …… “Feedback is about how we are doing in our efforts to reach a goal”

(G Wiggins)

John Hattie’s research (2008) found that feedback was among the most powerful influences on achievement.

FEEDBACK

•

Why do we mark?

•

What is the difference between marking and feedback?

FEEDBACK

Feedback is not the end of the line”

(@davidfawcett27) By providing feedback only at the end of learning students don’t have an opportunity to act on it.

Dylan William (2011) talks about how this type of feedback is

“rather like a scene in the rearview mirror rather than looking through the windshield”

Dylan William (2011)

“

If I had to reduce all of the research on feedback into one simple overarching idea, at least for academic subjects in school it would be:

feedback should course thinking ”

Our experience

• We spend a lot of time marking work and writing detailed comments • We encourage students to respond to our comments • Mostly, students don’t respond to our comments or act upon our advice • Why?

• Students need the opportunity to both read and so something with your feedback there and then • Otherwise feedback loses it impact

Re

Act

Our new school-wide feedback initiative

“ReAct”

an immediate opportunity for improvement:

Re

ad and then

Act

• Re-read • Reflect • Re-draft • Re-do • Refresh • Re-word • Re-visit • Rephrase • Recall • Recap

provides

Re

Act

– How will it work

• The first five/ten minutes of the next lesson, after books have been marked, is ‘

ReACT

’ time: Students read the comments and act upon anything they’ve been told to do • This should happen every time feedback is provided • Students read the comments, complete green and then tick off the teacher’s comments to show that they’ve acted upon them

ReAct

work in • Even a piece of work that is “on target” should be subject to

ReAct

Making feedback stick

1. Critique – drafting and crafting 2. DIRT time 3. Find and Fix 4. Closing the gap 5. Burning questions/requests 6. Feedback key 7. Feedback homework 8. Feedback questions 9. Triple impact marking 10. Feedforward as a starting point 11. Using grades/data 12. Modelling and example

In pairs:

Making feedback stick

• Read about the feedback model and explain it to your partner • What’s good about this feedback model?

• How might you use it in your subject/s?

• What are its shortcomings?

• Which of your two models is better?

Critique – “Drafting and crafting”

•

What:

A process where students are trained to give very clear and concise feedback in order to create work of excellence.

•

How:

As students are working towards a piece of work, they create a number of drafts versions of it. These drafts are ‘critiqued’ by peers and the feedback that each piece is given is acted upon in the next draft. The comments that are given must be kind, specific and helpful. They must also be instructional and help make the work better. The teacher usually focuses on one aspect of the work at a time to make the process as beneficial as possible. The process of critique normally requires a full dedicated lesson and comes in the form of a public critique or gallery critique. Students need to have the process modelled, and getting students to critique the critique in the early stages helps ensure that they comments they provide to peers are of a high enough standard.

•

Why:

Critique goes beyond typical peer assessment. It is part of the process. It very clearly shows students how to give specific feedback that the person receiving it can go away and act upon. It addresses the "85% of the feedback...." issue identified by Nuthall. By dedicating a whole lesson and using a drafting process, a culture of feedback develops within the classroom. The use of drafts also help students see the progress that is being made from 1 st draft to final piece.

DIRT time – Acting upon that feedback

•

What:

First made aware to many teachers by Jackie Beere, this method gives allocated time to getting students to read their feedback and actually act upon it.

•

How:

Plan time within lessons or schemes where students act upon the comments and feedback that they receive. This can come in the form or a starter activity, end of a lesson task or a dedicated lesson during a scheme. In this time, students revisit feedback that they have been given and have that time to actually act upon it with the help of peers, teachers and resources.

•

Why:

Providing feedback in books can easily be forgotten about or simply not acted upon. By creating dedicated time in lessons where students have to act upon it, the gap between where they are and where they should be can be closed.

Find and Fix – Getting students to think about their work

•

What:

Place a dot or mark in the margin of a piece of work near where a mistake is. Students have to locate the error independently.

•

How:

When marking a piece of work, place a symbol, dot or mark in the margin next to where a mistake has taken place. At the end of the work, explain that there are x number of mistakes. Don't indicate what these mistakes may be. Students then have to 'find' and 'fix' them. You can add a focus to the process. For example, you could explain that the feedback focus is on SPaG and ask students to find and fix the x number of mistakes in their work.

