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Feedback and Marking - getting the balance right...

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by

Molly Allen

on 14 July 2017

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Transcript of Feedback and Marking - getting the balance right...

Feedback and Marking
Feedback is most effective when students don't have proficiency or mastery and thus it thrives when there are errors or incomplete knowing and understanding. Errors invite opportunity. They should not be seen as embarrassments or signs of failure, or something to be avoided. They are exciting because they indicate tension between what we know and what we could know. They are signs of opportunity and should be embraced.

Feedback and Marking
2 minute activity -list benefits of feedback and list the benefits of marking. The two are different. Ask yourself what is the impact and how do you know?
Peer feedback
Using visualisers to share work - every classroom will have one.

Give children chance to feedback to their learning partner - ' I really enjoyed working with you because...' Allow children to be detectives, search for things in their partner's work.
Feedback should have more weight than marking....
Mixed ability groups - in Finland it is illegal to group children according to ability before the age of 15! Finland are ranked 5th in the world according to their OECD (BBC, 2016). This does not mean no differentiation and there are times where ability groups need to be in place but they should be fluid and flexible.
TAs and other adults
Symbols - next step activities/ green for growth
Believing that every child can... children are born with wings and teachers help them to fly.. all children are ready at different times. How do you know when they are ready? Low achieving not lower ability.

Feedback and Marking - getting the balance right...
Hattie 2012
Conclusion?
The most effective method is NOT after a lesson, this is simply too late. This is backed up by a number of practitioners who have researched this in great detail. (John Hattie, Shirley Clarke, Black and William, Jo Boaler).
So...
What we know is that verbal feedback has the most impact on the children's learning. What does this look like and how do you manage this with 30 children? Discuss and share practice including symbols.
Making it work...
"If schools adopt mixed ability approach, they are more likely to use inclusive strategies and to promote higher aspirations for their pupils."

Sutton Trust Report 2011
Triptico - Pupil selector - Grouping and carpet partners - other resources: card board, task timer, pupil selector, What's the question?
Testing
Testing shows how much you are learning and should identify how much growth you can make. This links to target books - ensure tests triangulate with target books so we are teaching diagnostically. Tests should not define children. Make learning relevant to
them, the curriculum should be
inspiring and children should know
why they are learning things. C
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