Responsive Teaching

Thinking about the best way of feeding back to pupils remotely, I am reminded of Dylan William’s suggestion that formative assessment would have been better off being called ‘responsive teaching’. As teachers we are often trying to stretch feedback to fit various purposes, but surely the primary function should be to provide the teacher with information so that they can respond through their teaching. Continue Reading

Whole-Class Feedback: What does it look like? Pt 2

Part 2 of 2 from Mrs Martin on Whole-Class Feedback. If you haven’t read the first part of this blog then you can access it here

Feedback doesn’t have to take the form of a set proforma for every task. The right approach for the work you have set must come from responding to the outcomes. Working remotely is definitely different, but in many ways the process of how we respond to learning (or misunderstanding!) should remain the same.

This second blog aims to look at some other methods that might be more appropriate to different circumstances, and different contexts:

  • Whole Class Feedback Proformas
  • Annotated Examples- Pupils’ work
  • Teacher modelling or Providing Correct Answers
  • Strategies for Sixth Form

Continue Reading

Whole-Class Feedback: What does it look like?

A blog from Mrs Martin with some more examples of whole-class feedback.

Following on from last week’s training, I wanted to share some examples that demonstrate how whole class feedback might like look in different formats. This first blog will focus on the first two categories from below:

  • Whole Class Feedback Proformas
  • Annotated Examples- Pupils work
  • Teacher modelling or Providing Correct Answers
  • Use of Auto-marking Quizzes

Continue Reading

The Shape of Feedback & Assessment

This week I returned to some scribbles that I produced some time ago with the aim of illustrating some different approaches to feedback and how these apply to different subjects. Time-effective feedback is a topic we’ve been blogging about for a few years now, but it seems increasingly relevant in the context of the debate around tackling teacher workload. Continue Reading

“Are there any questions?”

…Following this year’s INSET I vowed never to say these words again. Yet, they crept back into my lessons almost immediately. Scolding myself at the start of most days since, I’m beginning to change the phrasing and structure of my questioning:

What do you understand?”

“What is the first step to this task, and what should you include?” Continue Reading

Spend Less Time Marking (four blogs)

Perhaps because most of us are still up to our necks in mock marking, I’ve been reflecting on some of the time-effective marking practices that we have been advocating as a school over the past few years. I thought it would be a good time to gather together just some of the ideas on this topic and share them again with you. Continue Reading

Why are we Testing? (includes a useful infographic)

This is an idea that I’ve been thinking about for some time, particularly following a talk by Daisy Christodoulou and subsequently reading her book ‘Making Good Progress’. The standout point from both of these was that one test can not (effectively) fulfil multiple functions. We need to decide whether we are aiming to develop learning or to measure it.  Continue Reading