•

Why:

The process involves students thinking about the work they are doing. This is ideal for minor issues which can easily be found and fixed. The method also means that students can quickly amend work themselves. It is also time efficient for teachers.

Closing the gap lessons – Moving from where you are to where you should be

•

What:

A dedicated lesson or lessons at the start of a new unit that allow students to ‘tidy up their understanding’ from a previous unit.

•

How:

At the end of a unit we carry out a unit test. The two lessons after this (and prior to the next unit), students analyse how their understanding (from test results, homework….) and revisit weak topics once more. Whilst doing this they act upon any feedback that they were given, improve their notes, redraft any work that they underperformed in, create concept maps or revision resources, answer exam questions and so on. The aim is to then make that topic an area of strength. Students try and improve at least two weak areas in this time.

•

Why:

Too often we finish a unit and move onto the next without ensuring students are confident in it. Providing this structured time with well thought out tasks allows students to close the gap from where they were, to where they should have been. Learning is reinforced and improve.

Burning questions/requests – Can you check this for me?

•

What:

When students submit a piece of work, they have the opportunity to request a specific part is given closer inspection.

•

How:

When a piece of work is handed in, the student very clearly highlights on it a part of it that they didn’t quite understand. This is not related to the task, but instead to the content. If for instance they are still unsure about the functions of the skeleton during a physiology unit, they simply highlight that section in their work. The teacher can then mark the other parts using a marking key, and then give specific time to the piece of understanding that the student is struggling with. This section gets constructive comments and suggestions for moving the learning forward and hopefully ‘close the gap’.

•

Why:

Giving students that sense of ownership and responsibility engages them in the process. They are highlighting a part of your subject that they are still not quite clear on and requesting some help with moving it forward. This involvement means that the comments you give will have a higher chance of being acted upon.

Feedback key – Focusing your feedback

•

What:

A feedback key that all students are familiar with and used when marking pieces of work.

•

How:

Create a marking key and give students a copy to stick in their books. The codes on this key could include B.O.D (Benefit of doubt), T.V (Too vague) or double ticks for very well answered pieces. When marking work, leave the codes throughout the work where needed. Students then check the codes upon receiving their work back and know what needs work (lack of detail etc). The code means that students will have to think about what needs improving, and it is this thinking which will help progress learning further. If they need more clarity over why they have a code they can come and seek further feedback.

•

Why:

This makes marking quicker on you as a teacher. Also as Dylan Wiliam says, feedback should provoke thought. This method highlights to the student areas where knowledge is competent, and areas where knowledge is lacking. Students work out where the error is and can correct it. The key is quick to use and provides you with time to actually write constructive comments where a student needs it most, rather than having to scribble all over a piece of work. Less is more.

Feedback homework – DIRT time at home

•

What:

Students collect a 'homework task' that is specific to a common misconception they have demonstrated in a piece of work. •

How:

Although feedback should be specific to that individual, there are times when a few different common errors throughout the class have taken place. For the first part of the homework, students have to act on feedback that was personalised and specific to them. For the second part, students also have to collect a 'feedback homework' task sheet from you. Each task is different and relates to one of the common errors demonstrated in the pieces of work. Students simply pick up the relevant task in relation to their feedback.

•

Why:

As well as specific feedback for every child, there are also some common mistakes that come up. This encourages students to work on this feedback task at home, addressing the error/gap and improving the work that they submitted. It is also efficient for the teacher.

Feedback questions – Doing something with your comments?

•

What:

A Dylan Wiliam idea - Give students questions as feedback to tackle misconceptions.

•

How:

Read through students work and place numbers against misconceptions. The number links to questions posed by the teacher at the end of the piece of work. Students have to respond to the questions and demonstrate that they have understood the information.

•

Why:

By asking questions students have to think about the error that they made. By using questions students have to engage with the feedback and act upon it.

Triple impact marking – You, me, you

•

What:

Provide feedback to students. They then provide feedback back to your comments. You provide feedback again.

