The power of yet

Inspired by Carol Dweck and Jenny’s display – go and take a look…

A reminder – because we are not there …yet

Why is feedback so important?
‘Research has shown a clear link between the quality of teacher written feedback and students’ own perception of worth and ability’
Black and Wiliams 1998

There are 3 stages to feedback:
1. Your positive comment
2. Your next steps/action points for the students
3. Student response

Our Pledge

We are committed to the language of WWW and EBI to identify strengths and weaknesses

  • Success criteria and models need to be shared, understood and manageable
  • Plan opportunities for peer and self assessment in lessons
  • Effective self and peer assessment is dependent on clear success criteria
  • Every student’s book needs to be marked 2/3 times each term
  • Use yellow stickers, stamps (if you still have one), WWW/EBI
  • Make sure that your feedback is specific to the individual – use student names in your initial positive comment to help personalise comments
  • Use positive language that is encouraging ‘Perhaps you could…’ ‘I wonder if…’
  • Think about the effect/impact of your comments on the student
  • One specific, very clear EBI might be enough
  • Ask questions to stimulate thinking and direct the students to develop their work
  • Compare the work to exam criteria and use this criteria to show student what they need to do in order to make progress
  • Do not use grades, levels and marks on every piece of work
  • Do use stickers for general learning targets
  • Use the SBL literacy policy and marking code – do not correct all errors. Students need to do the work and be independent.
  • Consider marking just 3 spellings so that we do not overload. Each corrected spelling should be written out in new sentence during response time
  • Write R, or highlight, or use a coloured sticker in the margin by the work that you would like developed or corrected.
  • Build in regular response time and remember to use the green pens. Response time needs to be given on the day that students receive their feedback
  • Be organised – plan and timetable your marking so you can keep on top of it. Keep a record of the students whose books have not been marked!

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