•

How:

Read students work and provide feedback where necessary. Students then read the comments, react to them by writing their own comment and course of action (how they will improve). They then improve and you then feedback on the work again, seeing if they have undertaken the steps they had identified.

•

Why:

Engages in a dialogue of feedback where the students must act upon your comments, and plan steps to improve.

Feedforward as a starting point – Using feedback as in future learning

•

What:

Use previous feedback/feedforward as starting target for new work.

•

How:

Very obvious but actively get students to write their previous feedforward targets on new work. Students therefore have the deficit from the last piece of work visible and in their mind when working on their new piece.

•

Why:

Students can easily forget or ignore feedback. The same mistakes seem to keep creeping up again and again, making you wonder whether they have read the comments at all. By having them as the starting point of the next piece, it is a clear criteria for which students work towards in their new piece.

Using grades/data – Using summative assessment and quantitative data effectively

•

What:

Using grades, test data and scores with students as a form of feedback to help close the gap.

•

How:

Break down a piece of work, coursework or test. Display the separate components of the work in the form of a spreadsheet on the board and get students to pick the areas that they have answered poorly and they must act upon those areas. Combine it with a 'Closing the gap' lesson or DIRT time to make it have more impact. Use mark schemes to support where necessary.

•

Why:

Giving grades or test scores can be detrimental to feedback. Going through an exam paper question by question can be quite laborious. This method gives students an overview of each question and each sub section of it in one quick image. Topics are colour co-ordinated so spotting patterns in weaknesses is easy to do. With a break down of the marks, students can also see how far away they were from achieving the correct response. Promotes responsibility and ownership as students identify areas themselves.

Modelling and examples – Showing what to aim for

•

What:

When providing feedback, use a model or example of excellence to help students reference what they need to be doing.

•

How:

When you are going over the main misconceptions (or even positives) of a piece of work or learning, use a model or example of excellence with the students. This helps them understand and visualise what quality their work should be aiming for.

•

Why:

Students find that they have great feedback from teachers but they can't translate that into a mental image of what their work/learning should be. Showing an example helps scaffold what the next steps actually look like and are more likely to get students to act upon the feedback.

Skill & colour Knowledge C Creaby: Understanding your colour-coded feedback One stripe Two stripes

Look up the key business term and write it out twice.

Re-write the paragraph using business terminology throughout. Include any relevant definitions.

Application

You should illustrate your point by adding in an example about the context of the country or company or a direct quotation from the case study.

Re-write the paragraph using several examples about the context throughout. Include any relevant quotations and references to the product, customers, competitors and the business & economic environment.

Analysis

You should extend your point by adding at least one more sentence to develop your point. Either add ‘because’ to your last sentence or start a new one with ‘Therefore’.

Re-write the paragraph ensuring there are at least four connecting sentences. They should explore why the point your are making is relevant and develop it fully. Include connectives like ‘because’ and ‘therefore’.

Evaluation

If you have made a judgement, add in a justification by including the word because. It is important to look at your arguments and refer to why you have made the decision you have.

If you haven’t made a judgement, re-read the question and made a justified judgement.

Re-write your final paragraph ensuring there are at least four connecting sentences. You should ensure you justify your decision. You should also address why you did not decide on another option. It is important to include evidence and examples already in your answer, or new evidence from the case study.

AIM: To encourage student to re-read their work and engage with your feedback.

METHOD: When marking don’t annotate students' work, but write your feedback on a separate sheet. You can see what this consisted of: marks for each of the three skill criteria that they were being assessed on, one target skill and an associated target question. Then allocate each student a letter which you should keep a note of. Give students back their work as well as the mark scheme and the feedback sheet. Students are then asked to identify their specific feedback. Once students have guessed their letters they transfer the targets to their work and respond to the feedback. (See Sandagogy for more detail on this)

Feedback: Next steps

• What are you going to do differently next time you mark/provide feedback?

• By next session, try out the suggestions you’ve chosen to adopt • Bring along some samples of your new feedback in our next session

• • • • • • • •

Ideas

Feedback ideas

I’m going to implement before the next toolkit on Tuesday 4 th November

• • • • • • • •

Making ReAct work

What will you need to put in place in order to maximise the benefits of ReAct